This is a survey of the history, organization and activities of hellenistic and roman philosophical schools, followed by a study of the way in which these schools shaped the notion and practice of philosophy during this period.

One of the greatest philosophical disputes in Germany in the latter half of the nineteenth century concerned the value of life. Following Arthur Schopenhauer, numerous philosophers sought to defend the provocative view that life is not worth living. A persistent objection to pessimism is that it is not really a philosophical theory at all, but rather a psychological state; a mood or disposition which is the product of socio-economic circumstance. A developed and influential version of this view was (...) advanced in the 1870s by the English psychologist James Sully. Yet, as important as Sully's critique was for the pessimism dispute, it has been almost entirely overlooked in the history of philosophy. With some growing recent attention to nineteenth-century pessimism, this paper aims to reconstruct Sully's view, and what I argue is his primary argument for it in terms of the best explanation for an alleged historical correlation between pessimistic belief and social hardship in the form of frustrated ideals. The paper then presents and analyses some challenges to this argument, some of which are argued to have been at least partially anticipated in the nineteenth-century by the likes of Schopenhauer and Olga Plümacher. (shrink)

The summary reveals various areas of Belarusian-Russian collaboration in philosophy: problems of the methodology of scientific knowledge, transdisciplinary synthesis of philosophy and science, philosophical foundations of physics, scientific realism, theory of harmony and self-organization of complex systems, modern epistemological theories, the sociocultural foundations, risks, and prospects of the digital society, human problems in the context of convergent technologies, anthropological foundations of intercultural communication, the world heritage of philosophical thought, the reception of Russian philosophy in the Belarusian intellectual tradition. (...) Special attential is paid to the content, possibilities, and prospects of the agreement on cooperation in the field of scientific and educational activity between the Institute of Philosophy of the National Academy of Sciences of Belarus and the Institute of Philosophy of the Russian Academy of Sciences. The areas of mutual interest are scientific research activity, academic work, publishing, humanitarian expertise, training of scientific personnel, interaction of young scientists, career guidance work with schoolchildren, popularization of philosophical knowledge. Under current conditions, the Belarusian and Russian philosophers consider important the studies of civilizational dynamics in the light of the formation of a multipolar world, the philosophical and ethical aspects of the transformation of social practices in the post-COVID era, the philosophical problems of developing artificial intelligence, and the praxeological dimension of philosophical knowledge. Emphasis is placed on the importance of scientific and humanitarian partnership in the development of research and educational potential in the post-Soviet space. (shrink)

The University of Warsaw has a splendid modern library with 60,000 m 2 of floor space. It resembles a shopping centre. The long and elegant modern building on ulica Dobra, on the low ground between the old University and the Vistula, was opened in 1998 replacing the previous hopelessly inadequate facilities. It has an imposing sequence of copper-green “great texts” on its front side in Greek, Arabic, Sanskrit, Hebrew, Latin, Polish, music, and mathematics. These are international symbols, posting Warsaw’s claim (...) to international status. But inside, once one has passed the mall -like coffee-shop. (shrink)

