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1. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2
Phil Mullins

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2. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2

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3. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2

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4. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2
Martin X. Moleski

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5. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2
Éva Gábor

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This essay describes the Hungarian historical background out of which Michael Polanyi’s lifelong commitment to a liberal, democratic form of government grew. Hungary’s liberal thinkers blossomed in the nineteenth centruy, but their orientation was more political and practical than philosophical. Enlightenment ideas did not penetrate deeply into Hungarian society, which in recent centuries was hampered by its Eastern European and feudal ties. Thus Polanyi felt he had to move to more liberal countries.

6. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2
Dale Cannon

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This paper represents one attempt to implement a post-critical approach to teaching introduction to philosophy, in contrast with the usual approach which serves to re-establish the critical paradigm that Polanyi’s “post-critical philosophy” is meant to challenge and displace. It aims to have students discover their own fiduciary access to reality and rely upon it while slowly building competence in critical analysis of the principal intellectual options in the history of philosophy.

7. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2

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8. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2
David W. Rutledge

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Crucial to teaching Polanyi is an appreciation of his post-critical position outside of usual philosophy of science debates. He is especially useful in introducing students to religion & science debates (esp. Science, Faith and Society), because he struggled out of a critical dilemma similar to theirs. Polanyi’s work has unusual moral and historical dimensions;Science, Faith and Society anticipates, in accessible form, many of his later arguments. A class mirroring Polanyian concerns will be communal, dialectical, and personal, in a combination which helps students find their own voice.

9. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2
D. M. Yeager

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Working from an integration of Michael Polanyi‘s image of learning as self-destruction and Max Weber’s analysis of the ethics of scholarship, the author explores the implications of Polanyi’s argument concerning “the depth to which the . . . person is involved even in . . . an elementary heuristic effort” (367). In the process, the author raises questions about current expectations concerning faculty “performance” and current methods of assessing faculty success in the classroom.

10. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2

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11. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2
Paul Lewis

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12. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2

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13. Tradition and Discovery: The Polanyi Society Periodical: Volume > 25 > Issue: 2

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