Philosophy Of Experience Research Articles

Трансгуманізм і майбутнє людини: спроба філософсько-антропологічного осмислення

Стаття присвячена аналізу нової філософської течії, нової системи світогляду під назвою трансгуманізм. Розглянуто алгоритм реалізації формування трансгуманізму, в результаті чого стає ясна логіка переорієнтації в системі цінностей людства. А також представлені вислови великої кількості західних вчених – філософів про перспективи та наслідки цього трансгуманістичного проекту, одержимого лише досконалістю людини, а не її моральною цінністю.

O cuidado de si como experiência do pensamento

O presente artigo tem por objetivo refletir sobre as atividades teóricas e práticas elaboradas no projeto “Transmissão de conhecimento ou experiência no ensino da Filosofia: limites e possibilidades”. O projeto teve por objetivo articular saberes acadêmicos e cotidianos, a fim de satisfazer demandas e necessidades que contemplassem a realidade dos educadores, educandos e estagiários envolvidos no processo. Especificamente, o projeto almejava proporcionar experiências filosóficas, sem se amparar nas metodologias ou didáticas que justificassem a tradicional estrutura de transmissão de conteúdos. Partimos da concepção de que era possível romper com a lógica explicadora da figura do professor, que produz ensinamentos condicionados, justifica, portanto, nossa escolha por um espaço informal. Isso nos levou a fundamentar nossas vivências fora do espaço acadêmico nas noções de cuidado de si e do outro, de Michel Foucault, a presença e poética da transmissão, de Fernando Bárcena, e da lógica explicadora, de Jacques Rancière.

Teacher and learner perspectives on philosophical discussion – uncertainty as a challenge and opportunity

We investigated teachers' and children's experiences of philosophy with children by analysing the content of interviews with primary school teachers and discussions with groups of primary school pupils. The results show that regular philosophy sessions with children can have an impact on teachers’ view of themselves as educators, their approach to teaching and their personal development. From the children’s point of view, the most important and meaningful aspect, aside from the content of philosophical discussion, was the opportunity to think together in an open-ended way. A key component of the collective construction of meaning was uncertainty, which is an integral feature of philosophical discussion. These findings link with the idea of “citizen as agent” in a variety of ways. Philosophising with children leads to a more collaborative and democratic teaching style, giving children the space to bring their own interests and activities to the discussion. This aligns with pupils’ enjoyment of the openness and uncertainty of philosophical issues, their appreciation of the opportunity to engage with different ideas and viewpoints, and their willingness to rise to the challenge of revising their own positions and changing their thinking.

Peter pan: el líder y sus seguidores. una experiencia de filosofía con niños

La filosofía y la literatura están unidas por fuertes lazos que se evidencian en ambas disciplinas: son muchos los textos literarios y filosóficos en los que se pueden rastrear las influencias recíprocas. En esta experiencia de filosofía con niños se partió de una obra clásica, Peter Pan, para motivar a alumnos de primaria. Los objetivos fueron a) desarrollar el pensamiento crítico y ético a través de la problematización de la vida escolar, b) desarrollar habilidades de análisis, síntesis, inferencia, argumentación, cuestionamiento y pensamiento creativo, c) que los alumnos relacionaran sus experiencias cotidianas con las situaciones que se plantean en la historia. Peter Pan retrata a un tipo de persona muy popular en nuestra época: el líder. Peter es inteligente y simpático, posee la valentía y el carisma suficiente para seducir a los niños perdidos, a los pieles rojas y a Wendy y sus hermanos. Su imaginación y pasión por la aventura lo vuelven aún más atractivo. Peter también encarna defectos que reconocemos en numerosos líderes: vanidad, egoísmo y falta de responsabilidad. Para ejercer el poder cuenta con la sumisión de los niños perdidos. Si en el texto ambas conductas nos parecen naturales, al identificarlas en la vida cotidiana de nuestras escuelas sólo podemos nombrarlas con palabras como bullying, matonismo, agresión, víctimas… Esta experiencia mostró que las obras literarias pueden servir como detonador para la reflexión y el debate, tanto de la vida escolar como de dilemas de la vida cotidiana aportados por los alumnos; permitió el cuestionamiento sobre las relaciones entre pares y la argumentación de sus posturas; también fue posible apreciar las posibilidades que abre tener un espacio para potenciar la imaginación. En el caso de los docentes, pudieron conocer y comprobar la función problematizadora de las preguntas, aunque sólo algunos aprendieron a formularlas. Una escasa formación en pensamiento crítico disminuye su capacidad para implementar estrategias que contribuyan al desarrollo de las habilidades mencionadas.

