Philosophy is one of the most intimidating and difficult of disciplines, as any of its students can attest. This book is an important entry in a distinctive new series from Routledge: The Great Philosophers . Breaking down obstacles to understanding the ideas of history's greatest thinkers, these brief, accessible, and affordable volumes offer essential introductions to the great philosophers of the Western tradition from Plato to Wittgenstein. In just 64 pages, each author, a specialist on his subject, places the philosopher (...) and his ideas into historical perspective. Each volume explains, in simple terms, the basic concepts, enriching the narrative through the effective use of biographical detail. And instead of attempting to explain the philosopher's entire intellectual history, which can be daunting, this series takes one central theme in each philosopher's work, using it to unfold the philosopher's thoughts. (shrink)

Les écrits de Kant sur les races humaines, émaillés de caractérisations et de jugements qui heurtent notre sensibilité contemporaine, sont accueillis par un silence gêné des commentateurs. Ceux-ci croient bon de s'abstenir d'analyser ces textes, et d'y voir a priori des opinions mal élaborées, victimes de l'air du temps. Mais en évitant de se confronter à ce tabou, ils jouent aussi un mauvais tour à Kant. Car le lecteur peut avoir l'impression qu'on lui cache quelque chose. Qui plus est, les (...) textes sur les races font preuve d'une cohérence interne et d'une compacité théorique remarquables, et leur puissance explicative est inégalée dans le champ de l'anthropologie physique de son époque - celle de Buffon, de Blumenbach ou de Meiners. Est-ce à dire, comme le craignent d'avance les commentateurs, qu'on trouve chez Kant un authentique racisme théorique? En fait, cette accusation de racisme n'a pas vraiment d'objet à une époque où les modalités d'une pensée non raciste, c'est-à-dire d'une anthropologie non naturaliste, étaient au mieux en cours de constitution. Ce constat nous mène à considérer que seule une analyse dépassionnée des thèses raciologiques de Kant, prises dans toute leur violence, peut rendre justice à la doctrine kantienne. Nous ne cherchons pas à produire une " disculpation théorique " de Kant. Mais inversement, cet ouvrage ne vise pas non plus à formuler des thèses scandaleuses ou à révéler un " Kant non universaliste ". Il entend simplement montrer la tension d'une pensée qui fait de l'histoire un processus de civilisation en principe universel, articulé autour d'un centre de gravité à la fois géographique et spirituel, l'Europe, peuplée d'hommes blancs. Cet ouvrage intéressera les étudiants et chercheurs en philosophie et en histoire des sciences, mais aussi les étudiants et chercheurs en anthropologie. (shrink)

In this paper, I discuss the teacher’s role in Laclaudian democratic education in light of the notion of the organic intellectual as proposed by Antonio Gramsci. Unlike common readings of the figure of the organic intellectual, where it is understood as developing organically from within the ranks of the oppressed, I argue that the term “organic” also refers to organization, and that the role of the organic intellectual is to be a political organizer. In contrast to the figure of the (...) charismatic leader to which Laclau and Mouffe often appeal, a political organizer works dialogically, without altogether renouncing the position of active leadership. I argue, accordingly, that the democratic teacher should be an organizer who creates for the students the conditions for articulating their demands and identities and strives to stir the emerging political subjects in a democratic direction, namely against oppressive elites and mechanisms rather than other oppressed groups. (shrink)

P. M. Asaro: What should We Want from a Robot Ethic? G. Tamburrini: Robot Ethics: A View from the Philosophy of Science B. Becker: Social Robots - Emotional Agents: Some Remarks on Naturalizing Man-machine Interaction E. Datteri, G. Tamburrini: Ethical Reflections on Health Care Robotics P. Lin, G. Bekey, K. Abney: Robots in War: Issues of Risk and Ethics J. Altmann: Preventive Arms Control for Uninhabited Military Vehicles J. Weber: Robotic warfare, Human Rights & The Rhetorics of Ethical Machines T. (...) Nishida: Towards Robots with Good Will R. Capurro: Ethics and Robotics. (shrink)

This book is an enquiry into the concept of the 'self', transcending the barriers of 'non-self' and realizing the non-dual Consciousness within and without.

