Does Aristotle’s ‘Being Is Not a Genus’ Argument Entail Ontological Pluralism?

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Maciej Czerkawski
Keyword(s):  
Ontological Pluralism ◽  
Correct Reading

Abstract This paper differentiates between two readings of Aristotle’s argument that unity and being are not “genē” (UBANG for short). On the first reading – proposed by commentators such as Ackrill, Shields, Loux, and McDaniel – UBANG entails the proposition that there are no features that characterise all beings insofar as they are, referred to by its contemporary proponents, including McDaniel, as ‘ontological pluralism’. On the second reading – proposed here – UBANG does not entail this proposition. The paper argues that only on the second reading does Aristotle’s argument secure its conclusion, that the second reading is, in fact, the correct reading of UBANG, and that anyone who thinks that UBANG succeeds and entails ontological pluralism probably equivocates between two different senses of ‘genos’.

The Role of Arabic Grammar in Understanding and Appreciating the Qur'an

2019 ◽  
Vol 21 (1) ◽  
pp. 169-198
Author(s):  
Mamoon Abdelhaleem Muhammad Wajih
Keyword(s):  
Correct Reading

This study aims to explore the influence of Arabic grammar on the study of the Qur'anic text and will highlight how the discipline of Arabic grammar developed to ensure correct reading and understanding of the Qur'an, and the preservation of the muṣḥaf. The study deals with two issues: first it discusses form, determining the accurate pronunciation of words and construction of sentences, and taṣḥīḥ (‘validation’) of the qirāʾāt. Second, it addresses the role of grammatical meaning in understanding the Qur'an, and the subtlety of its structures, which have left the Text open to a multiplicity of understandings in the production of fiqh.

Ways of Being and Time

2017 ◽  
Author(s):  
Kris McDaniel
Keyword(s):  
Being And Time ◽  
Present Moment ◽  
Ontological Pluralism ◽  
The Past ◽  
Mode Of Being ◽  
Ways Of Being ◽  
Better Than

This chapter develops a version of ontological pluralism that respects two common intuitions about time: that the present moment is metaphysically distinguished but not in such a way that the past is unreal. The version of ontological pluralism developed—presentist existential pluralism (PEP)—embraces two modes of being, the mode of being that present objects enjoy and the mode of being that past objects enjoy. The author argues that this view fares at least as well, and probably better, than other views in which the present is metaphysically distinguished. The chapter also introduces another form of ontological superiority called “levels of being.”

Ways of Being

2017 ◽  
Author(s):  
Kris McDaniel
Keyword(s):  
Ontological Pluralism ◽  
Restricted Quantification ◽  
Mode Of Being ◽  
Ways Of Being

This chapter develops a version of ontological pluralism that appeals to semantically primitive restricted quantification and naturalness. It also articulate different ways of formulating versions of ontological pluralism. Although the author defends ontological pluralism from some objections, the main goals of this chapter are to get some versions of ontological pluralism on the table, show that they are intelligible and worthy of consideration, and show how concerns about ontological pluralism connect up with historical and contemporary meta-metaphysical issues. The chapter considers versions of ontological pluralism that say that substances have a different mode of being than attributes, that things in time have a different mode of being than atemporal objects, that stuff has a different mode of being than things, and many others.

From Truth to Being

2018 ◽  
Author(s):  
Douglas Edwards
Keyword(s):  
Explanatory Power ◽  
Ontological Pluralism

This chapter explores the connections between truth pluralism and ontological pluralism, and develops the features of a global pluralism, which includes pluralism about truth and existence. It begins by noting that some motivations for truth pluralism can also be applied to ontological pluralism, before demonstrating how a method similar to the argument in Chapter 5 for truth pluralism can also be used to give an argument for ontological pluralism. It then discusses how the views complement each other, and how ontological pluralism can add to our understanding of domains by highlighting differences between the ways things exist. Once the pluralist metaphysical picture is up and running, its explanatory power is demonstrated by comparing it to global deflationism. In doing so, further problems for global deflationism are exposed.

scholarly journals Environmental governance: Broadening ontological spaces for a more livable world