Metamorfose literária: por leituras que gerem experiências de pensamento nas aulas de filosofia

O presente artigo compartilha uma experiência filosófica vivenciada a partir do acompanhamento e relato de uma aula de filosofia e da questão: que pode uma obra literária/leitura(s) suscitar como uma experiência de pensamento numa aula de filosofia? Seguindo a reflexão do como o ato da leitura literária pode constituir-se viés proponente para principiar experiência de pensamento, fio condutor de um diálogo que movimentará a roda da conversa, dialogamos e traçamos um caminhar paralelo ora por metáfora, ora por comparação, entre o relato dessa experiência vivenciada na escola da rede pública municipal e a transformação/metamorfose da borboleta. A partir de então, projetamos num dizer poético a leveza, o convite para o voo, para possibilidades de perder o chão a fim de ganhar e habitar nos ares que dá, literalmente, voz a uma criança do primeiro ano com provável diagnóstico de autismo, há seis meses inserida no ensino regular, que não falava em público. Pensando a experiência conforme Larrosa (2011) como algo que afeta, perpassa, “isso que me passa”, e o pensar na escola pública a partir de Kohan (2016), como sendo esse um dos paradoxos imperativos e preocupação primeira das práticas educacionais, perseguimos o objetivo de apresentar a filosofia para/com crianças como uma possibilidade real de oportunizar o romper de casulos, a concretização de um ciclo da metamorfose de uma infância ou da própria educação no/para o pensar; apresentamos, enfim, a importância da filosofia na/para a educação, sendo ela literariamente a oportunidade para estimular o pensar.

The qualitative inquiry on the relation between thinking process and emotion through class based on philosophy of experience

The qualitative inquiry on the relation between thinking process and emotion through class based on philosophy of experience

Anthropological measurements in the religious and philosophical views of Western thinkers Ukrainian Diaspora

In the article the features of religious and philosophical doctrine diaspora thinkers. The level of investigationalness of problem is reflected in home historiography. The nature of teaching Ukrainian foreign philosophers who used in his writings a wide knowledge of the tools in the nature of man. Based on the views of Ukrainian foreign philosophers Dmitry Chyzhevsky, Mykola Shlemkevych and Ivan Ogienko analyzed their scientific achievements characterized by anthropological orientation. Established that the outlook of diaspora scientists combined the best achievements of the classics of Ukrainian culture and European philosophy. Thesis there is determined the key features anthropologism in the philosophy of outstanding Ukrainian scientists. That is why during the study focused on the disclosure of the essence of human centric concept that lay at the origin of religious-philosophical discourse Ukrainian thinkers abroad. Proved that scientific heritage of Dmitry Chyzhevsky, Mykola Shlemkevych and Ivan Ogienko is significant in terms of the problems of modern religion. The peculiarity of the teaching of foreign Ukrainian thinkers lies in its anthropological orientation, which at the same time is not separated from the irrational categories of existence. As a result of the research, the Ukrainian man for the first time appears as distinct not only in his local space of existence, but also in the European system of philosophical coordinates. Based on the results of studying the experience of Ukrainian diaspora philosophers concluded significant relevance and prospects of further research religious-philosophical discourse of Western thinkers Ukrainian diaspora. Preservation of human and humanistic values of the philosophers of the Ukrainian diaspora, which is reflected in cultural life and other heritage, where the Ukrainian diaspora preserved and developed and strengthened the cultural heritage of the Ukrainian people.

The Self-Cognition of Russian Culture: Pushkin in the Philosophical Experience of Semyon Frank

This article is devoted to Russian religious thinker Semyon L. Frank’s philosophical interpretation of Alexander S. Pushkin’s work. The article identifies the place and significance of the Pushkin theme in Frank’s legacy. The author believes that Pushkin’s creative example was, for Frank, a key moment in the national culture’s self-cognition, defining its spiritual and moral ideal. In Pushkin’s work, Frank sees a synthesis of European rationality and mystical intuition that is characteristic of the Russian spiritual tradition. Frank endows Pushkin’s aesthetics with the features of religious gnosis, finding there an embodiment of his ideal of “living knowledge” or “wise ignorance.” The article expands on the thesis that Frank’s research on Pushkin is an important structural element in the development of his original metaphysical system. In a unique essayistic form, his articles on Pushkin represent an independent, complete version of Frank’s ontological aesthetics and philosophy of culture.

Skeptizismus und negative Theologie

AbstractScepticism and negative theology are best understood not as theoretical positions, but rather as forms of philosophical practice that performatively undermine our knowledge claims or our seeming understanding of God. In particular, I am arguing that both scepticism and negative theology invoke the failure of the attempt to understand the absolute, be it God or the notion of absolute objectivity. However, with reference to L. A. Paul’s notion of epistemically transformative experience, I am arguing that we still understand something about the absolute through the experience of failing to think it. This, of course, is a non-propositional form of understanding, and I am arguing that there is something about the finitude of the human condition that can only be understood through a transformative philosophical experience with respect to the absolute.

