In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 12-22 [Access article in PDF] Art of a Child with Autism:Drawing Systems and Proto Mathematics Julia Kellman Sung, a five year old girl with autism, was enrolled by her mother in the university Saturday art program with the hope that Sung's favorite church school teacher, a graduate student in art education, would be able to tutor her daughter during the weekly (...) classes. Though hesitant because of her inexperience with autistic children and because of Sung's frequently angry tantrums on Sundays and the little girl's inability to speak, the young teacher, nonetheless, agreed to the plan. Her concerns proved unfounded, for Sung was able to work in the midst of the churning mass of noisy pre-K classmates without any signs of the fury that drove her to screaming, biting fits in church school. Additionally, and to everyone's delight, Sung's ability to develop as an image-maker was itself confirmed within the first few weeks of art class, dispelling any remaining doubts of her art aptitude or the value of art classes for the little girl.Additional questions and considerations arose about Sung and her art during the classes. How might one understand Sung's changing imagery? What might such explanations and images suggest about Sung herself and her activities? What might her art indicate about her similarity to other children and their art making? The possible answers to these and related queriespresented themselves during the semester, suggesting new avenues for inquiry surrounding both the wordless little girl and her Saturday morning creations.What follows is the story of Sung and her graphic development as it unfolded during the art class. Further, it is an attempt to uncover what Sung's drawings suggest about methods that are useful in the examination of the art of an autistic child. Documentation was carried out with a 35 mm. camera and color copier throughout the semester. Ethnographic methods including participant observation and interviews were employed to gather contextual data. Alfred Schutz's phenomenological sociology allowed for [End Page 12] consideration of nonverbal and verbal social interactions and behaviors. 1 A search of the literature of early mathematical development and drawing systems provided the underpinnings for early insights and later hypotheses. Here is Sung's story. Sung Sung, thick black hair swung forward to hide her face, lies prone in the middle of the busy classroom oblivious to the surging, chattering children around her, so intent is she on the sketchbook in which she draws. Next to her left elbow teeters a stack of a half dozen boxes of thick craypas from which she snatches colors, never looking at the hue she grabs. Her drawing behavior has a pattern; it looks like this. Shuffle through the identical boxes. Choose a box. Open it. Snatch out a bright waxy craypa. Hold it close to the eyes. Sniff it. Lick it. If the craypa passes muster, scribble with it in rich heavy lines — banana-like arcs, large solid dots the size of cherries, rectangular patches, and a variety of forms that come and go from one drawing to the next, like heat lightening on a summer evening. Her less frequent forms include: an enclosed yellow irregular shape with a dark dot in the middle suggesting a fried egg; a two-sided zig-zag; X forms; and solid and empty trapezoids made sail-like with superimposed crosses serving as mast and boom.Unlike the chosen craypas, however, those that do not pass Sung's inspection suffer a terrible fate; they are broken in two and their pieces tossed without ceremony to opposite sides of the room to be trodden into flat, bright smears by the other children in the class, pathetic traces of Sung's art. The craypas boxes themselves also play a role. For when they are closed they are used as blocks or toys, objects to be neatly stacked and restacked or placed side by side on the floor. When they are open, however, they are mere receptacles, passively holding... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 12-22 [Access article in PDF] Art of a Child with Autism:Drawing Systems and Proto Mathematics Julia Kellman Sung, a five year old girl with autism, was enrolled by her mother in the university Saturday art program with the hope that Sung's favorite church school teacher, a graduate student in art education, would be able to tutor her daughter during the weekly (...) classes. Though hesitant because of her inexperience with autistic children and because of Sung's frequently angry tantrums on Sundays and the little girl's inability to speak, the young teacher, nonetheless, agreed to the plan. Her concerns proved unfounded, for Sung was able to work in the midst of the churning mass of noisy pre-K classmates without any signs of the fury that drove her to screaming, biting fits in church school. Additionally, and to everyone's delight, Sung's ability to develop as an image-maker was itself confirmed within the first few weeks of art class, dispelling any remaining doubts of her art aptitude or the value of art classes for the