The aim of this article is to free Aristotle's Metaphysics, especially book XII (Lambda), frome some metaphysical and theological presuppositions by detecting their inappropriate conceptual framwork, which once was progressive, but now holds an obsolete position. Ousia, being (not substance, a much later concept, construed to solve other problems than Aristotle's), stand for a question, not for an answer. Book Lambda develops a highly speculative argument for this queston. The famous noesis noeseos says that empirical being and knowledge is the (...) realization of a noetic structure (noesis), laid down in our most fundamental opinioons about being. (shrink)

Weaving and unweaving the fabric of sacrifice -- A description of Greek sacrificial ritual -- Sacrificing Socrates: the mise-en-scène of the death scene of the Phaedo -- The search for the most fitting cause -- The so-called genuine philosophers and the work of soul -- Athens at twilight.

A scholiast's note on Lysistrata mentions that there was an alternative title to the play: Adôniazousai. A close reading of the play with this title in mind reveals that Lysistrata and her allies metaphorically hold an Adonis festival atop the Acropolis. The Adonia, a festival that is typically regarded as “marginal” and “private” by modern scholars, thus becomes symbolically central and public as the sex-strike held by the women halts the Peloponnesian war. The public space of the Acropolis becomes, notionally, (...) a private rooftop, and Adonia-like activity proliferates; boars, myrrh, Aphrodite, “gardens of Adonis,” and lamentation all play important roles. The notion that the women of Lysistrata hold an unexpected Adonis festival on the Acropolis, at the very heart of the Athenian polis, provides a more nuanced reading of the play and forces us to rethink the place of the Adonia at Athens as well as, more generally, the distinction between public and private festivals. (shrink)

En este artículo me propongo demostrar la tesis de que el hades es el logos. Para esto examinaré las nociones de psyche, eidolon y soma en la poesía homérica y el cambio semántico que sufren con Platón. Mostraré también, a partir de Hegel, que el logos implica la muerte de la cosa nombrada y un horror ante la desaparición del ser animado. Este horror encuentra su objeto específico en el cadáver. Por último, basándome en Blanchot explicaré que este miedo antropogénico (...) genera dos efectos al interior del logos: la idea y el espectro. (shrink)

There is an argument for God’ s existence from consciousness. The argument was initially formulated by Swinburne in contemporary Western philosophy. He claims that no one has preceded him in formulating the argument, except John Locke who had a vague reference to it. The argument considers the existence of mental phenomena, such as feelings, emotions, intentions, and thoughts— which are scientifically unexplainable and merely admit of subjective explanations— as evidence for God’ s existence. Swinburne provides an inductive versions of the (...) argument, which confirms and reinforces the probability of God’ s existence. A survey of arguments for God’ s existence in Islamic philosophical tradition reveals that Mullā Ṣ adra was the first philosopher who argued for God’ s existence from rational consciousness. His argument is syllogistic and certainty-conferring. This paper deploys a descriptive-analytic method to consider the two versions of the argument from consciousness for God’ s existence in Western and Islamic philosophical traditions, comparing their agreements, distinctions, weaknesses, and strengths. (shrink)

What is the role of philosophy in education? This timeless question may best be answered by examining Plato's earliest dialogues in which he makes a case for philosophy as the centerpiece of education. I call this effort Plato's project for education and interpret the Apology, Crito, Charmides, Laches, Ion, Hippias Minor, Euthyphro, and Lysis as an integrated attempt to promote philosophy as education in ancient Athens. Plato accepted arete as the proper goal of education, but his interpretation of arete as (...) a distinctly moral quality required a new approach to education. Plato recognized that the quality in a doctor that makes her aim at what is good for her patient is distinct from the skill that enables her to choose the most effective treatment. Against traditional education, which emphasized social standing, professional skill, and the accumulation of information, Plato focused on the moral dimension of human beings and prescribed philosophy as a means for developing it. Memorization of information and tuition in practical skills may help us in our particular crafts, but it does little to improve us morally. This task must be undertaken separately through examination and reflection. Success will be judged not by one's peers, or even by one's government, but by the gods themselves who adhere to a universal idea of goodness. Plato's conception of arete as the health of the soul precipitates a new approach to education that focuses on philosophy and presents Socrates as its hero and martyr. Health of the soul, like health of the body, is something that requires constant labor and attention, and yet may never be perfected. In Plato's project, the ignorant Socrates and the dialogues themselves become indirect teachers by exhorting students to care for their souls and to appreciate the task. The promise that arete can be achieved through the pursuit of moral wisdom is given in the words and actions of Socrates. Like his ancient friends, the reader struggles to understand Socrates and from this struggle emerges philosophy: the love and pursuit of wisdom; the proper education for arete. (shrink)