Ce texte se propose d'examiner en quoi le discours oral se différencie de la composition écrite. La logique orale a pour caractéristique principale de recourir à des prémisses ou à des conclusions qui ont déjà valeur de “maxime” pour l'auditeur. Il s'agit donc d'une véritable “mise à l'épreuve” de chaque position. La logique orale touche directement le contenu. Elle s'oppose à la dialectique — elle est liée à une logique formelle — tout en étant complémentaire.

Attachée par Jack Goody à l’usage de l’écriture, la liste se révèle, dans une confrontation avec différentes traditions orales africaines, appartenir en fait à différentes formes de mémoire. Moyen mnémotechnique mis en forme selon différentes logiques d’ordre verbal autant que d’ordre sémantique, la liste devient alors, dans la mise en discours, un catalogue, avec sa pragmatique. Parmi ces logiques catalogales on compte la narration généalogique, privilégiée par les poètes animateurs de la mémoire de la communauté. Les logiques catalogales fournissent donc (...) un instrument idéal pour penser les formes et les fonctions des genres mythologiques et mythographiques pratiquées par Grecs et Romains.Jack Goody has put into relation the list and the use of writing. Different types of oral tradition, especially in Western Africa, show that the list is actually a privileged form of memory. As such, the list is organised into different sequences according to different logic, on the verbal level as well as on the semantic one. Through these different formal organisations, the list becomes a catalogue with its pragmatics. Genealogical narration is one of these principles of discursive logic, often used by the poets, masters of the memory of the community. The logic of the catalogues is an ideal mechanism for thinking about the forms and genres of mythology and of mythography in Greece and Rome. (shrink)

This article is concerned with two distinct corporeal logics. In the first, corporeality is founded on joints, tendons, and mobility; in the second, the envelope and its apertures are considered primordial. The first logic is extant in very few works. Although these texts (e.g. The Iliad, Beowulf) clearly share the same, very specific, conception of the body, they belong to different histories. The corporeal logic of the 'jointed body' (corps articulaire) cannot, therefore, be appraised in terms of longue durée. The (...) texts represent, instead, a moment of transition between the psychodynamics of orality and literacy. A problem correlated to this fact is that readers (ancient and modern) no longer think using the same logic as that pertaining to the jointed body. They tend to translate information regarding the logic of the jointed body into data meaningful in their own logic. (shrink)

We are no longer in a position to attribute a positive essence to humanity and its presumed centrality. What it means to be human cannot be ascertained once and for all or in any a priori fashion....

In their defence of the school Jan Masschelein and Maarten Simons define it as a source of ‘free time.’ Drawing on Catherine Malabou's compelling reading of Heidegger in her The Heidegger Change, I aim to provide a strong ontological justification for the claims made on behalf of the school concerning free time, common goods, and renewing (changing) the world: the school provides free time; it transforms knowledge and skills into common goods; and it has the potential to give everyone the (...) time and space to renew the world. The paper enquires into what ‘free time as non-productive time,’ ‘common goods,’ and ‘changing the world’ mean on an ontological register, and why therefore the school is so precious and warrants our utmost care in the face of its conservative and progressive critics alike. I discern a single underlying notion, the notion of essence as mutability, constituting the link connecting free time, common goods, and renewal of the world. (shrink)

Many political and economic forces are driven by the desire to eliminate democratic plurality in today’s political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple from the global neoliberal capitalist regime and secondly embrace some form of postcapitalist and posthumanist orientation guided by (...) a new attractor, a teleological approach anchored in a new telos of superhumanity. Democracy without a telos of superhumanity is a democracy in name only. It is time to lay our teleophobia aside and propose a strong teleological account in the vein of a Buddhist no-self doctrine at the heart of the onto-politico-economy. (shrink)