The article continues to study the topic of the uprising of the image of the Kyiv philosophical school as a prominent leading Ukrainian participant in the world philosophical process of the Cold War period in the scientific and socio-political thought of the Western block, especially in the USA, Canada and Western Germany, in the second half of the twentieth century. The history of the formation of this image by scholars of the democratic world, mainly from the Ukrainian diaspora, (...) can be conditionally divided into the following stages: 1. Scientific international interaction between the USSR and the Western bloc during the transition of the USSR from Khrushchew's "thaw" to neo-Stalinist "stagnation" (early 1960s – early 1970s); 2. Intensification of the ideological confrontation between the USSR and the Western bloc countries during transition of the USSR from said "stagnation" to Gorbachev's "perestroika" (early1970s – second half of the 1980s). In contrast to the first separate critical assessments by diaspora philosophers P. Fedenko, D. Soloviy and their colleagues of philosophy in the Ukrainian SSR in the 1950s and early 1960s, primarily articles of T. Shevcenko by the director of the Institute of Philosophy of the Academy of Sciences of the Ukrainian SSR D. Ostryanin (1952 – 1962), the image of the Kyiv philosophical school in the 1970s and 1980s was significantly emphasized abroad. The political aspect of this image, dominant in which became, primarily due to its popularization by the Canadian philosopher T. Zakydalsky, the figure of a prisoner of conscience V. Lisovyi, was supplemented in the same and subsequent decades by the scientific aspect. In the memoirs of the Soviet prisoner of conscience and political immigrant L. Plyushch and in the publications of scientists from the US M. H. Teeter and B. Vitvitsky the image of the said school was generally drawn on the basis of their study of the history of the mentioned institute and the directions of its work in the 1940s – 1970s. At the same time, philosophers of the Ukrainian diaspora K. Mytrovych, W. Oleksiuk, W. Shayan and some their colleagues critically assessed the Ukrainian historical and philosophical achievements of this institute in the 1950s and 1980s. (shrink)

The article offers formal and doctrinal reasons that prove the existence of the “Harvard Philosophical School” as a real historico-philosophical phenomenon. The author includes Willard Van Orman Quine, Nelson Goodman, and Hilary Putnam in this school. The aim of this article is to compare the conceptualism, relativism and anti-realism of Quine, Goodman and Pantem, on the basis of pragmatic tendencies in their philosophical studies. Formal reasons: all these philosophers were professors at Harvard University; in addition, Quine was (...) a teacher of Goodman and Putnam, Goodman was a teacher of Putnam. Doctrinal reasons: Quine, Goodman, and Putnam, each in his own specific pragmatic way, stood on the positions of relativism, anti-realism, conceptualism, and tried to separate themselves from “cultural relativism”; common touchstone concepts and tendencies in particular in their philosophical investigations are: conceptual scheme, indeterminacy of translation, internal criteria, ontological relativity and others; the obvious analogy between Quine's standards of similarity, Goodman's standards of correctness, and standards for Putnam's conceptual schemes. Thus, we have strong reasons to consider Quine, Goodman and Putnam as representatives of a common philosophical school. The role played in their doctrines by the ideas of William James, who also taught at Harvard, at least hypothetically allows us to expand the boundaries of this school. (shrink)

The problem of intentional identity, as originally offered by Peter Geach, says that there can be an anaphoric link between an indefinite term and a pronoun across a sentential boundary and across propositional attitude contexts, where the actual existence of an individual for the indefinite term is not presupposed. In this paper, a semantic resolution to this elusive puzzle is suggested, based on a new quantified intensional logic and game-theoretic semantics (GTS) of imperfect information. This constellation leads to an expressive (...) intensional language with a property of informational independence, argued to produce a purely semantic explication to intentional identity statements. One consequence is that various extra-logical and pragmatic factors become of secondary concern; it is possible to solve the puzzle by logico-semantic methods, albeit somewhat radically renewed ones. (shrink)

The exceptional intellectual richness of seventeenth-century Safavid Iran is epitomised by the philosophical school of Isfahan, and in particular by its ostensible founder, Mir Damad (d. 1631), and his great student Mulla Sadra (aka Sadr al-Din Shirazi, d. 1636). Equally important to the school is the apophatic wisdom of Rajab 'Ali Tabrizi that followed later (d. 1669/70). However, despite these philosophers' renown, the identification of the 'philosophical school of Isfahan' was only proposed in 1956, by the celebrated French (...) Iranologist Henry Corbin, who noted the unifying Islamic Neoplatonist character of some 20 thinkers and spiritual figures; this grouping has subsequently remained unchallenged for some fifty years. In this highly original work, Janis Esots investigates the legitimacy of the term 'school', delving into the complex philosophies of these three major Shi'i figures and drawing comparisons between them. The author makes the case that Mulla Sadra's thought is independent and actually incompatible with the thoughts of Mir Damad and Rajab Ali Tabrizi. This not only presents a new way of thinking about how we understand the 'school of Isfahan', it also identifies Mir Damad and Rajab Ali Tabrizi as pioneers in their own right. (shrink)

Philosophers of Nothingness. An Essay on the Kyoto School. James W. Heisig., The University of Hawai'i Press, Honolulu 2001. xi, 380 pp. ISBN 0-8248-2480-6; 0-8248-2481-4.

