Que peut faire l’abduction dans le dialogue philosophique?

2021 ◽  
Vol 66 (3) ◽  
pp. 71-102
Author(s):  
Anda Fournel ◽  
◽  
Keyword(s):  
Scientific Method ◽  
Forming Process ◽  
Philosophical Inquiry ◽  
Philosophical Dialogue

What Abduction can do in Philosophical Dialogue? According to Peirce, abduction is a hypothetic-forming process that is necessary to explore unknown areas of knowledge, but also a real scientific method associated with the enquiry. If there is philosophical enquiry, could abduction serve as an appropriate method for such an approach? If so, how can it be used and with a view to what result(s)? We ask whether abduction can bring a potential both for discovery and a logical requirement to the philosophical questioning. In this paper we focus on a philosophy that "is done", in the form of a common enquiry, the "community of philosophical inquiry". The present research explores the advantages and limitations of requiring such a method, in the context of the practice under study. Keywords: abduction, method, philosophical inquiry, inference, unknown

Leo Strauss, Natural Right and History

2016 ◽  
Author(s):  
Ryan Balot
Keyword(s):  
Twentieth Century ◽  
Political Thought ◽  
The Political ◽  
Leo Strauss ◽  
Ancient Greek ◽  
Philosophical Inquiry ◽  
Natural Right ◽  
Philosophical Dialogue ◽  
Rational Order ◽  
Stated Purpose

This chapter evaluates the arguments and intentions of Leo Strauss’s most ambitious political text, Natural Right and History. Strauss’s stated purpose is to rehabilitate the ancient Greek and Roman conceptions of “natural right”—a term of art by which he referred to the justice inherent in the rational order of nature. His express motivation was to rebut the relativism and historicism that, in his view, characterized twentieth-century political thought. This chapter contends that the book’s core lies in its implicit presentation of philosophical inquiry as the highest human vocation. This idea is presented less through systematic argument than through Strauss’s own engagement with canonical political texts—an engagement designed to illustrate both the excitement and the fulfillment of philosophical dialogue. The political virtues, while defended on the surface of the text, remain as unsettled by the end as they were in the introduction.

scholarly journals Philosophy with Children: A Rights-based Approach to Deliberative Participation

2017 ◽  
Vol 25 (2) ◽  
pp. 320-334 ◽  
Author(s):  
Claire Cassidy
Keyword(s):  
Human Rights ◽  
Children's Rights ◽  
Practical Philosophy ◽  
Children’S Rights ◽  
Philosophical Inquiry ◽  
Philosophical Dialogue ◽  
Rights Issues

In advancing children’s rights, and human rights more broadly, this article supports the view that participation through deliberation by children is desirable. Practising Philosophy with Children, through an approach such as Community of Philosophical Inquiry, is proposed as a powerful way forward as a rights-based means of supporting children to deliberate about matters affecting them in society. In considering that children are educated about, through and for rights, an example of children’s philosophical dialogue is provided to illustrate children deliberating on rights issues, and how teachers might use such dialogue to influence their teaching in this area. The suggestion is that participating in practical philosophy enables children to practise human rights behaviour as a means of participating beyond consultation exercises and as an approach to facilitating their engagement with ideas and issues that are important to the promotion of rights for all.

When Should Philosophers Be Silent?

Philosophy ◽  
2012 ◽  
Vol 87 (2) ◽  
pp. 163-187
Author(s):  
Jason Decker ◽  
Charles Taliaferro
Keyword(s):  
Philosophical Inquiry ◽  
Philosophical Dialogue ◽  
Moral Arguments ◽  
Context Specific

AbstractAre there general precepts governing when philosophers should not conduct inquiry on a given topic? When, if ever, should a philosopher just be silent? In this paper we look at a number of practical, epistemic, and moral arguments for philosophical silence. Some are quite general, and suggest that it is best never to engage in philosophical inquiry, while others are more domain – or context – specific. We argue that these arguments fail to establish their conclusions. We do, however, try to identify and defend several substantive constraints on philosophical dialogue and inquiry. In practice, though, respecting these constraints needn't lead to much philosophical silence.

scholarly journals intersubjetividade: um olhar sobre a comunidade de investigação filosófica