little girl.Additional questions and considerations arose about Sung and her art during the classes. How might one understand Sung's changing imagery? What might such explanations and images suggest about Sung herself and her activities? What might her art indicate about her similarity to other children and their art making? The possible answers to these and related queriespresented themselves during the semester, suggesting new avenues for inquiry surrounding both the wordless little girl and her Saturday morning creations.What follows is the story of Sung and her graphic development as it unfolded during the art class. Further, it is an attempt to uncover what Sung's drawings suggest about methods that are useful in the examination of the art of an autistic child. Documentation was carried out with a 35 mm. camera and color copier throughout the semester. Ethnographic methods including participant observation and interviews were employed to gather contextual data. Alfred Schutz's phenomenological sociology allowed for [End Page 12] consideration of nonverbal and verbal social interactions and behaviors. 1 A search of the literature of early mathematical development and drawing systems provided the underpinnings for early insights and later hypotheses. Here is Sung's story. Sung Sung, thick black hair swung forward to hide her face, lies prone in the middle of the busy classroom oblivious to the surging, chattering children around her, so intent is she on the sketchbook in which she draws. Next to her left elbow teeters a stack of a half dozen boxes of thick craypas from which she snatches colors, never looking at the hue she grabs. Her drawing behavior has a pattern; it looks like this. Shuffle through the identical boxes. Choose a box. Open it. Snatch out a bright waxy craypa. Hold it close to the eyes. Sniff it. Lick it. If the craypa passes muster, scribble with it in rich heavy lines — banana-like arcs, large solid dots the size of cherries, rectangular patches, and a variety of forms that come and go from one drawing to the next, like heat lightening on a summer evening. Her less frequent forms include: an enclosed yellow irregular shape with a dark dot in the middle suggesting a fried egg; a two-sided zig-zag; X forms; and solid and empty trapezoids made sail-like with superimposed crosses serving as mast and boom.Unlike the chosen craypas, however, those that do not pass Sung's inspection suffer a terrible fate; they are broken in two and their pieces tossed without ceremony to opposite sides of the room to be trodden into flat, bright smears by the other children in the class, pathetic traces of Sung's art. The craypas boxes themselves also play a role. For when they are closed they are used as blocks or toys, objects to be neatly stacked and restacked or placed side by side on the floor. When they are open, however, they are mere receptacles, passively holding... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Place for Healing:A Hospital Art Class, Writing, and a Researcher's TaskJulia Kellman (bio)Introduction[O]bjects transform the top of our chest into a site of memory. I think of private landscapes like this one as querencias, places that hold the heart. The word has been translated as homing instinct and affection. Expatriate Alastair Reid introduced me to it in 1965, writing about the Spanish bullfight in The New Yorker. After (...) the first wound the bull chooses his querencia, the place in the ring where he returns for a moment to rest before the fight goes on, and where he finally dies. Querencia comes from the common Spanish verb querer; among its many meanings are to love, to want, to hold, and to command. Reid spoke of hometowns and native countries as querencias; exiles cling to their memories of them.1Place, "space that has the capacity to be remembered and to evoke what is most precious,"2 by its nature orients us to a particular perspective, to a way of looking at the world. Each place has its own local accent, its own constellation of habits, its own rhythm of language and thought. We are grounded in landscape in the same manner that we are situated in our social world, imprinted like other creatures on a typography, pattern of weather, cycle of seasons, scents, and colors.3Our hearts, too, are embedded in such places; and in this article, through this "act of personal witness," this "inscription of a self and a description of an object" as the anthropologist and writer Ruth Benhar4 describes it, we will see how the members of an art class for people with HIV/AIDS at a local hospital have similarly become grounded in their art space and in the tiny art community that has grown up around it. Additionally, we will discover the importance of a more descriptive style of writing as means for examining the role of art in the lives of people who are ill, for their various difficult [End Page 106] situations call for particular clarity and empathy that both honors and relates the stories of their lives. It will become clear as this article proceeds that the personal engagement of a researcher/writer