While Ingarden makes only infrequent reference to Aristotle, The Philosopher’s presence can be discerned throughout his published works. Perhaps mostsignificantly, when Ingarden returned to work on Controversy over the Existence of the World in 1938, he immersed himself in the study of Aristotle’s Metaphysics, and the entire framework of Controversy appears to have been inspired by reflection on central Aristotelian concepts. Ingarden’s understanding of the Aristotelian conception of the relation between form and matter, and indeed the Aristotelian character of Ingarden’s (...) ontology as a whole, stands in sharp contrast not only to Husserl’s transcendental idealism, but also to the materialist orientation of current mainstream research in cognitive science. It is hoped that this brief examination might serve to introduce to this research a realist phenomenological orientation that is capable of embracing and elucidating insights from both materialist and idealist approaches to the study of cognition. (shrink)
This is one of numerous collections of papers selected from Gadamer’s Gesammelte Schriften that have recently appeared. It is always good to see Gadamer’s works translated and made available to the English-speaking audience. The translations of the ten papers here assembled are generally accurate and readable, and the text has been well copy-edited. So, for the reader interested in assembling a collection of Gadamer’s translated works, the volume is to be recommended. But as a contribution to hermeneutics—indeed, even as an (...) addition to the record of Gadamer’s contribution to hermeneutics—this book falls desperately short. (shrink)
While Roman Ingarden remains best known among English‐speaking philosophers and literary theorists for his work in aesthetics, and primarily for his study of the literary work of art, his studies in aesthetics and art belong in fact to the comprehensive program of phenomenological research in ontology and metaphysics that occupied him for his entire career. In this article I briefly describe this program of phenomenological research, then I discuss some of the major features of Ingarden’s analyses of works of art (...) and the aesthetic experience. (shrink)
This book reverses the fundamental tenet of phenomenology-that all consciousness is intentional . Mitscherling rehabilitates the pre-modern concepts of 'intentional being' and 'formal causality' in the construction of a comprehensive phenomenological analysis of embodiment, aesthetic experience, interpretation of texts, moral behavior, and cognition.
The article discusses research work of Heinrich Hofmann, who has completed doctoral studies in mathematics under Karl Weierstrass in Berlin. His first book "Philosophy of Arithmetic: Psychological and Logical Investigations With Supplementary Texts From 1887-1901" contains his thesis "In the Concept of Number: Psychological Analyses" completed in the guidance of Weierstrass.
In The Author's Intention co-authors DiTommaso, Mitscherling, and Nayed divert the current philosophical misrepresentation of authorial intention. Implicitly challenging a second-generation theoretical approach to literature that dismisses the possibility of truth, coherent narratives, and, of course, intentionality the authors breathe new life back into "the author" and, also, literary theory. This book is essential reading for anyone in the humanities who has an interest in critical thought, hermeneutics, and all forms of interpretive technique.
One of the greatest challenges in teaching an introductory philosophy course is convincing students that there are, indeed, reliable standards for the evaluation of arguments. Too often introductory students criticize an argument simply by contesting the truth of one of its claims. And far too often, the only claim in an argument that meets serious objections is its conclusion. For many students, the idea that an argument displays a structure which can be evaluated on its own terms is not very (...) difficult to grasp. Unfortunately, the idea is grasped only in an abstract way, with insufficient appreciation of how structural problems manifest themselves in concrete arguments, and without the vocabulary for formulating structural criticisms. But this paper is not simply about teaching logic, it is about pedagogy. Our task is to instill in the student the habit of clear thinking. When we send our students out into the world, we have to ensure that they are prepared for it. (shrink)
We have modified Aristotelian syllogistic logic in for use in introductory philosophy courses. Although the scope of Aristotle's syllogistic is narrowed by our modifications, its pedagogical value is increased in one crucial way: in 4-6 hours of class time, students with no background in argumentation progress to the point where they can evaluate the structure of condensed and extended arguments. Because the mechanics of the program are readily grasped, it is possible to focus class time on important, abstract notions such (...) as validity, soundness, relevance, etc. If successfully implemented, the program encourages good habits for analysing, assessing and formulating arguments. (shrink)