In this paper, I argue that Dewey’s pragmatist aesthetics, and in particular, his concept of consummatory experience, should be engaged anew to rethink the merits of the Philosophy for Children programme, which arose in the 1970s in the US as an innovative educational programme that aims to use philosophy to help school children improve their ability to become more conscious of and make judgments about the aspects of their experience that have ethical, aesthetic, political, logical, or even metaphysical meaning. Although (...) an international success, the PFC programme has attracted many criticisms from a variety of directions. I claim that Deweyan concept of consummatory aesthetic experience is broad and flexible enough to provide a robust framework to make sense of the pedagogical horizon of PFC and therefore fruitfully engage the various critics of the movement coming from religious and social conservatives, educational psychologists, critical theorists, postmodernists/posthumanists, and professional philosophers themselves. The goal of this paper is to offer in a preliminary fashion the basic elements of Deweyan pragmatist aesthetics, which was principally elucidated in his Art as Experience, to defend PFC as a viable pedagogy. (shrink)

In this paper, I intend to discuss what I would like to call “the ideal of teaching as consummatory experience” in relation to John Dewey’s concept of “experience,” as the latter was elucidated in his later works, especially Art as Experience. What I have in mind with the phrase “the ideal of teaching as consummatory experience” basically points to what it means to be fully alive as a teacher and what happens when teaching is experienced in such a manner. In (...) other words, what is the relationship between teaching that is truly fulfilling for the teacher and experience that is truly educative for the student(s)? There is no doubt in my mind that the two are intimately connected. Truly fulfilling teaching and truly .. (shrink)

This book presents an original exploration of philosophical questions pertaining to the ways we grasp the Absolute by bringing together the Buddhist notion of interpermeation of all phenomena into contemporary strains of thought in continental philosophy. This text introduces an ontological concept, granularity, deploying it to probe questions concerning the intersection of ontology, ethics, and education. A wide range of issues in metaphysics are covered—including being, nothingness, unity, plurality, truth, change, transformation, subjectivity, contradiction, coherence, potentiality—from the perspective of thinkers such (...) as Hegel, Heidegger, Badiou, Meillassoux, Malabou, Žižek, and Harman. The text deploys granularity in arguing for an ethics of unconditional hospitality within education. This volume is intended for students and researchers working in the areas of philosophy of education, philosophy of religion, and continental philosophy. (shrink)

An intriguing interresonance plays out between various forms of Mahayana Buddhist ontology and Žižek’s dialectical materialism. His disdainful critique of Buddhism is well-known. As a cultural critic, Žižek might be onto something in his contention that Western Buddhism functions as the perfect ideology for late capitalism. As an ontologist, however, he seems to be ambivalent regarding the parallels between the Buddhist Void, to which the Western Buddhists supposedly withdraw, and his elaboration of a new foundation of dialectical materialism. Žižek is (...) one of the few contemporary continental philosophers who do not hesitate to engage Buddhism. My claim is that, notwithstanding his criticism, Žižek is much closer to Mahayana than he thinks. My aim therefore is to demonstrate how this is so. To do this, I will mainly focus on the following forms of Mahayana thought: śūnyatā in the context of Nāgārjuna's the Two-Truth doctrine, Tiantai School of Chinese Buddhist concept of li, and Nishida Kitarō’s philosophy of basho, which was heavily influenced by the Japanese Zen/Pure Land Buddhism. After going through some of the preliminary affinities among Mahayana forms and Žižek in its absolute contradiction, and materialism as the contradictory/paradoxical field conceived as an atheistic religious field, and so on), I will analyse each school of Mahayana mentioned above and point out the parallels between these and Žižek’s own thought. (shrink)

In this paper, an account of two novel ontologies is given to point to the need to revise the status of facts in school curriculum. It is argued that schooling is in dire need of re-enchantment. The way to re-enchant schooling is to re-enliven the world we inhabit. We need to fall head over heels in love with the world again. In order to do that, we need to shake up our conception of “the hard and cold facts of the (...) world” to make the latter come alive radiating vibrancy and luminosity out into the world. Facts have to be liberated from their “cold and hard” status and become things that captivate us with their uniqueness and dynamism. To the extent that facts enchant (instead of merely re/present the world), working with them leads to educative experience. To work out how to let the facts do that, two thinkers and two ways to reconceptualize ‘facts’ are discussed: Graham Harman and his objects, and Ken Wilber and his holons. (shrink)