in such a situation is critical as well. For not only must she be open—vulnerable, as Behar suggests—to the people with whom she works as a means of spanning the chasm between a life of illness and a life of health, but she must also be sensitive to the reader's needs, for she is the reader's guide and surrogate.5 This role as guide and alter-ego demands that the researcher tell the story of other lives in a manner that enables the reader to empathetically and eagerly undertake a journey with the researcher into a world unlike her own.6Personal Engagement: The Researcher/WriterHoward Brody, doctor and medical ethicist, explains the necessity for stories of illness to be descriptive.7 He asserts that the stories in which we are most interested are not merely factual recitations; they are about what the illness means to the individual—they include how that person understands events. "It is far too simple-minded" he writes, to assume that "the writer of literature presents to us a world of fantasy that never existed whereas the author of a nonfictional pathography has some special insight into the world as it really exists, even if the relevant world is nothing but his own subjective experiences."8 He concludes "in stories of that sort (stories of the meaning of things) the line between so-called truth and fiction becomes more blurred and ceases to affect the uses we make of the stories for the deeper understanding of the human response to illness."9 Further, Brody continues, one must understand stories of sickness in order to truly develop a philosophical understanding of what it means to be ill. Such an understanding, Brody suggests, not only provides ethical guidance for health care workers and others but also will lead to improved care for patients and better education of health professionals.10 This view of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:HIV, Art, and a Journey toward Healing:One Man's StoryJulia Kellman (bio)Some of the territory is wilder and reports do not tally. The guides are good for only so much. In these wild places I become part of the map, part of the story, adding my versions there. This Talmudic layering of story on story, map on map, multiplies possibilities, but also warns me of the weight of accumulation. I (...) live in one world—material, seemingly solid—and the weight of that is quite enough.1I have just reread anthropologist Ruth Behar's2 essay, "Anthropology That Breaks Your Heart." It started me thinking about several things—the outer limits of psychic pain, for example, or the relationship of the researcher and the researched, of bearing witness and giving testimony, and of the "ethnographic experience of talking, listening, transcribing, translating, and interpreting" that forms the core of enquiry about people and their lives.3 What can I say, I wonder, to touch readers in such a way that they see the indispensable truth in the individual stories that develop from such enquiries? How can my role as interpreter and witness lead to the understanding that the buffeting winds of lived experience (those of the researcher and of those who are researched) are not inconveniences but an essential quality of humanistic research? How can I use the accretion of stories that make up my research and my life (as if there were a difference), I muse, as I sit at my computer screen reading a text as "it in its turn reads me," as the writer Jeanette Winterson4 describes this experience. For over the years, I, too, not only have come to feel this pulse of the systole and diastole of telling and being told, but I have also used this alternating relationship to develop insight into the nature of the connection of researcher and researched, teacher and taught.There are two main narratives that form the core of this particular undertaking—one personal and the other the result of informal conversations, [End Page 33] formal interviews, casual interactions, social events, and interchanges during the art class for people with HIV/AIDS that I teach weekly at a local hospital. The stories both probe the mystery of disease, expression, and the search for coherence, and, in my case, the role of "the wild places on the map"5 where the researcher/writer adds her witness and testimony to the narrative to become part of the story.Individual ExperienceBefore we begin this discussion of individual experience, art, and illness, it is important to point out that there are only two general types of humanities enquiry: One enumerates, compares and contrasts, creates and tests hypotheses, reads literature, and/or examines the minutiae of materials or systems of one sort or another. The other is engaged in exploring the individual, the idiosyncratic, and the unique. Its subject is that which is particular. My research consists of the second type, qualitative to its core, and deeply sunk in the narrative, personal world of lived experience.The privacy of individual situations, our utter singularity, is one of the factors that most marks our lives as creatures. We can share our stories, describe our impressions, explain