Fall 2011 No.3 [Special Edition]
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Editors' Letter
A welcome to Purlieu's first ever Special Edition.
Dennis Erwin & Matt Story // Founding Managing Editors
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Being in the University: The Legitimations of Analytic Philosophy or a Philosophical Education?
Santiago Zabala is ICREA Research Professor at the University of Barcelona. He is the author of The Remains of Being (2009), The Hermeneutical Nature of Analytic Philosophy (2008), co-author, with Gianni Vattimo, of Hermeneutic Communism (2011), editor of Weakening Philosophy (2007), The Future of Religion (2005), Nihilism and Emancipation (2004), Art’s Claim to Truth (2009), and co-editor with Jeff Malpas of Consequences of Hermeneutics (2010). His forthcoming book is Being Shaken co-edited with Michael Marder (2012).
Santiago Zabala // ICREA / University of Barcelona
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INTERVIEW: An Improverishment of Philosophy
In the summer of 2011, Babette Babich answered Purlieu’s questions for the Fall 2011 Special Edition, ‘Philosophy and the University’.
Babette Babich // Fordham University
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INTERVIEW: Philosophical Antagonism and the Effects of Intellectual Fashion
In the summer of 2011, Steven Crowell answered Purlieu’s questions for the
Fall 2011 Special Edition, ‘Philosophy and the University’.
Steven Crowell // Rice University
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The University and Research in Italy
The Italian university is suffering—this is clear. And it suffers more than other European universities on account of a government that is not able to recognize that knowledge and research are fundamental factors of economic development. To the generalized reduction of economic resources for the university there corresponds in reality a marked increase in difficulties for those who take advantage of the “service” of teaching (namely, the students). However—one might ask us—isn’t this the model closest to that of other Western countries? Why is this such a scandal in Italy?
Gianni Vattimo // University of Turin & European Parliament
Alberto Martinengo // University of Turin
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Thinking the Pedagogical Truth Event
On the level of personal transformation, Heidegger’s ontological understanding of education is centrally concerned with that paradoxical question at the heart of the “perfectionist” tradition: How do we become what we are?
Thomson argues that the leading hermeneutic principle to follow pedagogically is that there is more than one inherent meaning to be found in things and staying open to the multiple suggestions things offer us, to the point of dedicating ourselves—as teachers and as human beings—to bringing forth such hints creatively and responsibly into the world. pp