2019 ◽  
Vol 15 ◽  
pp. 1-21
Author(s):  
Paula Alexandra Vieira
Keyword(s):  
Communicative Action ◽  
Communicative Rationality ◽  
Rational Basis ◽  
Community Members ◽  
Philosophical Inquiry ◽  
Philosophical Dialogue ◽  
Philosophical Community

The intersubjective paradigm advocated by Habermas laid the foundation for a new way of reaching rationally predicated consensus. His work indicates that what keeps people in an attitude of communicative action is rational basis and motivation. Upon analysing the intersubjective dimension of the practice of the community of philosophical inquiry, we realized that it possible to observe the transition from a subject-centred autonomy of treason (thinking for oneself), to the practice of a communicative rationality (focused on thinking in community). The inevitable assumptions of communication ground and sustain communities and allow for an environment of trust and care that enables community members to think freely and let themselves be driven by the power of “we”, “nos-otros”. It is not only in the context of communities of philosophical inquiry that the potential of Habermas’ intersubjective paradigm can be observed, but also in the discussion among specialists. To an extent, this is what we found when we studied the various approaches of Ann Sharp, David Kennedy, and Giuseppe Ferraro to the concept of the community of philosophical inquiry. The dialogue between these philosophers and the concept of the community of philosophical inquiry, their arguments, and the ways of achieving philosophical dialogue in community offer rich evidence of the productiveness of communicative rationality. We are aware that Ann Sharp’s concept of community of philosophical inquiry is different from David Kennedy’s, and that both are distinct from Giuseppe Ferraro’s circle of thinking. Nevertheless, we place these different approaches into dialogue, due largely to what is permitted by the movement of communicative rationality itself. These possibilities for dialogue are also grounded in the assumption of an intersubjective relationship between concepts, experiences and thoughts about concepts and experiences. By understanding the community of philosophical inquiry as a space of intersubjectivity (Sharp, 1987), opening the philosophical community to other non-discursive dimensions of communication (Kennedy, 1994), and analysing the circle of thinking that fills space with time and turns it into a place (Ferraro, 2018), we reveal that the community of philosophical inquiry is an open and fruitful concept and experience: a concept in motion.

scholarly journals Socratic Dialogue Faces the History

2017 ◽  
Vol 5 (2) ◽  
pp. 157-172
Author(s):  
Laura Candiotto
Keyword(s):  
Critical Thinking ◽  
Political Action ◽  
Educational Programs ◽  
Socratic Dialogue ◽  
Central Question ◽  
Philosophical Inquiry ◽  
Philosophical Dialogue ◽  
Post War ◽  
New Generation

Abstract This essay will demonstrate the nexus between philosophical dialogue and political action by analyzing the work of Leonard Nelson and his disciples Gustav Heckman and Minna Specht. The central question is: “In which sense can a dialogical education be considered as a political action?” In the 1920s and 1930s, Nelson promoted Socratic dialogue amongst his students as a practice of freedom in opposition to the rising Nazi power. Nelson understood that to educate the new generation through a very participative model of philosophical inquiry that privileged critical thinking and autonomy was the best form of resistance. Minna Specht’s idea of education for confidence gave to this dialogical practice a very innovative dimension, which led her to be engaged with unesco’s educational programs in post-war Germany. In this way, the Socratic dialogue faced history.

scholarly journals La saisie emotive du kairos avec des enfants : entre acte philosophique et geste didactique

2021 ◽  
Vol 66 (3) ◽  
pp. 103-134
Author(s):  
Claire Polo ◽  
◽  
Kristine Lund ◽  
Keyword(s):  
Emotional Regulation ◽  
Philosophical Inquiry ◽  
Educational Aims ◽  
Philosophical Dialogue ◽  
Educational Dialogue ◽  
Current Activity ◽  
The Future

Emotional Grasping of the Kairos in Children Talk: between Philosophical Act and Didactical Gesture. An essential gesture of animating a philosophical dialogue with children consists in grasping within their talk, an opportune word or turn of phrase, the kairos, and bouncing off it to advance reasoning. Based on the analysis of expert practices, we propose a typology of the emotional grasp of Kairos that reflects the tension between investigative and educational aims in these exchanges. Beyond the effect of surprise, regulation makes it possible to welcome and share one's emotions and to make them evolve into wonder, astonishment or doubt. Such trajectories are decisive for the future of the new idea. But other reactions are frequent, offering other opportunities for the current activity and children training in the long term. Keywords: educational dialogue, emotional regulation, kairos, opportunity, philosophical inquiry.

