This essay is based on a double perspective provided by literary reading and philosophy for approaching the problem of evil through a critical analysis of certain texts and characters constructed and represented in them, particularly Kant’s theodicy essay and its most important pre-text, the Book of Job. This methodology yields a novel approach to the familiar issue of theodicy vs. anti-theodicy. Our methodology differs from the more standard ways of examining philosophical ideas expressed in literature. In the case discussed here, (...) the use of literary figures... (shrink)

La defensa humanista de la Retórica y la poesía a menudo toman la forma de ataques al lenguaje escolástico[...].Epistolae obscurorum virorum(1515-1517) representa, en la figura de los hombres oscuros, el iletrado monstruo escolástico, cuyo lenguaje está plagado de vicios retóricos y gramaticales y de una total falta de gusto. La poética del texto reside en la violación de las reglas retóricas e ideales formales que se les transmitieron en epistolarios antiguos y humanísticos y en manuales de Retórica[...].El presente estudio ilustra (...) [esta] retórica, examina aspectos morales del estilo y muestra la fecundidad de los vicios retóricos en la elaboración literaria. (shrink)

This essay discusses critically the ways in which different metaphors employed to illustrate the practices of knowledge production and knowledge acquisition as well as scientific and scholarly research shape our understanding of the academic form of life. The essay examines the metaphors of knowledge and their role in academia by means of philosophical analysis and a rhetorical analysis of language, thereby defending the core values of academic freedom. It focuses on two pairs of metaphors highly relevant to the tensions characteristic (...) of contemporary academic work: verticality and horizontality, on the one hand, and change and stability, on the other. The entanglement of perspectives from philosophy and historical rhetoric serves a metaphilosophical goal here: to show that our philosophical understanding of the nature of inquiry will be considerably enhanced if we seriously, and with both historical and literary sensibilities, study the metaphors we use in characterizing our epistemic and cognitive projects. (shrink)