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Yannis Chatzantonis
Dundee University (PhD)
  1.  10
    Deleuze and Ancient Atomism.Yannis Chatzantonis - manuscript
    A brief survey of Deleuze’s writings on ancient atomism and on the concept of the atom in general. Deleuze’s treatment of atomism is significant because it makes clear Deleuze’s aim in shifting the mereological vocabulary from points to lines; it shows what, in Deleuze’s sense, it means to unground. In other words, it sets down the conditions for a successful Deleuzian critique of essentialist metaphysics of structure.
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  2.  12
    Deleuze and Mereology: Multiplicity, Structure and Composition.Yannis Chatzantonis - 2011 - Dissertation, Dundee University
    This investigation constitutes an attempt towards (1) understanding issues and problems relating to the notions of one, many, part and whole in Parmenides and Plato; (2) extracting conditions for a successful account of multiplicity and parthood; (3) surveying Deleuzian conceptions and uses of these notions; (4) appraising the extent to which Deleuze’s metaphysics can answer some of these ancient problems concerning the status of multiplicity and the nature of mereological composition, that is, of the relations that pertain between parts and (...)
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  3.  19
    Deleuze's Metaphysics of Structure in Difference and Repetition.Yannis Chatzantonis - manuscript
    This essay describes and evaluates the conception of mereological structure that underpins Deleuze’s account of ontogenesis in Difference and Repetition. A theory of mereology is a theory of composition: it asks what it is to be a part making a whole, what it is to be a whole collecting its parts; in short, in what the relation of making or composing consists. The locus classicus for modern mereology is the third of Husserl’s Logical Investigations (‘On the Theory of Wholes and (...)
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  4.  6
    The Ontological Import of Parmenides' Metaphor: A Reading of the Proemium.Yannis Chatzantonis - manuscript
    The aim of this essay is to consider the nature of the philosophical task and of the conditions of its possibility according to Parmenides and Plato. With these thinkers, the task of the philosopher necessitates a propaedeutic activity that makes the doing of philosophy possible; that is, both Parmenides and Plato identify the need for a philosophical education that would alleviate the obstacles that would make philosophy impossible to practise, ensuring and accounting for the possibility of philosophical practice. The impossibility (...)
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