121 research outputs found
Jak zdenazyfikować Nietzscheańską antropologię filozoficzną?
No full textHow to De-Nazify Nietzsche’s Philosophical AnthropologyIn this paper, the author draws several fundamental distinctions between two central notions in Nietzsche’s anthropology, namely those of Kraft and Macht. The distinctions and interpretations following them are based on a close reading of Nietzsche’s published writings. Following that, the author introduces a psychological typology between what is being called “positive” and “negative” power patterns. As a consequence, author argues, it is becoming clear that allegedly Nietzschean idea of a military and physical Macht as employed by Nazis is in fact properly to be understood as the Nietzschean Kraft and Gewalt. He also stresses that, according to Nietzsche, violent manifestations of Macht are usually confined to the behavior of persons who suffered from the psychological phenomenon of “negative” power. Author argues also that Nietzschean notions of power are not based on a crude naturalism nor on the biological distinctions which were a cornerstone of Nazi racism.How to De-Nazify Nietzsche’s Philosophical AnthropologyIn this paper, the author draws several fundamental distinctions between two central notions in Nietzsche’s anthropology, namely those of Kraft and Macht. The distinctions and interpretations following them are based on a close reading of Nietzsche’s published writings. Following that, the author introduces a psychological typology between what is being called “positive” and “negative” power patterns. As a consequence, author argues, it is becoming clear that allegedly Nietzschean idea of a military and physical Macht as employed by Nazis is in fact properly to be understood as the Nietzschean Kraft and Gewalt. He also stresses that, according to Nietzsche, violent manifestations of Macht are usually confined to the behavior of persons who suffered from the psychological phenomenon of “negative” power. Author argues also that Nietzschean notions of power are not based on a crude naturalism nor on the biological distinctions which were a cornerstone of Nazi racism
Polyominoes puzzles, patterns, problems, and packings
No full textInspiring popular video games like Tetris while contributing to the study of combinotorial geometry and tiling theory, polyominoes have continued to spark interest ever since their inventor, Solomon Golomb, introduced them to puzzle enthusiasts several decades ago. In this fully revised and expanded edition of his landmark book, the author takes a new generation of readers on a mathematical journey into the world of polyominoes, incorporoting the most important recent developmentsDeceptively simple, polyominoes are a collection of squares joined together along their edges. But how many different polyominoes can you make with 5 squares, 6 squares, n squares? If you have a set of pentominoes (shapes consisting of five squares) could you cover a rectangle with them? What would happen if you had cubes instead of squares? Could you pack a box with themPosing problems and giving answers along the way, Golomb invites the reader to play with these mathematical structures and develop on understanding of their extraordinary properties. In this new edition, he addresses, for example, the properties of octominoes and enneominoes and the problem of how to cover a donut with polyominoes. An extensive bibliography has been included to guide the reader to other interesting mathematical conundrums and to more advanced mathematical theories of polyominoe
Jacob Golomb, Nietzsche e Sion. Motivi nietzschiani nella cultura ebraica di fine Ottocento, trad. e postfazione di Vincenzo Pinto, La Giuntina, Firenze 2006
No full textIl volume di Golomb, curato da Vincenzo Pinto, offre una panoramica utile degli autori ebrei che hanno visto in Nietzsche un profeta della modernità. Alcune inesattezze del lavoro sono rilevate criticamente
Child art in context a cultural and comparative perspective
No full text"Child Art in Context: A Cultural and Comparative Perspective examines the process of creative expression in child art. More than 100 drawings and sculptures illustrate the genesis and development of representational skill and its progression in the visual arts as well as theories on how this course can best be understood. The author addresses the question of whether children's primitive forms reflect immature cognitive and emotional development, a theory supported by the view that optical realism is the endpoint of artistic development. Golomb disagrees with this notion and shows the intelligence of children's endeavors to invent symbol systems that represent their ideas in drawing and sculpture, emphasizing the vitality that modern artists have admired in childish or "primitive" forms. Of particular interest are chapters including new information on the developmental progression in sculpture in which the author systematically compares children's representation in drawing and modeling to demonstrate the significance of medium in understanding child art. This volume will be of interest to developmental psychologists, clinical psychologists, educational psychologists, clinical psychologists who use drawings for diagnostic or therapeutic purposes, anthropologists interested in the arts, art historians, and art educators, as well as to undergraduate and graduate students in these fields."--BOOK JACKET
