Elisabeth Blum and Paul Richard Blum, both Loyola University Maryland, jointly published: Giordano Bruno: Spaccio della bestia trionfante / Austreibung des triumphierenden Tieres, a translation form the Italian into German with introduction and extensive commentary at Meiner Verlag in Hamburg (Germany) 2009. ISBN: 978-3-7873-1805-6.
After more than three centuries, Molyneux's question continues to challenge our understanding of cognition and perceptual systems. Locke, the original recipient of the question, approached it as a theoretical exercise relevant to long-standing philosophical issues, such as nativism, the possibility of common sensibles, and the empiricism-rationalism debate. However, philosophers were quick to adopt the experimentalist's stance as soon as they became aware of recoveries from congenital blindness through ophtalmic surgery. Such recoveries were widely reported to support empiricist positions, suggesting that (...) the question had found its empirical answer. Contrary to this common view, we argue that studies of patients recovering from early blindness through surgery cannot provide an answer. In fact, because of the very nature of such ophtalmological interventions it is impossible to test the question in the empirical conditions outlined by Molyneux. Thus we propose that Molyneux's question be treated as an early thought experiment of a specific kind. Although thought experiments of this kind cannot be turned into actual experimental conditions, they provide a conceptual restructuring of theories. Such restructuring in turn leads to new predictions that can then be tested by normal experiments. In accord with this interpretation, we show that Molyneux's question can be analyzed into a hierarchy of specific questions about vision in its phenomenal and sensory-motor components. Some of these questions do lead to actual experimental conditions that could be studied empirically. (shrink)
Questo volume prende in considerazione, analizza e commenta in modo critico alcune recenti interpretazioni della filosofia di Giordano Bruno, che hanno attraversato la seconda parte del '900, indirizzandone l'orizzonte di comprensione. Il testo inizia con l'interpretazione di M.A. Granada e di M. Ciliberto, per poi accedere a quella di M. Ghio e A. Ingegno. Il volume si conclude con l'analisi ed il commento dell'interpretazione fornita da W. Beierwaltes. Una piccola bibliografia bruniana conclude il testo.
Questo breve volume prende in considerazione, analizza e commenta alcune interpretazioni magistrali della filosofia di Giordano Bruno, che hanno attraversato l'800 ed il '900, indirizzandone l'orizzonte di comprensione. Il testo inizia con l'interpretazione di G.W.F. Hegel e di B. Spaventa, per poi accedere a quella di G. Gentile. Il volume si conclude con l'analisi ed il commento dell'interpretazione fornita da N. Badaloni. Una piccola bibliografia bruniana conclude il testo.
Giordano Bruno (1548-1600) was a philosopher in his own right. However, he was famous through the centuries due to his execution as a heretic. His pronouncements against teachings of the Catholic Church, his defence of the cosmology of Nicholas Copernicus, and his provocative personality, all this made him a paradigmatic figure of modernity. Bruno’s way of philosophizing is not looking for outright solutions but rather for the depth of the problems; he knows his predecessors and their strategies as (...) well as their weaknesses, which he exposes satirically. This introduction helps to identify the original thought of Bruno who proudly said about himself: “Philosophy is my profession!” His major achievements concern the creativity of the human mind studied through the theory of memory, the infinity of the world, and the discovery of atomism for modernity. He never held a permanent office within or without the academic world. Therefore, the way of thinking of this “Knight Errant of Philosophy” will be presented along the stations of his journey through Western Europe. (shrink)
The educational practice of Giordano Bruno University is to use cyber-technology and active-learning teaching methods to deliver low cost, on-demand higher education. The result will be the empowerment of women and men who historically have not had access to this means of enhancing capability and self esteem.
Nicholas of Cusa (1402-1464) explored the boundaries of human reason for the sake of making religious belief believable. Unwillingly, he became a milestone in the process of rationalizing Christian theology. Giordano Bruno (1548-1600) is a proof to this perspective by the way he makes use of Cusanus’s approach. In his ’Spaccio de la bestia trionfante’, Bruno discusses Cusanus’s attempts at the geometrical problem of squaring the circle. Bruno not only promotes his atomistic geometry, he also uses the (...) metaphoric meaning of triangle for Trinity as an occasion to supplant ’faith’ with ’sincerity’. For Bruno faith is not anymore the true belief of religion, but rather ’good faith’ and fidelity, i.e., social and political virtues. (shrink)
Contents: Preface; From faith to reason for fideism: Raymond Lull, Raimundus Sabundus and Michel de Montaigne; Nicholas of Cusa and Pythagorean theology; Giordano Bruno's philosophy of religion; Coluccio Salutati: hermeneutics of humanity; Humanism applied to language, logic and religion: Lorenzo Valla; Georgios Gemistos Plethon: from paganism to Christianity and back; Marsilio Ficino's philosophical theology; Giovanni Pico against popular Platonism; Tommaso Campanella: God makes sense in the world; Francisco Suárez – scholastic and Platonic ideas of God; Epilogue: conflicting truth claims; (...) Bibliography; Index. (shrink)
Wonder, miracle, occult science, poetry, and the epistemological implications in Renaissance authors: Marsilio Ficino, Giovanni Pico, Pietro Pomponazzi, Agrippa of Nettesheim, Giordano Bruno, Francesco Patrizi, Tommaso Campanella, Francisco Suárez.
