Existe-t-il dans l’œuvre de Paul Ricœur, comme on l’a dit, une forme de dissymétrie entre le champ de la métaphore et celui du récit? Dès La métaphore vive, la référence à Northrop Frye et à Nelson Goodman va permettre de ressaisir pleinement l’unité de la sphère poétique. La métaphore vive et Temps et récit sont alors présentés comme deux ouvrages jumeaux. Paul Ricœur explique notamment que la poésie lyrique a, elle-même, le pouvoir de produire une “mise en intrigue,” et, qu’en (...) ce sens, “le sentiment articulé par le poème n’est pas moins heuristique que la fable tragique.”, 309.) En suivant certaines références faites dans ces deux livres jumeaux – où peut se lire la dialectique entre “découvrir et créer,” “trouver et projeter” –, il est alors possible de faire apparaître un fil conducteur des analyses où s’annonce, à titre de perspective, une pensée générale de l’acte créateur. L’œuvre d’art y devient expérience, épreuve d’une conception “tensionnelle” de la vérité, dialectique entre “expérience d’appartenance” et “pouvoir de distanciation.”. (shrink)

Nous publions, en ouverture de ce numéro d’Etudes Ricœuriennes / Ricoeur Studies, un article de Paul Ricœur intitulé « Architecture et narrativité ». Ce texte est la reprise d’une communication délivrée à Paris en 1996 sous le titre: « De la mémoire ». Desti-née au Groupe de réflexion des architectes, cette rencontre était organisée par la Di-rection de l’Architecture et du Patrimoine – rattachée aujourd’hui à la Direction géné-rale des patrimoines. Le texte fut publié en 1998 dans la revue Urbanisme. (...) Si l’architecture n’est pas habituellement un objet d’étude de Ricœur, le philosophe l’a néanmoins souvent intégrée à une pensée qui s’est elle-même définie comme anthro-pologie philosophique en élaborant une herméneutique de la voie longue. Ricœur a pu notamment situer l’architecture, dans Histoire et vérité, soit comme un « “monde” in-séré dans le monde », soit comme un mode de « l’incorporation » des « images de l’homme qui font toute la réalité de la culture ». La période qui s’étale de Temps et ré-cit (1983- 1985) à La mémoire, l’histoire, l’oubli (2000) ne cesse de développer la phi-losophie du récit, et étend même l’usage de concepts nés dans un premier contexte à d’autres domaines de la pensée. Le présent article peut être placé dans ce cadre. L’architecture est un domaine qui, d’une manière générale, sort du domaine des thé-matiques explicitement étudiées par le philosophe. Or, et c’est ce qui fait l’intérêt de ce texte, Ricœur propose d’appliquer à l’architecture le paradigme élaboré dans Temps et récit. (shrink)

Nous publions, en ouverture de ce numéro d’Etudes Ricœuriennes / Ricoeur Studies, un article de Paul Ricœur intitulé « Architecture et narrativité ». Ce texte est la reprise d’une communication délivrée à Paris en 1996 sous le titre: « De la mémoire ». Desti-née au Groupe de réflexion des architectes, cette rencontre était organisée par la Di-rection de l’Architecture et du Patrimoine – rattachée aujourd’hui à la Direction géné-rale des patrimoines. Le texte fut publié en 1998 dans la revue Urbanisme. (...) Si l’architecture n’est pas habituellement un objet d’étude de Ricœur, le philosophe l’a néanmoins souvent intégrée à une pensée qui s’est elle-même définie comme anthro-pologie philosophique en élaborant une herméneutique de la voie longue. Ricœur a pu notamment situer l’architecture, dans Histoire et vérité, soit comme un « “monde” in-séré dans le monde », soit comme un mode de « l’incorporation » des « images de l’homme qui font toute la réalité de la culture ». La période qui s’étale de Temps et ré-cit (1983- 1985) à La mémoire, l’histoire, l’oubli (2000) ne cesse de développer la phi-losophie du récit, et étend même l’usage de concepts nés dans un premier contexte à d’autres domaines de la pensée. Le présent article peut être placé dans ce cadre. L’architecture est un domaine qui, d’une manière générale, sort du domaine des thé-matiques explicitement étudiées par le philosophe. Or, et c’est ce qui fait l’intérêt de ce texte, Ricœur propose d’appliquer à l’architecture le paradigme élaboré dans Temps et récit. (shrink)

The scene in Aristophanes' Frogs where Dionysus rows Charon's boat across the Styx to the accompaniment of the chorus of frogs is, of course, one of the most famous passages of Greek Comedy, and an essential element of the humour of the passage is the ineptitude of Dionysus as a rower. As a large part of the Athenian audience would have served in triremes as rowers, Dionysus' inability to perform this familiar task adequately will have been immediately ridiculous. Aristophanes was (...) thus exploiting an easy source of humour in depicting Dionysus as an unaccomplished rower battling against the difficulties and discomforts of the task. Had so obvious a source of humour been neglected by the playwrights of Athenian Old Comedy till the time of Frogs? We should have been obliged to answer that we had no positive indications to the contrary till the publication in 1968 of Pap. Ox. 2740, but this now furnishes us with grounds to infer that some other Old Comedy, very probably the Taxiarchs of Eupolis, contained a scene where some person was represented as rowing ineptly. (shrink)

