Showing papers in "Phronesis in 2011"
TL;DR: Aristotle argues that virtue is a non-intellectual state that is responsible for literally supplying the contents of our goals as mentioned in this paper and there are no good textual or philosophical reasons to reject this straightforward interpretation.
Abstract: Aristotle repeatedly claims that character-virtue “makes the goal right”, while Phronesis is responsible for working out how to achieve the goal. Many argue that these claims are misleading: it must be intellect that tells us what ends to pursue. I argue that Aristotle means just what he seems to say: despite putative textual evidence to the contrary, virtue is (a) a wholly non-intellectual state, and (b) responsible for literally supplying the contents of our goals. Furthermore, there are no good textual or philosophical reasons to reject this straightforward interpretation. Contrary to widespread opinion, Aristotle does not characterize Phronesis as supplying ends. Instead, its ethical import lies wholly in its ability to “determine the mean”. Moreover, because character involves non-rational cognition of the end as good, Aristotle can restrict practical intellect to deliberation without abandoning his anti-Humean view that we desire our ends because we find them good.
83 citations
TL;DR: In this article, the notion de situation professionnelle is proposed to define a point of vue for didactique professionnelelle, and the notion of situation is re-used in relation with situation of travail.
Abstract: Cet article propose de developper la notion de situation professionnelle, d’un point de vue de didactique professionnelle. Pour cela, il propose d’examiner d’abord la notion de situation professionnelle du point de vue de ce qu’elle peut apporter pour penser quelques questions de la formation professionnelle. La notion de situation professionnelle est ensuite reprise en relation avec la notion de situation de travail telle qu’elle est utilisee en didactique professionnelle, puis avec la notion de situation : ce qu’elle est, de quoi elle se compose, comment on l’apprend, comment on apprend d’elle.
50 citations
TL;DR: In De Anima II 5,417a21-b16, Aristotle makes a number of distinctions between types of transitions, affections, and alterations as discussed by the authors, and the objective of this paper is to sort out the relationships between these distinctions by means of determining which of the distinguished types of change can be coextensive and which cannot.
Abstract: In De Anima II 5,417a21-b16, Aristotle makes a number of distinctions between types of transitions, affections, and alterations. The objective of this paper is to sort out the relationships between these distinctions by means of determining which of the distinguished types of change can be coextensive and which cannot, and which can overlap and which cannot. From the results of this analysis, an interpretation of 417a21-b16 is then constructed that differs from previous interpretations in certain important respects, chief among which is its characterization of transitions from first potentiality to first actuality, e.g., learning, not as 'ordinary alterations', but rather as acquisitions of natural dispositions or faculties.
35 citations
TL;DR: The authors argue for the interpretation of Anaximander's world as an unstable system and show that the inconsistency found by scholars in Theophrastus/Simplicius' text disappears when it is realized that the elemental forces of nature do not change into each other.
Abstract: I argue for the interpretation of Anaximander’s world as an unstable system. The inconsistency found by scholars in Theophrastus/Simplicius’ text disappears when it is realized that the elemental forces of nature do not change into each other. They are in the Infinite in time as well as in space. To some extent preference is given to Aristotle’s evidence over the doxographical vulgate habitually derived from Theophrastus, though of course the Theophrastean passage containing the verbatim quotation remains the primary witness.
24 citations
TL;DR: A new assessment of Aristotle Politics 3.11 shows that most of the arguments contained in this chapter are strictly analogical and should not be granted too much weight in Aristotle's overall conception of popular government as discussed by the authors.
Abstract: A new assessment of Aristotle Politics 3.11 shows that most of the arguments contained in this chapter are strictly analogical and should not be granted too much weight in Aristotle’s overall conception of popular government. A close analysis of the four analogies used by Aristotle to illustrate the so-called “wisdom of the many” brings to light both the negative and the positive conclusions allowed by this chapter, the following in particular: 1) the partial inclusion of the people in government decisions is desirable insofar as the people are affected by these decisions; 2) the people’s judgements are most qualified in some areas of political life, such as the audit of the magistrates; 3) the optimal distribution of power in the political community is made in accordance with the relative merits of all its members.
18 citations
TL;DR: In this paper, the authors argue that the basic meaning of the expression is "proposition" and that it is often used to refer to the premisses of a syllogism.
