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  1. Heidegger and Dilthey: Language, History, and Hermeneutics.Eric S. Nelson - 2014 - In Megan Altman & Hans Pedersen (eds.), Horizons of Authenticity in Phenomenology, Existentialism, and Moral Psychology. Dordrecht: springer. pp. 109-128.
    The hermeneutical tradition represented by Yorck, Heidegger, and Gadamer has distrusted Dilthey as suffering from the two sins of modernism: scientific “positivism” and individualistic and aesthetic “romanticism.” On the one hand, Dilthey’s epistemology is deemed scientistic in accepting the priority of the empirical, the ontic, and consequently scientific inquiry into the physical, biological, and human worlds; on the other hand, his personalist ethos and Goethean humanism, and his pluralistic life- and worldview philosophy are considered excessively aesthetic, culturally liberal, relativistic, and (...)
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  • “A spirit of strange meaning”: The Chinese Roots of Wordsworth’s Monism in The Ruined Cottage.Yu Liu - 2022 - The European Legacy 28 (2):155-172.
    In both his life and poetry, The Ruined Cottage marked a decisive breakthrough for Wordsworth, which resulted from his daring adoption and sustained use of a monistic idea. Though hitherto mostly dismissed or construed as a derivative of Platonism, Stoicism, Christian mysticism, and/or other conventional English and European concepts and usually seen as part of his supposedly quietist retreat from radical politics, the philosophy of One Life which Wordsworth promoted was in reality a recognizably unconventional conceptual innovation, which indeed made (...)
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  • Listening to the Literal: Orientations Towards How Nature Communicates.Sean Blenkinsop & Laura Piersol - 2013 - Phenomenology and Practice 7 (2):41-60.
    This paper begins with an assumption that the natural world is literally able to speak. What follows is research around a new place-based, ecological and imaginative public school in Maple Ridge, BC. The school has no building to speak of as there is an attempt being made, as part of the day-to-day pedagogical practice, to listen to the more-than-human as an active voice and co-teacher thereby moving from human teachers/researchers speaking in, about and for the more-than-human towards speaking with and (...)
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