2021 ◽  
pp. 251484862110185
Author(s):  
Walker DePuy ◽  
Jacob Weger ◽  
Katie Foster ◽  
Anya M Bonanno ◽  
Suneel Kumar ◽  
...  
Keyword(s):  
Indigenous Peoples ◽  
Environmental Governance ◽  
Policy Instruments ◽  
Self Determination ◽  
Ontological Pluralism ◽  
Cognitive Justice ◽  
Challenges And Opportunities ◽  
United Nations Declaration ◽  
The Right ◽  
Land Water

This paper contributes to global debates on environmental governance by drawing on recent ontological scholarship to ask: What would it mean to ontologically engage the concept of environmental governance? By examining the ontological underpinnings of three environmental governance domains (land, water, biodiversity), we find that dominant contemporary environmental governance concepts and policy instruments are grounded in a modernist ontology which actively shapes the world, making certain aspects and relationships visible while invisibilizing others. We then survey ethnographic and other literature to highlight how such categories and their relations have been conceived otherwise and the implications of breaking out of a modernist ontology for environmental governance. Lastly, we argue that answering our opening question requires confronting the coloniality woven into the environmental governance project and consider how to instead embrace ontological pluralism in practice. In particular, we examine what taking seriously the right to self-determination enshrined in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) could mean for acknowledging Indigenous ontologies as systems of governance in their own right; what challenges and opportunities exist for recognizing and translating ontologies across socio-legal regimes; and how embracing the dynamism and hybridity of ontologies might complicate or advance struggles for material and cognitive justice.

Merciful heavens? A question in Aeschylus' Agamemnon

1974 ◽  
Vol 94 ◽  
pp. 100-113 ◽  
Author(s):  
Maurice Pope
Keyword(s):  
Oral Tradition ◽  
Correct Reading ◽  
The Difference ◽  
Image Position

In discussions of Aeschylus' theology one of the passages most often quoted is the so-called ‘hymn to Zeus’ in the first chorus of the Agamemnon (Ag. 160–83). Fraenkel in his commentary goes so far as to call it ‘the corner-stone not only of this play but of the whole trilogy’. The passage concludes with two lines which in all modern editions are read as a statement, though our oldest manuscript, the Medicean, writes them as a question. Textually the difference is merely one of accent, but the difference of accent carries with it a reversal of meaning. As a statement the lines mean that the gods are something to be grateful for, that there is some χάρις or kindness associated with them. Taken as a question they deny this. Clearly then it is of great importance for the interpretation of Aeschylus to decide which is the correct reading.The lines in question, written without accents, areOur oldest manuscript, M, as I have said, writes ποῦ with an accent. So does our next oldest, the manuscript 468 of the Biblioteca di San Marco, generally known as V. If this reading stems uncorrupted from the time when accents were first applied to the text of Aeschylus and if at that time the oral tradition of the poet's words was not yet dead, then it will not be destitute of authority. But the thread is far too tenuous to bear any weight of proof.Equally there can be no argument from authority on the side of reading the lines as a statement. For though Triclinius and the closely associated manuscript F write που without an accent as an enclitic, this is as likely as not to be due to simple conjecture.

scholarly journals Illusory Depth Based on Interactions Between Fluorescent and Conventional Colours: A Case Study on Frank Stella’s Irregular Polygons Paintings

2018 ◽  
Vol 6 (2-3) ◽  
pp. 116-150
Author(s):  
Stefanie De Winter ◽  
Pieter Moors ◽  
Hilde Van Gelder ◽  
Johan Wagemans
Keyword(s):  
Contrast Effects ◽  
Depth Effect ◽  
Historical Significance ◽  
Art Historians ◽  
Correct Reading ◽  
The Subject ◽  
The Mean