This chapter examines how the borderline cases pointed out by English naturalists and philosophers in the second half of the seventeenth-century call into doubt the common notion of life as a vegetative power. In the first part of this chapter, I focus on Nehemiah Grew’s notions of life and living beings by comparing his plant anatomy, in which he examines the cases of sponges and corals, with his physico-theology. In the second part, I confront Grew’s views on life to those (...) of John Ray and Ralph Cudworth. My aim is threefold. First, I want to show that there was then no agreement on what a “vital phenomenon” is. Second, I want to emphasize the fact that what we would classify today as physical phenomena, such as gravitation, were then regarded as living phenomena. Third, and accordingly, I would like to challenge the view that the English naturalists and philosophers who then developed a physico-theology simply used empirical vital phenomena in order to refute Descartes’ metaphysics. In my view, there were no such things as “empirical vital phenomena.” Indeed, the very identification and description of the phenomena considered as “vital” was a matter of interpretation, and those different authors did not share the same set of assumptions regarding what kinds of beings are alive. At the very least, they do not share the set of assumptions that define what we regard as “vital.”. (shrink)

In recent years, the scientific study of meditation and psychedelic drugs has seen remarkable developments. The increased focus on meditation in cognitive neuroscience has led to a cross-cultural classification of standard meditation styles validated by functional and structural neuroanatomical data. Meanwhile, the renaissance of psychedelic research has shed light on the neurophysiology of altered states of consciousness induced by classical psychedelics, such as psilocybin and LSD, whose effects are mainly mediated by agonism of serotonin receptors. Few attempts have been made (...) at bridging these two domains of inquiry, despite intriguing evidence of overlap between the phenomenology and neurophysiology of meditation practice and psychedelic states. In particular, many contemplative traditions explicitly aim at dissolving the sense of self by eliciting altered states of consciousness through meditation, while classical psychedelics are known to produce significant disruptions of self-consciousness, a phenomenon known as drug-induced ego dissolution. In this article, we discuss available evidence regarding convergences and differences between phenomenological and neurophysiological data on meditation practice and psychedelic drug-induced states, with a particular emphasis on alterations of self-experience. While both meditation and psychedelics may disrupt self-consciousness and underlying neural processes, we emphasize that neither meditation nor psychedelic states can be conceived as simple, uniform categories. Moreover, we suggest that there are important phenomenological differences even between conscious states described as experiences of self-loss. As a result, we propose that self-consciousness may be best construed as a multidimensional construct, and that “self-loss,” far from being an unequivocal phenomenon, can take several forms. Indeed, various aspects of self-consciousness, including narrative aspects linked to autobiographical memory, self-related thoughts and mental time travel, and embodied aspects rooted in multisensory processes, may be differently affected by psychedelics and meditation practices. Finally, we consider long-term outcomes of experiences of self-loss induced by meditation and psychedelics on individual traits and prosocial behavior. We call for caution regarding the problematic conflation of temporary states of self-loss with “selflessness” as a behavioral or social trait, although there is preliminary evidence that correlations between short-term experiences of self-loss and long-term trait alterations may exist. (shrink)

Der kommunikative Vernunftbegriff von Jürgen Habermas ist mit spezifischen sozio-ökonomischen Problemen behaftet, die eine gesellschaftstheoretische Flankierung notwendig machen.

Brief, accessible, and affordable, these pocket-sized volumes offer the essential introductions to the great philosophers of the Western tradition-from Plato to Wittgenstein.

