PAIDEIA

PHILOSOPHYLPHENOMENOLOGY OF LIFE INSPIRING EDUCATION FOR OUR TIMES

ANALECTA HUSSERLIANA

THE YEARBOOK OF PHENOMENOLOGICAL RESEARCH

VOLUME LXVIII

Editor-in-ChieJ-

ANNA-TERESA TYMIENIECKA

The World Institute for Advanced Phenomenological Research and Learning

Belmont, Massachusetts

For sequel volumes see the end of this volume.

PAIDEIA PHILOSOPHY /PHENOMENOLOGY OF LIFE INSPIRING EDUCATION

FOR OUR TIMES

Edited by

ANNA- TERESA TYMIENIECKA

The World Phenomenology Institute

Published under the auspices of

The World Institute for Advanced Phenomenological Research and Learning

A-T. Tymieniecka, President

SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.

Library of Congress Cataloging-in-Publication Data is available

ISBN 978-90-481-5462-3 ISBN 978-94-017-2525-5 (eBook) DOI 10.1007/978-94-017-2525-5

Printed an acid-free paper

Ali Rights Reserved © 2000 Springer Science+Business Media Dordrecht

Originally published by Kluwer Academic Publishers in 2000 Softcover reprint ofthe hardcover Ist edition 2000

No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic

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the copyright owner.

TABLE OF CONTENTS

ACKNOWLEDGEMENT THE THEME / PhilosophylPhenomenology of Life Inspiring

Education for our Times

INAUGURAL STUDY

ANNA- TERESA TYMIENIECKA / Ontopoiesis of Life as the Measure for the Renewal of Education

SECTION I ONTOPOIESIS OF LIFE AS THE NEW PHILOSOPHICAL PARADIGM

R. A. KURENKOVA, Y. A. PLEKHANOV, AND E. Y. ROGACHEVA /

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"Methodologos" of Life as the Basis of Contemporary Education 25 FRANCIS JACQUES / Eduquer en Enseignant: Pour une Pedagogie

de la Competence Interrogative 35 OSVALDO ROSSI/Reading, Writing and Interpreting by Gadamer 59 HORST MATTHAI / Son Compatibles el Concepto de Paideia

y la Idea de 10 Absoluto? 75

SECTION II UNITY-OF-EVERYTHING-THERE-IS-ALIVE AND HUMAN

CONSTITUTIVE ENGAGEMENT

W. KIM ROGERS / On the Ontology of Life: The Recent Contributions of Tymieniecka, Gibson and Shotter to the Development of an Ecological Approach to Philosophy 87

JOHANN E. V. HAFNER / Is Environmental Ethics a Collective Egoism of Mankind?: Philosophical Investigation on the Difference Between Self-Conservation and Self-Preservation 103

ELLA BlJCENIECE / The Art of the Liberation of Life and Philosophy as Educator: F. Nietzsche, E. Husser!, Z. Maurina 115

VELGA VEVERE / Staging Life - Interpretation of Life in Kierkegaard's Concluding Unscientific Postscript 131

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YUKIKO OKAMATO I The Life World and the Private Language 143 FRANCESCO TOTARO I Work and Unity in Human Life: Towards

a Global Anthropology of the Person 171 MARCELLO SANCHEZ SORONDO I Paideia as Being Oneself 185 MARIO CASULA I The Limits of Artificial Life 195 GARY OVERVOLD I Fractious Pluralism and Husserl's European

Reason 203 DANIELA VERDUCCI! Formative Processes of the Human Being

between Ontology, Ethics and Work: The Case of Max Scheler 215 AGNIESZKA NOGAL I The Concept of Life in Elzenberg's and

Scheler's Philosophical Investigations 231 JIM I. UNAH I Difficult Decision Situations: A Phenomenological

Ontology of Crisis Management 237

SECTION III

HUSSERL'S LATEST INVESTIGATIONS:

A BREAKTHROUGH INTO NATURE

ANGELA ALES-BELLO I Human World -Animal World: An Interpretation of Instinct in Some Late Husserlian Manuscripts 249

ANTONIO DOMINGUEZ RE Y I Predicado en Busca de Sujeto: La Nueva Lingtiistica de Jose Ortega y Gasset 255

ROBERT D. SWEENEY I Nature and Life in the Later Husserl: Instinct and Passivity 287

SECTION IV

THE AESTHETIC OF ENCHANTMENT: LITERATURE,

FINE ARTS, THE SACRED

PATRICIA TRUTTY-COOHILL I Transcending the Visual: Listening to Leonardo 301

CARMEN BALZER I Phenomenology and Hermeneutics of the Ancient Mesoamerican Religions 317

JORGE GARciA-GOMEZ IOn the Foundations of the Poetry of Life: Gerard Manley Hopkins on Self and World 337

RACHEL PERRY I "The Pleasures of Scratching": Matierisme's Critique of Vision 357

GIORGIO PENZO I Individuality and the Crisis of Reason with Regard to the Problem of the Sacred 373

TABLE OF CONTENTS

SECTION V

PHILOSOPHY IN THE WORLD

BRIAN E. BOWLES I Bringing Truth into Being: Merleau-Ponty and

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the Task of Philosophy 387 J. C. COUCEIRO-BUENO I Ontofiction: The Altered Comprehension

of the World 399 J. SIVAK I Etre-dans-Ie Monde Chez Husserl 415 MARIA GOLASZEWSKA I Heroism-A Test ofIdeas 433 DECRIEM-FRANKSEN / La Praxis Ou "Le Travail du Negatif' dans

les Derniers Ecrits de Merleau-Ponty: Essai sur une Hyper-Dialectique Ouverte de fa Chair Chiasmee 447

APPENDIX / Report - Phenomenology at the XXth World Congress of Philosophy, Boston, August 10-16, 1998 473

INDEX OF NAMES 479

ACKNOWLEDGEMENT

This collection of studies originated at our program held at the 20th World Philosophy Congress, August 1998, in Boston, MA, organised by the International Federation of Philosophical Societies. In the appendix you will find a report of the congress and our program.