History as the Reading of Universe, or Philosophical Experience in Arbat Street, Moscow: From the Reminiscences on Sigurd O. Schmidt

History as the Reading of Universe, or Philosophical Experience in Arbat Street, Moscow: From the Reminiscences on Sigurd O. Schmidt

Consciousness of Others in phenomenology and postanalytical philosophy

The article discusses the problem of perceiving the internal experience of other people. Language as a system of social codes is not suitable to describe individual experiences. Therefore, phenomenology and hermeneutics rely on empathy. However, it is incomprehensible in this way to apply one’s experience to another’s. In addition to its ineffability, the inner experience of another confronts analysts with other problems. Interest in the inner experience in philosophy was raised by the search for that which has the property of truth. Reliance on direct knowledge turns out to be common to many different epistemological programmes and, in particular, the meeting point of phenomenology and analytic philosophy. R. Carnap considered peculiar “epistemological atoms”, from which a system of knowledge should be logically constructed. M. Schlick considered verification as a criterion of the significance of theoretical statements— through this, statements are derived or confined to the immediate data. According to Husserl, comprehension of truth is associated with its obviousness. Intellectual intuition understands the subject as it presents itself. A thorough systematic comparison of phenomenological and analytic philosophy of consciousness is difficult to accomplish, most likely because the two philosophies use different languages that cannot be applied to each other. Therefore, phenomenology and hermeneutics have claimed status as a methodology and philosophy of humanities, while analytic philosophy is focused on scientific knowledge. Meanwhile, they have common ground in the study of consciousness characteristics such as self-evidence, nonpositionality and intentionality. Contrary to popular perception of the opposition of phenomenological and empiric programmes to justify knowledge, techniques of phenomenological analysis of consciousness are being assimilated in postanalytical philosophy. Social attitudes and cultural backgrounds form the external context in which acts of consciousness take place. Thanks to common standards and rules for ensuring social order, communication of “I” and “Other” is possible.

Enabling the Individual: Simmel, Dewey and “The Need for a Philosophy of Education”

The essay brings together Georg Simmel’s and John Dewey’s reflections on the issues of education against the background of their diagnosis of a crisis in modern culture. In speaking of a “tragedy of culture” (Simmel) or, respectively, of a “tragedy of the lost individual” (Dewey) both thinkers stress the challenge the individual faces in constituting itself as a unity within a highly differentiated culture. I will show that both Simmel’s as well as Dewey’s considerations refer to the urgency of understanding individuality not as something static and fixed but as a coherent manner of interacting with continuously transforming conditions. This is an insight which emerges from Simmel’s “philosophy of life” as well as from Dewey’s “philosophy of experience” and it urges modern education to focus on enabling the individual’s “self-control” and “self-direction” within its own life and experience process.

Oakeshott and Rorty on the Nature of Philosophy

Oakeshott and Rorty on the Nature of Philosophy Damian Ilodigwe Abstract Oakeshott was one of the philosophers Rorty acknowledged in his Philosophy and the Mirror of Nature in his effort to rethink the nature of philosophy, following his rejection of traditional epistemology and its associated concept of philosophy as the ground of all disciplines. Given Rorty’s explicit acknowledgement of Oakeshott in Philosophy and the Mirror of Nature, Oakeshott’s view has often been compared with Rorty’s view. Indeed many commentators wonder whether there is any difference between Oakeshott’s view in The Voice of Poetry in the Conversation of Mankind and Rorty’s anti-foundationalist understanding of philosophy. Yet while the affinity between Oakshott’s view and Rorty’s view is undeniable, Oakeshott’s view is arguably not collapsible into Rorty’s, so that to read Oakeshott’s view with Rorty’s lens will be a fundamental mistake as there is a significant difference between the two positions. While Oakeshott is undoubtedly equivocal in The Voice of Poetry, it remains to be seen whether Oakeshott will settle for the view that makes philosophy no more than one of the disciplines. Our contention is that if the ambiguities that bedevil Oakeshott’s account of Philosophy in the Voice of Poetry and the Conversation of Mankind are read against the backdrop of his philosophy of experience, it immediately precludes any reductionist account of the nature of philosophy. Nonetheless the affinity between Rorty and Oakeshott is significant and perhaps, properly understood, it sheds light on the nature of Oakeshott’s philosophical project and thus offers a key for interpreting the ambiguity of The Voice of Poetry in the Conversation of Mankind as well as reconciling it with his position in Experience and Its Modes. Full Text: PDF DOI: 10.15640/ijpt.v7n1a4

Italo Calvino e l'epistemologia "continentale": I racconti "I cinque sensi"

Calvino’s posthumous collection of tales, The five senses, is analyzed with an emphasis on closeness to European epistemological and philosophical experiences. The little system of the short stories is related to Michel Serres book “Les cinq sens” (1985): We don’t know if Calvino read it, but the topics addressed in this essay, namely the complexity of sensitive experience and the epistemology of living beings, belong to a cultural environment familiar to Calvino.

