Cognitio confusa and understanding of being: a vanishing point of Scholastic ontology and Heideggerian metaphysics
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This article explores the relationship between Martin Heidegger's concept of Being and the scholastic notion of cognitio confusa. Heidegger’s depiction of Being as both entirely indeterminate and highly determined is linked to the scholastic definition of being, which is initially apprehended in an indistinct and confused manner. The author tries to show that despite Heidegger's criticism of traditional ontology, his understanding of Being resonates with medieval metaphysics, particularly as described by Joseph Gredt and Francisco Suárez. By comparing these perspectives, the article highlights the continuity between classical and contemporary metaphysical thought and argues that Heidegger’s ontology is closer to scholastic views than often acknowledged.
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