Nietzsche\u27s Übermensch is not über Alles
No full textThis essay deals critically with Nietzsche’s anthropological typology of the “free spirit par excellence”, “we spirits”, persons endowed with positive as against negative powers, and the ideal of the Übermensch. From this presentation, which actually amounts to a concise summary of my various publications on Nietzsche, I draw two conclusions: The first, and quite surprising one, is that it was not Nietzsche’s ideal of the Übermensch that was the pinnacle of his anthropological philosophy but the even more ideal type of the “free spirit par excellence”. The second, and less surprising, conclusion asserts that a society consisting of such “free spirits” is impossible. This finding will be highlighted by contrasting the Übermenschen, who, according to Nietzsche, need society as a sine qua non for their cultivation, with free spirits par excellence, who, by definition, are free from any need of a society. We will see, however, that on Nietzsche’s terms the ideal of the Übermensch is also not viable in society. Hence this paper points to an inherent flaw in Nietzsche’s existential philosophy -- the non-viability of its most sublime ideals. Nonetheless, one has to speculate about Nietzsche’s reasons for introducing the ideal of the free spirit par excellence -- an ideal that he himself thought to be existentially impractical
Nietzsche as Affirmative Thinker: Papers Presented at the 5th Jerusalem Philosophical Encounter
No full textNietzsche the philosopher remains significantly at odds with Nietzsche the psychologist. on the other hand, Jacob Golomb claims that Nietzsche\u27s psychology is a means to attain his own philosophical goals. More specifically, says Golomb, Nietzsche\u27s objective is to provide us with an intellectual therapy that would prepare us for creative lives. Golomb then claims that Nietzsche\u27s notion of eternal recurrence is just the sort of thought experiment needed to carry out this therapy. Needless to say that this interpretation of Nietzsche\u27s idea of eternal recurrence is at odds with those views that see this Nietzschean idea as some kind of cosmological theory
Existentialism in Being and Time
No full textIn this paper, the possibility of classifying philosopher Martin Heidegger (1889-1976) as an existentialist, and whether or not his book Being and Time (1927) is an existentialistic piece will be discussed. Through the use of philosopher Jean-Paul Sartre (1905-1980) a renowned existentialist, and Jacob Golomb, Senior Lecturer in philosophy, specific terms and paragraphs will be analysed.In this paper, the possibility of classifying philosopher Martin Heidegger (1889-1976) as an existentialist, and whether or not his book Being and Time (1927) is an existentialistic piece will be discussed. Through the use of philosopher Jean-Paul Sartre (1905-1980) a renowned existentialist, and Jacob Golomb, Senior Lecturer in philosophy, specific terms and paragraphs will be analysed
“We are youtubers”: Project-based Learning to develop production skills. Guiding students through competencies to self-assessment
No full text[eng] It seems to be undisputed that the Spanish education system needs a change. In this
sense, the European commission of the teaching department urged Spain to start
assessing competencies. Although this change was taken up in 2013’s Spanish
Educational Law reform, the so-called LOMCE (Ley Orgánica para la Mejora de la
Calidad Educativa), to this day it has hardly been implemented. Project-Based Learning
(PBL) stands as a great opportunity to include this, since it entails an active
methodology which is focused on students, allowing teachers to have enough time and
space to carry out a formative assessment. As the role of the teacher will not merely be
a content provider, they will be able to use that time to guide students and provide
constructive feedback throughout their learning process.
Putting all this theory into practice will result in a project with different objectives, but the
main one will be to constantly produce in the English language. The students will
become youtubers and they will have to do their own research to create the final
product, a video. They will put into practice the content and skills developed writing the
script and performing for the cameras. In the process of development there will be
micro-tasks with a specific objective as it can be to focus on the terminology learned, to
practice pronunciation or writing skills, to exchange information with the other students,
or to develop critical skills with a self-correction exercise. These competences will give
students a good base to self-assess their project. All this will be wrapped in a context
where speaking and writing skills are the engine of the sessions since students will be
actively participating whilst guiding their own learning process
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