Quintín Racionero Carmona en el marco de la filosofía española actual.

Aristóteles es (junto con Platón) el pensador más importante de toda la filosofía. La división en disciplinas que hoy conocemos (Lógica, Metafísica, Física, Ética, Política, etc.) ha surgido de él.

El texto recoge y organiza las referencias al cuerpo, particularmente a manos y dedos, en obras kafkianas como los Diarios y Correspondencia, además de El Proceso, El Castillo, La colonia penitenciaria y otros relatos. De este modo, prepara el argumento que permite ensayar la interpretación de la gestualidad y movimiento de aquellas articulaciones en el ámbito jurídico. La mano y cada uno de sus cinco dedos es empleada por Kafka con intención hermenéutica literaria y también jurídica. Observadas con atención permiten (...) esclarecer el propósito de pasajes tradicionalmente ‘oscuros’ de algunas de sus creaciones. E igualmente una toma de posición acerca de la escritura y lectura de la Letra de la Ley, sobre producción e interpretación de la Ley, caracterizada por la sacralidad del texto y la pretensión disciplinar de obediencia y acatamiento. (shrink)

El egoísmo constituye uno de los aspectos fundamentales de la teoría económica tradicional. Propuesto y desarrollado durante la revolución marginalista y convertido en axioma por la escuela neoclásica, la natural propensión del agente económico a maximizar su propio interés otorga robustez y consistencia a la teoría mediante la reducción de toda la realidad comportamental del agente económico. El objetivo del presente estudio es tratar de mostrar las implicaciones éticas y afectivas para una teoría axiomatizada con pretensiones de consistencia y completitud (...) como la desarrollada y defendida por la teoría económica tradicional. (shrink)

In the following article, I will explain Hegel’s definition of modernity from the point of view of his understanding of “Bildung,” since this is a fundamental and newly relevant theme of Hegel’s philosophy nowadays. “Bildung” can be transliterated as education, but may also be interpreted as a general formative or developmental process, or cultivation. With the term “Bildung” Hegel also refers to the formative self-development of the mind, its coming to individual as well as collective flourishing. The objective spirit manifests (...) itself in the culture of humans. However, education in the sense of “Bildung” does not take place primarily through the transmission of information, values, norms, etc. by the teacher, but through “experience” [Erfahrung], which signifies the conflicting process by which a spiritual being discovers its own identity or self, while at the same time striving for self-consciousness, which is in the process of self-discovery. Through education, the human mind develops its capacity for understanding, reflection and judgment, and thus overcomes its natural intellectual, spiritual, normative, aesthetic, etc., poverty. (shrink)

I sympathize with Claire Petitmengin’s idea that coming back into contact with the lived experience is important if we are to change the way we live our lives. However, on the path towards ….

Enrico Berti has had a profound influence on the birth and development of Italian studies in ancient philosophy. His sizable work has shaped a great part of Italian studies on Aristotle and other ancient philosophers. To celebrate him and express their gratitude for his work, some of his disciples, under the impulse of the late Franco Volpi, have brought together a volume in his honour, requesting the participation of some foreign scholars particularly close to him. The volume comprises essays by (...) Pierre Aubenque, Jonathan Barnes, Terence H. Irwin, Tomás Calvo-Martínez, Jaap Mansfeld, Pierre Pellegrin, Gerhard Seel and Alejandro G. Vigo. The main themes are Aristotle's metaphysics and practical philosophy. A Selected Bibliography by E. Berti himself completes the volume."--Publisher's website. (shrink)

This celebratory Festschrift dedicated to Charles Kahn comprises some 23 articles by friends, former students and colleagues, many of whom first presented their papers at the international "Presocratics and Plato" Symposium in his honor. The conference was organized and sponsored by the HYELE Institute for Comparative Studies, Parmenides Publishing, and Starcom AG, with endorsements from the International Plato Society, and the Dean of the School of Arts and Sciences, University of Pennsylvania. While Kahn's work reaches far beyond the Presocratics and (...) Plato, it is in these subject areas that the distinction of his scholarship has come to be regarded as virtually unrivaled. The articles contributed to this volume are by some of the most renowned scholars working on these topics today, their breadth and depth bearing witness to his profound impact and influence on the discipline of Ancient Greek Philosophy._ Charles Kahn taught Classics and Philosophy at Columbia University from 1957 to 1965, and has since been teaching in the Philosophy Department of the University of Pennsylvania. He spent a year as Visiting Professor at the American School of Classical Studies in Athens, and had additional Visiting Fellowships at Balliol College, Oxford and Clare Hall, Cambridge, and a term as Visiting Professor at Harvard. He is the recipient of several prestigious research grants, from the American Council of Learned Societies, the National Endowment for the Humanities, and the Guggenheim Foundation. In 2000 he was elected Fellow of the National Academy of Arts and Sciences. He is the author of _Anaximander and the Origins of Greek Cosmology, The Verb “Be” in Ancient Greek, The Art and Thought of Heraclitus, Plato and the Socratic Dialogue, Pythagoras and the Pythagoreans, and Essays on Being_. His latest book,_Plato and the Post-Socratic Dialogue_, is forthcoming from Cambridge University Press. _ Contributors: Julia Annas Sarah Broadie Lesley Brown Tomás Calvo-Martínez Diskin Clay John M. Dillon Dorothea Frede Arnold Hermann Carl A. Huffman Enrique Hülsz Piccone D. M. Hutchinson Paul Kalligas Vassilis Karasmanis Aryeh Kosman Anthony A. Long Richard McKirahan Susan Sauvé Meyer Alexander P.D.Mourelatos Satoshi Ogihara Richard Patterson Christopher J. Rowe David Sedley Richard Sorabji. (shrink)