This paper seeks to reconstruct the role of schooling in a moment of accelerated social, political, economic, geo-political, climatic, indeed planetary crisis. It identifies the school as a potentially prefigurative institution, an evolutionary social frontier, capable of nurturing the democratic social character, a form of sensibility apart from which authentic political democracy is not possible. As theorized by Herbert Marcuse and Richard Hart and Antonio Negri, the “new sensibility” or “multitude” is characterized by greater psychological freedom, individuality, social creativity and (...) self-rule, comprising a “whole of singularities” that “acts in common”. It suggests a human subject with a vital, biological drive for liberation, with a consciousness capable of breaking through the material as well as ideological veil of a society based on hierarchy and domination, and is associated politically with democracy and social-anarchism, or what Murray Bookchin called “communalism”. This paper identifies three main characteristics of an institution informed by this form of modal subjectivity, all of them based on student-teacher dialogue: an emergent, project-based curriculum, whole-school direct democratic governance on all levels of the community, and the regular practice of communal philosophical inquiry, through which we problematize the concepts we live by, in the interest of their ongoing reconstruction. (shrink)

Longchen Rabjampa (1308–64), scholar of the Tibetan Buddhist Nyingma tradition, presents a novel doxographical taxonomy of the so-called Svātantrika branch of Madhyamaka Buddhist philosophy, designating the Indian Mādhyamika Śrīgupta (c. 7th/8th century) as the exemplar of a Svātantrika sub-school which maintains that appearance and emptiness are metaphysically distinct. This paper compares Longchenpa’s characterization of this “distinct-appearance-and-emptiness” view with Śrīgupta’s own account of the two truths. I expose a significant disconnect between Longchenpa’s Śrīgupta and Śrīgupta himself and argue that the impetus (...) for Longchenpa’s doxographical innovation originates not in Buddhist India, but within his own Tibetan intellectual milieu, tracing back to his twelfth-century Sangpu Monastery predecessors, Gyamarwa and Chapa. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Philosophers of Nothingness: An Essay on the Kyoto School, and: A Buddhist-Christian Logic of the Heart: Nishida's Kyoto School and Lonergan's "Spiritual Genome" as World BridgeAmos YongPhilosophers of Nothingness: An Essay on the Kyoto School. By James W. Heisig. Honolulu: University of Hawai'i Press, 2001. xi + 380 pp.A Buddhist-Christian Logic of the Heart: Nishida's Kyoto School and Lonergan's "Spiritual Genome" as World Bridge. By John Raymaker. Lanham, (...) MD: University Press of America, 2002. x + 214 pp.These are two very different types of books. Heisig, research fellow (since 1978) and former director (1999-2001) of the Nanzan Institute for Religion and Culture and well known to readers of this journal as author, book editor, and translator extraordinaire, [End Page 271] has produced the definitive exposition of the Kyoto School in the English language with Philosophers of Nothingness. Raymaker, a longtime Roman Catholic missionary to Japan and student of Lonergan's work, attempts in A Buddhist-Christian Logic of the Heart to establish points of contact between Lonergan's transcendental method and Nishida's pure experience. Let me briefly summarize the two volumes before making some comparative observations.Philosophers of Nothingness is divided into five sections: an "Orientation" (introduction) and a "Prospectus" (transitional epilogue) flanking the three sections on Nishida, Tanabe, and Nishitani, each constituting approximately twenty short chapters. In each case, Heisig combines intellectual biography and history of ideas approaches, thus both setting forth the wider social, political, and intellectual contexts of the Kyoto School thinkers and elaborating on their distinctive ideas. Those interested in the latter will not be disappointed. Nishida's "pure experience," "active intuition," "absolutely contradictory self-identity," "logic of locus" (or basho, topos, place), and "historical world," among other themes, are all given special attention within the broader framework of his philosophical project. In the case of Tanabe, unique concepts such as "absolute mediation," "logic of species," and "metanoetic philosophy" (or philosophy of repentance) are illuminated. And, of course, the contributions of Nishitani are fully represented: "nihilism," "the standpoint of emptiness," and the sunyata of time and history.At the same