This paper praises and criticizes Peter-Paul Verbeek’s What Things Do ( 2006 ). The four things that Verbeek does well are: (1) remind us of the importance of technological things; (2) bring Karl Jaspers into the conversation on technology; (3) explain how technology “co-shapes” experience by reading Bruno Latour’s actor-network theory in light of Don Ihde’s post-phenomenology; (4) develop a material aesthetics of design. The three things that Verbeek does not do well are: (1) analyze the material conditions (...) in which things are produced; (2) criticize the social-political design and use context of things; and (3) appreciate how liberal moral-political theory contributes to our evaluation of technology. (shrink)
This paper praises and criticizes Peter-Paul Verbeek's What Things Do (2006). The four things that Verbeek does well are: (1) remind us of the importance of technological things; (2) bring Karl Jaspers into the conversation on technology; (3) explain how technology "co-shapes" experience by reading Bruno Latour's actor-network theory in light of Don Ihde's post-phenomenology; (4) develop a material aesthetics of design. The three things that Verbeek does not do well are: (1) analyze the material conditions in which (...) things are produced; (2) criticize the social-political design and use context of things; and (3) appreciate how liberal moral-political theory contributes to our evaluation of technology. (shrink)
[McLuhan meets Derrida and cholera in the study on science] The present text is a special kind of an introduction to the study “Visualization and Cognition” by Bruno Latour, structurally referring to the “A prologue in form of a dialogue between a Student and his (somewhat) Socratic Professor” by the same author. There emerges a picture of one of Latour’s two most important works on science, the source of his most important findings in this field, a classic of the (...) area of visual anthropology. As shown by the authors, “Visualization …” gives us an opportunity to comprehend the broadly understood images of the anthropology of science and the Actor-Network Theory, and can be a starting point for the moral and political reflection on modern science, including attempts to deal with the question: how to do science in a reasonable manner. (shrink)
PT. 1. PHILOSOPHY AND CIRCUMSTANCES: Introduction -- Philosophy and the question of war today: 1. On September 11 2001: philosophy and the 'War against terrorism' -- 2. Fragments of a public journal on the American war against Iraq -- 3. On the war against Serbia: who strikes whom in the world today? -- The 'democratic' fetish and racism: 4. On parliamentary 'democracy': the French presidential elections of 2002 -- 5. The law on the Islamic headscarf -- 6. Daily humiliation -- (...) Openings/Affirmations: 7. The power of the open: A discourse on the necessity of fusing Germany and France -- 8. Third sketch of a manifesto of affirmationist art -- Notes to part one -- PT. 2. USES OF THE WORD 'JEW': Introduction -- 1. Israel: the country in the world where there are the fewest Jews? -- 2. The destruction of the European Jews and the question of evil (fragments from Ethics: an essay on the understanding of evil, translated by Peter Hallward) -- 3. A dialogue between a Jew from Darzia and an Arab from Epirus -- 4. Saint Paul and the Jews (excerpt from Saint Paul: the foundation of universalism, translated by Ray Brassier) -- 5. Against negationism -- 6. Local angel -- 7. Intervew at the Daily Haaretz -- 8. The master-signifier of the New Aryans (by Cécile Winter) -- 9. The word 'Jew' and the sycophant -- Notes to part two -- PT. 3. HISTORICITY OF POLITICS: LESSONS OF TWO REVOLUTIONS. 1. The Paris commune: a political declaration on politics -- 2. The cultural revolution: the last revolution? -- A brief chronology of the cultural revolution (translated by Bruno Bosteels) -- Notes to part three. (shrink)
O presente artigo pretende discutir e refletir sobre as contribuições da chamada Teoria Crítica da Sociedade para o campo da educação em tempos de crescente desenvolvimento tecnológico. Para tanto, voltamos o olhar para as obras de três autores expoentes da Teoria Crítica: Walter Benjamin, Theodor W. Adorno e Herbert Marcuse, destacando as reflexões e análises desses autores e utilizando-as como subsídio no campo educativo. A educação autorreflexiva e autocrítica é pensada em seu potencial para a superação das condições de dominação (...) que permanecem em nossa sociedade, cada vez mais tecnificada e pretensamente democrática. Desse modo, pensar a práxis educativa se afigura como algo urgente e necessário para que se rompa com certas condições que mantêm nosso potencial à barbárie. (shrink)
Inhalt: Descartes und das scholastische Argumentieren - Scholastik und Humanismus im Bildungsprogramm der Jesuiten - Nikolaus Cusanus - Marsilio Ficino - Giordano Bruno - Studienordnung und Philosophiebegriff: die Ratio studiorum SJ - Der ...
Syncretism is a challenge to modern philosophy, but it was the main characteristic of Giordano Bruno’s thought. This has been made clear by Frances A. Yates, who in interpreting Bruno and Renaissance Hermeticism was not afraid of connecting theories and cultural expressions which on the surface are alien to philosophy. In doing so Yates was congenial to her object of study, as syncretism of theory was no mere side effect of Hermeticism, but had a philosophical aim. This aim (...) can be identified as the desire to connect the world and its general principle, as well as the powers of the human mind, into a philosophical narrative which strives at unifying oppositions and contradictions. (shrink)
Hertwig and Ortmann have made a laudable effort to bring together experimental practices in economics and in psychology. Unfortunately, they ignore one of the primary objectives of psychological research, which is an analytic description of general cognitive processes. Among experimental practices in probability judgment tasks they discussed, we will focus hereafter on enactment of scripts and repetition of trials.