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  1. Simmel’s Rome: An Essay on Understanding and Self-Transcendence.Thomas Harrison - forthcoming - Theory, Culture and Society.
    Georg Simmel’s essay on Rome gives paradigmatic expression to an imponderable method that the philosopher practices for years, symbolized by the idea of a plumb line cast from the unstable waters of a sea to its firm foundations. Here Simmel shows how a complex and transhistorical city receives meaning through its multiply tense urban relations, constituting nonetheless a strangely coherent whole. Only circular thinking can adequately grasp this form of coherence. It requires seeing beyond conflicting facts as well as the (...)
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  • Constructivist Pedagogy and Symbolism: Vico, Cassirer, Piaget, Bateson.Thomas Erling Peterson - 2012 - Educational Philosophy and Theory 44 (8):878-891.
    Constructivism is at the heart of a pedagogical philosophy going back to Vico, whose view of the interrelationship of the arts and sciences sought to reconstitute the classical paideia. The Vichian idea that human beings can only know the truth of what they themselves have made has theoretical and practical consequences for Vico's pedagogy and view of the university. Vico's ideas on education are extended in the modern period by such thinkers as Cassirer, Piaget and Bateson. At the basis of (...)
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  • Diderot on Nature and Pantomime.Miran Bozovic - 2018 - The European Legacy 23 (6):643-657.
    The article examines Diderot’s view of the inconstancy of nature and its corollaries, the most obvious of which is the recognition of the impossibility of philosophy and natural history. For, if everything in nature is in a state of flux, no theory can keep up with its changes, reflect on them and capture anything more than an isolated moment. Diderot’s conception of nature has important consequences for his aesthetic theory. If the goal of the fine arts is to imitate nature, (...)
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