Abstract: It has often been claimed that (i) Aristotle’s expression ‘protasis’ means ‘premiss’ in syllogistic contexts and (ii) cannot refer to the conclusion of a syllogism in the Prior Analytics . In this essay we produce and defend a counter-example to these two claims. We argue that (i) the basic meaning of the expression is ‘proposition’ and (ii) while it is often used to refer to the premisses of a syllogism, in Prior Analytics 1.29, 45b4-8 it is used to refer to the conclusion of a syllogism. In our view, the best explanation of Aristotle’s use of the expression ‘protasis’ is that it means proposition throughout but is frequently used without change of meaning (in certain specific contexts) to refer to the premisses from which a conclusion follows. In Prior Analytics 1.29, 45b4-8 he uses ‘protasis’ to refer to the conclusion when he needs a single expression to refer to both the conclusion and one of the premisses of the syllogism that constitutes the core of a syllogism through the impossible. If we are correct, we have shown that the view that the expression ‘the final protasis’ in EN 7.3, 1147b9ff must mean ‘the final premiss’ and so cannot refer to the conclusion of the relevant syllogism is mistaken.
16 citations
TL;DR: In this article, the authors propose trois lignes de travail a venir sur la notion of situation professionnelle, i.e., attributions qualifiant the situation of "professionnelle" which temoignent d'une forme d'invariance; and, l'activite de saisie par les conseillers de la "perspective" des agriculteurs avec qui ils sont en relation.
Abstract: Cette contribution invite a considerer la situation professionnelle au-dela d’une acception sociale d’un cote et d’une approche subjective d’autre part. Entendue comme objet intermediaire, la situation professionnelle est etudiee comme resultant d’une tension entre invariance et perspective. Les donnees portent sur l’activite de conseillers dont le role est d’accompagner les agriculteurs confrontes aux normes agro-environnementales. On s’attache a remettre en question d’une part les attributions qualifiant la situation de « professionnelle » qui temoignent d’une forme d’invariance; d’autre part, l’activite de saisie par les conseillers de la « perspective » des agriculteurs avec qui ils sont en relation. Enfin, on propose trois lignes de travail a venir sur la notion de situation professionnelle.
10 citations
TL;DR: In this article, an enquete empirique analyse le processus de reconstruction d'une seance d'enseignement (situation de reference) au cours d'un seance de conseil pedagogique, caracterisee par l'interaction entre une enseignante debutante and un formateur.
Abstract: A partir de la presentation d’un cadre de recherche (le travail partage des enseignants), ce texte soumet a l’empirie l’hypothese de la co-elaboration de la situation professionnelle. Pour ce faire, en s’appuyant sur le cadre de Goffman, l’enquete empirique analyse le processus de reconstruction d’une seance d’enseignement (situation de reference) au cours d’une seance de conseil pedagogique (situation support) caracterisee par l’interaction entre une enseignante debutante et un formateur. L’invalidation de l’hypothese debouche sur une proposition de conceptualisation de la situation professionnelle qui combine des approches definitoires (insistant sur la dualite entre sa singularite et sa genericite) et methodologiques.
7 citations
TL;DR: In this article, the authors analyze the structure of Aristotle's Metaphysics by explicating various senses of the term δύναµιs at issue in the treatise.
Abstract: This essay aims to analyze the structure of Aristotle’s Metaphysics Θ by explicating various senses of the term δύναµιs at issue in the treatise. It is argued that Aristotlers central innovation, the sense of δύναµιs most useful to his project in the treatise, is the kind of capacity characteristic of the pre-existent matter for substance. It is neither potentiality as a mode of being, as recent studies maintain, nor capacity for lcompleter activity. It is argued further that, in starting with the kύrιos sense of δύναµιs as capacity for change, Aristotle begins with the most familiar and acknowledged kind of capacity, in order to move to the less familiar but ultimately more useful notion of capacity for substance, and to bring these two kinds together through an analogical relation.
7 citations
TL;DR: In this paper, the Metaphysics initiates no change in this regard over the Categories and the point that form is (metaphysically) predicated of matter is a contribution, not to the account of statement predication, but to the analysis of compound material substances.
Abstract: What in Aristotle corresponds, in whole or (more likely) in part, to our contemporary notion of predication? This paper sketches counterparts in Aristotle’s text to our theories of expression and of truth, and on this basis inquires into his treatment of sentences assigning an individual to its kinds. In some recent accounts, the Metaphysics offers a fresh look at such sentences in terms of matter and form, in contrast to the simpler theory on offer in the Categories. I argue that the Metaphysics initiates no change in this regard over the Categories. The point that form is (metaphysically) predicated of matter is a contribution, not to the account of statement predication, but to the analysis of compound material substances. Otherwise put, in our terms Aristotelian form is not - in particular, is not also - a propositional function, but a function from matter to compound material substances.
7 citations
TL;DR: In this paper, the Strasbourg papyrus of Empedocles (fragment f-d) was reconstructed by taking into account all the parameters at our disposal: palaeography, metre and content.