In section 96 of Reasons and Persons, Derek Parfit offers his now familiar tripartite distinction among candidates for ‘what matters’: (1) Relation R with its normal cause; (2) R with any reliable cause; (3) R with any cause. He defends option (3). This paper tries to show that there is important ambiguity in this distinction and in Parfit's defence of his position. There is something strange about Parfit's way of dividing up the territory: I argue that those who have followed (...) him in viewing the choice among (1)–(3) as the (or an) important question in thinking about ‘what matters’ are mistaken, and that they bypass what seems to be a more important, even crucial, set of options and considerations. I am less concerned with what he does say than with what he ought to say, given his intuitions and arguments, and the general framework within which he is working. And I am particularly concerned to show that whether or not I am correct about what he is doing with his tripartite distinction, it is a distinction with which we should not be particularly concerned in the analysis either of what matters or of psychological continuity. (shrink)

The key stakeholders of the Finnish engineering education collaborated during 2006–09 to reform the system of education, to face the challenges of the changing business environment and to create a national strategy for the Finnish engineering education. The work process was carried out using participatory work methods. Impacts of sustainable development (SD) on engineering education were analysed in one of the subprojects. In addition to participatory workshops, the core part of the work on SD consisted of a research with more (...) than 60 interviews and an extensive literature survey. This paper discusses the results of the research and the work process of the Collaboration Group in the subproject of SD. It is suggested that enhancing systematic dialogue among key stakeholders using participatory work methods is crucial in increasing motivation and commitment in incorporating SD in engineering education. Development of the context of learning is essential for improving skills of engineering graduates in some of the key abilities related to SD: systemic- and life-cycle thinking, ethical understanding, collaborative learning and critical reflection skills. This requires changing of the educational paradigm from teacher-centred to learner-centred applying problem- and project-oriented active learning methods. (shrink)

Are materially constituted entities, such as statues and glasses of liquid, something more than their material constituents? The puzzle that frames this paper stems from conflicting answers to this question. At the core of the paper is a distinctive way of thinking about material constitution that posits two concepts of constitution, compositional and ampliative constitution, with the bulk of the discussion devoted to developing distinct analyses for these concepts. Distinguishing these concepts solves our initial puzzle and enriches the space of (...) possibilities for constitution views. (shrink)

Первое российское энциклопедическое издание, посвященное философии буддизма, является самым полным в отечественной литературе сводом знаний о буддийской философии. Его главная цель - описать философское кредо буддизма в контексте разнообразия школ.

The Central American country of Guatemala committed itself to democratic values and processes in its election of December, 1985. Guatemala, like most other Central American countries, has been through the dictator-constitution-election revolving door many times. For almsot half a century, Guatemala has been afflicted with coups, general-presidents and dictator-presidents. Again, in 1985, Guatemala created a new constitution with provision for democratic presidential elections monitored and declared "democratic" by a score of other nations. The new president, Vinicio Cerezo, and his Minister (...) of Education, Eduardo Meyer Maldonado, emphasized that the elementary school, the only formal educational institution attended by the majority of Guatemalans, must provide those learning experiences required to develop, to nourish and to sustain democracy in Guatemala. (shrink)

This is the best general book on philosophy for university students: not just an introduction, but a guide which will serve them throughout their studies. It comprises specially commissioned explanatory surveys of the main areas of philosophy, written by thirteen leading philosophers.

Measuring Chinese character recognition ability is essential in research on character learning among learners of Chinese as a second language. Three methods are typically used to evaluate character recognition competence by investigating the following properties of a given character: pronunciation, meaning, and pronunciation and meaning. However, no study has explored the similar or dissimilar outcomes that these three measurements might yield. The current study examined this issue by testing 162 CSL learners with various L1 backgrounds and Chinese proficiency levels. Participants' (...) performance in character recognition measured using a phonological method, a semantic method, and a PS method was compared, which led to two major findings. In terms of similarity, participants' performance in character recognition and the influence of L1 background and Chinese proficiency level on character recognition was similar across the three methods. As for differences, the semantic method could yield a character recognition test with better quality than the other two methods, and the three methods yielded different best fitting models and showed different predictions for Chinese proficiency across different L1 groups. Theoretical and practical implications of these findings are proposed. (shrink)

Multilingual dictionary of philosophical terms.

Книгата предлага някои оригинални идеи по вечни философски въпроси, които вълнуват човешката мисъл от древността досега.

The use of with the future indicative is admittedly rare in post-Homeric Greek. In the passages concerned many deny the usage completely and either omit the particle or resort to emendation, or dismiss the construction as a mere ana-colouthon. In an instructive article in the Classical Quarterly, xl , Moorhouse argues in favour of retaining many of the readings, and it is only his interpretation that is in question here. His main thesis is that in Homeric Greek, where the usage (...) is common enough, κ or with the future means either ‘in that case’ or ‘probably’ . The latter usage, however, he regards as sometimes assuming a tone of dogmatic certainty , and this ‘emphatic future’ came to be the regular and literal meaning of the later idiom, without any irony being involved. (shrink)

Open peer commentary on the article “Constructing Constructivism” by Hugh Gash. Upshot: The concept of “constructivist teaching” seems unattainable for two reasons: a philosophical and an empirical one. Also, Hugh Gash’s survey is not so much about radical constructivism in education, but a review of different connected ideas labeled “constructivism” that have dominated the educational field.