Merleau-Ponty's phenomenological ontology engages deeply with visual art, and this aspect of his work remains significant not only to philosophers, but also to artists, art theorists, and critics. Until recently, scholarly attention has been focused on the artists he himself was inspired by and wrote about, chiefly Cézanne, Klee, Matisse, and Rodin. Merleau-Ponty at the Gallery expands and shifts the focus to address a range of artists (Giorgio Morandi, Kiki Smith, Cy Twombly, Joan Mitchell, and Ellsworth Kelly) whose work came (...) to prominence in the second half of the twentieth century and thus primarily after the philosopher's death. Véronique M. Fóti does not confine her analyses to Merleau-Ponty's texts (which now importantly include his late lecture courses), but also engages directly with the art. Of particular concern to her is the art's ethical bearing, especially as related to animal and vegetal life. The book's concluding chapter addresses the still-widespread rejection of beauty as an aesthetic value. (shrink)

Although the three sections contain essays written from a wide spectrum of viewpoints, they emphasize, respectively, the important connections of Merleau-Ponty's thought to that of Derrida and Levinas, the Husserlian heritage and complex implications of his philosophy of material existence, and the relation of his philosophy of painting to contemporary abstract art. A distinguishing feature of this collection is its emphasis on contemporaneity.

This volume is a Festschrift in honor of Jacques Taminiaux and examines the primacy of the political within phenomenology. These objectives support each other, in that Taminiaux's own intellectual itinerary brought him increasingly to an affirmation of the importance of the political. Divided into four sections, the essays contained in this volume engage with different aspects of the political dimension of phenomenology: its dialogue with classic texts of political philosophy, the political facets of phenomenological praxis, phenomenology’s contribution to actual political (...) debates, and the impact of Taminiaux’s work in the shaping of phenomenology’s notion of politics. The phrase “the primacy of the political” echoes the “primacy of perception” as it was famously defined by Merleau-Ponty. This book emphasizes, however, the inescapability of the political rather than its “foundational” character, i.e. the fact that various itineraries of thought, explored in different fields of phenomenological research, give rise to politically relevant reflections. It points out and elucidates political connotations that haunt phenomenological concepts, such as ‘world’, ‘self’, ‘nature’, ‘intersubjectivity, or ‘language’, and traces them to a broad range of approaches, concepts, and methods. In its explorations, the book discusses a broad range of thinkers, including, but not limited to, Aristotle and Kant, Bergson, Husserl, Heidegger, Merleau-Ponty, Gadamer, Ricoeur, and Arendt. (shrink)

Exhaustive commentary, with text and Gujarati translation, of a verse work on Jaina ethics and Jaina philosophy.

This chapter examines Merold Westphal's critique on the works of Calvin Schrag about the relationship of philosophy and a theistic belief in God. It talks about why neither devils speak as atheist nor god as theist. It reveals that God refuses to appear on philosophy's terms because in God's transcendence, God would appear more otherwise than Being. Also, theism does not explain why the divine “otherwise” ultimately signifies that a personally loving Creator and Redeemer in loving unconditionally always already love (...) also impersonally. (shrink)

Man's interpretations of natural phenomena change and develop gradually in accordance with his knowledge of them and the accumulation of scientific data about them. In studying a subject, it is very important to understand the history of the development of the subject and the general state of theoretical thinking on the subject. By so doing, we can embrace the experience and knowledge secured by scholars in the past and broaden our vision in order to avoid tortuous paths. The author of (...) this article will review biological theories and the history of their development as the beginning of our study of the histories of natural science and philosophy. (shrink)

Explanation to 500 questions on Western philosophy, philosophers, and their works.