Modernity and Peace. The Lessons of Kant’s Applied Enlightenment

The article contains an analysis of the major lessons of Immanuel Kant’s philosophical project of perpetual peace in the context of development of contemporary political systems and international order. The author reviews the history of philosophical and legal accounts of perpetual peace, as well as the political context of Kant’s project. The third part of the article offers a detailed analysis of Kant’s proposals with regard to the institutional construction of constitutional republics and of a global federation of peoples. The author concludes that from the perspective of the ‘second Modernity,’ the experience of early Modern philosophers might assist in resuming a more active dialogue between philosophers and political leaders, as well as inviting contemporary philosophers to take a leadership role in the institutional construction of preconditions for civil peace and the prevention of wars in Eastern Europe.

Being, Appearing, and the Platonic Idea in Badiou and Plato

Abstract This essay considers the ambiguous sense in which Badiou is a Platonist. It alleviates this ambiguity by considering how two characteristics of Platonism are treated in the metaphysics of Being and Event: (1) the split between being/appearing, and (2) Platonic Ideas. It considers how in Badiou and Plato’s metaphysics the treatment of both these characteristics of Platonism is comparable. Accordingly, it compares both such characteristics in relation to Being and Event and the Theaetetus and Phaedo, and, using concepts from each philosopher, explores three possible ways in which being/appearing and Platonic Ideas may be interrelated, thereby constituting a philosophy of experience. These explorations necessitate parallel consideration of how the sense in which Badiou is a Platonist is determinable by the interrelation of Platonic Ideas with being/appearing in his metaphysics. It is determined that how being/appearing and Platonic Ideas interrelate in Badiou is markedly different from how they do so in Plato, making it questionable whether Badiou is a Platonist in this sense. However, it is indicated that an esoteric sense in which Badiou is a Platonist (the dialectic of the One and the multiple) has been considered throughout this essay, and that more such senses deserve consideration.

An Experiential Learning of a Philosophy of Music Education Inspired by the Work of Canadian Composer R. Murray Schafer

Experiential learning is an educational approach that has been associated with different fields including music education, but rarely with philosophy. Our project consisted of a philosophical experience in action using the work of the Canadian composer R. Murray Schafer. In his Soundscape concept, all sounds in an environment become part of the music that surrounds us. Pre-service student teachers were introduced to his philosophy of music education through experiential learning rather than through a traditional lecture. Additionally, we followed three of them as they taught grades 3, 9 and 11. Our goal was to see to what extent experiential learning of philosophy could be an appropriate pedagogical tool in higher education. Our research question was: How can student-teachers construct their own understanding of a philosophy of music education after having experienced it from the perspective of a student and of a teacher? The following data were examined through collaborative thematic analysis of 1) an open question, 2) their own music composition following Shafer’s guidelines, and 3) their experience of teaching the children. Participants were able to explain in their own words the main components of Shafer’s view on music education, they described how they could use this vision in their own teaching and they identified specific outcomes (creativity, freedom, motivation and critical thinking) from using this approach. The conclusion was drawn that the experiential learning framework can be an appropriate tool for instructing topics that have traditionally been seen as purely theoretical.

Gilson’s Notion of Theologism in The Unity of Philosophical Experience and Reason and Revelation in the Middle Ages

Gilson’s Notion of Theologism in The Unity of Philosophical Experience and Reason and Revelation in the Middle Ages

Axioms of geosophical scientific and philosophical thought of Russia

«Вестник Санкт-Петербургского университета. Философия и конфликтология» — научно-теоретический рецензируемый журнал, обобщающий результаты исследований ученых всего мира в области традиционных философских дисциплин — онтологии, теории познания, логики, этики, социальной философии, эстетики, истории философии, философии культуры и философии религии, а также актуальные разработки в конфликтологии, философии политики и права.

How to Train Philosophical Counselors

I explain my conception of philosophical experience and, on the basis of a proposed distinction between levels of philosophy, I deal with its place, in philosophical counseling and its importance in the training of counselees. My criteria for counseling that is really philosophical are, however, not only the level of the philosophical background of the counselor and the philosophical quality of the dialogues, but also the sincerity and moral responsibility that may justify the trust of a counselee in a philosophical counselor.