Some Remarks on Musical Symbolism of Philo’s Hermeneutics in “De Posteritate Caini”

Philo of Alexandria can hardly be called a philosopher, especially given a certain speculative or systematic philosophy. But also, contrary to the prevailing opinion in contemporary research, it could hardly be defined as an exegete, especially given the modern content of the term. At the same time, the impression remains that the most often associated concept with his name – allegory (allegorical interpretation) is usually perceived too narrowly, and not enough attention is paid to the actual literary and hermeneutical skills of the author. Modern translations of his works often do not reflect the symbolism used by Philo at all, as is the case with music imagery in the opening paragraph of De Posteritate Caini. The musical theme and symbolism in Philo's work undoubtedly deserve a special and thorough study, which would go far beyond the scope of this article.

The Question of Being: Greece, India and China

One of the main features of the European perception of reality is that it is understood in terms of Parmenides’ wondering that “there is Being”. This concept is crucial for the Western tradition. In Western thought, the issue of Being is presented in pairs with two possible opposites: becoming and non-being. In this article, the concept of Being as it is presented in the Ancient Greek thought will be presented in comparison with similar concepts in Indian and Chinese traditions. The main aim of the paper is to outline the peculiarities and importance of each tradition.

The Emergence of the Islamic Messiah Al Mahdi and his “Ideal” State

This study aims to present the emergence of the Islamic Messiah Al Mahdi and his “ideal” state. Many modern preachers, clerics and thinkers are trying to find the signs of the appearance of the expected messiah given by Sharia tests and their interpretations by Islamic legal authorities. Thus, they create their own geopolitical versions, explaining modern political dynamics, based on their aspirations to build the ideal state formed under the light of the crescent. The dispositions of the Sharia norms are explained in a way that forms a logical-looking version of the emergence of a universal just state, led by the expected savior – Imam Mahdi. Muhammad ibn al-Hasan al-Mahdi (Arabic: مُحَمَّد ابْن ٱلْحَسَن ٱلْمَهْدِي, Muhammad ibn al-Hasan al-Mahdi) is believed by Twelver Shia to be the Mahdi, who has two other eschatologists with Jesus (Jesus) to fulfill their mission to bring peace and justice to the world. The Shivers of Twelver believe that al-Mahdi was born on the 15th of Sha'ban in 870 AD / 256 AH and adopted the Imam at the age of almost four after the assassination of his father, Hassan al-Askari. In the early years of his Imam, he is believed to have had contact with his followers only through the Four Deputies. This period was known as the Small Occult (ٱلْغَيْبَة ٱلصُّغْرَىٰ) and lasted from 873 to 941. A few days before the death of his fourth deputy Abu al-Hasan Ali ibn Mohammed al-Samari in 941, he is believed to have sent a letter. to his followers. In this letter from Al-Samari, he announced the beginning of the main occult (ٱلْغَيْبَة ٱلْكُبْرَىٰ), during which the Mahdi was not to have direct contact with his followers, but had instructed them to follow the pious high clergy he had mentioned. some distinctive merits.

Classification and Symbols of Masses in the Conception of Elias Canetti

The article focuses on the types of masses and their symbols according to Elias Canetti, which he presents in his large-scale work Masses and Power. The main forms of the masses are classified, according to their functional characteristics. Various natural phenomena and clusters are natural combinations of symbolic significance, carried away from ancient times to the present day through myths, traditions, dreams, speech. Analogies are examined between the natural symbols of masses, which are absorbed and carried by man as attributes of the masses in the social reality.

Education and Resentment

That the world is awash with resentment poses a genuine question for educators. Here, we will suggest that resentment can be better harnessed for good if we stop focusing on people and tribes and, instead, focus on systems: those invisible norms that often produce locked-in structures of social interaction. A “systems lens” is vast, so fixes will have to be an iterative process of reflection, and revision toward a more just system. Nonetheless, resentment toward the status quo may be an important element in keeping that otherwise tedious process going, with the caveat that resentment is only productive when it is combined with reason, and that, therefore, educators, rather than privileging participant reactive attitudes, ought, instead, to promote participant reactive reasoning, as the latter can be a genuine force for both personal and interpersonal growth, while the former might very well do the reverse.

