scholarly journals JASON ALVIS'S INCONSPICUOUS PHENOMENOLOGY PROJECT IN THE CONTEXT OF RELIGIOUS EXPERIENCE

2021 ◽  
Vol 17 (1) ◽  
pp. 54-58
Author(s):  
Victoria Yakusha
Keyword(s):  
Martin Heidegger ◽  
Religious Experience ◽  
21St Century ◽  
Phenomenological Study ◽  
Philosophy Of Religion ◽  
Continental Philosophy ◽  
Indiana University ◽  
Theological Turn ◽  
Phenomenology Of Religion ◽  
To Come

We analyzed the work "The Inconspicuous God: Heidegger, French Phenomenology, and the Theological Turn", Jason W. Alvis, Indiana University Press, 2018, as well as reviews of it by Daniel Cox, Joerie Shrivers, Bernard Prusak. J. Alvis takes as a basis Heidegger's concept of eine phänomenologie des Unscheinbaren, which he tried to apply to the phenomenological study of religion and religious experience. Thus, synthesizing the concept of Martin Heidegger with the legacy of French philosophers, J. Alvis develops his own idea of inconspicuous phenomenology. The presented project by J. Alvis differs significantly from the context in which the analytical tradition today examines religious experience. Taking into account the novelty of the book, one can speak not only about the significant significance of this project in the continental philosophy of religion, but also about a new step in phenomenology, research on the developments of M. Heidegger and research on the concepts of religious experience. In the article, we analyzed how the approach of J. Alvis is connected with reduction, as well as with the era of entertainment, which the author so often mentions. Although J. Alvis himself does not mention the problem of God-forsakenness and secularized society, nevertheless his project can be successfully considered in the context of these problems of the 21st century. The work of J. Alvis that we have chosen, as well as the reviews of it, have not been translated into either Ukrainian or Russian, so this article can be perceived as an impetus for a dialogue between modern researchers of phenomenology and religious experience. Overcoming the stages of argumentation for his own project of imperceptible phenomenology, J. Alvis raises the ever-actual topic of dialectical perception and, in the end, calls for abandoning the outdated metaphysical dialectics. Quite a provocative thesis, but this is exactly how the researcher proposes to come up with a statement that the "phenomenology of religion" is not an oxymoron.

Phenomenology and Ritual Practice

2019 ◽  
Vol 1 (1) ◽  
pp. 43-70
Author(s):  
Christina M. Gschwandtner
Keyword(s):  
Religious Experience ◽  
Final Section ◽  
Philosophy Of Religion ◽  
Continental Philosophy ◽  
Phenomenological Analysis ◽  
Religious Practices ◽  
Ritual Practice ◽  
Phenomenology Of Religion ◽  
Michel Henry ◽  
Continental Philosophy Of Religion

Abstract This paper highlights several problems in the contemporary phenomenological analysis of religious experience in Continental philosophy of religion, especially in its French iteration, as manifested in such thinkers as Jean-Luc Marion, Michel Henry, Jean-Yves Lacoste, Jean-Louis Chrétien, Emmanuel Falque, and others. After laying out the main issues, the paper proposes a fuller investigation of religious practices, such as liturgy or ritual, as a fruitful way to address some of the identified limitations. The final section of the paper assesses what questions remain and how one might draw on existing resources in these thinkers to push a phenomenological analysis of religious practices further in ways that broaden phenomenology of religion beyond its current somewhat narrow strictures and commitments.

scholarly journals The Future of Continental Philosophy of Religion by Clayton Crockett, B Keith Putt, and Jeffrey W Robbins

2021 ◽  
Vol 19 (2) ◽  
pp. 211-214
Author(s):  
Anatoliy Denysenko
Keyword(s):  
Philosophy Of Religion ◽  
Continental Philosophy ◽  
Indiana University ◽  
The Future ◽  
Continental Philosophy Of Religion

Book review: The Future of Continental Philosophy of Religion. Edited by Clayton Crockett, B. Keith Putt, and Jeffrey W. Robbins. Indianapolis: Indiana University Press, 2014. 352 pp.; ISBN 9780253013880 (pbk.); $40.

