The translation of the Guru Granth Sahib (GGS), or Sikh ‘scripture’, within the discourse of (European) colonial/modernity was enacted by the use of hermeneutics—which oversaw the shift from the openness of praxis to the closure of representation and knowledge. Such a shift demoted certain indigenous interpretive frames, wherein the GGS is assumed to enunciate an excess that far transcends the foreign demand to fix the text’s ‘call’ into singular meanings (beyond time), but rather transforms the hermeneutic desire into a process (...) of learning (Sikhi) through multiple meanings (in time). Thus the GGS is not translated according to a particular life-world, but actively transforms the life-world of those that respond to its excessive call. How should hermeneutics be reformed in this case? If the GGS as text demands interpretation, then the text as Guru demands engagement, and together they would necessarily call forth a radicalization of hermeneutics via a certain poetic reticence to all philosophical messengers. (shrink)

This article argues that philosophy instructors in general, and critical thinking instructors in particular, profit from developing concise preparatory remarks for introductory classes. To this end, it argues for two simple, but effective, introductory descriptions of philosophy: talking about how we do what we do and why we do what we do, and critical thinking applied to writing. Of particular interest with respect to the second formulation is an introductory treatment of the concept of thinking, emphasizing critical thinking as a (...) synthetic as well as analytic activity. The article also includes a suggested application of its thesis, namely, “the index-card exercise,” in which students engage in philosophical writing from day one of an introductory course, and use the results to structure and write philosophical papers. (shrink)