Unquiet Understanding

In Unquiet Understanding, Nicholas Davey reappropriates the radical content of Gadamer's philosophical hermeneutics to reveal that it offers a powerful critique of Nietzsche's philosophy of language, nihilism, and post-structuralist deconstructions of meaning. By critically engaging with the practical and ethical implications of philosophical hermeneutics, Davey asserts that the importance of philosophical hermeneutics resides in a formidable double claim that strikes at the heart of both traditional philosophy and deconstruction. He shows that to seek control over the fluid nature of linguistic meaning with rigid conceptual regimes or to despair of such fluidity because it frustrates hope for stable meaning is to succumb to nihilism. Both are indicative of a failure to appreciate that understanding depends upon the vital instability of the "word." This innovative book demonstrates that Gadamer's thought merits a radical reappraisal and that it is more provocative than commonly supposed.

Communicative Engagement and Social Liberation: Justice Will Be Made recognizes limitations in contemporary understandings that separate history and rhetoric. Drawing together ontological and epistemic perspectives to allow for a fuller appreciation of communication in shaping lived-experience, facets of the two academic subjects are united in acts of communicative engagement. Communicative engagement draws from Anna-Teresa Tymieniecka’s writings on the human condition; extends the communicative praxis of philosopher Calvin O. Schrag by reuniting theōria-poíēsis-praxis; expands Ramsey Eric Ramsey’s writings to provide ground for vitalizing social liberation; and includes the work of philosophers including Hans-Georg Gadamer, Maurice Merleau-Ponty, and Michel Foucault as well as philosophers of communication including Lenore Langsdorf, Michael J. Hyde, Corey Anton, and others who guide a recollection of the significance of poíēsis in human communication. Myrtilla Miner, Mary White Ovington, and Jessie Daniel Ames dedicated their lives to being out-of-place and speaking out-of-turn to alter the way humanity was understood by members of society at large. The lived-experiences of these historical figures assists readers in recognizing how creativity (poíēsis) can potentially enable liberation from restrictive social circumstances.

The volume deals with historical ontology from several angles: the historicity of understanding (Françoise Dastur, Arbogast Schmitt, Samuel Weber), the limits of making (Emil Angehrn, Nicholas Davey, Jan-Ivar Lindén) and the future of memory (Jayne Svenungsson, Christoph Türcke, Bernhard Waldenfels).

A Hermeneutics of Poetic Education: The Play of the In-Between explores the ways in which both play and poetry orient us toward what surpasses us. Catherine Homan develops an original account of poetic education that builds on Friedrich Hölderlin’s idea of poetry as a teacher of humanity. Whereas aesthetic education emphasizes judgments of taste and rational autonomy, poetic education foregrounds self-formation and openness to the other. Critically engaging the works of Eugen Fink, Hans-Georg Gadamer, and Paul Celan, this book argues that poetry and play call for a particular stance in the world and with others. Open toward the infinite while simultaneously reaching toward its own finitude, the poetic work addresses us and invites our response. Poetry reveals the human condition as “in-between” and dialogical, even at the limits of language. Although many philosophers mistakenly view play as frivolous, Homan takes play seriously. Play--spontaneous and creative--resists mastery and instead requires an active attunement to the to-and-fro movement of the world, of others, and ourselves. A Hermeneutics of Poetic Education demonstrates that poetic education, as learning to listen, provides vital resources for responding to alterity in meaningful ways that resist totalization.

Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from philosophy proper (the European phenomenological-hermeneutic tradition) through curriculum studies. It thus presents the "best of both worlds" for the reader; there is a "play" or movement from philosophy proper to educational philosophy and then back again in order to locate and explicate what is intimated, suggested, and in some cases, left "unsaid" by educational philosophers. This amounts to a work on education-philosophy that elucidates, through various permutations within the unique foci of each essay, the general phenomenological theme of the fundamental ontology of the human being as primordial learner. Reflecting his experience as scholar, teacher, and perennial learner, the author suggests how research in phenomenology might prove beneficial to the enhancement of both the theoretical and practical aspects of education; readers are invited to envision education as far more than merely a means by which to organize an effective learning experience in which knowledge is assimilated and skill sets are efficiently imparted, but rather as a holistic and integrated process in which knowing, acting, and valuing are original ways of Being-in-the-world.

Reflexivity is a category that is too appealing not to arouse interest. It is a concept largely diffused in several psychological domains, as well as associated with epistemological, theoretical, methodological and practical discussions. At the same time, it is a very polysemic notion, understood and used in many different ways. If one approaches the notion and tries to identify the semantic boundaries of its usage, the seeming solidity of the term fades away, and a rather liquid semantic field emerges – a field where several interpretations coexist, being contingent to the context of the discussion in which they are implemented. This is the reason that makes the notion of reflexivity a prototypical example of the difficulties encountered by Psychology – and more in general social sciences –in the effort to define their own language. The term “reflexivity” ? like many others the language of Psychology is full of – is used in daily life and thus its semantics is shaped by the pragmatic, contingent functions it serves in such communicational circumstances. The apparent – from afar ? clearness of the concept does not concern its conceptual, epistemic status, but the capacity of the sign to contribute efficaciously to mediate and regulate the exchange. The theoretical elaboration of the notion of reflexivity can be seen as one of the ways of performing the challenging task of developing an intentional language for Psychology. By working on such a notion one can realize that common sense lies at the core of psychological science and what it means to separate the former from the latter, so as to pursue the foundational task of developing Psychology as a theory?driven science.

The International Encyclopedia of Communication Theory and Philosophy is the definitive single-source reference work on the subject, with state-of-the-art and in-depth scholarly reflection on key issues from leading international experts. It is available both online and in print. A state-of-the-art and in-depth scholarly reflection on the key issues raised by communication, covering the history, systematics, and practical potential of communication theory Articles by leading experts offer an unprecedented level of accuracy and balance Provides comprehensive, clear entries which are both cross-national and cross-disciplinary in nature The Encyclopedia presents a truly international perspective with authors and positions representing not just Europe and North America, but also Latin America and Asia Published both online and in print Part of The Wiley Blackwell-ICA International Encyclopedias of Communication series, published in conjunction with the International Communication Association. Online version available at Wiley Online Library

Winner of the 2012 Gradiva Award! Utilizing the hermeneutics of Hans-Georg Gadamer and the ethics of Emmanuel Lévinas, The Suffering Stranger invigorates the conversation between psychoanalysis and philosophy, demonstrating how each is informed by the other and how both are strengthened in unison. Orange turns her critical (and clinical) eye toward five major psychoanalytic thinkers – Sándor Ferenczi, Frieda Fromm-Reichmann, D. W. Winnicott, Heinz Kohut, and Bernard Brandchaft – investigating the hermeneutic approach of each and engaging these innovative thinkers precisely as interpreters, as those who have seen the face and heard the voice of the other in an ethical manner. In doing so, she provides the practicing clinician with insight into the methodology of interpretation that underpins the day-to-day activity of analysis, and broadens the scope of possibility for philosophical extensions of psychoanalytic theory.