- Submit
-
Browse
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- More
Switch to: References
Citations of:
Add citations
You must login to add citations.
|
|
|
This paper provides an analysis of the key term aidagara ('betweenness') in the philosophical ethics of Watsuji Tetsurō (1889-1960), in response to and in light of the recent movement in Japanese Buddhist studies known as 'Critical Buddhism'. The Critical Buddhist call for a turn away from 'topical' or intuitionist thinking and towards (properly Buddhist) 'critical' thinking, while problematic in its bipolarity, raises the important issue of the place of 'reason' vs 'intuition' in Japanese Buddhist ethics. In this paper, a comparison (...) |
|
|
This paper contrasts the notion of “willing” in Heidegger’s politics with the notion of “dawning” in Heidegger’s philosophy. It argues that, in the political text, the attunement of Dasein to what-is is centred in the notion of Dasein’s “willing” of what-is, while in the philosophical text it is centred in the notion of what-is “dawning” on Dasein. It maintains that the attitude to anxiety essential to a “dawning” of what-is is not reached in Heidegger’s “The Self-Assertion of the German University”. (...) |
|
|
German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must ‘learn to let learn’. However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an ‘exalted matter’. This paper investigates both of Heidegger's claims, interpreting letting learn in the (...) |
|
|
El presente artículo tiene por objetivo analizar desde un punto de vista ontológico los retos económicos y existenciales que Europa afronta durante los últimos años, a consecuencia de la crisis económica y de la masiva oleada de refugiados derivada de los conflictos en el mundo Árabe. Cimentando nuestra argumentación en la interpretación de Martin Heidegger del ser humano como δεινόν, asombroso, tratamos de demostrar que el núcleo ontológico de la situación turbulenta que actualmente vivimos puede hallarse en el evento de (...) |
|
|
This paper attempts to assess the state of the contemporary debate over humanism. Beginning with a brief recap of the main historical meanings of the concept of humanism itself, it details both the most recent articulation of the humanist standpoint in the work of Tzvetan Todorov and his "critical humanism" and the most potent anti-humanist replies in W.G. Sebald and Giorgio Agamben. While concerned to critically evaluate these new constellations of the debate, its main contention is not to wholly endorse (...) |
|
|
Based on an interpretation of the work of martin Heidegger, this article o ers a shi away om social and cultural anthropology, which explores sociocultural aspects, and also om general anthropology, which aims to summarise all dimensions of human being. the author de nes the speci city of existential anthropology: observing and conceiving human beings as they exist and continue to exist towards death. With a few twists in relation to Heidegger’s thought, the author discusses what is theoretically and methodologically (...) |
|
|
This article examines the relationship between reflecting and making in the context of the new institutional connection between research and art/design. The article argues that while this new dispensation offers exciting possibilities for fruitful cross- and interdisciplinary development, caution is necessary to ensure that the artistic domain retains a level of autonomy within the broader university. For elucidation, the article initially looks to the early history of education in our fields and to Pierre Bourdieu's account of the "early moments of (...) |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-5ff6c685cb-rv6xt uwo