Ibrahim Aczî Kendi lived between 1882-1965, received a good education, and held many government positions such as civil servant, director and teacher. He retired in 1936, after 34 years of service, and devoted himself to researching cultural values and transferring these values to future generations. Until the last moments of his life, he wrote many works in this framework. In his works, he gave special importance to Mawlânâ Jalâl al-Dîn Rûmî (d. 672/1273) and focused on Rumi’s famous book, Mathnawî. Aczî, (...) who dealt with lives of himself and some important historical figures, also included critics of some contemporary writers and their works in his books. Besides, he has his own Turkish, Arabic and Persian poems. He did not only present the conditions, traditions and customs of the society, but also gave his opinion to the change and transformation movements that took place in the nineteenth and twentieth centuries, without any, hesitation. Since his childhood, Ibrahim Aczî had expressed his feelings through his poems and tried to introduce the cultural values to the young generation with the aim of that the younger generations do not forget Turkish culture and values. He contributed to the field of folklore, and presented some important data for the geographical realm he lives in by reflecting the panorama of his life period. In the studies carried out on Ibrahim Aczî his life and works are described superficially; and the information in these studies is a repetition of each other. Cahit Öztelli is the first person to include Ibrahim Aczî's bibliography, in his works. Later, Mehmet Ali Uz wrote a new article by adding a few more works to the bibliography written by Öztelli. Although Öztelli and Uz’s studies set an example for other studies made after them these studies and follow up studies do not fully reflect Ibrahim Aczî's bibliography. In this respect, our study aims to search the literature about Ibrahim Aczî Kendi and to present a comprehensive bibliography of him. In the introduction part of the article, the studies on Ibrahim Aczî's bibliography were evaluated and, brief information about his life was given. The bibliography of Aczî was presented in the next section. Thus, in this study, Aczî’s serially published works, alongside the studies made by other authors about his life and works have been tried to be analysed. (shrink)

ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes of physical education majors in a university were selected and (...) randomly divided into an experimental group and a control group. The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education. “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation. (shrink)

The preceding chapter listed the measures Ch'in Shih-huang took to consolidate the unification. Before all this, the state of Ch'in, through Shang Yang's reforms, had eliminated the hereditary privileges of the aristocracy, dealt a severe blow to the power of the slave-owning aristocracy, instituted the system of landownership by the landlords, established the system of commanderies, unified weights and measures, and carried out the policy of "emphasizing agriculture and restricting commerce," so as to enable the landlord economy to achieve greater (...) expansion in the state of Ch'in. Now Ch'in Shih-huang went a step further to propagate Shang Yang's Legalist policies, liquidated the aristocracy in the six states to the east, abolished the system of installing hereditary nobles to rule their domains throughout the country, and universally implemented the system of commanderies and prefectures. He also abolished the old aristocratic political structures maintained by the six states, established a centralized feudal system of dictatorship, and thus dealt a blow to the landownership system of the remnant slave-owning aristocracy. By means of laws and regulations, he established throughout the country the system of landownership by landlords and continued to adhere to the policy of "emphasizing agriculture and restricting commerce," promoted the development of the landlord economy, abolished the divergent laws and regulations of the six states, and put into effect throughout the country new laws and regulations representing the interests of the newly rising landlord class. He also standardized weights and measures, unified the written language, and fixed the length of axles of all carts. Generally speaking, during the first stage of the establishment of a unified, centralized feudal state, Ch'in Shih-huang, as the general representative of the newly rising landlord class, carried out a series of measures that "emphasized the present while slighting the past" and initiated a series of important political, economic, and cultural reforms. The "present" he "emphasized" was the newly rising landlord class, and the "past" he "slighted" was the declining old aristocracy. As a result, the Ch'in dynasty was able to exert a definite stimulating influence in the process of monumental historical transformation, to put an end to the prolonged period of division and rivalry among the feudal states, to unify our great multinational country, and to set up the largest centralized feudal state up to that time. To be sure, the Ch'in dynasty was after all a political regime of the landlord class. It was a machine of the landlord class to exploit and oppress the peasant masses. This is something we must recognize. (shrink)

al-qism 1. al-Fikr al-ʻArabī qabla "al-falsafah" wa-ḥattá tukhūmuhā -- [2. Without special title].