" Faire d'Aristote un Aufklârer serait méconnaître ce qu'il y a en lui de religiosité authentique, cette intuition de la transcendance et du chorismos, qui sont la raison profonde de sa prudence spéculative. Faire d'Aristote un tragique serait méconnaître cette confiance en l'homme, en sa recherche et en son action, qui tranche sur les lamentations du chœur de la tragédie et sur une certaine résignation socratique et, avant la lettre, stoïcienne. Mais Aristote exalte l'homme sans le diviniser ; il en (...) fait le centre de son éthique, mais il sait que l'éthique n'est pas ce qu'il y a de plus haut, que Dieu est au-delà des catégories éthiques, ou plutôt que l'éthique se constitue dans la distance qui sépare l'homme de Dieu. Livré à ses seules forces par un Dieu trop lointain, qui est suffisamment visible pour être désiré, mais se tient trop à distance pour être possédé, l'homme est en butte, dans la région du monde qu'il habite, à un hasard qu'il ne peut entièrement dominer. Ou plutôt la vie de l'homme se meut entre deux hasards : le Hasard fondamental de la naissance, qui fait que la bonne nature n'est pas également partagée ; le hasard résiduel de l'action, qui fait que les résultats ne sont jamais tout à fait prévisibles. Mais le hasard de la naissance est le hasard résiduel de l'action divine, et la grandeur de l'homme consiste, en prolongeant par la prudence l'action d'une Providence défaillante, à reculer le plus possible les limites de l'imprévisible et de l'inhumain. " Pierre Aubenque. (shrink)

Written in the 1960s, TRUTH AND METHOD is Gadamer's magnum opus. Looking behind the self-consciousness of science, he discusses the tense relationship between truth and methodology. In examining the different experiences of truth, he aims to "present the hermeneutic phenomenon in its fullest extent.

[This book] develops an account of rationality and justice that is tradition specific.-http://undpress.nd.edu.

This classic and controversial book examines the roots of the idea of virtue, diagnoses the reasons for its absence in modern life, and proposes a path for its recovery.

Alasdair MacIntyre has argued that our modern, post-Enlightenment societies lack the shared standards of moral argument that are prerequisite to productive public debate. He measures our situation against the ideal of an educated public, members of which share enough common ground to resolve disagreements rationally because they have been prepared to participate in disciplined argument by their school and university curricula. This paper identifies questions to be addressed and tasks to be undertaken by philosophers who seek radical school reform in (...) order to help create the intellectual, cultural and institutional conditions for productive public debate. (shrink)

C. C. W. Taylor presents a clear and faithful new translation of one of the most famous and influential texts in the history of Western thought, accompanied by an analytical and critical commentary focusing on philosophical issues. In Books II to IV of the Nicomachean Ethics Aristotle gives his account of virtue of character, which is central to his ethical theory as a whole and a key topic in much modern ethical writing.

The two central emotions of pride and jealousy have long been held to have no role in moral judgements, and have been a source of controversy in both ethics and moral psychology. Kristjan Kristjansson challenges this common view and argues that emotions are central to moral excellence and that both pride and jealousy are indeed ingredients of a well-rounded virtuous life.

In Intimations of Christianity Among the Ancient Greeks , Simone Weil discusses precursors to Christian religious ideas which can be found in ancient Greek mythology, literature and philosophy. She looks at evidence of "Christian" feelings in Greek literature, notably in Electra, Orestes, and Antigone , and in the Iliad , going on to examine God in Plato, and divine love in creation, as seen by the ancient Greeks.

In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of ideals. Third, I question whether ideals could or should be ‘passed on’ in education, drawing attention to (...) their non-objective, personally created nature. (shrink)

The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves to as well as critical reflection on the ways in which people are (...) committed to and try to actualise them. (shrink)

This paper argues that the anxieties being expressed in the UK and elsewhere about the lack of impact that philosophy now has on education are nothing other than the inevitable manifestation of a fundamental intellectual disorder deeply rooted in our contemporary understanding of the philosophy of education. In trying to substantiate this claim, the paper offers an historically informed philosophical analysis of how philosophy is related to education and education to philosophy that concludes by clarifying how any debates about the (...) current problems and future development of the philosophy of education ought to proceed. (shrink)