Although Frank Stella intended to create flat, illusion-less Irregular Polygons paintings, it is not uncommon to experience the illusion of colour depth, based on the interaction between their fluorescent and conventional colours. Some critics praised these artworks’ flatness, while others described odd depth experiences that they categorised as a new kind of illusion. In order to provide a correct reading of these works and to reassess their art historical significance, a scientific case study regarding this colour-depth effect imposes itself. This article discusses an experiment in which we determined whether twenty artists, twenty art historians and twenty laypeople experienced fluorescent colours as protruding, receding or flat in combination with conventional colours. We additionally looked at whether they still perceived colour depth when all fluorescent colours were replaced with their conventional variants. All participants observed fifteen designs, which they had to rate according to the perceived depth of each coloured region with a number between −3 (strongly receding) and +3 (strongly protruding). The results revealed that most participants experience fluorescent regions as strongly protruding, unlike all conventional colours, which were rated as much less protruding. When a fluorescent colour was swapped with a conventional variant, all participants experienced significantly less depth. The differences between the subject groups were statistically negligible when looking at the mean depth ratings for both colour types. However, we discovered that artists experienced more contrast effects, as they gave different ratings to different panels (of identical colour and shape) in the same design, depending on their position.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals The effect of using modern technologies based on communication theory to develop the skills of reciting the Holy Quran among students of the curriculum system in the Kingdom of Saudi Arabia: أثر استخدام التقنيات الحديثة القائمة على النظرية الاتصالية لتنمية مهارات تلاوة القرآن الكريم لدى طلبة نظام المقررات بالمملكة العربية السعودية

2020 ◽  
Vol 4 (24) ◽  
Author(s):  
Ayman Aied Mohammed Mamdouh, Essa Ahmad Alfaifi
Keyword(s):  
Saudi Arabia ◽  
Secondary School ◽  
Communication Theory ◽  
School Curriculum ◽  
Government Schools ◽  
First Semester ◽  
Significant Difference ◽  
Correct Reading ◽  
Secondary School Curriculum ◽  
The Government

This study aims at identifying the Effect of Using Technology and Modern Techniques (Ayat) that is based on the connectivism theory, in developing Quran recitation skills among curriculum's students of secondary school in Saudi Arabia. In order to achieve the study's objectives, the researcher uses the semi-experimental method. The study examines a sample of (71) students of secondary school curriculum system in the first semester of the academic year 1438H - 1439H in the government schools in Riyadh. They were divided into two equal groups (experimental and control). Students of the experimental group were taught according to the software program based on connectivism theory, and the others were taught in the traditional way. An oral test is used as a study tool to measure the existence of recitation skills (correct reading, smooth reading, recitation, and chanting), and to measure the Effect of Using Technology and Modern Technique in developing these skills. After analyzing the statistical data, the results of the study indicated the Effect of Using of the Modern Techniques, based on the connectivism theory, in the development of recitation skills (correct reading, smooth reading, recitation, and chanting) among curriculum's students of secondary school in Saudi Arabia. The study also showed a statistically significant difference of (0.05) between the average scores of the two groups in the post-measurement of the recitation test in the recitation skills such as (correct reading, smooth reading, recitation, and chanting) after adjusting the pre-measurement.

Phenomenon of self-learning to read in preschool age

2021 ◽  
pp. 141-150
Author(s):  
Galina M. Pervova ◽  
Evgeniya A. Semenova
Keyword(s):  
Survey Methods ◽  
Correct Choice ◽  
Speech Development ◽  
Preschool Age ◽  
Professional Organization ◽  
Learning To Read ◽  
Correct Reading ◽  
Materials Used ◽  
Reading Activity ◽  
Self Learning

The introductory part of the article provides historical information about the origin and development of types of reading and readers in Russia. The main part describes the experience of children self-learning to read in the conditions of different social groups families in the past and present. The results of survey methods, questionnaires, and comparative analysis of materials used in the study of the problem of self-learning to read are shown. The opinion of scientific psychologists (D.B. Elkonin) and methodist (M.R. Lviv) on self-learning to read in preschool age is expressed. In the process of studying the methodic phenomenon of self-learning to read, the peda-gogical conditions necessary for the implementation of the desired result are developed and gene-ralized. We emphasize the importance of the theory of developing the correct reading activity of professor N.N. Svetlovskaya for the professional organization of learning to work with a book in kindergarten. The conclusions reflect a pedagogical pattern: knowledge of the age capabilities of preschoolers contributes to the correct choice of types of reading activity, which should be com-bined with the game as the leading children’s activity, as well as with methods and techniques of work on the general and speech development of the child. In summary, the problem of further re-search of the topic is named.

Sign in / Sign up

Export Citation Format

Share Document