There is converging evidence that high doses of hallucinogenic drugs can produce significant alterations of self-experience, described as the dissolution of the sense of self and the loss of boundaries between self and world. This article discusses the relevance of this phenomenon, known as “drug-induced ego dissolution (DIED)”, for cognitive neuroscience, psychology and philosophy of mind. Data from self-report questionnaires suggest that three neuropharmacological classes of drugs can induce ego dissolution: classical psychedelics, dissociative anesthetics and agonists of the kappa opioid (...) receptor (KOR). While these substances act on different neurotransmitter receptors, they all produce strong subjective effects that can be compared to the symptoms of acute psychosis, including ego dissolution. It has been suggested that neuroimaging of DIED can indirectly shed light on the neural correlates of the self. While this line of inquiry is promising, its results must be interpreted with caution. First, neural correlates of ego dissolution might reveal the necessary neurophysiological conditions for the maintenance of the sense of self, but it is more doubtful that this method can reveal its minimally sufficient conditions. Second, it is necessary to define the relevant notion of self at play in the phenomenon of DIED. This article suggests that DIED consists in the disruption of subpersonal processes underlying the “minimal” or “embodied” self, i.e., the basic experience of being a self rooted in multimodal integration of self-related stimuli. This hypothesis is consistent with Bayesian models of phenomenal selfhood, according to which the subjective structure of conscious experience ultimately results from the optimization of predictions in perception and action. Finally, it is argued that DIED is also of particular interest for philosophy of mind. On the one hand, it challenges theories according to which consciousness always involves self-awareness. On the other hand, it suggests that ordinary conscious experience might involve a minimal kind of self-awareness rooted in multisensory processing, which is what appears to fade away during DIED. (shrink)

Many authors argue that conscious experience involves a sense of self or self-consciousness. According to the strongest version of this claim, there can be no selfless states of consciousness, namely states of consciousness that lack self-consciousness altogether. Disagreements about this claim are likely to remain merely verbal as long as the target notion of self-consciousness is not adequately specified. After distinguishing six notions of self-consciousness commonly discussed in the literature, I argue that none of the corresponding features is necessary for (...) consciousness, because there are states of consciousness in which each of them is plausibly missing. Such states can be said to be at least partially selfless, since they lack at least one of the ways in which one could be self-conscious. Furthermore, I argue that there is also preliminary empirical evidence that some states of consciousness lack all of these six putative forms of self-consciousness. Such states might be totally selfless, insofar as they lack all the ways in which one could be self-conscious. I conclude by addressing four objections to the possibility and reportability of totally selfless states of consciousness. (shrink)

Many authors claim that being conscious constitutively involves being self-conscious, or conscious of oneself. This claim appears to be threatened by reports of `selfless' episodes, or conscious episodes lacking self-consciousness, recently described in a number of pathological and nonpathological conditions. However, the credibility of these reports has in turn been challenged on the following grounds: remembering and reporting a past conscious episode as an episode that one went through is only possible if one was conscious of oneself while undergoing it. (...) Call this the Memory Challenge. This paper argues that the Memory Challenge fails to undermine the credibility to reports of selfless episodes, because it rests on problematic assumptions about episodic memory. The paper further argues that we should distinguish between several kinds of self-representation that may be involved in the process of episodic remembering, and that once we do so, it is no longer mysterious how one could accurately remember and report a selfless episode as an episode that one went through. Thus, we should take reports of this kind seriously, and view them as credible counter-examples to the claim that consciousness constitutively involves self-consciousness. (shrink)

All spaces are assumed to be separable and metrizable. We show that, assuming the Axiom of Determinacy, every zero-dimensional homogeneous space is strongly homogeneous (i.e. all its non-empty clopen subspaces are homeomorphic), with the trivial exception of locally compact spaces. In fact, we obtain a more general result on the uniqueness of zero-dimensional homogeneous spaces which generate a given Wadge class. This extends work of van Engelen (who obtained the corresponding results for Borel spaces), complements a result of van Douwen, (...) and gives partial answers to questions of Terada and Medvedev. (shrink)

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...) dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities. (shrink)

