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Kritické eseje o súčasnej dobe

100%
Višňovský E.
Filosofický časopis (Philosophical Journal)
|
2012
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vol. 60
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issue 2
273-280
EN
The article treats of the plurality of genres of philosophical literature and, in this context, focuses on the philosophical essay. The author provides a concise characterisation of the development of this genre and, using the example of the topical essays of Slovak philosopher and literary critique E. Farkašová, presents several possibilities for reflecting on contemporary times.
SK
Príspevok tematizuje pluralitu žánrov filozofickej literatúry a v rámci nej sa sústreďuje na filozofickú esej. Autor podáva stručný náčrt vývinu tohto žánru a na príklade aktuálnych esejí slovenskej filozofky a literátky E. Farkašovej prezentuje niektoré z jeho možností pri reflexii súčasnej doby.
2

RORTYHO KONCEPCIA SPOLOČENSKEJ ROLY INTELEKTUÁLOV

100%
Višňovský E.
Filozofia (Philosophy)
|
2013
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vol. 68
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issue 8
704 – 715
EN
The paper gives a concise account of Rorty’s conception of intellectuals and their role in society, politics and culture. This topic is an integral part of Rorty’s writings, in particular those on ethics and politics since the 1990s. The author describes his attitude towards Central-European intellectuals such as Patočka and Havel; his views on the contemporary leftist intellectuals in relation to the problem of the poor; his cultural typology of intellectuals as related to cultural politics; his concept of post-philosophical culture. In conclusion he depicts Rorty’s hope in future intellectual culture radically different from that of our days.
3

PEIRCE A RORTY: POKUS O ZMIERENIE DVOCH VERZIÍ PRAGMATIZMU

100%
Višňovský E.
Filozofia (Philosophy)
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2015
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vol. 70
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issue 7
497 – 504
EN
The author questions the traditional views of pragmatism and semiotics as having originated independently one from the other; i. e. that of Peirce creating semiotics first and pragmatism following afterwards, or vice versa. For him it seems more plausible that semiotics and pragmatism were just two parts of Peirce’s early project which brought together philosophy and science. This provided the basis for what has yet to be developed, namely the project of “semiotic pragmatism”, or, more generally, the “semioticization of philosophy”. The article outlines this very project, which R. Rorty had misunderstood and therefore completely ignored. The author contends that pace Rorty, the meaning of semiotics is as important to pragmatism as the meaning of pragmatism is to semiotics. However, he shows, how these two seemingly antagonistic versions of pragmatism could be reconciled.
4

PEIRCEOVA VERZIA PRAGMATIZMU

100%
Višňovský E.
Filozofia (Philosophy)
|
2014
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vol. 69
|
issue 4
307 – 317
EN
The paper discusses Peirce’s version of pragmatism based principally on his logical maxim (its various formulations appeared in 1878-1907) within the context of articulating the character of this philosophical school. The author describes the key features of Peirce’s pragmatist maxim as different from James’s version and shows an open and pluralistic character of pragmatism. Despite the substantial meaning of Peirce’s maxim consisting in providing the „pragmatic meaning“ of thought, the author argues that the pragmatist philosophy can be understood and developed in far more ways.
5

IDEA „VYLEPŠOVANIA ČLOVEKA“ Z HĽADISKA FILOZOFIE PRAGMATIZMU

100%
Višňovský E.
Filozofia (Philosophy)
|
2015
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vol. 70
|
issue 5
343 – 355
EN
The author presents the current context and key issues connected with the trans-humanist idea of human enhancement. He argues that from the philosophical point of view human enhancement is the continuation of the ancient ideas of human perfection and perfectionism. These ideas, when taken abstractedly, separated from other ethical ideas such as happiness, dignity, self-care and self-control, might lead to problematic consequences. Further, the paper gives an account of pragmatist philosophical humanism which at some points may look as a precursor of transhumanism or its close ally. However, the author’s conclusion is that pragmatist humanism while supporting „transformism“ keeps in mind the meaning of human endeavours which it sees in good life and good society rather than in radical enhancement of human biological nature via technology.
6

Homo biotechnologicus

100%
Višňovský E.
Human Affairs
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2015
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vol. 25
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issue 2
230-237
EN
The paper outlines the concept of the human being as homo biotechnologicus. This concept is just one version of many possible human self-interpretations, since human beings can answer their own fundamental question of ‘who are we?’ simply using their ‘human, all too human’ self-descriptions. However, technology is a substantial part of the human being as a natural being, and biotechnology is, moreover, its root. The biotechnology of today’s world means that humanity is set on a path to transcending its own human nature, with all the risky consequences that entails. The author considers these radical developments from the standpoint of posthumanism
7

