Metaphor and philosophy: an encounter with Derrida

This paper presents a critical analysis of the central argument of Derrida's paper 'White Mythology'. The crucial claims are that the concept of metaphor presupposes philosophy, that philosophy presupposes the concept of metaphor, and that philosophy cannot accommodate the concept of metaphor. I offer support for the first two claims, explaining the general kind of view of philosophy and of metaphor which they require, but I argue that even if we grant the first two claims, the concept of metaphor only presents a difficulty for a particular conception of philosophy, rather that philosophy as such

Whence philosophy of biology?

A consensus exists among contemporary philosophers of biology about the history of their field. According to the received view, mainstream philosophy of science in the 1930s, 40s, and 50s focused on physics and general epistemology, neglecting analyses of the ‘special sciences’, including biology. The subdiscipline of philosophy of biology emerged (and could only have emerged) after the decline of logical positivism in the 1960s and 70s. In this paper, I present bibliometric data from four major philosophy of science journals (Erkenntnis, Philosophy of Science, Synthese, and the British Journal for the Philosophy of Science), covering 1930-1959, which challenge this view

Book review: Philosophy for life and other dangeroussituations by Jules Evans

In Philosophy for Life And Other Dangerous Situations, Jules Evans explains how ancient philosophy saved his life, and how we might all use it to become happier, wiser, and more resilient. Jules explores how ancient philosophy can inspire modern communities – Socratic cafes, Stoic armies, Platonic sects, Sceptic summer camps – and even whole nations in their quest for the good life. Jonathan Simmons finds that Evans successfully delivers in his attempt to bring a therapeutic model of philosophy to general readers, but has reservations about the author’s approach

Why Polish philosophy does not exist

Why have Polish philosophers fared so badly as concerns their admission into the pantheon of Continental Philosophers? Why, for example, should Heidegger and Derrida be included in this pantheon, but not Ingarden or Tarski? Why, to put the question from another side, should there be so close an association in Poland between philosophy and logic, and between philosophy and science? We distinguish a series of answers to this question, which are dealt with under the following headings: (a) the role of socialism; (b) the disciplinary association between philosophy and mathematics; (c) the influence of Austrian philosophy in general and of Brentanian philosophy in particular; (d) the serendipitous role of Twardowski; (e) the role of Catholicism. The conclusion of the paper is that there is no such thing as 'Polish philosophy' because philosophy in Poland is philosophy per se; it is part and parcel of the mainstream of world philosophy simply because, in contrast to French or German philosophy, it meets international standards of training, rigour, professionalism and specialization

The Origins of Phenomenology in Austro-German Philosophy. Brentano, Husserl

The development of phenomenology in nineteenth‐century German philosophy is that of a particular stream within the larger historical‐philosophical complex of Austro‐German philosophy. As the “grandfather of phenomenology” resp. the “disgusted grandfather of phenomenology,” but also as the key figure on the “Anglo‐Austrian Analytic Axis”, Brentano is at the source of the two main philosophical traditions in twentieth‐century philosophy. This chapter focuses mainly on his place in nineteenth‐century European philosophy and on the central themes and concepts in his philosophy that were determinant in the development of the philosophy of his most gifted student: Edmund Husserl. Despite the variety of stances which Brentano expressed on ontology, metaphysics, and psychology over the course of his career, the five general principles remain central to his whole philosophy throughout: they have an important place in what could be called Brentano's philosophical worldview or system. By extension, they also are essential to his conception of phenomenology

Is philosophy of education a historical mistake? Connecting philosophy and education differently

In this article, I suggest that the question whether the proper place for philosophy of education is in the domain of philosophy or the domain of education cannot be resolved as long as we think of the connection between philosophy and education in terms of the idea of 'philosophy of education'. To substantiate this point, I look into the history of the idea of 'philosophy of education', both as a general idea and with regard to the way in which it became institutionalised in universities in the English-speaking world. I contrast this with the way in which the academic study of education developed in German-speaking countries in order to highlight that 'philosophy of education' is not the only way in which philosophy and education can be connected. Being aware that the connection between philosophy and education can be made differently not only provides a way out of the discussion about the proper identity and location of philosophy of education, but also hints at forms of philosophically informed scholarship that are more firmly based with the academic field of education rather than that they remain a halfway house in between philosophy and education

Stories as personal coaching philosophy

The importance of coaches developing and articulating a personal coaching philosophy which encapsulates their values and beliefs is widely recognised. Yet it is also acknowledged that many coaches resist what appears an abstract task or find it to be of limited use in their day-to-day practice. In this paper we explore the potential of an alternative approach to developing and articulating a personal coaching philosophy: storytelling. Following a discussion of the potential of stories, we present a story written by one coach which expresses her personal philosophy in a way that is firmly rooted in her coaching practice. Storytelling approaches, we suggest, can reveal the connections between abstract/general philosophy and the personal embodied experience of coaching. We reflect on the possibilities and problems of using stories as philosophy and offer some suggestions for how coaches may be supported in developing their coaching philosophy through storytelling

Einstein Geometrization Philosophy and Differential Identities in PAP-Geometry

The importance of Einstein's geometrization philosophy, as an alternative to the least action principle, in constructing general relativity (GR), is illuminated. The role of differential identities in this philosophy is clarified. The use of Bianchi identity to write the field equations of GR is shown. Another similar identity in the absolute parallelism geometry is given. A more general differential identity in the parameterized absolute parallelism geometry is derived. Comparison and interrelationships between the above mentioned identities and their role in constructing field theories are discussed.Comment: LaTeX file, 17 pages, comments and criticism are welcom