"The Third Being" presents texts by A.V. Bronnikov, written from 2011–2019 and is devoted to issues regarding the philosophy of art, creativity and language. If the first being is the being of the eternal and divine and the second being is that of the temporary and human, then the new, third, being appears as the intersection and continuation of the first two. The third being is seen and anticipated in art—in the timeless and indestructible reality created by man, in the (...) reality of a poetic word that raises the world and its things to the level of form, image and idea. The book compares approaches to the philosophy of art and the theory of language by H.-G. Gadamer, M. Heidegger, G. Frege, R. Ingarden, R. Bart, L. Wittgenstein and J. Derrida. An important place is given to Russian religious philosophy, presented by P. A. Florensky, S. N. Bulgakov, N. A. Berdyaev and others. The publication contains essays on the life and work of poets R. M. Rilke, E. Pound and T. S. Eliot, as well as the first Russian translation of J. Derrida's “Advances,” known as the postmodern commentary on Plato's “Timaeus.” -/- Contents: Russia in Rilke / Plato's ideality of text / Word and world / Art as reality / Sacrality of art / Cosmists / Florensky space / Serial music of "Four Quartets" / Philosophy of "The Cantos" / Ezra Pound and his "Cantos" / Poetry: a breakthrough to reality / At the origin of the world / J. Derrida's "Advances". (shrink)

This article explores three aspects of interpretation—musical interpretation of notated Western art music, hermeneutics, and poetry —based on ongoing music education research focusing on the learning of musical interpretation within the one-to-one context of higher music education. The broad philosophic poetic inquiry of interpretation has the form of an autoethnodrama containing both haiku and found poetry. Poetry is both used as a process of inquiry and as a means of representation. The autoethnodrama explores the author’s struggle with finding his cogito (...) for conducting arts-based research and touches upon his personal history. Through the combination of autoethnodrama and a philosophic poetic inquiry, he finds a deeper understanding of musical interpretation, usage of poetry and autoethnodrama in research, as well as of his personhood. Concluding reflections on one possible way of interpreting the autoethnodrama in relation to teaching and learning of musical interpretation within higher music education are also presented. (shrink)

This essay is concerned with Gadamer’s reflections on solidarity and practice as found in several of his later writings. While Gadamer offers a robust explanation of practice, practical reason, and how both are operative in solidarities, his investigations of solidarity are in no way systematic. He does, however, distinguish two aspects of solidarity, viz. what one might call “natural solidarity” and “avowed solidarity”. In contrast to natural solidarities, avowed solidarities require an intentional decision and commitment to act with others for (...) a common cause. Since Gadamer’s writings on solidarity are more sketches than detailed treatises, we will bring his work into dialogue with feminist and political philosopher Sally Scholz. Scholz has devoted significant research to the concept of political solidarity. Like Gadamer, Scholz too is concerned with how we engage natural others and how our present practices harm and exploit them. By bringing Scholz’s and Gadamer’s work into dialogue, we gain a better understanding of different facets and types of solidarity, how they interrelate and influence one other, and how their interrelations might help to effect positive social and political changes for all who inhabit this world. (shrink)

This essay offers the reader a unique interpretation of Heidegger’s notion of authentic destiny as it develops in the Hölderlin lectures and essays written in the 1930s through the 1950s. Ultimately, for Heidegger, the destiny of Germany, and perhaps beyond, that of humanity, is contingent on the receptivity of a people to the founding and grounding words of the “poet of poets” Hölderlin, who calls Dasein to participate in the awakening to a future that is as of yet indeterminate and (...) historical in the highest degree, wherein, attuned by Hölderlin’s poetry, participants resolutely anticipate the potential “historical” arrival of Being as destiny. (shrink)

ABSTRACT In this essay, I shall discuss Gadamer’s interpretation of Celan’s dialogical poetry in his essay “Wer bin Ich und wer bist Du?” (“Who am I and Who are You?”). One may argue that this is Gadamer’s articulation of the problem of the self-other relationship. To understand the question of self and other, it is first of all necessary to return to the poetic word from which the question arises. Speaking is, for Gadamer, the most profoundly self-forgetful action, because when (...) one speaks, one is so deeply “within the word” that one is not turned toward the word but, rather, to what one wants to say with the word. For hermeneutics, interpreting means putting oneself on the task of the poetic text. The proximity between poetizing and interpreting emerges, also in its specificity concerning the proximity between poetizing and thinking. Such a proximity, in turn, divides itself into two extremes: the word that sublates itself, and the word that stands for itself. It is hence the uncertain fullness of language, where, unsurprisingly, both poetizing and interpreting come into themselves, which constitutes the link between the one and the other. Therefore, the interpreted word, intertwined with the poetic word does not replace what it indicates, but merely points beyond itself, to what is other than itself. Both pursue a meaning that points toward an open realm. (shrink)

In this paper, we present and discuss the “synergistic research approach,” from quantitative and qualitative through mixed methods, as a term that refers to an academic endeavour in which researchers are not only committed to comprehensiveness and rigor, but also – and importantly – to excellence in peer processes that further enhance knowledge generation by emphasizing the philosophical underpinnings thereof. We outline the hermeneutic wager, which provides the philosophical grounds for synergistic research, and explain the reasons why we consider this (...) perspective to be of particular interest in the health profession education field of inquiry. (shrink)

Donald Schön’s theory of reflective practice has received unprecedented attention as an approach to professional development in nursing and other health and social care professions. This paper examines technical rationality in Schön’s theory of reflective practice and argues that its critique is a broad and often overlooked epistemological underpinning in this work. This paper suggests that the popularity of Schön’s theory is tied in part to his critique of technical rationality, and to his acknowledgement of the significance of practitioner experience (...) and indeterminate zones of practice in the development of expertise. Schön tapped into a growing disillusionment with technical rationality that coincided with a crisis of knowledge across a range of disciplines. The question is raised as to whether Schön’s critique sets up a dichotomy between technical rationality and experience, or overcomes it. The conclusions suggest that Schön is not discarding research‐based professional knowledge, but rather challenging conflated views of its practical significance. In this way, it is proposed that his critique of technical rationality can be interpreted as an attempt to overcome dualistic thinking as it pertains to professional knowledge. (shrink)

In this article, I offer an account of the 2014 dystopian-fiction film Divergent, based on the novel by Veronica Roth. The film tells the story of Beatrice, a young woman living in a postapocalyptic Chicago, and her process of enrolment into the higher education system. I argue that Beatrice’s troubled story can help us to uncover the high tension between today’s university’s self-alienating mechanisms and the thirst for Bildung. I suggest that the notion of ‘divergence’ can help to develop an (...) account of Bildung in an innovative direction. ‘Divergence’ is a term used in the film to define individuals—like Beatrice—who cannot fit into the categories established by the government to sort students into appropriate educational pathways. I link the notion of ‘divergence’ to an interpretation of Gadamer’s account of Bildung. First, I draw on Gadamer’s thinking to suggest the metaphor of the university as a ‘crossroads’ and outline the idea of the risks and possibilities that are attached to authentic learning experience. Then I explore the self-alienating mechanisms that Gadamer saw at work within the postindustrial structure of the university. In conclusion, I develop Gadamer’s notion of self-education along the lines of the idea of divergence. While some argue that the university can still be a place for human encounter and gathering, I aim to show that, without divergence, it remains a site of displacement, or a dystopia. (shrink)