To the instances of non-syllabic ε after -ιλ- or -υλ- which were given in Class. Quart. XVII. 196 , two more may be added: Σιλεωνας, Kaibel, Epigrammata Graeca 783 , occurs in a trochaic line, and is scanned Cup – Cup –. Kaibel calls it a ‘nomen suspectum’; but in the re-edition in Anc. Gr.Inscr.in the British Museum, No. 796, the reading is defended by a comparison with Σιλνιος in C.I.G. 1577. 3 = I.G. 7. 2429.

In this paper, the historical development of the clitic systems of Standard Modern, Cypriot and Pontic Greek is discussed. These three varieties not only present the whole range of variation one can find across clitic systems in Greek but, furthermore, derive from a common linguistic ancestor, i.e. Koine Greek. This paper argues that the transition from Koine Greek to the Medieval varieties and from the Medieval varieties to the respective modern ones can be explained by making (...) the assumption that routinisation and parsing/hearer assymetries are two important factors behind syntactic change. The claim is that the transition from Koine to the Medieval Greek varieties involves the emergence of a clitic system with encoded syntactic constraints out of a freer one, where clitic positioning was regulated by pragmatic preferences rather than syntactic constraints. Then, the transition to the modern varieties from the respective medieval ones is explained, at least partly, on the assumption that production/parsing mismatches are capable of triggering syntactic change. This last assumption combined with: the tendency to obtain more generalised parsing triggers for parsing the individual clitics and the fact that the Medieval varieties in question differ in minimal but crucial ways, provides us an explanation for the transition to the modern varieties. (shrink)

To the instances of non-syllabic ε after -ιλ- or -υλ- which were given in Class. Quart. XVII. 196, two more may be added: Σιλεωνας, Kaibel, Epigrammata Graeca 783, occurs in a trochaic line, and is scanned Cup – Cup –. Kaibel calls it a ‘nomen suspectum’; but in the re-edition in Anc. Gr.Inscr.in the British Museum, No. 796, the reading is defended by a comparison with Σιλνιος in C.I.G. 1577. 3 = I.G. 7. 2429.

Name der Zeitschrift: Byzantinische Zeitschrift Jahrgang: 109 Heft: 1 Seiten: 207-222.

Low reason is about coping in the world in the world's terms; but our freedom, morality, and enlightenment require the higher, more speculative faculty. Dr. Hanhijarvi (Humboldt Univ.) invites us to explore the great thinkers and re-activate the profound abilities of the human mind that so importantly out-shine today's mechanistic thinking.

The present essay aims to throw light on the study of dialectical thinking from a cultural-historical perspective. Different forms of dialectic are articulated as ideal types, including the Greek dialectic, the Hegelian dialectic, the contemporary German negative dialectic, the Chinese dialectic, and the Indian negative dialectic. These influential cultural products in the history of the East and the West, articulated as ideal types, serve as constellations that could facilitate further empirical studies on dialectical thinking. An understanding of the complexity (...) of these constellations reveals the pitfalls of investigating dialectical thinking without an appropriate conceptualization of the research target. With the ideal types of dialectic as "figure," and Vygotsky's thesis of the cultural-historical origin of higher psychological processes as "ground," we explore possibilities for further lines of inquiry on dialectical thinking. Adhering to the Scribnerian multilevel scheme that reconstructs Vygotsky's thesis, and returning to the core ideas of Vygotsky himself, we discover new, meaningful questions about the study of dialectical thinking. In the research area of "culture and cognition," consideration of a cultural-historical perspective appears to be both necessary and promising. (shrink)

In this paper, the tragedy of Hegel's works on索佛克里斯 is interpreted as the object of analysis, to clarify the "Phenomenology of Mind" chapter of the first link: ethical implied the dialectical development of relations. Hegel Antigongnie and Craig Wong as the conflict between the play to express the central theme, the duo behind it as the ethical forces of the two entities split out the two sets of rules of self-symbol, through the wave Li Naike burial period of confrontation with (...) the two sides is not only a Antigongnie ─ ─ Weng personal conflict with Craig, but also family and country, God, law and human law, obligations and civic responsibilities of genetic conflict between, or Sex between women and men conflict. In the ethical stage, the individual and the unity of ethics has a direct relationship between the entities, and directly by its intrinsic norms of behavior, but to achieve out of the ethical nature of the dialectical development of the end point then, replaced by another type. (shrink)

