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Hermeneutics in practice: Gadamer on ancient philosophy

In Robert J. Dostal (ed.), The Cambridge Companion to Gadamer. New York: Cambridge University Press. pp. 875--906 (2002)

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  1. The Philosophy of Innovation in Management Education: a Study Utilising Aristotle’s Concept of Phronesis.Gabriel J. Costello - 2019 - Philosophy of Management 18 (3):215-230.
    While much has been written on phronesis, there is a dearth of empirical work on the how the concept can be developed and implemented in practice, particularly in an educational setting. To address this problem, characteristics of phronesis were identified through a review of current literature and an examination of related themes from a special issue of the Philosophy of Management Journal on the philosophy of innovation. The implementation of the concept was investigated using an illustrative study of ongoing work (...)
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  • La hermenéutica de Gadamer desde Platón como retratista (1988).Daniel Caballero López - 2019 - Protrepsis 16 (8):27-37.
    A través del presente artículo se realiza una lectura crítica de la conferencia de Gadamer Platón como retratista de 1988, con el propósito de exponer los rasgos esenciales de la hermenéutica del autor que en ese texto operan, a saber, los que determinan el quehacer hermenéutico como fenomenología del entendimiento, comprendiendo por este una estructura que involucra conocimiento teorético y práctico. Asimismo, lo anterior pretende extraer críticamente los mencionados elementos desde el dinamismo de la actividad hermenéutica presentes en la conferencia, (...)
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  • Gadamer and the Lessons of Arithmetic in Plato’s Hippias Major.John V. Garner - 2017 - Meta: Research in Hermeneutics, Phenomenology, and Practical Philosophy 9 (1):105-136.
    In the 'Hippias Major' Socrates uses a counter-example to oppose Hippias‘s view that parts and wholes always have a "continuous" nature. Socrates argues, for example, that even-numbered groups might be made of parts with the opposite character, i.e. odd. As Gadamer has shown, Socrates often uses such examples as a model for understanding language and definitions: numbers and definitions both draw disparate elements into a sum-whole differing from the parts. In this paper I follow Gadamer‘s suggestion that we should focus (...)
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