Understanding and Being lecture 9:2

CD/mp3 156, second part of ninth Halifax lecture on Insight. Corresponds to CWL 5: 212-24. Sponsored by Mary Kierans, in the name of Hugh Kierans. How can Insight be taught? One need not work through the general scheme completely every time. The fundamental analogies (insight to data, existence to form, and so on) are the key. The canons of metaphysical analysis (concreteness, explanation, and the distinction from grammar and logic) are discussed next, followed by the question of metaphysical intregration. In addition to the general analysis of a being, there is being as a totality, as the universe, the all-inclusive. With regard to human beings, the significance of images has come into prominence in our time. The connection of the image with self-appropriation is twofold. In itself the image is a sensitive function, but in human integration it carries the significance and ideals proper to intellect, reason, and will. In the latter case, we have mystery. The image has a logic of its own that enables it to be an implement of developing understanding, rationality, and virtue. But it can also be a block, functioning as myth. The historical component in self-appropriation is discussed next, followed by the classification of philosophies and the division of stages of culture, in terms of the three levels. This provides an upper blade for historical study, and this notion is developed briefly into a theory of hermeneutics.

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Audio restoration by Greg Lauzon