This article is about a pedagogical movement I discern in Quentin Meillassoux’s ontology. The goal of the essay is to introduce his approach to reality in outline form and offer it as a possible route to conceptualize education as the practice of keeping the bodymind attentive and agile against its unsound ossification by way of providing a unified heightened sense of meaning, that is, consummatory experience, in a radically open and contingent world. Meillassoux offers a new conception of necessity and (...) contingency based on the Badioun principle that ‘nothing is inaccessible to reason.’ This move helps Meillassoux to claim that reason can access the absolute for there is no inaccessible necessary transcendence by providing an intriguing critique of the principle of sufficient reason. As a result, Meillassoux’s argument leads to the conclusion that the only necessity is contingency itself. By excluding any necessary being, but also maintaining the absolute necessity of contingency itself, Meillassoux establishes what he calls the “factial.” Meillassoux’s factiality induce pedagogical interventions that lead to acquiring a new point of view whereby ossification of bodymind is staved off and a state of mind that is endlessly fascinated by the immanence, or the most radical becoming, of the world is achieved. (shrink)

In this article, it is argued that the inordinate amount of time and attention given to the use of textbooks in education inadvertently leads to deadening miseducative experiences and creates a learning environment where what Dewey calls ‘consummatory experience’ is thwarted. In order to unpack this thesis, Dewey’s pragmatist aesthetics is engaged, and in particular, his concept of consummatory experience is defined and its temporal nature is elucidated by referring to two modes of time: chronological and phenomenological. Subsequently, the relation (...) between teaching and consummatory experience is elucidated to uncover the reason why using textbooks is counterproductive. (shrink)

This paper discusses the repercussions of a new metaphysics—speculative/weird realism—for education and pedagogy. A historic shift is taking place in present-day continental philosophy, which involves an explicit and renewed call for realism. One of the most salient features of this development is a revitalised interest in ontological questions. As part of this overall trend towards realist and materialist ontologies in current continental thinking, the paper particularly focuses on Graham Harman’s object-oriented ontology, which claims that aesthetics is first philosophy. Harman’s object-oriented (...) philosophy is an approach to metaphysics and ontology that is enamored by the experience of the vibrant yet inscrutable autonomous reality of objects. In order to come to terms with this new approach to reality, I suggest education be conceived as the cultivation of an aesthetic attitude understood as the ability to uphold the tension between relational and non-relational aspects of objects understood in the Harmanian idiom. (shrink)

Marianna PapastephanouUniversity of CyprusSince Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reali...

Aujourd’hui, les scientifiques sont au moins trilingues : langue maternelle ; langage technique de la discipline ; anglais comme langue véhiculaire. Le plurilinguisme est indispensable à un scientifique parce que la science est inséparable de sa communication, sous ses différents registres, notamment ceux de l’écrit et de l’oral. Il n’est pas de science, en particulier, sans vulgarisation scientifique : en ce sens, être un scientifique, c’est apprendre à traduire la parole des choses. Le monolinguisme, en la matière, n’est pas seulement (...) néfaste : c’est une vue de l’esprit, car les concepts, que ce soit dans les sciences exactes ou les sciences humaines, ne sauraient s’appréhender directement, sans le recours au langage. Lavoisier considérait que les langues étaient « de véritables méthodes analytiques » et, à l’inverse, que « la logique des sciences tient essentiellement à leur langue ». Voilà pourquoi il est bien artificiel d’opposer sciences exactes, sciences humaines et esthétique : il n’y a pas de fossé infranchissable entre les trois, et il est urgent de le redécouvrir.Scientists today are trilingual at least: they have their mother tongue, the technical language of their discipline and English as their vehicular language. Multilingualism is essential to a scientist because science is inseparable from communication in all its different registers, and particularly those of written and oral language. Every kind science of goes hand in hand with scientific popularisation: in this sense, being a scientist means learning to translate what things - rather than people - are saying. Speaking only one language, in this context, is not just a disadvantage: it is an illusion, because concepts, whether in the exact or the human sciences, cannot be grasped directly without the use of language. Lavoisier believed that languages are “analytical methods per se” and that, conversely, “the logic of the sciences essentially lies in their language”. This is why the division between exact sciences, liberal arts and aesthetics is completely artificial: there is no real gap between the three, and we urgently need to rediscover this fact. (shrink)

