Amir Maziar; Neda Ghiasi
Abstract
Imagination is most traditionally assumed as something that is a contradiction of reality. Accordingly, it is considered as a faculty that is merely able to evoke our emotions and feelings and implies unreal things that do not contribute to cognition. This is one of the most important themes of Paul ...
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Imagination is most traditionally assumed as something that is a contradiction of reality. Accordingly, it is considered as a faculty that is merely able to evoke our emotions and feelings and implies unreal things that do not contribute to cognition. This is one of the most important themes of Paul Ricoeurˊs theory. By analyzing and criticizing other theories, he tries to go over this contradiction and emphasizes the functional aspect of imagination and its contribution to reality. By exploring through various texts of Ricoeur, in order to achieve an organized framework, this article seeks to show how imagination can play a main role in the construction of reality. Therefore, by taking up Ricoeurˊs claims, first of all, we explain his verbal turn which has two functions and also significant consequences. These functions include schematizing synthesis and projecting new meanings, which elaborated on three levels. In this way, it can be seen how a poetic schema creates a picture by inventing a new meaning, which indirectly refers to reality and hence defamiliarizes it. Finally, we try to point out the most key consequences of this new understanding.
Mohammad Jaberynasr; parvaneh Valavi; Masoud Safaei Moghadam; Alireza Haji Yakhchali
Abstract
The purpose of this research was to study creativity as an original understanding based on Gadamer's philosophical hermeneutics, and its implications for education. The research method was analytical-deductive. Creativity is one of the highest goals of all educational systems. Different approaches to ...
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The purpose of this research was to study creativity as an original understanding based on Gadamer's philosophical hermeneutics, and its implications for education. The research method was analytical-deductive. Creativity is one of the highest goals of all educational systems. Different approaches to Psychology, consistent with the general theoretical frameworks and large assumptions that have been accepted, have provided different and sometimes contradictory definitions. However, creativity is certainly a kind of understanding, a genuine understanding that transcends existing Knowledge. The fundamental axis of Gadamer's philosophical hermeneutics is what is understood. In this research, while analyzing Gadamer's view on understanding, he examines creativity as the most original type of understanding from Gadamer's point of view and as an example of his practical wisdom, and principles such as not being able to be trained, the ability to be specific, and measure additionality to creativity from the point of view of Godammer's philosophical hermeneutics as well as educational implications such as education goal, form of educational system, teaching method, curriculum, learning, evaluation, motivation and research method were extracted.
mahdi ghiyasvand
Volume 9, Issue 35 , October 2013, , Pages 97-114
Abstract
The present article gives a brief overview of "intertextuality” in order to show the consequences of this concept on reading, understanding, and interpreting of texts. Drawing the picture of hermeneutics in the mirror of intertextuality requires the discussion of the concept of text. For Kristeva, ...
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The present article gives a brief overview of "intertextuality” in order to show the consequences of this concept on reading, understanding, and interpreting of texts. Drawing the picture of hermeneutics in the mirror of intertextuality requires the discussion of the concept of text. For Kristeva, any text is the absorption and transformation of other texts; hence, she calls it a production. In this way, the act of reading plunges us into a network of textual relations and to interpret a text, to discover its meaning, or meanings, is to trace those relations. So in Kristeva's hermeneutics, assertions of objectivity, scientific rigors, methodological stability, and other highly rationalistic-sounding terms are replaced by an emphasis on uncertainty, indeterminacy, and some other ideas like the "death of author".
mehdi mo'in zadeh; hamidreza ayatollahi
Abstract
Gadamer’s preoccupation with the nature of understanding led him to devote special attention to human sciences. While believing in Dilthey’s verstehen, he claimed that Dilthey is captivated with the myth of method. Gadamer, thus, questioned the method and did not necessarily seek the truth ...
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Gadamer’s preoccupation with the nature of understanding led him to devote special attention to human sciences. While believing in Dilthey’s verstehen, he claimed that Dilthey is captivated with the myth of method. Gadamer, thus, questioned the method and did not necessarily seek the truth in its framework. Therefore, Dilthey’s belief in “hermeneutics as the bedrock of all human sciences” was adopted but redefined by Gadamer who introduced aesthetics as the guiding principle of human sciences.
reza akbarian; amili novo egliza
Abstract
The fact that Corbin left the realm of Western philosophy to devote himself to Islamic philosophy and Iranian theosophers has usually been considered as a radical "rupture" in Corbin's philosophical thought. This article aims at showing that in reality, there is no contradiction but rather a deep continuity ...
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The fact that Corbin left the realm of Western philosophy to devote himself to Islamic philosophy and Iranian theosophers has usually been considered as a radical "rupture" in Corbin's philosophical thought. This article aims at showing that in reality, there is no contradiction but rather a deep continuity in his philosophical path, which was guided by a unique quest of being. Corbin was therefore deeply influenced by Heidegger's main issue of "being qua being" as well as his hermeneutical methodology, but reached another apprehension and level of being through his acquaintance with Mullâ Sadrâ's transcendental philosophy. This crossed-approach led to the transformation of the Heideggerian "Being-towards-death" into the Sadrian "Being-beyond-death", and revealed the deep correspondence between the mode of being and the mode of comprehension as well as the complementary nature of philosophy and mysticism; the latter being the essential and only true realm in which, through presential knowledge, "the fundamental reality of being" may be grasped.
mansour fahim
Abstract
Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not ...
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Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not welcomed the 1vqy it deserves f?y the administrators of a number of disciplines. One such field o.f stucfy is the area of language teaching in ivhich philosophical concerns are left near/y intact. The present article is aimed at recapitulating the mqjor impact a partial acquaintance nitb philosopl!J can have on our general conceptualizations particular/y as it concerns Language and pedagogy. In so doing, a brief introduction is made, at the outset, to the tuo principal divisions of philosopl:y, i.e. ana/ytical and continental philosopl?J. The concept of bermeneutical thought is then presented as an issue relevant to the school of continentalphilosopl?J, and the vieivpoints of several celebrated progenitors and pioneers of this sub-branch of philosopl:y, i.e. hermeneutics are dimmed. An attempt is made, aftenaards, to introduce some traces of hermeneutics in linguistics and some of its main sub-branches inclttding pragmatics, critical discourse analysis andp.rychological studies. In the encl a brief account is given of some practical advantages of a .familiarity with these philosophical concepts in pedagogical terms