Dialectic is the parting of ways in philosophy. The analytical movement inaugurated by Moore and Russell took its departure in an attack against Neo‐Hegelianism in Britain, presenting analysis as the cure for the dialectical disease. Gadamer's contributions to Greek philosophy and, in particular, his readings of Plato, arguably the most significant thinker for Gadamerian hermeneutics. Hence, in Gadamer's hermeneutics, the dialectic of question and answer does not function as a maxim that one should apply in exegetic business instead of (...) other competing maxims or methods. Gadamer acknowledges a speculative dimension; but he finds this dimension in our everyday understanding, promoted by the web of ordinary language. Gadamer's hermeneutic not only promotes language holism, but claims the possibility of experiencing the inherent dialectic of the whole and its parts that the traditional doctrine of the hermeneutical circle in methodological respect had formulated. (shrink)

This chapter contains sections titled: Socrates and Dialectical Method Plato Aristotle Hellenistic Methodology.

Dialectic is a method of investigation which has enjoyed a long history and has been invoked and involved in a great variety of intellectual causes. Aristotle was one of the first thinkers to develop a full theory of dialectic, and his account has remained one of the most influential and philosophically substantial. Dr Evans here offers a systematic account of Aristotle's theory. He explores how dialectic is related to other forms of enquiry, both scientific and philosophical, and demonstrates the central (...) part which dialectic occupies in Aristotle's thought; he establishes the importance and originality of the Topics in which this theory is developed, and contrasts Aristotle's account with those of Plato and the Academy. This book will be of interest to philosophers and historians of ideas as well as to specialists in Greek philosophy. All quotations are translated into English and there is a glossary of key Greek terms. (shrink)

Dialectics of Knowing strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past thirty years. It draws upon Greek philosophy that asked 'How should we live?' and European Enlightenment that considered 'What can we know?' to question today 'What does it mean to experience mind, to act, think and create ethically?' Focusing particularly on the notion of praxis and specific issues involving indigenous, feminist and practitioner knowing, this book will help scholars and practitioners (...) to transform their education theories and practices in ways that encourage democracy, emancipation, social action, culture, inquiry and creativity. (shrink)

Although the Greek Catholic Church was not a decisive factor in national self-determination in Galicia, it made a significant contribution to overcoming the crisis of national identity in the nineteenth century. The Eastern rite was one of the most advanced factors that distinguished Greek Catholics from Roman Catholics, Ukrainians from the Poles. Language differences were not so great as to distinguish Galician Ukrainians from Galician Poles. Both languages ​​borrowed so much from one another over centuries that became mutually (...) comprehensible, close, that threatened the Rusyns of Galicia not only linguistic, but also ethnic assimilation. At the beginning of the nineteenth century. The most comprehensible thing was the interpretation of the Rusyn language of the Galician as a dialect of the Polish. Therefore, in the nineteenth century. an attempt was made to force the Ukrainians to switch to the Latin alphabet. (shrink)

Formal dialectic has its roots in ancient dialectic. We can trace this influence in Charles Hamblin’s book on fallacies, in which he introduced his first formal dialectical systems. Earlier, Paul Lorenzen proposed systems of dialogical logic, which were in fact formal dialectical systems avant la lettre, with roles similar to those of the Greek Questioner and Answerer. In order to make a comparison between ancient dialectic and contemporary formal dialectic, I shall formalize part of the Aristotelian procedure for Academic (...) debates. The resulting system will be compared (1) with Van Eemeren and Grootendorst’s system of rules of Critical Discussion (the pragma-dialectical discussion procedure), which must, however, first itself be reconstructed as a formal dialectical system, and (2) with a Hamblin-type system, and (3) a Lorenzen-type system. When drawing comparisons, it will become clear that there is a line to be drawn from Aristotle to formal dialectic and pragma-dialectics, extending to contemporary computational models of argument. (shrink)

What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition, and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, which focuses specifically on second dialect acquisition. Siegel surveys a wide range of studies that throw light on SDA. These concern dialects of English (...) as well as those of other languages, including Dutch, German, Greek, Norwegian, Portuguese and Spanish. He also describes the individual and linguistic factors that affect SDA, such as age, social identity and language complexity. The book discusses problems faced by students who have to acquire the standard dialect without any special teaching, and presents some educational approaches that have been successful in promoting SDA in the classroom. (shrink)