Modernity and Contemporaneity is the 3rd volume in the Hellenic-Serbian Philosophical Dialogue Series, a project that was initiated as an emphatic token of the will and commitment to establish permanent and fruitful collaboration between two strongly bonded Departments of Philosophy, this of the National and Kapodistrian University of Athens, and that of the University of Novi Sad respectively. This collaboration was founded from the very beginning upon friendship, mutual respect and strong engagement, as well us upon our firm resolution to (...) establish a solid continuity in the editing project. The publication of this volume allows us to entertain feelings of contentment and confidence that this objective of the project has been accomplished. (shrink)

Today it is said that we live in a condition of post-truth. In this essay, I will query this claim. In doing so, I do not intend to argue the contrary position, and neither will I attempt to offer some hope for a “return” to truth. Rather, my query will begin with an exploration of the assumptions behind the claim of post-truth and then consider an alternative notion of truth offered by Martin Heidegger and put into practice by Vaclav Havel. (...) Next, I consider how this Heideggerian/Havelian notion of truth is perhaps better thought in terms of thinking as articulated by Hannah Arendt, and a conception of ethics that runs close to Arendt’s thinking on thinking. Finally, the essay ends with the consideration that in the increasingly complex worlds of global and informational interconnectedness, perhaps what is most needed is not truth but thinking. That is, thinking that gives way to a sense of the world. (shrink)

Although it might go without mention, editor Bret Davis nevertheless reminds us on the first page of his introduction to Key Concepts that “Martin Heidegger (1889–1976) is widely considered to be the most famous, influential, and controversial philosopher of the twentieth century.” This really fine new companion put together by Davis promises to elucidate the main lines of Heidegger’s thought at a moment when Heidegger is perhaps receiving more scholarly attention and, indeed, more diverse scholarly attention, than at any previous (...) time. Alongside the vast and ever-growing body of literature on Heidegger, not only has a new edition of Joan Stambaugh’s English translation of Being and Time, revised by Dennis Schmidt, now appeared (State University of New York Press, 2010) but also previously untranslated writings are being put into English at an impressive clip. The purpose of Key Concepts, as Davis indicates in the “Acknowledgements,” is to facilitate readers’ access to Heidegger’s thought with a companion that strikes a mean between more advanced scholarly treatments of Heidegger’s ideas and more introductory surveys. (shrink)

Abstract The broad concern of this article is to contribute to discussions within hermeneutical philosophy that address the question of life as a form of correlation. More specifically, its purpose is to shed light on the character of life as correlation with reference to a basic aspect of this correlation: our living relation to things. To this end, the author focuses, first, on the later Heidegger's suggestion that our proper relation to things takes shape as an enactment guided by the (...) releasement or letting-be ( Gelassenheit ) of things in their independence; and, second, on Günter Figal's recent claim that this enactment, in turn, depends on our referential relation to the exteriority or objectivity of things. The author concludes that our living relation with things may be understood best in terms of the movement or mutual interplay of these two conditions. (shrink)

How do we encourage Heidegger’s notion of originary thinking in education, and indeed how should one engage with thinking at all? In this response, I consider the challenge that Heidegger lays down for speculation that refers certainty to the unknown. In my answer to the contributors of this special issue, I highlight the fact that all of us are compelled to depart from Heidegger at some stage but, at the same time, to carry vestiges of his meditative and exploratory thought (...) with us as we start anew. Heidegger thus recommends that speculative thinking, and its dark participation with mystery, be honoured generally, in both educational contexts and in reply to others. Whether student or teacher, writer or interlocutor, one is rendered vulnerable in the face of that overwhelming call to think without a prescribed horizon, and I set out to explore some of my thinking as I respond to the deep creativity of the contributors’ works. (shrink)