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  progressive practice of interdomainal studies
gary e. davis
January 26, 2019
 
What is philosophy now, if not teaching conceptual literary studies in various modalities? I would rather understand philosophy proper (standard curriculum) as derivative of conceptual loves: loving to teach sophistication of conceptual creativity, valuing comprehensiveness, and enabling generativity of conceptual work.

Appropriation of conceptualities—especially of philological heights—is not about crystallizing a new ontology. Rather, it’s a process philology—conceptual inquiry, epistemic/ethical consilience, and criticism—which may be centripetal across humanistic domains within which historical philosophy contributes to evolving interdomainity for progressive university curriculum.

Within standard humanities, the notion of “theory” has been a nebulous confusion between tendencies toward conceptual inquiriality in itself (TheoryT) and scientificity (strictly-methodic evidentiary modeling).

Considering conceptual inquiry as such to be scientific tends toward psychoanthropology (traditionally: archetropal cultural studies—“ethnography”—which is ultimately philological).

Anthropology is fundamentally psychobiological (re: “philosophical anthropology”); so, generally, psychology is a better partner for philosophy than especially-social science (contrary to the past half century of sociocentric—if not “socialist”—orientation of human sciences). Yet, humanistic research that is especially conceptual needs solidarity with formal science (e.g., mental science, psycholinguistics—a better rubric than ‘cognitive linguistics’—and psychoanthropology).

The traditional progressive notion of integrating “theory” and “practice” is crude anticipation of truly comprehensive work which engages a university-wide conception of interdomainal leadership relative to advancing professions and community (“a manifold of interfaces,” ibid.).

Proffering, in effect, philosophical leadership in the American university echoes the traditional place of philosophy in Europe (especially Germany). I prospect philosophy to be a 21st century evolution of its original aim to be comprehensive of the “Academy” (classical Greece) now with all-university domain and range.

Heuristically, then, philosophy belongs more to a school of education than to a school of science. Yet, the school of education belongs at the center of any university, as an educational enterprise in complement to intensely interdomainal studies that should orient all areas of that university as constellation of research enterprises.

Philosophy here is idealized to be a pedilogical practice of university-scale appropriation of discourse (centripetally conceptual inclusive fitness) for the sake of goodG (demic efficacy), relative to intergenerational life (via excellence of teaching).

 

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  Be fair. © 2019, gary e. davis