According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking as (...) instrumental in eliminating its occasional errors, I shall argue, following Deleuze, that common sense education in fact thwarts thinking, while only education which revolves around making sense may provoke thinking that goes beyond the self-evident. I demonstrate how making sense can become an educational encounter that breaks hierarchies and generates thinking independently of the thinker’s knowledge and place in the sociopolitical order. The present article attempts, therefore, to put some sense into Deleuzian education for thinking, and thereby shed new light on its radical-political, counter-commonsensical power. (shrink)

Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most important (...) issues in the contemporary world. In this paper I offer post-critical pedagogy a way out of this dilemma, by drawing on Walter Benjamin’s essay “The Work of Art in the Age of Its Technological Reproducibility”. After presenting the thesis concerning the autonomy of art held by Benjamin’s Frankfurt School friends, and pointing to the similarity between their view and that of post-critical pedagogy, I articulate six Benjaminian theses on post-critical pedagogy. Following Benjamin’s claim that the technological reproducibility of art changes the way it is perceived as well as its political function, I argue that school is an educational technology that reproduces the world to the masses without an “aura”, in a way that allows for political critique that does not reduce education to politics. Next, I highlight the importance of the school to post-critical pedagogy, and contribute to developing the critical-political aspect that remains essential to post-critical pedagogy. Finally, the Benjaminian perspective also makes it possible to reflect on the relation of digital technologies of reproduction to post-critical pedagogy. (shrink)

This special issue is about something most of us might find very hard to conceive: states of consciousness in which self-consciousness is radically disrupted or altogether missing.

D. D. Raphael examines the moral philosophy of Adam Smith (1723-90), best known for his famous work on economics, The Wealth of Nations, and shows that his thought still has much to offer philosophers today. Raphael gives particular attention to Smith's original theory of conscience, with its emphasis on the role of 'sympathy' (shared feelings).

Research in School-Based Art Therapy has been widely discussed in recent years, and the number of studies that examine staff perceptions and the special characteristics of art therapy within the education system has risen considerably. The current study explored the critical issue of adolescent clients’ perceptions of art therapy in school, from their point of view as clients. The methodology and data analysis were conducted according to the principles of Consensual Qualitative Research (CQR). The sample was composed of 12 adolescent (...) clients, aged 14–18 (M = 16), who took part in in-depth semi-structured interviews. The findings were organized into five domains that emerged from the interviews: referrals and initial engagement with therapy, the setting within school, the nature of art therapy at school, the relationship with the art therapist, and the impact of art therapy on these clients. The analysis revealed that although some participants initially agreed to art therapy because it got them out of class and let them have fun instead, they realized after a period of time of art therapy that they were engaged in a personal and emotional process focusing on them which allowed them to express their feelings without the fear of judgment. Participants at times used the word “mother” to describe their relationship with the art therapist, and stated that the presence of the art therapist at school made them feel safer and helped them deal with day-to-day problems. School-based... (shrink)

Arendt's concept of common sense has generally been misunderstood. It is almost exclusively interpreted in light of Kant's common sense, either as an espousal of the latter or as a distortion of it. This narrow reading of Arendtian common sense has led to a problem, as her uses of the concept do not always fit its Kantian understanding. This has led to accusing her of being inconsistent, or as holding on to several, incompatible concepts of common sense.This article argues that (...) Arendt has one complex concept of common sense, used more or less consistently throughout her writings. Rather than understanding Arendt's common sense in light of Kant's, as most readers do, I demonstrate its links to Aristotle and to the eighteenth‐century Scottish school of common sense. By doing so I turn attention to a difficulty that has thus far not been adequately treated, namely the fact that Arendt presents two, allegedly contradictory pictures of the relation between common sense on the one hand and science and philosophy on the other: a picture in which science and philosophy depend upon common sense, versus one in which they find themselves in a conflict that eventually leads to the loss or demise of common sense. The last part of the article suggests a way to settle the tension between these two pictures, by understanding the political significance Arendt ascribes to them as two distinct yet complementary ways of approaching the modern phenomenon of totalitarianism. (shrink)