our sensations, but unless we participate in an actual experience in which our boundaries momentarily disappear, the most we can hope for is the simultaneous partaking of similar feelings with a sensitive, empathetic companion in what philosopher-sociologist Alfred Schutz6 describes as a We-relationship, an intersubjective experience that leads to sharing time, mutuality, and growing old together. Thus the ticklish nature of achieving actual interpersonal congruence makes enquiries into the specifics of actual lived experience difficult. If one is to learn anything useful from such considerations, one must focus on the individual and the story of his/her particular life journey in an intimate, extended, multifaceted manner and content one's self with the fact that all one will ever be able to report about in such an undertaking are discrete events and single people, never grand numerical accumulations or demographically significant quantities.Researcher's DisclaimerFor a reader to orient herself in... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Particularity, Presence, Art Teaching, and LearningJulia Kellman (bio)The Awful, the Particular, and the TranscendentYears ago in a life drawing class during graduate school, for who knows what reason, I chose to focus my drawing on the model's head and not on her entire form. She was wearing an enormous and elaborate black velvet hat with yards of veiling and several large red silk roses. The combination of textures, shadows, (...) colors, forms, and the suggestion of a story, of meaning beyond the exercise itself, drew me in I think. Using an entire large sheet of tan-colored drawing paper, soft vine charcoal, and a kneaded rubber eraser I began to draw, moving from the impossible hat to the model's high cheekbones, deep-set shadowed eyes, soft cheeks, and curved neck. Somewhere between the top of the paper (the crown of her hat) and the woman's face, however, my hand, my self, the drawing, the young woman, and the hat merged by some means outside my control. I was the act of drawing. I was the charcoal, the curved cheek, the dark eyes, the wonderful hat. There were no boundaries among us. No distances. The drawing, it seemed, drew me at the same time that it revealed an image of the model and her black velvet hat on the paper and tied me to the woman seated before me. I was exalted, transported, amazed.Now, as I think back to that drawing, I understand it as my first clear art experience of doing, not thinking, being, not observing that all artists encounter on their best days. It was, in another way of considering, my initial encounter with the fact that "the imaginative faculty, especially as engaged in the art process is one of the strongest and clearest ways in which we can learn within the qualitative, immediate present, within kairotic as opposed to chronic time, or within the eternal present,"1 as the art educator Kenneth [End Page 51] Beittel explains. Or, put another way, it was my experience with the fact that, as the writer Lawrence Weschler suggests in his biography of the artist Robert Irwin, "Seeing is forgetting the name of the thing one sees."2 Or, as the sculptor Anne Truitt explains, drawing can be "a direct channel between one's [my] experience and one's [my] hand."3This transformation from a distinct see-er and seen to a single entity sharing both time and space, from a distant relationship to intimacy, from a world of the generalized to the place of the particular brings us to the intertwined themes of this article: the importance of the awesome transcendent particularity of the singular—person, creature, place, object, plant, or moment in art and, similarly, religious contemplation and the likeness and/or overlap of artistic engagement with spiritual experience.In order for us to examine the artist in the midst of creating, and to explore our theme of art's relationship to the awful (think of the older usage meaning "full of awe" here) particularity of thisness as John Dun Sotus4 describes the perfection of the particular and specific, as well as to explore the relationship of art making, art learning, art teaching, and spiritual experience, exemplars are necessary. Our first exemplar is Gordie, a member of the art class I teach at a local hospital. He, as much as anyone, exemplifies artistic engagement with the current moment, its thisness in fact, and he illustrates the art maker's/learner's engagement with pure doing in the act of creating an image. Our second exemplar, the filmmaker, writer, and painter Derek Jarman,5 exemplifies by his lifetime of creative accomplishment an artist in the most literal manner. And even in the last years of his life—as sculptor, gardener, landscape designer, writer, and creator of a place of great beauty—he illuminates in both his words and in his garden his engagement with the present moment, with particularity, and with the spiritual quality that permeates his world.Gordie's Tale: Art and FlowersGordie accompanied his friend Roger to the first art class to be held at the hospital for people with... (shrink)

