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1. Dialogue and Universalism: Volume > 14 > Issue: 10/12
Magdalena Borowska The Essence of Art and Artistic Creation: The Post-Modern Vision of the Path to a “Community of the Future”
2. Dialogue and Universalism: Volume > 14 > Issue: 10/12
Tadeusz Kowalik America in an Age of Settling Accounts
3. Dialogue and Universalism: Volume > 15 > Issue: 7/8
Steven V. Hicks, Alan Rosenberg Nietzsche, Safranski, and the Art of Self-Configuration: A Critical Review
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In this critical review essay, we examine Rüdiger Safranski’s “philosophical biography” approach to interpreting Nietzsche. We analyze Safranski’s various attempts tobring the biographical facts of Nietzsche’s life to bear on the philosophical narration in order to shed light on the development of Nietzsche’s philosophical thinking. We argue that there are a number of limitations to Safranski’s “philosophical biography” approach to reading Nietzsche, such as Safranski’s tendency to focus almost exclusively on the earlier stages in the development of Nietzsche’s philosophical thinking. However, we also try to show that the one redeeming virtue of Safranski’s book is that it focuses on the intriguing, but often overlooked, concept of “self-configuration” or “selffashioning” (Selbstgestaltung), and it treats this concept as a unifying thread that runs throughout the maze of Nietzsche’s various multifarious writings. We argue, in conclusion, that Safranski successfully connects Nietzsche’s “highly personal philosophy” to the multifaceted “maneuvers of self-configuration” and to the overall Nietzschean project of “fashioning one’s own identity” in an otherwise meaningless world.
4. Dialogue and Universalism: Volume > 19 > Issue: 11/12
Dariusz Góra-Szopiński Universalizing the Polish Pope. Arkadiusz Modrzejewski’s Attempt to Describe the World Order According to John Paul II
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Among contemporary authors whose philosophical and social thought can be regarded as universalistic, Karol Wojtyła (1920–2005), who became the Pope John Paul II(1978–2005), seems to hold a particular place. An attempt to present the thought of Karol Wojtyła/John Paul II in universalistic categories has been recently made by thePolish philosopher and political scientist Arkadiusz Modrzejewski. The article discusses the advantages and drawbacks of his proposition.
5. Dialogue and Universalism: Volume > 21 > Issue: 1
J. Reed Smith The Oxford History of Byzantium, Cyril Mango
6. Dialogue and Universalism: Volume > 21 > Issue: 3
Czesław Głogowski From Logos to Trinity. Marian Hillar’s Attempt to Describe the Evolution of Religious Beliefs from Pythagoras to Tertullian
7. Dialogue and Universalism: Volume > 24 > Issue: 1
Krzysztof Pacewicz Against Religion, Wars and States. The Case for Enlightenment Atheism, Just War Pacifism and Liberal-democraticAnarchism by Andrew Fiala
8. Dialogue and Universalism: Volume > 24 > Issue: 1
Jens Loenhoff On the Notion of the Boundary in the Philosophical Anthropology of Helmuth Plessner
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Within the philosophical anthropology of Helmuth Plessner the concept of the boundary plays a prominent role. As a basic idea to understand the existence of livingorganisms the key concept of the boundary allows to conceive the specifics of human extistence in the term of the eccentric positionality as a fundamental constitution ofman. The article tries to reconstruct the genesis and the systematic content of the concept of the boundary and to outline the consequences for Plessner’s social philosophy.
9. Dialogue and Universalism: Volume > 24 > Issue: 1
Andrew Targowski The Anthropology of the Credit Crisis: Magical Thinking, Irrationality and the Role of Inequality by Niccolo Leo Caldararo
10. Dialogue and Universalism: Volume > 24 > Issue: 2
Peeter Müürsepp How Universities Can Help Create a Wiser World? The Urgent Need for an Academic Revolution (Societas: Essays in Political & Cultural Criticism) by Nicholas Maxwell
11. Dialogue and Universalism: Volume > 24 > Issue: 3
Grigori V. Paramonov Language and Philosophy of Education
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The modern Russian linguistics still accepts V. V. Ivanov’s idea that there cannot be a unified (“uniform”) language for everybody. This view has a direct bearing on problems of education, especially mass education. Peculiarities of language for our contem-poraries arise; the main features of their “language behavior” are determined not only by the education system. It is not necessarily school. The centuries-old language experi-ence of family life, cultural traditions outside families, and, in addition, the quality of “near” and “distant” socio-cultural interaction influence people. Therefore, trying to adjust the language consciousness of pupils to the adopted system of education, the “nominative” Etalon, teacher often gains the opposite effect—strengthening of the forms of language (active, ergative or multi-structured), which he is striving to prohibit. But a multi-systemic multicultural society does not require each person to be the bearer of all possible forms. This requires a philosophy of education based on the modern philosophy of language that supports unprofane training and education and provides safety for the person.