Po II wojnie światowej Paul Ricoeur podjął sie nauczania filozofii w Collège Cévenol w wiosce Chambon-sur-Lignon, gdzie napisał swój doktorat poświęcony fenomenologicznej analizie woli. Przejęte od Milana Kundery paradoksalne pojęcie „mądrości niepewności”, zastosowane do dzieła Ricoeura jako całości naświetla specyfikę jego wkładu w rozwój hermeneutyki filozoficznej XX wieku.

This article is devoted to the description of the experience associated with listening to a sound. In the first part, we describe the method we used to gather descriptions of auditory experience and to analyse these descriptions. This work of explicitation and analysis has enabled us to identify a threefold generic structure of this experience, depending on whether the attention of the subject is directed towards the event which is at the source of the sound, the sound in itself, considered (...) independently from its source, the felt sound. In the second part of the article, we describe this structure. The third part is devoted to a discussion of these results and the paths they open up in various fields of theoretical and applied research. (shrink)

This article presents an interview method which enables us to bring a person, who may not even have been trained, to become aware of his or her subjective experience, and describe it with great precision. It is focused on the difficulties of becoming aware of one’s subjective experience and describing it, and on the processes used by this interview technique to overcome each of these difficulties. The article ends with a discussion of the criteria governing the validity of the descriptions (...) obtained, and then with a brief review of the functions of these descriptions. (shrink)

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

Is the phenomenological concept of “body” not, in general, an ideal? The purpose of this article is to defend this thesis within the scope of the French phenomenological tradition. The French phenomenological concept of “lived body” points to an ideal, rather than to our actual experience of the body; and this ideal is none other than that of the soul. The Cartesian ideal of the soul becomes, in the French phenomenological tradition, the ideal of the body—of a body that is (...) determined, in return, by the soul’s properties. The French concept of “lived body” results indeed from two forms of idealization that will be exposed successively: the epistemological idealization that consists in attributing, to the body, the soul’s mode of knowledge as a cogito; the practical idealization that consists in attributing, to the body, the soul’s mode of power and action as an unlimited will. This twofold gesture finds its paradigmatic expression in Michel Henry’s phenomenology of the body, but can also be seen at work in Sartre, Ricœur and Merleau-Ponty. (shrink)

Ricœur postavlja interesantnu definiciju utopije i ideologije. Svako društvo, s namjerom da ostane više ili manje stabilno, mora doseći ravnotežu među njima dvjema. Oslanjajući se na njegovu definiciju, pokušat ćemo razvrstati i »školsko« poimanje globalizacije. Traži se odgovor na pitanje radi li se pretežito o ideološkom ili ponajprije utopijskom pristupu aktualnih školskih politika. Od posebnog zanimanja za nas jest pitanje u čijem je interesu sve izraženija unifikacija školstva, stavi li se pod povećalo primjer Bolonjske reforme. Je li ovdje riječ o (...) spletu ekonomskih interesa, ili o potrebi čovjeka kao bića u smislu individue i njezinih prava, naglasimo li u obrazovnom procesu općenitost, jedinstvo, usporedivost te kompetenciju. Je li globalizacija na polju školstva ništa drugo doli izazov vremena, ili se tu pak podilazi zahtjevima određenih ekonomskih interesa izvjesnog složenog kapitalnog sistema? Čini se kako smo iznova razapeti između utopije očekivanja univerzalnog bratstva i ideologije opravdavanja interesa pojedinih skupina. (shrink)