Parmenides on the True and Right Names of Being

Parmenides as a knowing mortal (F I. 3) writes a philosophical-poetic account of a travelogue in which distinctive voices (F. 2) that are a mixture of myth and logos come out of an unnamed goddess (F I. 23) who didactically speaks with an unnamed young man as her direct listener and addressee (F II. 1) in order to reveal for him different spheres and routes (F II. 2) of inquiry about a specific referent. In the hybrid and tailored account of the immortal about a specific subject-matter, such as being, we can read different approaches of the thoughtful mortals through the narration of the goddess, and the idea of the immortal herself. And exactly when thoughtful mortals want to introduce their thinking and understanding of the “referent” in human lingual terms they appeal to the act of naming and making names, though there is no explicit account by the immortal about her approach for lingual expressing of the referent. Such an account gives us some useful and distinctive hints about Parmenides’ conception as a mortal about naming/names which makes his conception in a specific position in regard to the other pertinent and close words, such as ἔπος/ἔπεα, ῥῆμα, ἔργον, καλεῖν, λόγος and Presocratic thinkers like Heraclitus, Democritus, and Empedocles. According to the immortal’s account, in relation to naming and names thoughtful mortals can be classified mainly into two groups: (1) Those who are in Aletheia are informed of the distinctive features of the referent that is a “totality” and should be able to make “true” names for it but fail (F8. 38-39). If they succeeded, then their naming and names are true/ ἀληθῆ; and (2) those who are in Doxa think to know the features of the referent that is a “dual” and accordingly thoughtful mortals make names. Though all of names that are made are not unacceptable, one set is acceptable/χρεών (F 8. 54). As a result, we can infer that if Parmenides as a thoughtful mortal wants to express his thought about eon in lingual terms, he should appeal to naming and making names for they have specific dynamis (F IX. 2—a term that appears in Plato’s Cratylus 394b) in communicating the nature of any specific referent. The first best situation or Aletheia is where on the basis of his “knowledge”, he can communicate the distinctive features of eon in names and thereby make “true” names. Besides, there is the second best or Doxa, where he can communicate his “beliefs” about the essence and essential features of eon in names and make “acceptable” names.

Philosophy of Education in the Digital Era

The article presents philosophical and critical exploration of education in the framework of intensive informatization of modern society. The use of digital technology is nowadays a key feature of educational practices in the world. Yet despite its prominence, digital technologies in education continue to be an issue that rarely receives sustained critical attention and thought. Tackling the wider picture, addressing philosophical, cultural, economic aspects of education in digital age, the study offers to make sense what happens and what doesn’t happen, when the digital and educational come together. Both positive and negative consequences of the spread of e-learning systems and technologies are analyzed. Examining contemporary education in terms of social justice, equality and meaningfulness the authors formulate the key tasks facing the philosophy of education in the modern digital era. The authors conclude that it is necessary to supplement electronic educational technologies with traditional educational practices. In particular they examine the trends and prospects of cognitive research and biotechnologies in the light of their influence on the human ideal that characterizes contemporary education. The authors argue that a serious and fruitful comprehension of education in the digital age requires a revision of the classic opposition of the subject and object, spirit and body, man and animal.

The Need for Education to Pass in the Future Tense

The problems in education are facing in a super-industrial society and a few resolutions on how it would improve in the future are just a couple of questions that attract my attention as a philosopher and as an educator. My main interest mostly concerns understanding the importance and the need for today’s educational system to change to better prepare new generations for what tomorrow brings. For the basis of my thesis, my point of reference, as you might wish, I use the words of Alvin Toffler from the book Future Shock, in which he greatly focuses on education, in this piece of his, even though it was published fifty years ago, he deals with and indicates the problems in education, even back then unfortunately little has been done like today, a large part of the world is facing problems with the educational system and is in a desperate need of change, at least what is known till now, there are numerous problems.

Hermeneutic Phenomenology: Essence in Educational Research

This article shows how and why hermeneutic phenomenological research can promote knowledge and understanding in research practices in education. The main focus of the article is aimed to provide rich textual descriptions of the experiencing of selected phenomena in the life world of individuals that are able to connect with the experience of all. It gives a brief overview of hermeneutic phenomenology and discuss its use in research work in education. The paper also presents on the diverse field of application, recent developments and the essence of hermeneutic phenomenological in education research. The article further examines the philosophical standpoint and establishes its linkages with various other methodologies. Finally, paper concludes with Clark Moustakas phenomenological data analysis for the analysis of the gathered data consisting three main components: phenomenological reduction, imaginative variation, and synthesis to come to the conclusion. This article demonstrates and explores the value of hermeneutics as a credible, rigorous, and creative way to address the different aspects of professional practices and how hermeneutic phenomenology is useful in studying the personal and social facets of making psychological knowledge and searching for philosophical truth as a research methods in educational research.