مجله پژوهش های فلسفی

Journal of Philosophical Investigations

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

فرایند پذیرش مقالات

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پرسش‌های متداول

اخبار و اعلانات

پیوندهای مفید

Heidegger’s Socrates: “Pure Thinking” on Method, Truth, and Learning

نوع مقاله : مقاله علمی- پژوهشی

نویسنده

Adjunct Professor, Philosophy and Ethics-College of Dupage USA

چکیده

This speculative essay develops a unique understanding of Socrates by reading Heidegger in relation to contemporary Platonic scholarship arising from the Continental tradition, which embraces Plato’s Socrates as a non-doctrinal philosopher. The portrait of Heidegger’s Socrates that emerges is related to contemporary education and its drive toward emphasizing an academic focus on Science, Technology, Engineering, and Math (STEM) at the exclusion of the Liberal Arts, with the goal of showing that other forms of “knowledge,” such as the philosophical “truth” emerging from the relationship between the human and the unfolding of Being, while stifled or neglected in STEM curricula, are also crucial to our continued development as human beings. Ultimately, the essay seeks to draw out an authentic vision of paideia by turning to the valuable, albeit limited, writings of Heidegger focused specifically on the historical philosopher Socrates, as opposed to Plato.

کلیدواژه‌ها

عنوان مقاله [English]

Heidegger’s Socrates: “Pure Thinking” on Method, Truth, and Learning

نویسنده [English]

  • James M. Magrini

Adjunct Professor, Philosophy and Ethics-College of Dupage USA

چکیده [English]

This speculative essay develops a unique understanding of Socrates by reading Heidegger in relation to contemporary Platonic scholarship arising from the Continental tradition, which embraces Plato’s Socrates as a non-doctrinal philosopher. The portrait of Heidegger’s Socrates that emerges is related to contemporary education and its drive toward emphasizing an academic focus on Science, Technology, Engineering, and Math (STEM) at the exclusion of the Liberal Arts, with the goal of showing that other forms of “knowledge,” such as the philosophical “truth” emerging from the relationship between the human and the unfolding of Being, while stifled or neglected in STEM curricula, are also crucial to our continued development as human beings. Ultimately, the essay seeks to draw out an authentic vision of paideia by turning to the valuable, albeit limited, writings of Heidegger focused specifically on the historical philosopher Socrates, as opposed to Plato.

کلیدواژه‌ها [English]

  • Heidegger Studies
  • Non-Doctrinal Socrates
  • Phenomenology and Platonic Studies
  • Paideia and education
  • Contemporary Educational Practices
مراجع
-      Fried, Gregory. (2006). “Back to the Cave: A Platonic Rejoinder to Heideggerian Postmodernism. In: D. Hyland and P. Manoussakis (eds.) Heidegger and the Greeks. Bloomington: Indiana University Press, 163-182
-      Gadamer, Hans-Georg (1988). Dialogue and Dialectic: Eight Hermeneutic Studies of Plato, trans., C. Smith. New Haven: Yale University Press.
-      Gonzalez, Francisco (1998). Dialectic and dialogue: Plato’s practice of philosophical inquiry.        Evanston: Northwestern University Press.
-      Gonzalez, Francisco (2004). “On the way to Sophia: Heidegger, on Plato’s Dialectic, Ethics, and Sophist.
-      Gonzalez, Francisco. (2009). “The Socratic hermeneutics of Heidegger and Gadamer,” in: S. Rappe & K. Rachana (Eds.), A companion to Socrates. 421-446. United Kingdom: Wiley-Blackwell.
-      Heidegger, Martin. (1958). What is philosophy? W. Kluback & J. T. Wilde (Eds.). New York: Twayne Publishers.
-      Heidegger, Martin. (1968). What is called thinking? F. Wieck & J. G. Gray (Trans.). New York: Harper & Row.
-      Heidegger, Martin. (1977). The question concerning technology and other essays, William Lovitt (Trans.). New York: Harper Torchbooks.
-      Heidegger, Martin. (1988). Ontology - The hermeneutics of facticity, J. van Buren (Trans.) Bloomington: Indiana University Press.
-      Heidegger, Martin. (1993). Basic writings, David Farrell Krell (Ed.). San Francisco: Harper Press.
-      Heidegger, Martin. (1997). Plato’s sophist, R. Rojcewicz & A. Schuwer (Trans.). Bloomington: Indiana University Press.
-      Heidegger, Martin. (1998). Pathmarks, William McNeill (Ed.). Cambridge: Cambridge University Press.
-      Heidegger, Martin. (1999). Contributions to Philosophy. P. Emad and K. Maly (Trans.). Bloomington: Indiana University Press.
-      Heidegger, Martin. (2002). The essence of truth, Ted Sadler (Trans.). New York: Continuum.
-      Hyland, Drew (1995). Finite Transcendence in the Platonic Dialogues. Albany: SUNY Press.
-      Hyland, Drew (2004). Questioning Platonism: Continental Interpretations of Plato. Albany: SUNY Press.
-      Kirkland, Sean, (2010). The ontology of Socratic questioning in Plato’s early dialogues. Albany: SUNY University Press.
-      Lazaroiu, George (2018). “The Socratic Process of Learning,” Review of Contemporary Philosophy, Vol. 17, 25-29.
-      Liddell and Scott (2015). Lexicon: Abridged from Liddell & Scott’s Greek-English Lexicon. Mansfield Centre: Martino Publishing.
-      Magrini, James (2014). Social Efficiency and Instrumentalism in Education: Critical Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. New York: Routledge.
-      Magrini, James (2018). Plato’s Socrates, Philosophy, Education. Cham: Springer Press
-      Magrini, James. (2017). Reconceptualizing Plato’s Socrates at the limit of education. New York: Routlege.
-      Natomi, N. (2004). “Socratic Dialogue and Platonic Dialectic: How the Soul Knows in the Republic, The Journal of the International Plato Society, 4 March (1-4).
-      Plato. (1997). Plato: The complete works, John M. Cooper (Ed.). Indianapolis: Hacket
-      Poggler, O. (1987). Martin Heidegger’s Path of Thinking, trans., D. Magurshak and S. Barber. Atlantic Highlands: Humanities Press International.
-      Sahakian W. & Sahakian M. (1977). Plato. Boston: Twayne Publishers.
-      Scott, Gary (2001). Plato’s Socrates as Educator. Albany: SUNY Press.
-      Sheehan, Thomas (2000). “Kehre and Ereignis: A Prolegomena to Introduction to Metaphysics, in: R. Polt and G. Fried (eds.) A Companion to Heidegger’s Introduction to Metaphysics. New Haven: Yale University Press, 3-17.
-      Strong, M. (1997). Habits of Thought: From Socratic Seminars to Socratic Practice. Chapel Hill: New View.
-      Way of the Ethical Life,” Review of Contemporary Philosophy, 17 (1), 114-118.
-      Wilberding, E. (2015). Teach Like Socrates. Waco: Prufrock Press.
-      Zuckert, Catherine. (1996). Postmodern Plato’s. Chicago: University of Chicago Press.
 
ارسال نظر در مورد این مقاله
CAPTCHA Image
مجله پژوهش های فلسفی
دوره 13، شماره 28 - شماره پیاپی 28
مقالات
آبان 1398
صفحه 127-145
فایل ها
هم رسانی
ارجاع به این مقاله
آمار