Emerging research shows that undergraduate students are searching for a deeper meaning in their lives from their university studies. Leading students forth into this kind of meaningful action is the primary responsibility of the Philosopher of Education. This paper describes how such meaningful action can be accomplished by integrating the pedagogical ontology of Martin Heidegger into a course in the history and philosophy of Education. The course challenges students to engage in the cooperative project of what John Sallis calls “world (...) building” by posing strategic questions, designing appropriate content, and demonstrating artful signs. Heidegger expects his students to rethink what it means for them to be a human being. When this identity is transformed, a new calling to think and an invocation to teach that calling can flow from that instruction. This paper describes this kind of instruction in practice by specifically characterizing what a “professor of learning to think” would be. (shrink)

In a tribute to the intellectual legacy of Peter Fitzpatrick, this article explores the poiesis of modern law, as a constitutive ambivalence distilled in the affinity between law and literature. Reading with Fitzpatrick, the resolution of the contradictions of this law in myth depends, paradoxically, upon its fundamental irresolution. Reflecting upon the profound significance of his revelation of the mythology of modern law and its scholarly reverberations, I consider the constitutive tensions of this law as exemplified in the relation between (...) praxis and poiesis, the operative function of the former dependent upon the creative unfolding of the latter. The alchemy of autopoiesis, by which law boldly proclaims itself law, is made explicit in the eschatology of its archive and the formation of its sovereign subject in negation. Revealing the literary dimensions of this law, the conceit of autonomy is nonetheless subject to the subversive substitutions of the supplement. Pressing yet further, the autopoiesis of law is found to be enfolded within a generative sympoiesis, constituted by the movement between its apposite dimensions. Ultimately, extending Fitzpatrick’s rendering of the irresolution of modern law as decolonial, I explore the possibilities afforded by a reading of the fundamental mutuality of myths, and the decolonial conviviality of poiesis. (shrink)

Few philosophical topics are as intertwined with gender questions as the topic of love, which moved center-stage in the diverse literary and philosophical productions of the Renaissance. Situated in the rich cultural environment of Cinquecento, Italy, Tullia d'Aragona's Dialogo della Infinità d'Amore offers not only a unique contribution to Renaissance theories of love, but also forces a reexamination of the aims and methods of communication, and provokes a reflection on philosophy's very own self-conception.