Réseau LACTO (Langage, Argumentation et Cognition dans les Traditions Orales) Quatrième Rencontre du Réseau Lacto CELHTO, bureau de l'Union Africaine, Niamey, Niger, du 22 au 25 septembre 2015 : JEU ET ORALITE DANS LES SOCIETES A TRADITION ORALE According to the main stream approaches to epistemic notions, knowledge and belief are understood as propositional operators. Thus, • Gildas believes that there is a witch in his village is understood as expressing a proposition. Moreover, • Gildas knows that Gödel proved (...) the completeness of first-order logic, expresses a proposition too. The difference between both is that a belief-proposition can be true if it is " factually " false: in our case the proposition can be true in relation to Gildas's belief, that is, despite the fact that there is no witch in his village. Furthermore, assuming that there is not witch in his village, the following proposition is false • Gildas knows that there is a witch in his village. If the latter is false, from the point of view of the mainstream, there was not knowledge at all, rather it was from the start a belief that has not been verified. 1 The present paper is part of an ongoing project in the context of the research-program Argumentation, Decision, Action (ADA) and the project Logique, Argumentation et Cognition dans les Traditions Orales (LACTO) both supported by the Maison Européenne des Sciences de l' Homme et de la Société-USR 318 and by the laboratory UMR 8163: STL. (shrink)

Le mythe participe à la fois du vécu et du réel transcendés par le symbole, qui fait appel autant au visible qu’à l’immatériel. Exprimant une fiction selon certains, ou des vérités profondes pour d’autres, il traduit des croyances sur la cosmogenèse et l’anthropogenèse. Il a pour objet de dévoiler un mystère, et l’événement fondateur du cosmos et de l’humain.Le symbole, dans sa moitié signifiante, est toujours lié au concret, c’est-à-dire au matériel, au visible et au fini. Selon Paul Ricœur, un (...) symbole possède trois dimensions concrètes : cosmique, onirique et poétique. L’autre moitié du symbole exprime la part d’invisible et d’immatériel qui a sa logique propre. Mêlant la perception sensorielle à l’immatériel et au mystère, les mythes canaques précoloniaux traduisent aussi bien la réalité descriptive du monde visible, que la création de mondes imaginaires. Nous analyserons dans l’oralité canaque ces deux notions et leurs applications dans les domaines de la nature, de l’humain et du sociétal. Nous verrons comment s’articulent le visible et l’invisible dans le mythe canaque, quelle est la place respective du réel et de l’imaginaire impliqués dans chaque mythe, et leurs fonctions respectives. Sont-ils oppositionnels comme l’indique leur définition, ou bien forment-ils un ensemble de termes indissociables et complémentaires? Nous déterminerons in fine quelles sont l’interférence et la corrélation du réel et de l’imaginaire dans les fonctionnalités qui confèrent leur originalité aux mythes canaques. A myth is involved in both the living and real transcended by the symbol that appeals as much to the visible than the intangible. Expressing fiction for some, or deep truths for other, myth reflects beliefs about cosmogenesis and anthropogenesis. It aims to unveil a mystery, and the founding event of the cosmos and the human.The symbol, in its signifying half, is always linked to the concrete, i.e. the material, visible and finish. According to Paul Ricœur a concrete symbol has three dimensions: cosmic, oneiric and poetic. The other half of the symbol expresses the invisible hand and intangible that has its own logic. Combining sensory perception to the immaterial and mystery, precolonial Kanak myths reflect both the descriptive reality of the visible world, and the creation of imaginary worlds. We will analyze in Kanak orality these two concepts and their applications in the fields of nature, human and societal. We’ll see how articulate the visible and invisible in the Kanak myth, what is the respective role of the real and the imaginary involved in each myth, and their respective functions. Are they oppositional as indicated by their definition, or do they form a set of interrelated and complementary terms? We shall determine in fine which are the interference and the correlation of the reality and the imagination in the features which confer their originality on the Kanak myths. (shrink)