THE INFLUENCE OF AGE ON PERFORMANCE AS SHOWN BY EXERCISE TESTS

PEDIATRICS ◽  
1963 ◽  
Vol 32 (4) ◽  
pp. 737-741
Author(s):  
D. B. Dill
Keyword(s):  
Work Performance ◽  
Experimental Studies ◽  
Business Administration ◽  
Distance Runner ◽  
Indiana University ◽  
Exercise Tests ◽  
The Subject ◽  
To Come ◽  
The Many ◽  
Harvard School

THE STUDY of work performance as related to age began in this country when Sid Robinson joined the group at the Fatigue Laboratory of the Harvard School of Business Administration. In the winter of 1936-7, he persuaded five champion milers who were in Boston for indoor meets to run on the Laboratory's treadmill on week-ends. Simultaneously, he was chiefly engaged in studying treadmill performance as related to age. This was the subject of his doctorate thesis published later under the title: "Experimental Studies of Physical Fitness as Related to Age". The 91 subjects ranged in age from boys 6 years of age to one man of 91. There were eight 6-year-olds, 10 between 8 and 13 and 20 between 48 and 76. Robinson's background as an Olympic middle-distance runner and as an assistant track coach at Indiana University gave him skill in dealing with the many diverse problems that confronted him. Often he was faced with sociological-psychological problems more difficult to solve than the physiological problems. Indicative of his success is the fact that the subjects were volunteers—no money was offered as an inducement to come to the laboratory. Also worthy of note is that there was no untoward incident throughout the study. Robinson's plan included respiratory, circulatory and metabolic observations in the basal state and in two grades of exercise. He describes the work experiments as follows: (pp. 251-3, reference 2) "After the above observations were completed, the subject performed two grades of work on a motor-driven treadmill, set at an angle of 8.6% in all experiments. Each subject below 73 years of age first walked at 5.6 km per hour for 15 minutes; this raises the oxygen consumption 7 or 8 times the basal level. After resting 10 minutes, he ran or in some cases, walked, at a rate which exhausted him in 2 to 5 minutes.

scholarly journals Non-philosophical Christ-poetics beyond the mystical turn in conversation with continental philosophy of religion

2016 ◽  
Vol 72 (3) ◽  
Author(s):  
Johann-Albrecht Meylahn
Keyword(s):  
Philosophy Of Religion ◽  
Continental Philosophy ◽  
The Other ◽  
Negative Theology ◽  
The Uncanny ◽  
Close Proximity ◽  
Mystical Theology ◽  
Critical Conversation ◽  
Language Text ◽  
The Way

The religious turn in continental philosophy has opened the door for postmetaphysical mystical theology. Postmetaphysical mystical theology seeks to understand the non-relation relation of language (text) to the Other. Yet, this non-relation relation to the Other, who is every other, can also be interpreted differently to the mystical understanding. For example, Žižek argues that the Other, which is often experienced as the uncanny, the unpredictable and the contingent (lived spirituality), is not necessarily the result of some mystical unknowable Otherness but is a consequence of the way the subject’s own activity is inscribed into reality. These experiences of lived spirituality or experiences of Otherness can, rather than being interpreted as an in-breaking of the mystical Other, be interpreted otherwise, as a grammatological consequence of the inability and impossibility of language (Lacan). Therefore, in this article, Žižek’s thoughts function as a bridge to bring this mystical turn back into critical conversation with continental philosophy and particularly with the thoughts of Derrida, Laruelle and Stiegler. The contemporary mystical turn in theology rediscovers something of this non-religious religion. Derrida’s thoughts are in close proximity to negative theology and yet there is an important difference. This difference will be explored and further developed towards Laruelle’s non-philosophy, which does not translate into a non-religion religion or postmetaphysical metaphysics but remains a non-philosophy or maybe a science of Christ. This article will conclude with a tentative exploration of a postmetaphysical Christ-poetics beyond the mystical turn.

scholarly journals What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

2021 ◽  
Vol 7 (1) ◽  
pp. 92
Author(s):  
Gülcan Mıhladız Turhan ◽  
Işıl Açık Demirci
Keyword(s):  
Mathematics Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Phenomenological Study ◽  
Service Science ◽  
21St Century Skill ◽  
And Mathematics ◽  
Knowledge Usage ◽  
Science And Mathematics Teachers

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

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