The book is a philosophical refection on the possibility of mathematical history. Are poosible models of historical phenomena so exact as those of physical ones? Mathematical models borrowed from quantum mechanics by the meditation of its interpretations are accomodated to history. The conjecture of many-variant history, alternative history, or counterfactual history is necessary for mathematical history. Conclusions about philosophy of history are inferred.

The article illustrates a particular existential-phenomenological view of the emotion of fear and its connection to self-educative process of grasping the world and gaining self-knowledge. According to this view, originally promoted by Martin Heidegger and in educational philosophy Otto Friedrich Bollnow , fear is closely connected to a specific understanding of 'unconcealment', or 'disclosure' of truths. In the article it is shown, that this understanding sheds special educational insights on the connection between fear and gaining knowledge.

Heidegger thinks that humans enjoy openness to being, an openness that distinguishes them from all other entities, animals included. To safeguard openness to being, Heidegger denies that humans are animals. This position attracts the criticism of Derrida, who denies the difference between humans and animals and with it the human openness to being. In this paper, I argue that human difference and human animality are not mutually exclusive. Heidegger has the conceptual resources in his thought and in the history of (...) philosophy to affirm human animality while safeguarding the human difference. A cause transforms the meaning of a condition. The case of the human hand, an animal appendage that serves our openness to being, illustrates splendidly this transformation. The human hand not only grasps things in its environment but also points things out, makes things, acts, and welcomes others in the world. Humans are animals transformed by openness to being. (shrink)

Šiuo straipsniu įsiterpiama į diskusiją Heideggerio ir Platono filosofijų santykio nustatymo klausimu. Straipsnyje trimis pagrindiniais argumentais parodoma, kad Platono dialogų korpuse galima aptikti tokią tiesos sampratą, kuri atitinka heidegeriškąją. Parodoma, pirma, kad tiek Platonas, tiek Heideggeris panašiai aptarė klaidingos kalbos genezę bei tokios kalbos reikšmę ne-tiesai; antra, kad tiek Platonas, tiek Heideggeris tiesą supranta kaip – Heideggerio terminu tariant – nepaslėptį su jai priklausančia paslėptimi; ir, trečia, kad Platono tekstuose galima aptikti vėlyvojo Heideggerio apmąstomų tiesos kaip nepaslėpties „galimybės sąlygų“ struktūrinius (...) atitikmenis. (shrink)

To be human is to be in the world with others, and so what it means to be goes to the root of ethical and political life. One would have to be exceptionally obtuse not to recognize that this age, which we now share as a planetary humanity, is indeed in crisis, despite all our apparent progress if not because of it: the economic and political upheavals that threaten to throw whole regions into uproar, the shifts in climate that threaten (...) the entire globe with unparalleled disruption, the “advances” in technology that threaten to lay waste to entire cities and reduce human beings to “human resources.” Despite these ongoing or potential disasters, what Heidegger’s work challenges us to think is that the most fundamental disaster is a failure to think what it means to be human, that these other dangers can only be addressed if we confront this question first. My argument here is that Heidegger misreads a form of thinking vital to ethical–political life, phronêsis, so-called practical wisdom, because his radical historicism prevents him from seeing the intersection of principled norms with life as we find it. (shrink)

The 'Metaphysics of Dasein ' is the name which Heidegger gave to a new philosophical project developed immediately after the partial publication of his masterwork Being and Time. As Heidegger was later to recall, an 'overturning' took place at that moment, more precisely right in the middle of the 1929 treatise On the Essence of Ground. Between the fundamental-ontological formulation of the question of being and its metaphysical rephrasing, Heidegger discovered that a 'metaphysical freedom' stood at the root of Dasein (...) 's relation to his world and, thus, at the basis of his whole ontological questioning. This article will show how the very structure of the 1929 essay clearly illustrates the path Heidegger followed between Being and Time and the new philosophical beginning of the mid 1930s. It will conclude with a few critical remarks concerning Heidegger 's attempt to free his thinking from traditional philosophy and to overcome metaphysics. (shrink)

The importance of education: In conversation with Martin Heidegger and Hannah Arendt. The text is a lecture delivered in German at Augsburg University in 2018. Its aim was to share with German colleagues from the Faculty of Philosophy and Social Sciences the research whose effect was the publication of Hannah Arendt and Martin Heidegger. Philosophy, modernity and education. The thesis of this lecture is that Arendt’s answer to Heidegger’s philosophy, intelligible only within the wide context of both thinkers’ struggles with (...) the philosophical tradition of the West, also opens up a new horizon of conceptualizing the relationship between philosophy and education. This enterprise begins with a critical reconstruction of concepts that traditionally connected education to philosophy. Thereafter, it is a development of Arendt’s thesis of the broken thread of tradition, situated in the wider context of Heideggerian philosophy and his entanglement with Nazism, and consequently, it questions the traditional relationship between philosophy and education. In the final parts of this book returns the problem of dialogue between philosophy, thinking, and university education in times whose political and ethical framework is no longer determined by the continuity of tradition, but the caesura of 20th‑century totalitarianism. (shrink)

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)