scholarly journals Breaking into secure: Introducing philosophical discussions to young people in secure accommodation

2018 ◽  
Vol 20 (3) ◽  
pp. 287-306 ◽  
Author(s):  
Claire Cassidy ◽  
Gavin Heron
Keyword(s):  
Young People ◽  
Practical Philosophy ◽  
Philosophical Inquiry ◽  
New Approach ◽  
Philosophical Dialogue ◽  
Challenges And Opportunities ◽  
New Perspective

Summary This article explores a unique project that introduced a 10-week programme of practical Philosophy with Children to young people living in secure accommodation. It aimed to gauge the extent to which young people in secure accommodation were able to engage in philosophical dialogue and to explore the challenges and opportunities in introducing practical philosophy to young people in secure accommodation. Transcripts of 10 philosophical dialogues were analysed and young people and staff working with them were also interviewed. Findings Following 10 weeks of Community of Philosophical Inquiry sessions, it was evident that the young people were not only able to engage in philosophical dialogue, but also they responded positively to the structures of the sessions. While it may seem counter-intuitive to teach young people to argue, the structures offered by Community of Philosophical Inquiry appear to have been positive in terms of providing young people with the freedom to express their ideas, engage collaboratively with one another, and self-regulate their behaviour. Applications Although secure accommodation can be described as a controlling environment, the model adopted in this study suggests that some forms of control, such as those offered in the practical philosophy sessions, may be liberating for young people in these contexts. This study offers those working with young people in secure accommodation a new perspective on young people’s thinking and a new approach for supporting young people in their care and as they transition to the wider world.

The Potentials of Scanning Microscopy

1968 ◽  
Vol 26 ◽  
pp. 352-353
Author(s):  
A. V. Crewe
Keyword(s):  
Salient Feature ◽  
Secondary Emission ◽  
Resolving Power ◽  
X Rays ◽  
Scanning Microscope ◽  
Forming Process ◽  
Additional Tool ◽  
Detection Systems ◽  
Conventional Microscope ◽  
Present Information

If the resolving power of a scanning electron microscope can be improved until it is comparable to that of a conventional microscope, it would serve as a valuable additional tool in many investigations.The salient feature of scanning microscopes is that the image-forming process takes place before the electrons strike the specimen. This means that several different detection systems can be employed in order to present information about the specimen. In our own particular work we have concentrated on the use of energy loss information in the beam which is transmitted through the specimen, but there are also numerous other possibilities (such as secondary emission, generation of X-rays, and cathode luminescence).Another difference between the pictures one would obtain from the scanning microscope and those obtained from a conventional microscope is that the diffraction phenomena are totally different. The only diffraction phenomena which would be seen in the scanning microscope are those which exist in the beam itself, and not those produced by the specimen.

Microscopy of porous ceramics

1989 ◽  
Vol 47 ◽  
pp. 438-439
Author(s):  
H. M. Kerch ◽  
R. A. Gerhardt
Keyword(s):  
Porous Ceramics ◽  
Specimen Preparation ◽  
High Porosity ◽  
Ion Milling ◽  
Forming Process ◽  
Preparation Methods ◽  
Pore Texture ◽  
Proper Design ◽  
And Function ◽  
Function Information

Highly porous ceramics are employed in a variety of engineering applications due to their unique mechanical, optical, and electrical characteristics. In order to achieve proper design and function, information about the pore structure must be obtained. Parameters of importance include pore size, pore volume, and size distribution, as well as pore texture and geometry. A quantitative determination of these features for high porosity materials by a microscopic technique is usually not done because artifacts introduced by either the sample preparation method or the image forming process of the microscope make interpretation difficult.Scanning electron microscopy for both fractured and polished surfaces has been utilized extensively for examining pore structures. However, there is uncertainty in distinguishing between topography and pores for the fractured specimen and sample pullout obscures the true morphology for samples that are polished. In addition, very small pores (nm range) cannot be resolved in the S.E.M. On the other hand, T.E.M. has better resolution but the specimen preparation methods involved such as powder dispersion, ion milling, and chemical etching may incur problems ranging from preferential widening of pores to partial or complete destruction of the pore network.

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