En regardant en arriere ä l'itineraire philosophique de Ricceur, nous sommes tentes d'y saisir une logique de developpement qui semble decrire un mouvement en Spirale. C'est pourquoi dans des ouvrages les plus tardifs nous trouvons un retour de cette recherche sur la volonte - inscrite en fait dans le cadre d'une anthropologic philosophique - qui avait inspire son projet de jeunesse. Appelons-le 'mouvement en Spirale' et non : retour circulaire aux origines, car entre le debut et la fin i (...) l n'y a pas de coincidence mais enrichissement apres un long detour ä travers l'univers du langage et de la textualite. II ne s'agit pas pour autant d'imaginer une suite du genre : Philosophie de la volonte, hermeneutique, ä nouveau Philosophie de la volonte ou de Taction. Le terrain de l'hermeneutique, une fois conquis, n'est en realite jamais abandonne, dans la mesure oü i l est impossible de se passer de la mediation du langage. Le phenomene se donnant grace au pouvoir revelatif du langage nous permet de saisir les multiples aspects de l'homme agissant et souffrant. La Philosophie de Ricceur, est, plus qu'une "Philosophie du langage", une "philosophie ä travers le langage", c'est-ä-dire qu'elle traverse le phenomene du langage dans toute sa richesse sans jamais oublier qu'ä travers le langage nous parlons de quelque chose et que le langage ne doit pas devenir - si non pour une abstraction deliberee et consciente - un Systeme clos en lui-meme sans reference au monde et aux interlocuteurs du discours : cette consideration reste valable meme par rapport au dernier ouvrage oü la dialectique entre memoire et histoire est toujours liee ä la dialectique entre discours oral et discours ecrit et done au double travail de l'ecriture et de la lecture. Notre hypothese de travail est qu'on pourrait retrouver dans cette traversee du langage une sequence ä la fois historique (selon l'ordre de la decouverte) et theorique (selon un certain ordre hermeneutique) de trois paradigmes : Symbole, texte, traduction, qui nous donnent une sorte de boussole pour nous orienter au cours du long voyage. (shrink)

En regardant en arriere ä l'itineraire philosophique de Ricceur, nous sommes tentes d'y saisir une logique de developpement qui semble decrire un mouvement en Spirale. C'est pourquoi dans des ouvrages les plus tardifs nous trouvons un retour de cette recherche sur la volonte - inscrite en fait dans le cadre d'une anthropologic philosophique - qui avait inspire son projet de jeunesse. Appelons-le 'mouvement en Spirale' et non : retour circulaire aux origines, car entre le debut et la fin i (...) l n'y a pas de coincidence mais enrichissement apres un long detour ä travers l'univers du langage et de la textualite. II ne s'agit pas pour autant d'imaginer une suite du genre : Philosophie de la volonte, hermeneutique, ä nouveau Philosophie de la volonte ou de Taction. Le terrain de l'hermeneutique, une fois conquis, n'est en realite jamais abandonne, dans la mesure oü i l est impossible de se passer de la mediation du langage. Le phenomene se donnant grace au pouvoir revelatif du langage nous permet de saisir les multiples aspects de l'homme agissant et souffrant. La Philosophie de Ricceur, est, plus qu'une "Philosophie du langage", une "philosophie ä travers le langage", c'est-ä-dire qu'elle traverse le phenomene du langage dans toute sa richesse sans jamais oublier qu'ä travers le langage nous parlons de quelque chose et que le langage ne doit pas devenir - si non pour une abstraction deliberee et consciente - un Systeme clos en lui-meme sans reference au monde et aux interlocuteurs du discours : cette consideration reste valable meme par rapport au dernier ouvrage oü la dialectique entre memoire et histoire est toujours liee ä la dialectique entre discours oral et discours ecrit et done au double travail de l'ecriture et de la lecture. Notre hypothese de travail est qu'on pourrait retrouver dans cette traversee du langage une sequence ä la fois historique (selon l'ordre de la decouverte) et theorique (selon un certain ordre hermeneutique) de trois paradigmes : Symbole, texte, traduction, qui nous donnent une sorte de boussole pour nous orienter au cours du long voyage. (shrink)

