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Introduction to Philosophy—Thinking and Poetizing

Indiana University Press (2011)

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  1. Inheritance, Originality and the Will: Bergson and Heidegger on Creation.Mark Sinclair - 2014 - International Journal of Philosophical Studies 22 (5):655-675.
    In the work of Henri Bergson and Martin Heidegger we find different responses to traditional ideas of ‘creation’. Bergson advances a philosophy of creation, wherein ‘creation’ is presented as the production of a ‘radical’ or ‘absolute’ novelty, not only in art, but in all forms of human experience and biological life. Heidegger, in contrast, comes to criticise ideas of ‘creation’ in art as the expression of an alienated ‘humanism’ and ‘subjectivism’ essential to the modern age. This paper illuminates this divergence (...)
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  • Theorizing in sociology and social science: turning to the context of discovery.Richard Swedberg - 2012 - Theory and Society 41 (1):1-40.
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  • The refugee’s flight: homelessness, hospitality, and care of the self.Inna Viriasova - 2016 - Journal of Global Ethics 12 (2):222-239.
    ABSTRACTThis paper argues that the contemporary international refugee regime is grounded in a paradigm of ‘homesickness’, which puts the refugee in an inferior position of the supplicant, whose subjectivity is framed by the regime of fixed belonging. In order to address this situation, we need to challenge the ontological primacy of homesickness and embrace ‘homelessness’, which offers the possibility of rethinking the positions of both refugees and non-refugees in ethical terms. While the responsibility of the non-refugees lies in cultivating an (...)
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  • Leadership: Wisdom in Action.Elizabeth Smythe & Andrew Norton - 2011 - Indo-Pacific Journal of Phenomenology 11 (1):1-11.
    The purpose of this paper is to reveal how the thinking of leadership is always in ‘play’ enacting the wisdom of practice. The ‘know how’ of leadership theory (techne) tends to assume that a plan, or a set of skills, can accomplish whatever one sets out to achieve. However, the nature of human and contextual encounter instead draws one into a dynamic relationship where all is in-play. To lead is to recognise the impact and primacy of play and to respond (...)
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