Online research in philosophy

A central part of academic inquiry and scholarly education, metaphysics was regarded as "the Queen of Sciences" even before the age of Aristotle. This multipart essay by the prominent philosopher examines the nature of existence, along with issues related to causation, form and matter, mathematics, and God.

A central part of academic inquiry and scholarly education, metaphysics was regarded as "the Queen of Sciences" even before the age of Aristotle. This multipart essay by the prominent philosopher examines the nature of existence, along with issues related to causation, form and matter, mathematics, and God.

A central part of academic inquiry and scholarly education, metaphysics was regarded as "the Queen of Sciences" even before the age of Aristotle. This multipart essay by the prominent philosopher examines the nature of existence, along with issues related to causation, form and matter, mathematics, and God.

Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction is affirmative: it is an affirmation of what cannot be conceived in terms of the system and yet makes this system possible. To the extent to which education is concerned with the 'coming into presence' of new beginners and new beginnings, it shares an interest with deconstruction. Through a discussion of the role of communication in education I indicate how we might witness the occurrence of deconstruction in education. Through this we may be able to identify openings that can become potential entrances for the coming into presence of new beginnings and new beginners. Such an engagement with Derrida's work is more than the application of 'his' philosophy to the 'field' of education and therefore also has implications for how we think of the very idea of philosophy of education.

CHAPTER Introduction One cannot hope to discuss Plato's philosophy of education without discussing also Socrates'. A neat separation between master and ...

Madigan's accompanying commentary gives detailed guidance to these texts, in which Aristotle sets out what he takesto be the main problems of metaphysics or ...

Madigan's accompanying commentary gives detailed guidance to these texts, in which Aristotle sets out what he takesto be the main problems of metaphysics or ...

: This article connects two of Dewey's generic traits of existence—stability and precariousness—to four elements specified in his preface to Democracy and Education (democracy, evolution, industrialization and the experimental method) and one element specified in his preface to How We Think (childhood). It argues that Dewey's metaphysics of stability and precariousness is implicit in his philosophy of education and provides a unifying aspect to his philosophy of education that is relevant to the modern world. The article then briefly looks at whether Dewey developed a metaphysics at all and concludes that Dewey did indeed develop a metaphysics—a new metaphysics of human experience—which needs to be further analysed in relation to various aspects of his philosophy of education.