The republican political tradition, which originated in Ancient Rome and picked up by several early-modern thinkers, has been revived in the last couple of decades following the seminal works of historian Quentin Skinner and political theorist Philip Pettit. Although educational questions do not normally occupy the center stage in republican theory, various theorists working within this framework have already highlighted the significance of education for any functioning republic. Looking at educational questions through the lens of freedom as non-domination has already (...) yielded important insights to discussions of political education. However, consideration of the existing republican educational discourse in light of the wide range of issues discussed in Pettit’s recent works reveals that it suffers from two major lacunae. First, it does not take into consideration the distinction between democracy and social justice that has become central to Pettit’s republicanism. Thus, the current discussion focuses almost exclusively on education for democratic citizenship and hardly touches upon social justice. Second, the current literature thinks mainly in terms of educating future citizens, rather than conceiving of students also as political agents in the present, and of school itself as a site of non-domination. This paper aims at filling these voids, and it will therefore be oriented along two intersecting axes: the one between democracy and justice, and the other between future citizenship in the state and present citizenship at school. The resulting four categories will organize the discussion: future citizens and democracy; future citizens and social justice; present citizens and democracy; present citizens and social justice. This will not only enable us to draw a clearer line between the civic republican and liberal educational theories, but also make civic republican education a viable alternative to current educational approaches. (shrink)

"Raphaël Debailiac est diplômé de la Sorbonne en philosophie et histoire.

Background: The Voluntary Assisted Dying Act 2017 passed into law in Victoria, Australia, on the 29 November 2017. Internationally, nurses have been shown to be intimately involved in patient care throughout the voluntary assisted dying process. However, there is a paucity of research exploring Australian nurses’ perspectives on voluntary assisted dying and, in particular, how Victorian nurses anticipate the implementation of this ethically controversial legislation will impact their professional lives. Objectives: To explore Victorian nurses’ expectations of the ethical and practical (...) impacts the voluntary assisted dying legislation will have on their professional lives. Research design: This qualitative study analysed nurses’ free text responses collected as part of a larger mixed methods online survey investigating staff views on the Voluntary Assisted Dying Act. Data were collected during the period between the passing of the voluntary assisted dying legislation and the start date and were analysed using inductive content analysis. Participants and research context: Free text survey responses were analysed from 1873 nurses employed across seven Victorian health services located in both metropolitan and regional areas of the state. Ethical considerations: The study obtained research ethics approval and all participants were informed of the voluntary and anonymous nature of their participation. Findings: This study identified three broad areas of Victorian nurses’ professional lives that they expected to be impacted by the implementation of voluntary assisted dying: professional identity, career development and workplace relationships. Conclusion: Participants anticipate diverse and nursing-specific impacts of the implementation of voluntary assisted dying in Victoria. Their insights can inform health services in jurisdictions considering or already implementing voluntary assisted dying, to develop policies, procedures and staff training programmes that safeguard the well-being and legal rights of their nursing staff. (shrink)

The neo-republican political philosophy (sometimes referred to as civic republicanism) advances the idea of freedom as non-domination, in an attempt to provide democracy with a solid normative foundation upon which concrete principles and institutions can be erected so as to make freedom a reality. However, attempts to develop a republican educational theory are still hesitant, and fail to take the republican radical conception of freedom to its full conclusions. This article suggests that dialogue between neo-republicanism and critical pedagogy can be (...) mutually productive. In the first part of the article we present the neo-republican theory, and contrast it with traditional liberalism. In the second we focus on existing neo-republican theories of education, and claim that they do not take the republican presuppositions to their necessary conclusion, namely to an educational theory fully committed to the idea of freedom as dondomination. A republican educational theory, we argue, must take into consideration not only the freedom students will have in the future, but also their freedom in the present: it should think of school as a small-scale republic, which prepares its inhabitants to be future citizens of the state while at the same time treating them as free citizens in their own right. In the third part we use insights taken from critical pedagogy to chart the direction republican education must take by applying three key republican notions—democratic control, civic contestation, and trust. In the fourth and last part we outline four aspects in which neo-republicanism can shed new light on contemporary debates in critical pedagogy: the connection between democracy and justice, the multiplicity of forms of domination, critical education within schools, and work with students from relatively privileged backgrounds. (shrink)