We owe our warm thanks to all our participants who came from around the world to bring their ideas to our common pool.

I want to thank our copy editor Kier Olsen De Vries and my assistants Jeff Hurlburt and Louis Houthakker for their dedicated work in preparing the volume for publication. And last, but not least, we are thankful to Rosemary Lurasdini for the proofreading and preparation of the Index.

A-T. T.

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THE THEME

PHILOSOPHY/PHENOMENOLOGY OF LIFE INSPIRING

EDUCATION FOR OUR TIMES

Concern about education is as old as humanity itself, and yet it seems as if its roots have remained in place since Archaic Greek culture laid them down. Each century in recorded history has marvelled at the astounding progress it has made in understanding the nature of life and in creating new instruments and practical devices to better equip humans for conducting their lives on earth. Inventions like the wheel, plow, printing press, telephone, telegraph and electricity have all had revolutionary impacts on human life. Since their appearance, there have been calls to develop appropriate new ways to handle them and to re-educate the population in using them to their best advantage.

Even as education has evolved in response to these new developments, from its conception education has sought to take into account the human being's interaction with the animal, natural, cosmic, communal, social, and personal elements of life. The specifically human significance of life results from this interaction, which has to be orchestrated and re-orchestrated anew as life evolves.

Our present age has seen truly revolutionary upheavals in views about the nature of human life from cosmic, natural and societal perspectives. In the face of innumerable technological advances we are rethinking the educational equipment that we, as individuals and as a collective, have received, are receiving, and will receive to cope not only with what we have already accomplished but also with our future advancements. The vast spread of new instruments that have made it necessary for people to develop new skills but remain ready to readjust or change those skills raises questions about how to educate the individual; the great variety of the seemingly disconnected, novel, and ever-improving factors of practical life is disconcerting from the per­spective of any theory that would try to bring them together. Is, however, the panorama of educational problems as radically altered as it appears?

It is, then, no surprise that the theme of the 20th World Congress of Philosophy, organized by the International Federation of Philosophical Societies in Boston in August, 1998 has been "Paideia educating Humanity". This theme has mobilized philosophers of all persuasions from around the world. In the midst of innumerable sessions on innumerable topics, the World

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Phenomenology Institute, with its five affiliated societies and four centres abroad, held its own program (cf. the report about the Congress in the Appendix). We have endeavored to show how our phenomenology/philosophy of life and of the Human Condition, when placed in dialogue with the life sciences, may inspire, and is already inspiring, the education of our times.

As I have brought out in the introduction to my inaugural study, the crux of the matter of education lies in the formation of the simultaneously private and public human person. Here we may, in light of all the revolutionary trans­formations in life that have occurred since his time, tum to Plato. In line with Archaic Greek tradition, Plato, in the Republic and then in the Laws in dis­cussions of educating the person and the citizen, identifies the art of education with the public and fine art of "choreia", the "great chorus" of the Greeks. The choral dance, with its choreography, rhythms, music, and song, has been at the heart of the Greek's participation in social, cosmic, even athletic (Olympic) life. It enacted all the arts, poetry, drama, song, fables, and myths in the rhythmic steps of the dance. As a vehicle of human expression, the choreia or "cosmic dance" represented the intutions guiding religious, political, social, scientific, artistic, and personal life. Plato emphasizes that, in order for a system of education to serve the person and benefit society, it should include two major factors: "gymnastics for the body" and "music for the mind". Because it works within these two parameters, the choral dance of education effects the formation and development of the entire human personality.

However, what we should distill from Plato's project is the major question that he brings forth: How should these branches of study be learned, and how many, and at what periods, and which of them in conjunction with which, and by which "method of combining them" (Laws, Book VII E. 819)?

It is in this crucial question that we find the perennial recurrence of Greek wisdom. As I write in the introduction to my study, "there is no doubt that with the proliferation of the branches of learning and artistry, with the enormous expansion of human consciousness, with the innumerable variety of points of view about morality, society, personal happiness, etc., as well as with the widespread freedom of choice in human conduct, there is, indeed, a need felt all over the world to create a harmonizing, universal vision of life, human aims and human destiny, and to assure individual access to it through education. This harmonizing necessitates what Plato called the "method to combine" all insights of the sciences and arts according to a measure that could account for the combination and exclusion of factors in education ... "

THE THEME xiii

Our ontopoietic model of life offers an axis of orientation that combines what is otherwise lightheartedly disjoined and stretches through the entire span of human existence from the cosmos to the Divine.

The studies presented in this collection, with their wealth of original ideas, fall into the framework of our project.

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