Four-month-old infants sometimes can perceive the unity of a partly hidden object. In each of a series of experiments, infants were habituated to one object whose top and bottom were visible but whose center was occluded by a nearer object. They were then tested with a fully visible continuous object and with two fully visible object pieces with a gap where the occluder had been. Pattems of dishabituation suggested that infants perceive the boundaries of a partly hidden object by analyzing (...) the movements of its surfaces: infants perceived a connected object when its ends moved in a common translation behind the occluder. Infants do not appear to perceive a connected object by analyzing the colors and forms of surfaces: they did not perceive a connected object when its visible parts were stationary, its color was homogeneous, its edges were aligned, and its shape was simple and regular. These findings do not support the thesis, from gestalt psychology, that object perception first arises as a consequence of a tendency to perceive the simplest, most regular configuration, or the Piagetian thesis that object perception depends on the prior coordination of action. Perception of objects may depend on an inherent conception of what an object is. (shrink)

Quality-Adjusted Life Years (QALYs) and Disability-Adjusted Life Years (DALYs) are two of the most commonly used health measures to determine resource prioritization and the population burden of disease, respectively. There are different types of problems with the use of QALYs and DALYs for measuring health benefits. Some of these problems have to do with measurement, for example, the weights they ascribe to health states might fail to reflect with exact accuracy the actual well-being or health levels of individuals. But even (...) if these weights represent accurately the well-being levels of individuals, there is room for questioning whether these measures capture everything that we care about in these cases, or whether there are important issues that they leave out, including considerations of fairness or equality. In this regard, the measures have been criticized for treating the aggregation of small benefits as greater than the aggregation of fewer but bigger benefits,1for disregarding fair chances in favor of utility maximization,2and for raising problems when applied in the context of variable population size.3Perhaps one of the most pervasive ethical issues that has been associated with the use of these measures is the fact that they seem to discriminate against disabled people.4Since the measures assume that disabled people have lower well-being and a shorter life span, treating a disabled person’s medical condition contributes less to the maximization of years of life with good health than treating a non-disabled patient’s medical condition. (shrink)

