Arthur C. Danto’s philosophical study of history is overshadowed by his more famous texts in the area of the philosophy of art. In the current discussion on the philosophy of history it follows then that the thematization of Danto’s conception of narrative and narrative sentences predominates. The author of this article instead focuses on the retrospective character of the uncovering of the meaning of historical events by Danto and argues that not the only the meaning of the given events is historically conditioned, as Danto claims, but also the narrative through which the significance is communicated. Although Danto does not address this problem, this study aims to show that this thesis is consistent with his philosophy. Narratives and historical texts in general are representations in Danto’s sense of the word, and all representations are, in their essence, also historical. This fact is clearly revealed in Danto’s texts about art, and it is on these that the author’s argument is based. and Filosofické zkoumání dějin se v díle Arthura C. Danta ocitá ve stínu jeho slavnějších textů řazených do oblasti filosofie umění. V současné diskusi o filosofii dějin pak převládá tematizování Dantova pojetí narativu a narativních vět. Autorka se namísto toho zaměřuje na retrospektivní charakter odhalování významu historických událostí prosazovaný Dantem a dovozuje, že historicky podmíněný není pouze význam daných událostí, jak tvrdí Danto, ale také samy narativy, jejichž prostřednictvím je význam sdělován. Přestože Danto tomuto problému nevěnuje pozornost, klade si tato studie za cíl ukázat, že je tato teze s Dantovou filosofií v souladu. Narativy a historické texty obecně jsou totiž reprezentacemi v Dantově smyslu slova, přičemž jsou veškeré reprezentace ze své podstaty zároveň také historické. Tato skutečnost se zřetelně odhaluje v Dantových textech o umění, o které se argumentace autorky opírá.
Článek je pojmovou a teoretickou syntézou založenou na zkoumání metaforičnosti, narativity a dialogičnosti, které bylo autorem realizováno v průběhu posledních 15 let. V těchto výzkumech se postupně objevila potřeba jednotícího teoretického rámce, který byl nalezen v konceptu aktivní imaginace. Je pojednáno o klíčových konceptech navrženého konceptuálního systému, k němuž vedle aktivní imaginace patří také transcendentní funkce a sémantická inovace. S využitím těchto pojmů je navrženo několik dimenzí pomyslného prostoru, v němž lze uvažovat o rozmanitosti různých forem aktivní imaginace, jimiž jsou: 1) rovina ztvárnění, 2) orientace přesahu, 3) prostředkující relace, 4) režim věrohodnosti, 5) modus identifikace. V kontextu přijatých východisek a navržených dimenzí je vymezena řada pojmů označujících různé formy aktivní imaginace, jimiž jsou: 1) metafora a symbol, 2) vyprávění a mýtus, 3) dialog a dramatická hra, 4) žánr a styl. and Shapes and forms of active imagination: proposal of conceptual framework
The article deals with conceptual and theoretical synthesis based on research on metaphor, narrative, and dialogue realized by author in last 15 years. In these researches, a need for unifying theoretical framework appeared. This framework was found in concept of active imagination. The article deals with key concepts of proposed conceptual system which include active imagination, transcendent function and semantic innovation. There were proposed five dimensions of conceptual space, in which it is possible to consider about varieties of different forms of active imagination: 1) level of enactment, 2) orientation of transcendence, 3) mediating relation, 4) regime of veracity, 5) mode of identification. In the context of accepted assumptions and proposed dimensions, a set of concepts denoting various forms of active imagination is defined: 1) metaphor and symbol, 2) narrative and myth, 3) dialog and dramatic play, 4) genre and style.
The main views on the nature of narrative in Wittgenstein’s later philosophy are analyzed. It is shown how, realizing the research narrative, he paid attention to the linguistic means of expression of our thoughts, reference to the actual reality, the logical component of argumentation. It is shown that in order to place worldview ac-cents more clearly and strengthen the expressive effect of thought, Wittgenstein pragmatized the narrative, in particular, used metaphors, images of learning, took into account the historico-cultural context. It is important for him to show that the form of the narrative influences what meanings the interlocutor will comprehend. Through a system of micro- and macro-narratives, Wittgenstein intended to express his opinion as clearly as possible, although he made the reader an active participant in the narrative. The thinker did not deviate from the analytico-scientific standards of philosophizing, although he showed that the relevant analysis of the narrative is significantly complicated by the ambiguities of its interpretation, the uniqueness of human experience and the identity of each narrator’s value system. It is argued that a pragmatic approach to narrative analysis significantly expands the research methodology of the analytic thinker and, accordingly, makes it possible to deepen our understanding of reality and human existence, as well as more clearly define the specifics of their knowledge.
Te study focusses on generational transformations in the perception of military service in the period from 1968 through 2004, as an important social phenomenon. Major attention is paid to oral-historical interviews with four contemporaries, or more precisely to the ways of (re)constructing their narrative reflections associated with military service in particular historical decades beginning with the 1970s with the overlap to the new millennium (meaning from the beginning of “normalization” after 1968 to the abolishment of military service in 2004). Besides the importance
of military service, the text focusses on the identification of potential topics from military everyday life and culture of military service soldiers in the context of the conversion from the socialist army to the democratic one, and at the level of constructing the individual and the group identities.