Mit dem Begriff des Subjekts soll ein logisch nicht hintergehbares Erkenntnissubjekt bezeichnet werden. Der Sinn dieses Unternehmens liegt darin, ein Emanzipationspotential für eine Kritische Gesellschaftstheorie auszuweisen. Dazu muss freilich gezeigt werden können, dass das Subjekt mehr ist als reine Theorie. Es muss über einen Gesellschaftsbezug verfügen können. "Die Politik des Subjekts“ versucht diesen Bezug auszuweisen und gleichzeitig auszuloten, welche normativen Grundlagen eine Theorie des Politischen für eine Kritische Theorie anbieten kann.

Das zentrale Thema des vorliegenden Buches ist die Subjektphilosophie. Angelegt ist das Buch dabei sowohl historisch als auch systematisch. Es behandelt einerseits die Subjektphilosophie seit der klassischen Aufklärung. Andererseits werden die zu diesem Zweck zugrunde gelegten philosophischen Erkenntnistheorien mit soziologischen Gesellschaftstheorien konfrontiert. Dabei zeigt sich ein Spannungsverhältnis im Denken über das Subjekt, das mit den Polen aktives und passives Subjekt umrissen wird. Um den Blick auf das Subjekt zu ergänzen, werden zudem mögliche praktische Bezüge des Subjekts mittels eines Streifzuges durch (...) die politische Philosophie, die Moralphilosophie und die Wirtschaftstheorie (wiederum seit der Aufklärung) ausgelotet. Wie im Untertitel angedeutet, geht es dabei letztlich immer um die Frage der Emanzipation, die, so eine Hauptthese, argumentationslogisch mit einem starken – mithin: cartesianisch-kantischem – Subjektbegriff verbunden ist. Da mit der Erkenntnistheorie, der Gesellschaftstheorie, der politischen Philosophie, der Moralphilosophie und der Wirtschaftstheorie ein bereits Spektrum wissenschaftlich-philosophischer Themenfelder behandelt wird, eignet sich das Buch auch als Überblicks- bzw. Studienbuch. (shrink)

This article concerns the notion of living bodies that Spinoza develops in the Ethics (published posthumously in 1677). While commentators have emphasized the relevance of Spinoza’s works for contemporary physiology, they have neglected to study Spinoza’s own views on this topic. My aim is to draw attention to the specific parti pris that underlies Spinoza’s passages on anatomy. To do so, I first compare Spinoza’s claims on human body with the conceptions developed in his immediate historical environment. Then, I propose (...) to draw a parallel between Lakatos’s notion of “negative heuristics” and the high level of generalization Spinoza demonstrates in his propositions on the human body. This parallel allows me to show how Spinoza’s critical remarks on our knowledge of human body have heuristic value. (shrink)

Deep learning algorithms are rapidly changing the way in which audiovisual media can be produced. Synthetic audiovisual media generated with deep learning—often subsumed colloquially under the label “deepfakes”—have a number of impressive characteristics; they are increasingly trivial to produce, and can be indistinguishable from real sounds and images recorded with a sensor. Much attention has been dedicated to ethical concerns raised by this technological development. Here, I focus instead on a set of issues related to the notion of synthetic audiovisual (...) media, its place within a broader taxonomy of audiovisual media, and how deep learning techniques differ from more traditional approaches to media synthesis. After reviewing important etiological features of deep learning pipelines for media manipulation and generation, I argue that “deepfakes” and related synthetic media produced with such pipelines do not merely offer incremental improvements over previous methods, but challenge traditional taxonomical distinctions, and pave the way for genuinely novel kinds of audiovisual media. (shrink)