Abstract: This article aims at reconstructing the most damaged part of the Strasbourg papyrus of Empedocles (fragment f-d), by taking into account all the parameters at our disposal: palaeography, metre and, of course, content. According to this attempt, Empedocles would be describing the very moment in the phase of increasing Strife when the whole-natured creatures (the ολοφυ) were split into male and female beings. Thus, the first part of the fragment becomes very similar, in its content, to fr. 62 D.-K. and to Plato’s parody of Empedocles in Aristophanes’ myth in the Symposium, while its second part emerges as containing new details of the process by which double creatures were split into two. If this reconstruction is accepted, its implication will be that Aetius’ presentation of Empedocles’ cosmic cycle as a fourfold continuous process is deeply inadequate.
TL;DR: The notion of situation professionnelle as mentioned in this paper was introduced by Giddens, who defined it as "un art de faire" which releve d’une competence professionnelelle.
Abstract: La notion de « situation professionnelle », telle que nous proposons de la visiter, suppose de questionner, dans un meme mouvement, la place des contextes et le role des acteurs au sein des situations d’enseignement-apprentissage. Il s’agit pour nous d’interroger la contextualisation de la demarche d’enseignement engagee au regard des publics accueillis et des conditions d’exercice de la profession d’enseignant. Definir la contextualisation comme « un art de faire » qui releve d’une competence professionnelle suppose alors de poser la legitimite du/des « contexte(s) » comme vecteur(s) explicatif(s). Le modele conceptuel developpe s’inscrit dans la lignee de la theorie de la structuration d’Anthony Giddens (1987). Il est complete par le modele ecologique du developpement humain propose par Bronfenbrenner (1986).
TL;DR: In this article, a new interpretation of Glaucon's division of goods is proposed on the basis of an analysis of the distinction between the second and third classes of goods, and a distinction between criterial benefits, those valuable consequences of a thing which provide a standard for evaluating a thing as a good instance of its type, and fringe benefits, valuable consequences which do not provide such a standard.
Abstract: In Republic II Glaucon assigns to Socrates the task of praising justice for itself. What it means to praise justice for itself is unclear. A new interpretation is offered on the basis of an analysis of Glaucon’s division of goods. A distinction is developed between criterial benefits, those valuable consequences of a thing which provide a standard for evaluating a thing as a good instance of its type, and fringe benefits, valuable consequences which do not provide such a standard. Socrates is expected to praise justice by describing the benefits it constitutes as a valuable activity of soul. He may also use the criterial benefits of justice but not its fringe benefits. This account of Socrates’ task is superior to those interpretations which rule out all use of valuable consequences in praising justice and to those interpretations which fail to preserve the distinction between the second and third classes of goods.
TL;DR: In the Cratylus (385e-387d), the author of as discussed by the authors argues that the standards of correctness for our use of names in speech are in no way up to us.
Abstract: Near the beginning of the Cratylus (385e-387d) Plato’s Socrates argues, against his friend Hermogenes, that the standards of correctness for our use of names in speech are in no way up to us. Yet this conclusion should strike us, at least initially, as bizarre. After all, how could it not be up to us whether to call our children by the names of our parents, or whether to call dogs “dogs”? My aim in this paper will be to show that, although Plato’s argument does not succeed in establishing this apparently bizarre conclusion, it may well succeed in establishing an equally momentous conclusion: that the standards of correctness for our use of concepts in thought are in no way up to us.
TL;DR: In this paper, the authors tente de reperer a partir de plusieurs travaux de recherche menes en sciences de l’education comment the virtualite vient remettre en question the situation professionnelle des enseignants, en particulier dans les dimensions de vecus inconscients de l'espace and du temps.
Abstract: Ce texte tente de reperer a partir de plusieurs travaux de recherche menes en sciences de l’education comment la virtualite vient remettre en question la situation professionnelle des enseignants, en particulier dans les dimensions de vecus inconscients de l’espace et du temps. C’est en insistant sur le travail de deliaison que provoque le contexte des technologies de l’information et de la communication que la dimension inconsciente de situation professionnelle est mise en evidence.
TL;DR: In this paper, the authors present quelques resultats preliminaires d'une recherche menee presentement a l’Institut de Recherche sur les pratiques educative de l'Universite de Sherbrooke, which vise a comprendre comment les situations presentes dans la formation a lenseignement peuvent soutenir le fonctionnement and la reussite de l-apprentissage professionnel des enseignants en formation.
