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.
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