Powers of Horror is an excellent introduction to an aspect of contemporary French literature which has been allowed to become somewhat neglected in the current emphasis on para-philosophical modes of discourse.".

There are many cases in which people collectively cause some morally significant outcome (such as a harmful or beneficial outcome) but no individual act seems to make a difference. The problem in such cases is that it seems each person can argue, ‘it makes no difference whether or not I do X, so I have no reason to do it.’ The challenge is to say where this argument goes wrong. My approach begins from the observation that underlying the problem and (...) motivating the typical responses to it is a standard, intuitive assumption. The assumption is that if an act will not make a difference with respect to an outcome, then it cannot play a sig- nificant, non-superfluous role in bringing that outcome about. In other words, helping to bring about an outcome requires making a difference. I argue that the key to solving the problem is to reject this assumption. I develop an account of what it is to help to bring about an outcome, where this does not require making a difference, and I use this explain our reasons for action in the problem cases. This account also yields an error theory that explains why the standard assumption is so tempting, even though it is mistaken. (shrink)

Her analysis deals with the role of narcissism and idealization in the formation of a love object. She accounts for the role of the death drive by coining the term "love/hate.".

This book is concerned with the notion of the "stranger" -the foreigner, outsider, or alien in a country and society not their own- as well as the notion of strangeness within the self -a person's deep sense of being, as distinct from outside appearance and their conscious idea of self. Kristeva begins with the personal and moves outward by examining world literature and philosophy. She discusses the foreigner in Greek tragedy, in the Bible, and in the literature of the Middle (...) Ages, Renaissance, Enlightenment, and the twentieth century. She discusses the legal status of foreigners throughout history, gaining perspective on our own civilization. Her insights into the problems of nationality, particularly in France are more timely and relevant in an increasingly integrated and fractious world. (shrink)

In _Black Sun_, Julia Kristeva addresses the subject of melancholia, examining this phenomenon in the context of art, literature, philosophy, the history of religion and culture, as well as psychoanalysis. She describes the depressive as one who perceives the sense of self as a crucial pursuit and a nearly unattainable goal and explains how the love of a lost identity of attachment lies at the very core of depression's dark heart. In her discussion she analyzes Holbein's controversial 1522 painting (...) "The Body of the Dead Christ in the Tomb," and has revealing comments on the works of Marguerite Duras, Dostoyevsky and Nerval. _Black Sun_ takes the view that depression is a discourse with a language to be learned, rather than strictly a pathology to be treated. (shrink)

Theories of reasons and other normativia can seem to lead ineluctably to a tragic dilemma. They can be personal but parochial if they locate reasons in features of the point of view of actual people. Or they can be objective but alien if they take reasons to be mind-independent fixtures of the universe. Kantian constructivism tries to offer the best of both worlds: an account of normative authority anchored in the evaluative perspectives of actual agents but refined by a procedure (...) that guarantees certain principles, like the moral law, will have universal and unconditional authority. This chapter considers motivations for such a view and chronicles the intrepid efforts of its adherents to make good on this guarantee - to show that the structure of practical reason commits reasoners to morality. -/- . (shrink)

What attitudes can we rationally take towards our philosophical views? In this paper, I offer a novel answer to this question that draws on the distinction between transitional and terminal attitudes (Staffel 2019). Terminal attitudes are the kinds of attitudes, such as beliefs and credences, that we form as conclusions of reasoning processes. Transitional attitudes, by contrast, are attitudes we form during ongoing deliberations, before we settle on an opinion about how our information bears on the question of interest. I (...) argue that we can rationally hold terminal attitudes towards local philosophical claims, but not global ones. Only transitional attitudes can be rationally held towards global philosophical claims, at least in most cases. (shrink)

How should thinkers cope with uncertainty? Julia Staffel breaks new ground in the study of rationality by answering this question and many others. She also explains how it is better to be less irrational, because less irrational degrees of belief are generally more accurate and better at guiding our actions.

¿Cómo es que un sistema cognitivo del que se dice no habría surgido para conocer, sino para sobrevivir, ha venido a conocer tantas cosas evolutivamente inútiles y -por qué descartarlo hoy- hasta nocivas para la supervivencia de la especie? El saber filosófico despierta, dirán Aristóteles o Hegel, una vez satisfecho lo necesario para la existencia. Puede incluso que la superfluidad sea esencial a la cultura, pues lo superfluo es para el hombre, según la expresión de Voltaire, «cette chose si nécessaire!». (...) Ese desequilibrio entre utilidad natural y uso cultural de la razón avala bien el rechazo a ver en ésta un elemento más de la naturaleza. Aceptarlo obligaría a normalizar su estudio y -consecuencia o premisa inevitable- a naturalizar su concepto. Ambas cosas conllevarían además una incursión, insolente no sólo para el filósofo, de las ciencias particulares en los dominios tradicionales de la filosofía, dominios con tanta acucia conseguidos a lo largo de su historia. No obstante, quienes estén convencidos de que la naturalización de la razón equivale al suicidio de la filosofía, y la rehúsen por ello, deberían sopesar antes las razones por las que habría de ser preferible salvar la filosofía a naturalizar la razón. Tal vez descubran al paso qué ancestral, qué prefilosófica es su idea de la filosofía. (shrink)