time, those looking for background discussion will also find Heisig's exposition helpful, and that along (at least) the following three lines. First, an attempt is made to take seriously the self-understanding of Kyoto School thinkers of doing philosophy in the world context. This is, of course, a bold undertaking which some in our time might summarily dismiss either as hubris or as ignorance. Yet beginning with Nishida and continuing through Tanabe, Nishitani and others (such as Tanabe's student, Abe Masao), the task was to engage as Japanese philosophers with Western thinkers and ideas. Here, of course, the tension between particularity and universality is most intense, and the Kyoto philosophers proceeded with full awareness of the issues at stake. Now while their endeavors can be criticized from either direction, what cannot be criticized without self-refutation is their motivating belief that they could understand the West and vice versa.Second, and connected with the first, is the social and political twentieth-century context of Japan and its relationship with modernity and with the Western world. Here, Heisig brilliantly negotiates between laying out the facts and locating the passions and failures of the Kyoto philosophers. This requires that he correctly identify their contributions as Japanese thinkers engaging modernity without ignoring their blind spots. As such, longstanding questions concerning Kyoto School philosophy as an ideology for Japanese nationalism are confronted head-on. Heisig shows how political naīvete resulted in political entanglements. At the same time, his discussion illuminates the sociopolitical backdrop that informs and shapes all philosophizing. The result is a balanced presentation that is neither apologetic on the one side nor condemnatory on the other.Finally, the question of religion and its relationship to Kyoto School philosophy [End Page 272] is also taken up. Nishida's practice of zazen is thus shown to inform his philosophizing, if only implicitly (on Nishida's own account), even while Tanabe's experience of metanoia (conversion) as mediated through the "Other-power" matrix of Shinran's religious thought is shown to impact his philosophy explicitly... (shrink)

In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence (...) is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

The article emphasizes the cultural and educational importance of H. Skovoroda Institute of Philosophy for the spiritual development of the Ukrainian society, especially in the direction of democracy and establishment of the worldview culture as a requirement for the culture of freedom. From the position of the included observer the author of the article describes some episodes of relationship in the scientist’s communities which can be defined as justice and solidary community. On the basis of the Heidegerian scheme, some dangers (...) are analyzed as demands addressed to philosophical thinking. This scheme is used by structuring of the article. The metaphoric of these dangers indicates the contextual problems which are important for producing of philosophical ideas. The experience of the Institute of Philosophy gained by solving of problems is very remarkable for the fulfillment of philosophical studies and educational practices especially by mentoring of the postgraduate students. The fact of naming the Institute after H. Skovoroda is regarded as a symbolic act with a great creative potential and energy which can be used for reviving of national traditions of philosophical thinking. The role of lyric in activating of philosophical ideas is showed. The symbiotic coexisting of the poetry, art, journalism and philosophy is one of the original features of the Skovorodian tradition caring by the well-known representatives of the Institute. All these characteristics joined with the civic culture, which was demonstrated by all generations of the Institute, allow defining it as a metaphysical place with the ability both to follow on the road of the way of light and to represent it on the landscapes of philosophical science and education. The history of the Institute, especially, in the period of its post-totalitarian transformations, gives the opportunity of taking comparison with the Institute for Social Research Frankfurt. The civic courage of the Ukrainian intellectual elites was always initiated, supported and generated by philosophers gathering in Institute of Philosophy. (shrink)

Materials of the discussion about informal philosophical schools held in Alushta (1987–1989, 1991, 1993). The context of the Ukrainian SSR in the 1980s and the impact of Schools on Ukrainian philosophy during the period of independence are analyzed.

