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Future or future past - Temporality between praxis and poiesis in Heidegger's 'Being and Time'

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Future or future past: Temporality between praxis and poiesis in Heidegger's...
Felix O Murchadha
Philosophy Today; Fall 1998; 42, 3; ProQuest Religion
pg. 262
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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old project draft edited by the excellent Jared Gassen in maybe 2014, waiting for updates with recent research on orientation to the good.
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This article considers the nature of experiential learning and its relationship with other forms of learning that gain their authority through assessment. It argues that experiential learning is grounded in, and stands upon, the notion of phronesis and is the goal of an educated populace. This argument, should it prevail, would see wisdom as the goal of education which is revealed in becoming wise through being-in-the-world. To consider a person a phronomis is not to credentialise her by separating her self-knowledge from her in some externality but to recognise her as being knowledgeable and wise rather than having knowledge. This distinction is evident in skills for work where success is not just in knowing how but is in doing. We suggest in this article that higher education ought not enframe students through assessment practices but liberate them in a mode of learning that reflects Heidegger's notion of 'letting learn'. Given the validity of this argument the central role of the recognition of prior leaning for higher education is developed as the most appropriate mode of revelation of this wisdom. Heidegger is used throughout as a guide.
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NOTE: THE explanation of the ACTWith model has been slightly modified since this time, with more refined descriptions available for example in the more recent paper "Models of Moral Cognition"... ABSTRACT: Conscience is frequently cited and yet its mechanism is not understood. Conscience is most familiar as a voice protesting against actions which compromise personal integrity. Persons also cite conscience as that which directs towards actions such as seeking political office and sending soldiers to war. In order to explain the scope of its influence, this text develops a view of cognition in which conscience is foundational. The text melds thousands of years of philosophical tradition into neurological research. The result is the ACTWith model of conscience. The model provides a system for the conceptualization of moral problems grounded in neurological research. It provides a psychology which does not treat morality merely as an add-on to a primarly rational animal. It does so by uncovering the role of conscience in motivating an individual to do the right thing in every situation. Can conscience and philosophy help to save the world? This work shows that it can. The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Mode of access: World Wide Web. Title from title screen of research.pdf file (viewed on August 9, 2007) Thesis (Ph. D.) University of Missouri-Columbia, 2006. Vita. Includes bibliographical references.
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