Résumé Dans quelle mesure la Logique de Port-Royal peut-elle être considérée comme une logique cartésienne? Et dans quelle mesure l’ Art de penser diffère-t-il des logiques antérieures? Telles sont les deux questions, étroitement liées l’une à l’autre, auxquelles je souhaite répondre dans cette étude en procédant à une série de comparaisons, d’une part avec ce que Descartes appelait sa logique, d’autre part avec ce que les cartésiens de la première génération entendaient par logique cartésienne, et pour (...) finir avec l'évolution de la logique scolastique au cours du XVII e siècle. Je conclus que la logique élaborée par les cartésiens est simplement venue confirmer certains des développements de la logique scolastique au XVII e siècle. La Logique de Port-Royal qui, pour les cartésiens de la fin du XVII e siècle, représente par excellence la logique cartésienne, a également bien des traits en commun avec une logique néo-scolastique. (shrink)

In the current research, using methods of oral history of philosophy, oral communication (in particular, interviews) is considered only as a technical phase in preparing the final text. The author claims that the primary audio or video recordings of such an interview, an "oral draft," should be considered independent material. After all, the written text does not reflect the interlocutors' intonations; comparing the source material and the final text may become important for future researchers. After the transcribed and agreed text (...) of the interview took its final shape, it should be analyzed by the interlocutors and supplemented with a commentary. This commentary aims to (1) clarify vague points of the text and (2) record the further opinions of the interviewer and interviewee. Therefore, the purpose of an interview that uses an oral history of philosophy should be an audio/video recording, a final text, and a commentary. (shrink)

Natalia Reva's interview with Amina Khelufi, devoted to the status of the oral history of philosophy, modern research in this field and prospects for its development. This interview is an Appendix to Natalia Reva's article published in this issue of Sententiae.

Oral history of philosophy: written format.

La logique de Leibniz: d'apres des documents inedits / par Louis Couturat,...Date de l'edition originale: 1901Sujet de l'ouvrage: Leibniz, Gottfried Wilhelm (1646-1716)Logique moderneCollection: Collection historique des grands philosophesCe livre est la reproduction fidele d'une oeuvre publiee avant 1920 et fait partie d'une collection de livres reimprimes a la demande editee par Hachette Livre, dans le cadre d'un partenariat avec la Bibliotheque nationale de France, offrant l'opportunite d'acceder a des ouvrages anciens et souvent rares issus des fonds patrimoniaux de (...) la BnF.Les oeuvres faisant partie de cette collection ont ete numerisees par la BnF et sont presentes sur Gallica, sa bibliotheque numerique.En entreprenant de redonner vie a ces ouvrages au travers d'une collection de livres reimprimes a la demande, nous leur donnons la possibilite de rencontrer un public elargi et participons a la transmission de connaissances et de savoirs parfois difficilement accessibles.Nous avons cherche a concilier la reproduction fidele d'un livre ancien a partir de sa version numerisee avec le souci d'un confort de lecture optimal. Nous esperons que les ouvrages de cette nouvelle collection vous apporteront entiere satisfaction.Pour plus d'informations, rendez-vous sur www.hachettebnf.frhttp: //gallica.bnf.fr/ark: /12148/bpt6k110843d. (shrink)

Esta conferencia formó parte del encuentro “Archivos Sonoros y cultura popular” realizado el 17 de septiembre de 2019 en el marco del Coloquio sobre Memorias Populares organizado por Doctorado en Historia y la Maestría en Historia y Memoria de la FaHCE junto a la presencia del historiador italiano Alessandro Portelli. En dicha conferencia, las autoras presentaron el archivo oral “Memorias encontradas” de la Comisión por la Memoria (CPM). Por un lado, relataron la historia de la producción y recolección de entrevistas (...) surgidas a partir de los distintos trabajos de la CPM y, por el otro, reflexionaron sobre algunas particularidades de la serie “El archivo y el testigo”: el contexto de producción, el diálogo entre el relato oficial/policial y la voz de las y los testigos, los distintos modos de narrar, de contar. (shrink)