Wednesday, February 18, 2015

2.18.15 Being is the Empty Set of Becoming

In this first week after the completion of the 367 days of commentary, I am drawn into the place of schooling, first, by my Ancient Greek class, and, next, through the post-2.0 exploration of the education offered by first philosophy as the thinking/writing that is categorized as techne and praxis.  That is, the post-2.0 exploration of the Sentence distilled on 2/16/15

4.  Writing is a technē of thinking (process, πρᾶξις)

So I’m ‘going back to school’ these days, and that means placing myself in a position of the first year undergrad with respect to understanding what is at stake with the focus on thinking through writing, which is a limited case of the larger ‘music-making philosophy’ and poiein (to make).  Indeed, poiein is the category the category that qualifies techne and praxis, which are called into service as a way of understanding the particular way of doing  philosophy, which is to say, learning from first philosophy.   If we are learning by doing, then the learning of first philosophy is done by making thinking, which is done both sonically (dialogically) and through what I want to call ‘composition’ (writing).   All to say that I am awaiting the arrival of Joseph Trimmer’s Writing With a Purpose.  This is the same Trimmer who offered me the fragment ‘writing as a way of knowing (process)’, from which I distilled the above cited Sentence 4 from 2/16/15.

In the meantime, I received yesterday Joseph Breuer’s 1958 Introduction to the Theory of Sets, which I ordered after reading somewhere that Badiou’s work is, in part, an application of Set Theory.   So I’m ‘back to school’ on Set Theory.   And after reading through the first few chapters I’m wondering if the symbolic language of Set Theory may provide the basis of an interesting experiment in the writing of Sentences?   I’ve declared to my music students my desire to express philosophy through musical notation.  Here, then, with the symbolic language of Set Theory is the opportunity to experiment with the rendering of a Sentence distilled from Being and Learning. 

What to distill?   The experiment arrived to me this morning when I was at the gym and was pondering the concept of the ‘empty set’:

An empty set contains no element.”(Breuer, 5)

The example is the set of plums in a picture of a fruit bowl that has pears, apples, but no plums. 

Breuer adds: “We also agree that by definition:
                             The empty set is a subset of every set.”(6)

So from these two Sentences from Breuer I am speculating that fundamental ontological category of the Open (also described as the Nothing) might be candidate for an example of the empty set.   And, further, it helps to clarify the ontological order, especially, the aleithealogical (presencing/absencing) relationship between Being and Becoming.

1.    Being remains hidden, absent, ineffable.
2.    Becoming is the presencing of Being.
3.    Being presents in the Open by withdrawing from becoming


HERE is a most relevant commentary from 2.0:

OPM 239(40), October 11th (2004 & 2014) Meditation, Being and Learning, pp. 235-236
"The ‘Open’ (capitalized because it is proper, or an exclusive designation like Being or Logos) denotes the place where beings (ta panta) appear and are gathered together.   The Open grants the ‘in’ (the place) for a being to be together with other beings, so that when we say in media res the ‘in’ designates the place where we are in the midst of things.  While there is distinction between things when we think the ‘in’ (the place) we understand the many to be equal.  The open is thus “the ‘equalizing space’ where all beings are mutually related yet ‘infinitely unbound.’”(10/11/04 BL 233)

From this, today, the experiment in applying Set Theory: 

Ø :  empty set
Ø = {  }
U : universal set; set of all possible values
B (Being) Ø      

Being is the empty set, the subset of every set.

b (becoming) U

Becoming is the universal set; set of all possible actualization of Being


         O b
The Open is a proper subset of becoming.

B O  
         Being is the empty subset of the Open.

Does it then follow?:


B b  or  B Ø b 

         Being is the empty set of all possible actualization

Tuesday, February 17, 2015

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 111th 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.