The past twenty years have seen the publication of numerous translations and commentaries on the principal philosophers of the Kyoto School, but so far no general overview and evaluation of their thought has been available, either in Japanese or in Western languages. James Heisig, a longstanding participant in these efforts, has filled that gap with Philosophers of Nothingness. In this extensive study, the ideas of Nishida Kitaro, Tanabe Hajime, and Nishitani Keiji are presented both as a consistent school of thought (...) in its own right and as a challenge to the Western philosophical tradition to open itself to the original contribution of Japan. (shrink)

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics (...) in school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)

The emerging of new virtual studying cyberspace significantly broadens the scope of pedagogical techniques and created new opportunities for usage of manipulative techniques in educational practice Manipulation success factor is mostly depends on the tolerance level of a student-addressee when recognizing manipulation intrusion. There are three main moods of student-addressee’s behaviour in manipulation situation: active anti-manipulation defence, related to building effective contramanipulation; passive anti-manipulation defence, including applying different methods of operational and behavioural blocking ofmanipulator’s actions; and high level of tolerance, (...) which may occur in ability patiently accept negative influence from teacher-manipulator without decay in his/her adaptive abilities. Each of these moods has its advantages and disadvantages. It depends mainly on dominant value-adding positioning of each particularmanipulation pedagogical technique. If it can be described as has antihuman approach with the elements of pressure and humiliation of student’s personality, then this technique can not be applied. Applying of manipulation techniques is only possible if it allows building good and comfortable relationship between teacher and student, decreasing the conflict level of this relationship. (shrink)

Research seems to be explicit on children’s benefit from parent’s participation in their schooling. The ways, though, parents can be involved are not yet apparent. A variety of educational strategies and programs are being tested globally in order to enhance the collaboration of the school with the family. Through Action Research, the effectiveness of an initiative of cooperation with the parents in a kindergarten school in Athens has been explored, during the School Years 2014-15 and 2015-16. The successful engagement of (...) philosophical practices for the students in previous years exposed the need for adopting the specific tool of Philosophy for Children for the community of parents. Carefully selected stories have been used as a stimulus for raising philosophical questions that were analysed in depth by parents and teachers. The creation of a philosophical community of inquiry with parents within school, revealed a new horizon of communication and cooperation while raising respect and empathy among all participants. This research exhibits that building communities of philosophical inquiry with children and adults likewise, and within the same environment reflects and strengthens dialogue between all parts of the school community triangle (students, teachers, parents) and it therefore seems to be an effective approach to be implemented. (shrink)

There is an extensive body of work that has previously examined the teaching of ethics in business schools whereby it is hoped that the values and behaviours of students might be provoked to show positive and enduring change. Rather than dealing with the content issues of particular business ethics courses per se, this article explores the philosophical foundations and the structural conditions for developing ethical training programs in business schools. It is informed by historical analysis, specifically, an (...) examination of Platonic and Aristotelian philosophies that inspires virtue ethics, and together provides four conditions for consideration: respect for law, dialectics, imitation and deliberation. We outline the necessary structural conditions for implementing these requirements as well as suggesting the necessary pedagogical protocol applicable to all courses. It is argued that reference to our two ancient Greek philosophers provide many valuable and insightful lessons for the implementation of ethical training today including choice of theoretical content and the approach towards learning. Further, the enactment of a pedagogical protocol requires a policy of recruiting and managing business school teachers-instructors that takes into account, and consciously encourages, intellectual, relational and spiritual pedagogical qualities. (shrink)