This article argues that an intentional acrostic spanning the first five lines of Propertius’ elegy for Cynthia's birthday (3.10), MANE[T], contributes significantly to the poignancy and purpose of the poem. MANE can be read as māne, ‘in the morning’, or manē, ‘stay!’, both of which emphasize the fleeting nature of dawn—and of Cynthia's youthful beauty. MANET can suggest both ‘[art] remains’ and ‘[death] awaits’. All four of these meanings work together to capture the tension between human transience and artistic immortality. (...) The theme is further enhanced by a balancing reverse telestich at the poem's end, ROSA RVES (‘[a] rose, you will fall to ruin’). (shrink)

Twenty-five years after her death, we are still coming to terms with the controversial figure of Hannah Arendt. Interlacing the life and work of this seminal twentieth-century philosopher, Julia Kristeva provides us with an elegant, sophisticated biography brimming with historical and philosophical insight. Centering on the theme of female genius, _Hannah Arendt_ emphasizes three features of the philosopher's work. First, by exploring Arendt's critique of Saint Augustine and her biographical essay on Rahel Varnhagen, Kristeva accentuates Arendt's commitment to recounting (...) lives and narration. Second, Kristeva reflects on Arendt's perspective on Judaism, anti-Semitism, and the "banality of evil." Finally, the biography assesses Arendt's intellectual journey, placing her enthusiasm for observing both social phenomena and political events in the context of her personal life. Drawing on fragments of Arendt's most intimate correspondence with her longtime lover Martin Heidegger and her husband Heinrich Blucher, excerpts from her mother's "Unser Kind" (a diary tracking Hannah's formative years), and passages from Arendt's philosophical writings, Kristeva presents a luminous story. With a thorough thematic index and bibliographical references, _Hannah Arendt_ is a major breakthrough in the understanding of an essential thinker. (shrink)

Julia Kristeva refracts the impulse to hate (and our attempts to subvert, sublimate, and otherwise process it) through psychoanalysis and text, exploring worlds, women, religion, portraits, and the act of writing. Her inquiry spans themes, topics, and figures central to her writing, and her paths of discovery advance the theoretical innovations that are so characteristic of her thought. Kristeva rearticulates and extends her analysis of language, abjection, idealization, female sexuality, love, and forgiveness. She examines the "maladies of the soul," (...) utilizing examples from her practice and the ailments of her patients, such as fatigue, irritability, and general malaise. She sources the Bible and texts by Marguerite Duras, St. Teresa of Avila, Roland Barthes, Simone de Beauvoir, and Georgia O'Keefe. Balancing political calamity and individual pathology, she addresses internal and external catastrophes and global and personal injuries, confronting the nature of depression, obliviousness, fear, and the agony of being and nothingness. Throughout Kristeva develops the notion that psychoanalysis is the key to serenity, with its processes of turning back, looking back, investigating the self, and refashioning psychical damage into something useful and beautiful. Constant questioning, Kristeva contends, is essential to achieving the coming to terms we all seek at the core of forgiveness. (shrink)

There is long standing agreement both among philosophers and linguists that the term ‘counterfactual conditional’ is misleading if not a misnomer. Speakers of both non-past subjunctive (or ‘would’) conditionals and past subjunctive (or ‘would have’) conditionals need not convey counterfactuality. The relationship between the conditionals in question and the counterfactuality of their antecedents is thus not one of presupposing. It is one of conversationally implicating. This paper provides a thorough examination of the arguments against the presupposition view as applied to (...) past subjunctive conditionals and finds none of them conclusive. All the relevant linguistic data, it is shown, are compatible with the assumption that past subjunctive conditionals presuppose the falsity of their antecedents. This finding is not only interesting on its own. It is of vital importance both to whether we should consider antecedent counterfactuality to be part of the conventional meaning of the conditionals in question and to whether there is a deep difference between indicative and subjective conditionals. (shrink)