La lecture de Newton joue un rôle décisif dans l’élaboration par Hegel et par Schelling de leur « philosophie de la nature », et dans leur manière de définir le rapport de la philosophie aux sciences positives. Hegel et Schelling, à partir d’un constat initial commun (Newton aurait fait malgré lui de la métaphysique, bien qu’il ait voulu s’en garder) développent deux lectures tout à fait divergentes. Hegel estime que Newton aurait dû s’en tenir au refus de la métaphysique. Schelling (...) au contraire regrette que Newton n’ait pas davantage pris conscience du nécessaire enracinement des concepts scientifiques dans des catégories métaphysiques. Nous tentons de montrer que cette divergence s’enracine dans un débat, lancé par Newton lui-même, sur le caractère réel ou conventionnel des forces décrites par la physique moderne. Cette analyse conduit à souligner un paradoxe : alors que Hegel développe une épistémologie très favorable au travail des sciences positives, il prend une position radicalement hostile aux conséquences philosophiques de la révolution galiléenne et newtonienne, Schelling quant à lui, développe à la fois une épistémologie méfiante vis-à-vis de l’indépendance des sciences positives, et une vision très moderne de la structure de l’univers, du statut des forces et de la définition de la matière. La place du temps naturel dans les systèmes de Hegel et de Schelling pourra ainsi être clarifiée. (shrink)

Un certain nombre de passages que Foucault consacre à Hegel (directement ou indirectement, via la figure de Jean Hyppolite) s’éclairent lorsqu’on les considère à la lumière du questionnement suivant : dans quelle mesure un individu contribue-t‑il à déterminer le sens du discours qu’il tient? Nous tentons de montrer que cette difficulté conduit Foucault à suggérer que l’influence de Hegel sur la philosophie postérieure a été ambivalente, à décrire le sens de la modernité comme l’effacement de la figure individuelle du penseur, (...) et à reconsidérer son propre parcours (nuançant en particulier la perspective de L’Archéologie du savoir ). Cette réflexion sur la place de la subjectivité dans le discours mène enfin Foucault à réassumer, dans ses derniers textes, le rôle du philosophe. (shrink)

Le mouvement des indignés s’inscrit dans la continuité des luttes contre le néolibéralisme, qui se manifestent partout sur la planète depuis plus de trente ans. Fruit de la mondialisation de la résistance, il constitue une nouvelle composante dans la mouvance altermondialiste qui renouvelle son registre d’action. Dénonçant explicitement les oligarchies, il milite pour un renouvellement du politique et un approfondissement de la démocratie.

The claim that consciousness constitutively involves self-consciousness has a long philosophical history, and has received renewed support in recent years. My aim in this paper is to argue that this surprisingly enduring idea is misleading at best, and insufficiently supported at worst. I start by offering an elucidatory account of consciousness, and outlining a number of foundational claims that plausibly follow from it. I subsequently distinguish two notions of self-consciousness: consciousness of oneself and consciousness of one’s experience. While “self-consciousness” is (...) often taken to refer to the former notion, the most common variant of the constitutive claim, on which I focus here, targets the latter. This claim can be further interpreted in two ways: on a deflationary reading, it falls within the scope of foundational claims about consciousness, while on an inflationary reading, it points to determinate aspects of phenomenology that are not acknowledged by the foundational claims as being aspects of all conscious mental states. I argue that the deflationary reading of the constitutive claim is plausible, but should be formulated without using a term as polysemous and suggestive as “self-consciousness”; by contrast, the inflationary reading is not adequately supported, and ultimately rests on contentious intuitions about phenomenology. I conclude that we should abandon the idea that self-consciousness is constitutive of consciousness. (shrink)