According to F. Adams [this journal, vol. 68, 2018] cognition cannot be realized in plants or bacteria. In his view, plants and bacteria respond to the here-and-now in a hardwired, inflexible manner, and are therefore incapable of cognitive activity. This article takes issue with the pursuit of plant cognition from the perspective of an empirically informed philosophy of plant neurobiology. As we argue, empirical evidence shows, contra Adams, that plant behavior is in many ways analogous to animal behavior. This renders (...) plants suitable to be described as cognitive agents in a non-metaphorical way. Sections two to four review the arguments offered by Adams in light of scientific evidence on plant adaptive behavior, decision-making, anticipation, as well as learning and memory. Section five introduces the ‘phyto-nervous’ system of plants. To conclude, section six resituates the quest for plant cognition into a broader approach in cognitive science, as represented by enactive and ecological schools of thought. Overall, we aim to motivate the idea that plants may be considered genuine cognitive agents. Our hope is to help propel public awareness and discussion of plant intelligence once appropriately stripped of anthropocentric preconceptions of the sort that Adams' position appears to exemplify. (shrink)

The article discusses the certain features of the constitutional doctrine of human rights developed by the Constitutional Court of Lithuania which were influenced by the jurisprudence of the European Court of Human Rights, the role of the European Convention on Human Rights as a legal source in the system of sources of constitutional law. The intersection of the jurisprudences, which came into being due to different assessments of the legal regulation in cases where the same legal act was recognized by (...) the Constitutional Court being in compliance with the Constitution and the European Court of Human Rights recognized that the application of the said act was a cause of the violation of a certain person’s rights protected by the Convention (or vice versa) is one of the most important questions and raises many theoretical and practical problems. Different assessment of the legal acts made by the European Court of Human Rights with regard to their compliance with the Conventionshould not be regarded as such an essential circumstance which could lead to possible repeated review of such legal act at the Constitutional Court, such intersection of the jurisprudences, should be solved by ordinary courts while following the doctrine that in cases where legal acts contain the legal regulation which competes with that established in the international treaty, the international treaty should be applied. (shrink)

Este artículo revisa el diálogo que Husserl establece con Humemientras reconstruye la génesis de la filosofía. Lo discutiréen dos partes: la primera se refiere a la “verdadera filosofía”y, la segunda, desarrolla una lectura fenomenológica delmétodo experimental de Hume. Intento explicar la evaluaciónambivalente que hace Husserl del proyecto de Hume, yproponer una manera en la que Hume pueda responder a suscríticas. Concluyo, más allá de Husserl, que Hume abrió uncamino promisorio para la fenomenología, que yo llamo una“fenomenología detrascendentalizada”.

The focus is on the meaning of ὑπόϑεσις in Irenaeus of Lyons’ Adversus haereses. Our case is to argue that two different elements converge in ὑπόϑεσις or its translations in the Latin version of AH. The first stems from the Greek literary field, in which ὑπόϑεσις means the “subject” or “plot” of a dramatic or poetic composition. The second is related to the philosophical meaning of ὑπόϑεσις as “that which is placed under” or “foundation”. On the one hand, Irenaeus uses (...) ὑπόϑεσις theologically to express the plot of the historia salutis, so that the term can be understood as teaching or doctrine. On the other hand, this ὑπόϑεσις is at the same time a regula, the normative foundation of all the elements that take part in God’s economy of salvation. (shrink)

Las 15 piezas que ahora lo conforman abrevan en la Historia, en confeciones personales y entrevistas, y mezclan la literatura y el periodismo de manera audaz y perfecta. Los protagonistas son hombres excepcionales y el momento que se ha elegido para contar son las visperas de sus muertes -tal vez el momento de mayor soledad y de mayor intimidad de un hombre. A traves de la magistral escritura de Tomas Eloy Martinez tenemos el privilegio de asistir a los ultimos minutos (...) de sus vidas, el momento previo a perderlo todo y cuando, resistiendo a la indiferencia del mundo, se suena con alguna inmortalidad. (shrink)

In this article we aim to reconstruct some aspects of Davidson's idea of triangulation, and against this reconstruction, ask whether the idea is viciously circular. We begin by looking at the claim that without a triangularn setting, there is no saying what the cause of a being's responses is. In the first section we discuss the notion of relevant similarity, and what difference the presence of a second non‐linguistic being could make for the individuation of a common focus of attention. (...) In the second section we look at the role of a second person in language‐acquisition. It is important that being corrected to ‘go on as others do’ does not yet presuppose thought, and similarity standards can be applied to a learner's reactions even before she is aware of these standards. We also show why Davidson is not committed to any consensus view of correctness. In the last section we discern three charges of circularity that can be levelled against the idea of triangulation. We argue that Davidson can respond to the first two charges, and point to a way of answering the third. But the response we propound raises a new question, namely, why does the second being have to be a speaker or thinker even before the learner is aware of the three points of the triangle? (shrink)