Among the four reading-levels, the textual and exegetical levels of Zhuangzi ’s Hundun-story are problem-free, and so we focus expository-wise on its conspicuous hospitality with nine implications. Then, hermeneutically, we see Hundun instructing us against clarity toward unclarity—cosmological, self-composing, cognitive, and communal—of kindly humus, in cosmic confusion, sleep and idleness, mist and pond-dragonfly, and non-ruling people-sovereignty. Pan-hospitality is our Emperor Hundun’s non-arbitrary imperative to nurture life.

Assessing the current situation of the religion–science dialogue, it seems that a consensus of nonconsensus has been reached. This nonconsensus provides a pluralistic context for the religion and science dialogue, and one area where this plurality is clear is the discourse on relational models of God and creation. A number of interesting models have gained attention in contemporary theological dialogue with science, yet there is an overriding theme: an emphasis on God's involvement with the world. In this article, I argue (...) that theology has been preoccupied with this emphasis. It is suggested that the theme of the freedom of nature has been underrepresented. This theme of the freedom of nature I argue carries important theological implications. It is suggested that acts or events gain their significance largely by way of being contextualized by the fact that such acts or events could have been otherwise, a realization that might provide the various relational models of God and the world food for thought. (shrink)

I argue that evolutionary strategies of kin selection and game-theoretic reciprocity are apt to generate agent-centered and agent- neutral moral intuitions, respectively. Such intuitions are the building blocks of moral theories, resulting in a fundamental schism between agent-centered theories on the one hand and agent-neutral theories on the other. An agent-neutral moral theory is one according to which everyone has the same duties and moral aims, no matter what their personal interests or interpersonal relationships. Agent-centered moral theories deny this and (...) include at least some prescriptions that include ineliminable indexicals. I argue that there are no rational means of bridging the gap between the two types of theories; nevertheless this does not necessitate skepticism about the moral—we might instead opt for an ethical relativism in which the truth of moral statements is relativized to the perspective of moral theories on either side of the schism. Such a relativism does not mean that any ethical theory is as good as any other; some cannot be held in reflective equilibrium, and even among those that can, there may well be pragmatic reasons that motivate the selection of one theory over another. But if no sort of relativism is deemed acceptable, then it is hard to avoid moral skepticism. (shrink)

This review essay attempts to present a coherent and reasonably unitary picture of the contemporary ‘speculative turn’ in continental philosophy as charted in Levi Bryant, Nick Srnicek and Graham Harman, eds, The Speculative Turn: Continental Realism and Materialism (2011). Avoiding a more objective yet more anodyne chapter by chapter summary, I paint an intentionally synoptic view by selecting some common concerns of the authors involved, and group them under five ‘core themes’. Throughout, I try to keep open the comparative channel (...) with the realist tenets of critical realism, and conclude vouching for the necessity for more bridge-building works to appear in the future. (shrink)

In this paper, we reconsider the context of Barbara Carper's alternative ways of knowing, a prominent discourse in modern nursing theory in North America. We explore this relative to the concepts of realism, non‐realism and nominalism, and investigate the philosophical divisions behind the original typology, particularly in relationship to modern scientific enquiry. We examine forms of knowledge relative to realist and nominalist positions and make an argument ad absurdum against relativistic interpretations of knowledge using the example of Borge's Chinese Emporium (...) of Benevolent Knowledge. We propose a contentious postpositivist practical classification for nursing knowledge that demonstrates and supports the idea that knowledge has both individual and subjective components. This classification supports the practical application of nursing knowledge within the paradigm of realist postpositivist science. (shrink)

From antiquity several philosophers have claimed that the goal of natural science is truth. In particular, this is a basic tenet of contemporary scientific realism. However, all concepts of truth that have been put forward are inadequate to modern science because they do not provide a criterion of truth. This means that we will generally be unable to recognize a scientific truth when we reach it. As an alternative, this paper argues that the goal of natural science is plausibility and (...) considers some characters of plausibility. (shrink)

O presente manual tem como intenção constituir um guia para uma disciplina introdutória de filosofia da linguagem. Foi elaborado a partir da leccionação da disciplina de Filosofia da Linguagem I na Faculdade de Letras da Universidade do Porto desde 2001. A disciplina de Filosofia da Linguagem I ocupa um semestre lectivo e proporciona aos estudantes o primeiro contacto sistemático com a área da filosofia da linguagem. Pretende-se que este manual ofereça aos estudantes os instrumentos necessários não apenas para acompanhar uma (...) iniciação ao campo da filosofia da linguagem mas também para o estudo e a investigação autónomos posteriores. Para isso é percorrido um trajecto que conduz das intuições pré-teóricas acerca de linguagem, de que todos dispomos, até um conhecimento disciplinar específico, histórico e temático, da filosofia da linguagem. Em termos práticos, são considerados como precedentes da disciplina de Filosofia da Linguagem I – mesmo se, pelo existem actualmente precedências em sentido estrito – as disciplinas de Lógica I e II e de Filosofia do Conhecimento I e II. Os programas dessas disciplinas nos últimos anos estiveram presentes por trás da elaboração do manual. (shrink)

The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...) the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man’s ability to consider and solve problems that he meets in practical life kata ton orthon logon — by doing right things in the right place at the right time in the right way. This phronetic idea of ‘humanizing modernity’ combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey’s ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey’s philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child’s curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child’s subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman’s practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an ‘educative space’ from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. (shrink)

La comprensión del conocimiento como sistema en el Tratado de la naturaleza humana de David Hume reconoce tres aspectos: primero, el conocimiento implica su distancia de la idea de sustancia y de ideas generales abstractas. Segundo, el conocimiento comprende la conexión entre impresiones e ideas. El enlace de nuestras impresiones e ideas surge del principio de asociación el cual ordena y reconfigura el conocimiento en virtud de la atracción, conexión articulada por las facultades de la memoria y la imaginación. Tercero, (...) el conocimiento constituye un sistema constituido por la reiteración de hábitos y costumbres configurados por el principio de asociación desde la relación integrada de impresiones e ideas. (shrink)