The "Practice Turn" in the Contemporary Socio-Human Sciences

100%
Višňovský E.
Human Affairs
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2009
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vol. 19
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issue 4
378-396
EN
The paper provides an overview of the current situation in the socio-human sciences, which is characterised by attempts to overcome traditional one-sided approaches and look for new alternatives. One of the latest alternatives to traditional approaches in the philosophy and methodology of the social sciences is the "practice turn". It is the turn to another, non-traditional approach to practice but also to Aristotelian phronesis. The author gives an account of three main tenets of this turn with reference to both ancient Greek and modern conceptions of practice.
8

Pragmatist Conception of Participatory Democracy1

100%
Višňovský E.
Human Affairs
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2008
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vol. 18
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issue 1
92-99
EN
The paper considers the issue of participatory democracy which has recently got high in the European integration agenda. In the history of ideas, however, it has been a controversial as well as neglected idea associated mostly with Rousseauian and Leftist models of democracy. The autor points to the key features of participatory democracy such as the idea of self-mastery. The philosophical idea of participation lies at the heart of the pragmatist conception of democracy as developed by J. Dewey. Its functioning may be illustrated by the concept of "democratic normative community". This conception of participatory democracy as a broad social rather than a narow political phenomenon provides the framework that makes it both a vital ideal and a creative task for current global as well as local efforts to bring about the sociopolitical change.
9

Introductory: The Global Potential of Pragmatism

100%
Višňovský E.
Human Affairs
|
2009
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vol. 19
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issue 1
1-9
10

The pragmatist conception of altruism and reciprocity

100%
Višňovský E.
Human Affairs
|
2011
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vol. 21
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issue 4
437-453
EN
The paper provides an account of the pragmatist philosophical conception of reciprocity and altruism based on the ontology of “panrelationalism”. The Deweyan concepts of transaction and cooperation are also outlined in some detail as well as the pragmatist (Rortyan) idea of justice. The author attempts to show that altruism is not necessarily just reciprocal but demands as its supplement (at least) altruism without reciprocation.
11

Introductory: From culture to mind and backwards

100%
Višňovský E.
Human Affairs
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2013
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vol. 23
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issue 4
471-473
12

Introductory: Reflecting on a Good Life

100%
Višňovský E.
Human Affairs
|
2008
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vol. 18
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issue 2
133-138
13

Rorty’s philosophy of religion

100%
Višňovský E.
Human Affairs
|
2015
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vol. 26
|
issue 3
329-339
EN
Richard Rorty interpreted religion as a historically constituted part of culture. As a philosopher, he sought primarily to understand religion’s socio-cultural nature and role. His approach was socio-critical, intellectually sympathetic and humanistic. The paper provides an account of Rorty’s key phases in his philosophy of religion. During phase one (the 1990s), he was primarily interested in whether, in a democratic society, religion should simply be a private matter or also one of public concern (and if so, then in what way and to what extent). During phase two (post-2000), his thinking on cultural politics developed more broadly, and he wrote about ‘romantic polytheism’ and the future of religion, etc. In his writing from phase one, he portrays himself as a ‘secular humanist’ as well as an atheist and, in his writing from phase two, as a ‘non-theist’ and ‘anti-clericalist’.
14

“PANRELACIONIZMUS” AKO ONTOLOGICKÝ ZÁKLAD ETIKY ALTRUIZMU A RECIPROCITY

100%
Višňovský E.
Filozofia (Philosophy)
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2012
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vol. 67
|
issue 1
26 – 34
EN
The paper provides an account of the pragmatist philosophical conception of „panrelationism“ as the basis of the ethical theories of altruism and reciprocity. The author maintains that ethics is deeply rooted in ontology (metaphysics). The Deweyan concept of the transaction is outlined as well. The author attempts to show that altruism is not necessarily only reciprocal. It demands as its supplement (at least) altruism without reciprocation.
15

Introductory

63%
Kwiek M., Višňovský E.
Human Affairs
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2014
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vol. 24
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issue 1
3-6
16
Content available remote

Pedagogický dualizmus teoretického a praktického: historické pozadie a súčasné ilúzie

51%
Višňovský E., Kaščák O., Pupala B.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2012
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vol. 22
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issue 3
305-335
EN
The paper newly raises the traditional question of educational science – the question of the relationship between theoretical knowledge and practice, between science and practice. This target problem is discussed using a complex theoretical overview and integrating this problem of educational science into broader context of development of social sciences and humanities. Using this umbrella, transformations of relationship between theory and practice, discussed from the period of Classical Antiquity, through Modern period until present times, are interpreted. Consequently, transformations of relationship between theory and practice in this timeline provide a background for explaining the oscillation of self-representation of educational science as either theoretical or practical science. Finally, the well-known concept of teacher as reflective practitioner announced in the field of teacher training as a promising example of how to definitely bridge the gap between academic knowledge and knowledge necessary for practical execution of education is elaborated on.
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