The 2008 bailout is often taken as evidence of the domination of the US political system by large financial institutions. In fact, the bailout demonstrated the vulnerability of US banks to government pressure. Large banks in the United States could not defy regulators, because their future income depended on the US market. In Britain, by contrast, one bank succeeded in scuttling the preferred governmental solution of an industry-wide recapitalization, because most of its revenue came from outside the United Kingdom. This (...) was an exercise of structural power, but one that most contemporary scholarship on business power ignores or misclassifies, since it limits structural power to the automatic adjustment of policy to the possibility of disinvestment. We show that structural power can be exercised strategically, that it is distinct from instrumental power based on lobbying, and that it explains consequential variations in bailout design in the United Kingdom, the United States, France, and Germany. (shrink)

Cicero's philosophical works introduced Latin audiences to the ideas of the Stoics, Epicureans and other schools and figures of the post-Aristotelian period, thus influencing the transmission of those ideas through later history. While Cicero's value as documentary evidence for the Hellenistic schools is unquestioned, Cicero: The Philosophy of a Roman Sceptic explores his writings as works of philosophy that do more than simply synthesize the thought of others, but instead offer a unique viewpoint of their own. In this volume (...) class='Hi'>Raphael Woolf describes and evaluates Cicero's philosophical achievements, paying particular attention to his relation to those philosophers he draws upon in his works, his Romanizing of Greek philosophy, and his own sceptical and dialectical outlook. The volume aims, using the best tools of philosophical, philological and historical analysis, to do Cicero justice as a distinctive philosophical voice. Situating Cicero's work in its historical and political context, this volume provides a detailed analysis of the thought of one of the finest orators and writers of the Roman period. Written in an accessible and engaging style, Cicero: The Philosophy of a Roman Sceptic is a key resource for those interested in Cicero's role in shaping Classical philosophy. (shrink)

Since the 1980s, there have been many attempts to bring together Critical Theory of Frankfurtian strain and French theories generally referred to as poststructuralist. The present text seeks to readdress the problem of their tricky articulation by taking a look at some vicissitudes those two currents of thought underwent in Brazil. In addition to the risk – embedded in the Parisian passion for dissolution – of positivizing atrocious aspects of Brazilian society related to the country’s multi-secular informality and backwardness, what (...) is at stake is the adequate understanding of the meaning and relevance of dialectical criticism in a peripheral country, in other words, the capacity to weigh the influx and gravitation of foreign ideas and forms in a society of inorganic culture, the possibility, finally, of critically verifying the supposed universality of hegemonic theories and categories in light of a cultural experience amassed under a heterodox modernization. (shrink)

Studies have underscored the complexity of the encounter between ultra-Orthodox society and psychotherapy, as well as the challenges involved in developing a therapeutic relationship in cross-cultural therapy. However, there is scant research on therapy for ultra-Orthodox children, especially when it comes to arts therapies that take place in a cross-cultural setting. The current study examined the perceptions of 17 arts therapists who are not ultra-Orthodox, and who currently work or have previously worked with ultra-Orthodox children. Semi-structured interviews were conducted with (...) the therapists and analyzed using the principles of Consensual Qualitative Research. The study covered four domains: perceptions of the significance and objectives of arts therapy with ultra-Orthodox children; the influence of the cultural difference between therapist and client on the emotional experience and the therapeutic relationship; the use of arts in therapy; systemic aspects. The findings indicate significant perceptual and value-based disparities between therapists and clients, which pose difficulties and challenges to all participating parties and require therapists to be highly sensitive. Aside from the difficulties, the findings suggest that this cultural difference may also have certain advantages for clients as well as therapists. The findings likewise attest to the multifaceted process of change that is taking place within Haredi society in its attitude toward psychotherapy in general and arts therapy in particular. (shrink)

ABSTRACT Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of art, and at the same time it (...) makes the one who strays an artist who creates herself as a work of art. This unique relation to the urban world is an antifascist and anticapitalist educational experience, as it becomes a politically creative catalyst for imagining another way of relating to self, others, and environment – a relation liberated from the imperatives of utility and profit. (shrink)