Abstract: Ce texte presente quelques resultats preliminaires d’une recherche menee presentement a l’Institut de recherche sur les pratiques educatives de l’Universite de Sherbrooke. Cette recherche vise a comprendre comment les situations presentes dans la formation a l’enseignement peuvent soutenir le fonctionnement et la reussite de l’apprentissage professionnel des enseignants en formation. Nous cherchons a identifier les points de rencontre entre les situations d’activite professionnelle, les situations d’apprentissage professionnel et les situations de formation. Nous tenterons d’analyser le role que peuvent jouer certains dispositifs visant a soutenir un processus de professionnalisation que nous definissons au regard d’une finalite : la construction de savoirs professionnels. L’originalite de cette recherche est la convocation des travaux de Gaston Bachelard pour elaborer le cadre theorique permettant la lecture et l’interpretation des resultats.
TL;DR: The Republic IX 583c-585a presents an argument in favour of the view that there are three relevant hedonic states: pleasure, pain, and an intermediate as mentioned in this paper.
Abstract: Republic IX 583c-585a presents something surprisingly unusual in ancient accounts of pleasure and pain: an argument in favour of the view that there are three relevant hedonic states: pleasure, pain, and an intermediate. The argument turns on the proposal that a person’s evaluation of their current state may be misled by a comparison with a prior or subsequent state. The argument also refers to ‘pure’ and anticipated pleasures. The brief remarks in the Republic may appear cursory or clumsy in comparison with the Philebus , but this appearance is misleading. Rather, they are part of a neat dialectical argument against a potentially troubling set of opponents. Socrates’ use of a topological analogy at 584d3-585a7 rounds off this section by clarifying and illustrating his position, preparing the ground for the final explanation of the pleasantness of the philosophical life at 585a-587c.
TL;DR: In this article, a situation professionnelle is defined as an interface majeure of the formation en alternance concue ici comme une Ecole de la conjonction, une ecole ou l’on apprend a relier, fondement d'une ingenierie de professionnalisation.
Abstract: La situation professionnelle est identifiee comme interface majeure de la formation en alternance concue ici comme une Ecole de la conjonction, une ecole ou l’on apprend a relier, fondement d’une ingenierie de professionnalisation. La notion de situation est approfondie a partir de l’etude d’un corpus de donnees constitue au fil de l’experimentation d’un modele de formation en alternance centree sur l’ecriture et la construction de la situation professionnelle par un sujet-acteur-auteur de la situation, en interaction avec autrui, dans le contexte de la formation en soins infirmiers. L’analyse et l’interpretation des donnees permettent de mettre en evidence une unite singuliere complexe, construite dans l’espace-temps d’une pratique professionnelle, un processus au cours duquel plusieurs etats se succedent. Le moment critique dans l’action la caracterise ; il occupe la place centrale du processus, mobilisant reflexion dans l’action, deliberation interieure et decision d’action.
TL;DR: Aristotle's criticism of Platonic Forms in the Metaphysics has been a major source for the understanding and developments of the theory of forms in later Antiquity as mentioned in this paper.
Abstract: Aristotle’s criticism of Platonic Forms in the Metaphysics has been a major source for the understanding and developments of the theory of Forms in later Antiquity. One of the cases in point is Aristotle’s argument, in Metaphysics I 9, 990b22-991a2, against Forms of non-substances. In this paper, I will first provide a careful analysis of this passage. Next, I will discuss how the argument has been interpreted ‐ and refuted ‐ by the fifth-century Neoplatonists Syrianus and Proclus. This interpretation has played an important role in the broader context of the Neoplatonic debates on the range of Plato’s theory of Forms, which was one of the traditional problems discussed about the Forms in later Platonism.
TL;DR: In this paper, the authors describe the processus de construction of l’accompagnement en a situation professionnelle, in which a demarche ethnographique (Woods, 1990) and an approche microsociologique (Thomas, 1923, Goffman, 1993, Lapassade, 1997) are presented.
Abstract: Ce texte traite de l’accompagnement socioprofessionnel des migrants comoriens residant dans l’ile de La Reunion. Il questionne principalement le processus de construction de l’accompagnement en tant que situation professionnelle. Pour apprehender la complexite de ce processus, nous avons convoque une demarche ethnographique (Woods, 1990) privilegiant une double entree : celle de l’accompagnateur et celle de l’accompagne, une approche microsociologique (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) permettant d’articuler les concepts de definition de la situation et de conflit de definition de la situation et enfin une approche interculturelle (Abdallah-Pretceille, 2003 ; Clanet, 1990 ; Camilleri, 1993) visant a elucider, en reference a une triple perspective : subjectiviste, interactionniste et situationnelle, les dimensions alteritaire et heterogene de l’accompagnement.