Although Neoplatonism has long been studied, until recently many had dismissed this complex system of ideas as more mystical than philosophical. Recent research, however, has provided a new perspective on this highly influential school of thought, which flourished in the pagan world of Greece and Rome up through late antiquity. Pauliina Remes's lucid, comprehensive, and up-to-date introduction reassesses Neoplatonism's philosophical credentials, from its founding by Plotinus through the closure of Plato's Academy in 529. Using an accessible, thematic approach, she (...) explores the ideas of leading Neoplatonists such as Porphyry, Iamblichus, Proclus, Simplicius, and Damascius, as well as less well-known thinkers. She situates their ideas alongside classical Platonism, Stoicism, and the neo-Pythagoreans as well as other intellectual movements of the time, including Gnosticism, Judaism, and Christianity. She also considers Neoplatonism's enduring legacy in the history of philosophical thought, providing a gateway to Neoplatonism for contemporary readers. _Copub: Acumen Publishing Limited_. (shrink)
Plotinus, the founder of the Neoplatonic school of philosophy, conceptualises two different notions of self : the corporeal and the rational. Personality and imperfection mark the former, while goodness and a striving for understanding mark the latter. In this text, Dr Remes grounds the two selfhoods in deep-seated Platonic ontological commitments, following their manifestations, interrelations and sometimes uneasy coexistence in philosophical psychology, emotional therapy and ethics. Plotinus' interest lies in what it means for a human being to be a temporal (...) and a corporeal thing, yet capable of abstract and impartial reasoning, of self-government and perhaps even invulnerability. The book argues that this involves a philosophically problematic rupture within humanity which is, however, alleviated by the psychological similarities and points of contact between the two aspects of the self. The purpose of life is the cultivation of the latter aspect, the true self. (shrink)
The focus of this article is university teachers’ and students’ views of plagiarism, plagiarism detection, and the use of plagiarism detection software as learning support. The data were collected from teachers and students who participated in a pilot project to test plagiarism detection software at a major university in Finland. The data were analysed through factor analysis, T-tests and inductive content analysis. Three distinct reasons for plagiarism were identified: intentional, unintentional and contextual. The teachers did not utilise plagiarism detection to (...) support student learning to any great extent. We discuss the pedagogical implications and suggest that the contextual reasons for plagiarism require focus primarily on study strategies, whereas the intentional reasons require profound discussion about attitudes and conceptions of good learning and university-level study habits. (shrink)
The aim of this study was to investigate the consequences of the use of text-matching software on teachers’ and students’ conceptions of plagiarism and problems in academic writing. An electronic questionnaire included scale items, structured questions, and open-ended questions. The respondents were 85 teachers and 506 students in a large Finnish university. Methods of analysis included exploratory factor analysis, t-test, and inductive content analysis. Both teachers and students reported increased awareness of plagiarism and improvements in writing habits, as well as (...) concerns and limitations related to the system. The results suggest that teachers are inclined to think of plagiarism as part of a learning process rather an issue of morality, which may have consequences for how they understand the role of text matching. The introduction of text-matching software has supported teachers’ work, but at the same time teachers emphasized their own responsibility in detecting problems in student writing. The survey provides a limited sample of “Case Finland,” where implementation of text-matching software nationwide has been remarkably rapid; it offers a glimpse into one institution’s implementation of a newly introduced policy for mandatory plagiarism detection. (shrink)
Plotinus treats certain pre‑philosophical concepts as reliable or promising starting‑points for philosophical study. This article studies the way in which he, in the act of philosophizing, conceives of the passage from an unclear understanding, a kind of pre‑concept, to a better, philosophical conception. What are the sources of this passage? What is the role of data given by sense‑perception? In what way are innate conceptual and cognitive capacities involved? It will be argued that the methodology suggested is a Platonic version (...) of the Stoic appeal to common notions. Moreover, Plotinus seems to maintain several features of the empirical original. The concepts discussed are not primarily introspected or intuited, but seem to result from both experience and from innate tendencies. The bottom‑up approach of scrutinizing the combination of inquiries in the Enneads and the methodological remarks made within these same inquiries, exposes, further, an interesting list of concepts significant for the Neoplatonic theory‑building : freedom, oneness, time and eternity, as well as good and evil. (shrink)
There is a village in the north of Finland with some thirty inhabitants. While the villagers do not lead the idyllic lives that are sold as images to tourists, they also do not lead lives of depression, alcoholism, poverty, and seclusion—an image generated by research results from the likes of National Research and Development Centre for Welfare and Health. The ill-being of rural northern villages is well documented in large-scale quantitative research,1 but qualitative research on the actual well-being, of what (...) is already good and fulfilling, is scarce. In this paper I present a research project in education in which I have collected the data through a year-long correspondence with four participants from .. (shrink)
This is a study of the development of student agency from a gender perspective in a Finnish classroom. The data originates from an ethnographic research project in an elementary school classroom engaging in a play pedagogy project called a “playworld.” The article has two purposes. The first is to examine the potential of imagination and improvised fantasy play in the development of agency. The second is to investigate the role of gender as a social category in shaping the students’ possibilities (...) for agency in the play pedagogical setting. The creative use of imagination is at the center of the playworld pedagogy. However, it has rarely been studied in relation to the potentially uneven or stereotypic consequences of cultural tools, symbols, and categories. The analytical focus is on the gender-related categorization of a ‘horse girl’ and the role it played in the development of the agency of two seven-year-old girls as they participated in the playworld. I have used a multidisciplinary analytical framework to sensitize myself to the data. In the article I combine Vygotsky’s ideas of double stimulation, Sacks’ categorization analysis and, Holzkamp’s concept of action potence . The results show that the playworld pedagogy that explicitly aimed at developing children’s agency and collaboration was strongly gender categorized and thus was constraining for the girls in this study. On the other hand, the girls’ unplanned fantasy play, which took place on the sidelines of the classroom activity, contained important agentive elements. It gave the girls a sense of agency crucial to their enactment of agency in the wider playworld setting. It is argued that the girls were able to become agentive players in the activity through questioning the gendered categories openly in the classroom. (shrink)
Edited by Svetla S. Griffin and Ilaria L.E. Ramelli. Harvard University Press, Hellenic Studies 88, 2019, ca 600 pages. ISBN-10: 0674241320; ISBN-13: 978-0674241329. Contributors: Luc Brisson, Kevin Corrigan, John Dillon, Harold Tarrant, John Turner, John Finamore, Ilaria Ramelli, Karla Pollmann, Carlos Lévy, Lenka Karfíková, Pauliina Remes, Mark J. Edwards, Pier Franco Beatrice, Svetla Slaveva-Griffin, Aaron Johnson, Dimka Gocheva, Olivier Dufault, and Robert Hannah.