This monograph revisits Uruguay’s remarkable transformation from a volatile product of ‘balkanisation’ in the River Plate area into Latin America’s first welfare-state democracy, associated with President José Batlle y Ordóñez (1903–7, 1911–15). Central to the country’s belated polity formation and nation-building was its school reform. The author investigates this, for the first time, from its start in 1868 under José Pedro Varela to the end of Batlle’s second term and argues that continuities in change prevailed over the alleged rupture of (...) 1903, including at the level of normative ideas. Moreover, by placing Uruguay into the broader context of what scholars have called the “Corridor of Ideas” from Santiago de Chile through Buenos Aires and Montevideo to Porto Alegre, this pioneering study also shows how Uruguay acted as a crossroads of intellectuals and a laboratory for the contestation, assimilation, and merger of global and autochthonous political and pedagogical philosophies. Jens R Hentschke is Professor of Latin American History and Politics at Newcastle University in the UK. (shrink)

In a recent article, Fabian Freyenhagen argues that we should understand first-generation Frankfurt School critical theory (in particular, the work of Adorno and Horkheimer) as being defined by a kind of ‘linguistic turn’ analogous to one present in the later Wittgenstein. Here, I elaborate on this hypothesis – initially by calling it into question, by detailing Herbert Marcuse’s extensive criticisms of Wittgenstein (and other analytic philosophers of language) in One-Dimensional Man. While Marcuse is harshly critical of analytic ordinary language philosophy, (...) he is much more sympathetic to a different sort of ordinary language philosophy, which he unpacks with reference to Karl Kraus. I show how, by getting Marcuse’s criticisms of Wittgenstein and other analytic philosophers, and lauding of Kraus, into view, we can better understand the first generation of the Frankfurt School as having practised a sort of ‘non-quietistic’ philosophical therapy (that may or may not have been the sort of thing that Wittgenstein himself had in mind). (shrink)

In this paper, we pause to assess a long-standing and ongoing outreach programme by King’s College London and The Philosophy Foundation. In it, philosophy students at university are recruited and trained to facilitate philosophy sessions for pupils who go to schools with high rates of free school meals. This paper describes every stage of that programme, from the recruitment and training of students to the difficulties that can accrue along the way. It also argues that the programme has a (...) benefit which is underappreciated and understudied in the literature on philosophy in schools, which is that it fosters cultural capital among the pupils who participate in it. As such, the paper serves both as a proof of concept for a high-quality, cost-effective philosophical outreach programme and as an impetus for further research into the effects of such programmes. (shrink)

What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council in Canada. These three topics include curricular disputes, stories of transformation from philosophy student to philosophy teacher, (...) and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself. (shrink)

"Philosophical anthropology" is a special and extremely comprehensive branch of the history of world science and modern philosophical thought in general. Philosophical anthropology is an important branch of Western philosophical and social thought. Philosophical anthropology, which took its historical roots from ancient Greek philosophy, existed in the later periods of the history of philosophy, acquired a new meaning in German classical philosophy, and became a special trend in the history of philosophy starting from the beginning (...) of the 20th century, is also, in general, a new philosophy of man. It is a philosophical teaching that includes the results of various systems of knowledge about the nature and existence of man in the 20th century Western Europe, mainly in German-language philosophy. In a broader sense, philosophical anthropology is a scientific system consisting of a set of philosophical ideas, concepts, and teachings that focus on man and aim to study him. Philosophical anthropology, which emerged in the late 1920s as a result of Max Scheler's philosophical teaching and was considered a new direction in the history of thought, developed as a branch of non-classical philosophy. (shrink)

Between 11–14 February 2021 the first international Philosophical Workshop organized by The Lvov–Warsaw School Research Center and Kazimierz Twardowski Philosophical Society of Lviv took place in the on–line version due to the ongoing COVID–19 pandemic. The working languages of the event were Polish, Ukrainian and English. The coordinators’ goal was to refer to the tradition of seminar of Kazimierz Twardowski, who was not only a distinguished philosopher but also a great educator, to stimulate interest and support for the (...) young generation of researchers into the heritage of the Lvov–Warsaw School. It is claimed that due to Twardowski’s unprecedented didactical engagement he managed to upbring dozens of Professors like Kazimierz Ajdukiewicz, Stefan Baley, Leopold Blaustein, Tadeusz Czeżowski, Izydora Dąmbska, Tadeusz Kotarbiński, tanisław Leśniewski, Jan Łukasiewicz, Władysław Witwicki. (shrink)

