Posts about dialectic

Retrospect: Retrieving Dialectic in a “Rhetorical” Age

Recapitulating our Philosophical Happy Hour on the history, nature, meaning, and importance of dialectic. A few key insights derived from our Happy Hour: First, outside rare situations, Aristotelian dialectic has become almost impossible in the US (and many other countries as well).  This near-impossibility has rendered many persons not only unfamiliar with the practice, but […]

On Dialectic: Its History and Importance

A Philosophical Happy Hour discussing the history, nature, meaning, and importance of dialectic—including its relation to logic, demonstration, and rhetoric. Old words of long and widespread use often suffer many interpretations: idea, object, concept, form.  One word which has suffered greatly is “dialectic”.  The word’s Greek etymology indicates “speaking across”, that is, a conversational speaking.  […]

Seminar: Steps toward Dialectical Logic [Fall 2025]

Announcement of our Fall 2025 seminar, “What Kind of Certainty?: Steps Toward Dialectical Logic”—have we overlooked an important Aristotelian text and tradition in our understanding of reasoning? Description Details All Lyceum Institute seminars include weekly readings, lectures, and live discussion sessions. The discussion sessions are recorded. This seminar includes extensive readings, but does not require […]

Questions of Foun

Foundationalism, Anti-Foundationalism, and the Justification of Belief

A Philosophical Happy Hour on basic questions of our noetic experience. In our conversation, we will examine these different approaches of foundationalism and anti-foundationalism, ask about their merits, demerits, whether they rest upon certain presuppositions, whether these presuppositions have justification—and what is the meaning of belief. In what follows, we provide brief descriptions of the […]

Beyond the University

Beyond the University exists because the modern university, even where it succeeds, has become inadequate to the true tasks of education.  Education is not the transmission of information or preparation for employment, but the formation of good intellectual habits.  These aims no longer fit comfortably within institutions ordered primarily toward efficiency, expansion, and measurable outcomes.  The Lyceum Institute was founded to provide a genuinely different institutional form—one ordered toward education as an integral part of life rather than as a credentialing process.

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