2.17.15 Another Beginning: Techne (and praxis too)

I've felt an unique sense of resolution the last few days, the first after completing the 367 consecutive days of Being and Learning 2.0.  I feel resolved, and full of resolve, which, in the music sense of the term is a verb, an action: "Music (of a discord) lead into a concord during the course of harmonic change."  That seems spot on!

The 'discovery' of the form of the Sentence is certainly organizing that movement into concord.  But more fundamentally is the realization that the project of originary thinking truly is one of poiein, and, to cite Lyotard yet again: “Poiein, c’est faire,”  poiein means to make. 

Hence one of the fundamental aphorisms of originary thining:

 More poetry, less prose.  
 

Let me be clear, an Aphorism is more than a Fragment, but not a Sentence, and doesn't aspire to be a Sentence, much less a Thesis.

I want the first presentation I make on 2.0, which will happen in late August, to be one that presents the project of originary thinking by, first, talking about the original meditations, then Being and Learning, then 2.0, and places all of it in the larger context of the working out of the Nietzschean prophecized Socratic writing: music-making philosophy.   (one has to be audacious in these times of banality).   And I want to begin by laying the context, then doing a close comparative analysis of three key terms:  techne, praxis, episteme.  I will have been able to communicate the force of the project if I draw episteme back into the set of terms that include techne and praxis.  I've read that "Socrates...compliments techne only when it was used in the context of epistēmē,"  and  "epistēmē sometimes means knowing how to do something in a craft-like way."  I'll have to find those places where 'Socrates' aka Plato, compliments techne,  not so much to 'validate' it, but rather, as a way of showing that epistēmē is in fact doing something in 'craft-like way'.   If this is granted, then 'epistemology' aka the thinking of 'know-how' is a thinking that is doing something in a 'craft-like way'.   For how else could one think the 'knowledge' of doing something in a 'craft-like way'?  This is only a writing that is describing via enactment the proverbial experiential educational maxim of learning by doing.  This is philosophy of education.

Here is a Sentence, taken from a paper I wrote and presented almost exactly one year ago:

Feeling the Funk:  Taking Up Nietzsche’s Prophecy of a Music-Making Philosophy

Society for the Philosophical Study of Education

Topic: Continental Philosophy and Education

Friday Evening, February 28: 7:00–10:00 p.m.

The 111^th meeting of the American Philosophical Association Central Division

Chicago, Palmer House Hilton Hotel

1. If we have indeed heard Socrates’ poetic writing, then we have received his will to take up a music-making philosophy.  

In turn...the working out of the techne, praxis, and now, episteme set of terms must begin with   OPM 270(271), November 12th (2004 & 2014) Meditation, Being and Learning,  pp. 270-271  http://duartebeinglearning.blogspot.com/2014/11/opm-270271-november-12th-2004-2014.html

Here's an excerpt from that commentary:

The τέχνη of the learning community is a work of faith in the sense that it involves risk on multiple levels.  Risk can be taken when there is a faith in the undertaking, in the project.  Yet that’s not what the work of faith amounts to.  It is not about having faith in the project.  Rather, it is about the project itself as the work of faith.   The phenomenological reduction of the communal learning to the τέχνη of faith takes us to compassion, to the heart, and to the rhythm of the heart beat.  The force of koinonia is disclosed, offered and received via the heart; through the power generated by agape.   Put differently, without compassion no listening, no reception, no poetic dialogue, no community, no learning.