This article aims to introduce the recent movements regarding philosophical practice in Japan. In order to understand them in a better way, the historical development and background of philosophical practice shall be shown briefly in the first part. In the second part, three cases of relatively popular philosophical practices in Japan, that is, philosophy cafe, philosophy for/with children and philosophical consulting in the business settings are described as successful practices.

Nie Bao 聶豹 (1487-1563) was a Neo-Confucian philosopher and scholar-official of sixteenth-century Ming China. In his Ming ru xue an 明儒學案 (Case studies of Ming Confucians), Huang Zongxi 黃宗羲placed him in the Jiangxi (Jiangyou 江右) group of Wang Yangming followers. The goal of this article is to provide a sketch of Nie Bao’s political trajectory and intellectual development from his early years until he was imprisoned in 1547, as well as translation of important documents pertaining to that trajectory and development. (...) By the time of his imprisonment, Nie Bao had articulated the essential elements of his philosophy of realizing centeredness and returning to silence, and with that, his own unique interpretation of the meaning of the extension of the innate knowledge of the good. -/- 第二十一届明史國際學術研討會 論文匯編 Proceedings of the Twenty-First International Conference of the Chinese Ming History Society. (shrink)

학생부종합전형의 영향으로 고등학교에서 글쓰기는 점점 더 중요해지고 있다. 이 때 필요한 것은 철학적 글쓰기이다. 그럼에도 불구하고 여전히 고등학교에서 글쓰기는 국어 교사의 전유물로 여겨진다. 그 원인 중 하나는 고등학교에 재직하고 있는 철학 교사가 많지 않기 때문이며, 다른 하나는 철학적 글쓰기에서 ‘쓰기’만 강조되기 때문이다.BR 고등학교의 글쓰기 영역 중 ‘논술’, ‘토론’, ‘소논문’의 기본은 비판적 사고 능력이며, 이를 바탕으로 한 논증적 글쓰기이다. 그러나 대부분의 교사들과 학생들에게 그 토대가 되어야 하는 철학과 논리학은 여전히 어렵고 낯설다.BR 이 글은 고등학생들에게 필요한 철학적 글쓰기 분야 중 ‘논술’, ‘토론’, (...) ‘소논문’ 영역에 도움이 될 수 있는 비판적 사고 영역과 이를 활용한 글쓰기 방안을 제시하고 있다. 분석적 글쓰기, 논증적 글쓰기, 반성적 글쓰기라는 영역별 특성을 고려한 방법을 통해 각 영역에 비판적 사고를 활용하고, 철학적 글쓰기의 효용성을 인식할 수 있을 것이다. (shrink)

Followers of Ibn ʿArabī are considered to constitute an “Akbari” school of thought. The use of the term ‘school’ assumes some sort of cohesion, but the nature of this has been little studied. I argue that adherents found a substitute for the in-person study sessions (sing. majlis) that were common among Sufis, by identifying Fuṣūṣ al-ḥikam with Ibn ʿArabī. Thus they were able to establish a direct connection with their preferred master by reading and commenting on this book. By placing (...) their own commentary among other commentar­ies on the Fuṣūṣ, they created a bookish majlis; a dialogue with their master and other students similar to an in-person majlis. Whether conscious or subconscious, this idea became prevalent: no real organization such as a Sufi order came to be, but instead we have dozens and dozens of direct commen­taries. Making Fuṣūṣ al-ḥikam an icon for Ibn ʿArabī became, at times, so strong as to turn the book into an idol or effigy. (shrink)