On Moral Certainty, Justification and Practice presents a view of morality that is inspired by the later Wittgenstein. Hermann explores the ethical implications of Wittgenstein's remarks on doubt, justification, rule-following, certainty and training, offering an alternative to interpretations of Wittgenstein's work that view it as being intrinsically ethical. The book scrutinises cases in which doubt and justification do not make sense, and contrasts certain justificatory demands made by philosophers with the role of moral justification in concrete situations. It offers an (...) account of moral certainty, which is linked to a view of moral competence. Contrary to the views propounded by philosophers who emphasise the importance of moral principles, it is argued that moral agency is first and foremost a matter of having certain capacities. The book takes an anti-intellectualist stance and remains close to concrete practices. The practice-based view of morality it endorses has implications for moral education, intercultural moral dialogue and the prospects for moral agreement, change and progress. (shrink)

These days, who still has a soul? asks Julia Kristeva in her psychoanalytic exploration, _New Maladies of the Soul._ Hailed by Peter Brooks in the _New York Times_ as "a critic of great psychoanalytic insight," Kristeva reveals to readers a new kind of patient, symptomatic of an age of political upheaval, mass-mediated culture, and the dramatic overhaul of familial and sexual mores. The book poses a troubling question about the human subject in the West today: Is the psychic space (...) that we have traditionally known disappearing? (shrink)

Standard arguments for Bayesian conditionalizing rely on assumptions that many epistemologists have criticized as being too strong: (i) that conditionalizers must be logically infallible, which rules out the possibility of rational logical learning, and (ii) that what is learned with certainty must be true (factivity). In this paper, we give a new factivity-free argument for the superconditionalization norm in a personal possibility framework that allows agents to learn empirical and logical falsehoods. We then discuss how the resulting framework should be (...) interpreted. Does it still model norms of rationality, or something else, or nothing useful at all? We discuss five ways of interpreting our results, three that embrace them and two that reject them. We find one of each kind wanting, and leave readers to choose among the remaining three. (shrink)

The nature and scope of jurisprudence -- Rights and justice -- Law and morality -- Classical and modern natural law -- Classical and modern legal positivism -- Legal realism -- Sociological jurisprudence -- Critical legal studies.

Kristeva points to Montesquieu's esprit général--his notion of the social body as a guaranteed hierarchy of private rights--in this humanistic plea for tolerance and commonality.

Julia Kristeva, herself a product of the famous May '68 Paris student uprising, has long been fascinated by the concept of rebellion and revolution. Psychoanalysts believe that rebellion guarantees our independence and creative capacities, but is revolution still possible? Confronted with the culture of entertainment, can we build and nurture a culture of revolt, in the etymological and Proustian sense of the word: an unveiling, a return, a displacement, a reconstruction of the past, of memory, of meaning? In the (...) first part of the book, Kristeva examines the manner in which three of the most unsettling modern writers--Aragon, Sartre, and Barthes--affirm their personal rebellion. In the second part of the book, Kristeva ponders the future of rebellion. She maintains that the "new world order" is not favorable to revolt. "What can we revolt against if power is vacant and values corrupt?" she asks. Not only is political revolt mired in compromise among parties whose differences are less and less obvious, but an essential component of European culture--a culture of doubt and criticism--is losing its moral and aesthetic impact. (shrink)

Wie lassen sich Banalität, Trivialität und Kitsch voneinander unterscheiden und welche Rolle spielen sie für Kunst und Literatur? Zur Beantwortung dieser Fragen betrachtet Julia Genz Banalität, Trivialität und Kitsch als Bestandteile von Diskursen, in denen Zugänglichkeit bewertet wird. Zugänglichkeit ist dabei nicht von vornherein gegeben, sondern muss diskursiv erst hergestellt werden. Durch die Ausdifferenzierung in soziale, kognitive und emotionale Zugänglichkeit lassen sich die drei bislang nicht überzeugend getrennten Bereiche voneinander abgrenzen und mit ihren Gegenpolen Exklusivität, Komplexität und Kunst in (...) ein umfassendes Ästhetikmodell integrieren. (shrink)

I propose that the successes and contributions of reinforcement learning urge us to see the mind in a new light, namely, to recognise that the mind is fundamentally evaluative in nature.

It seems to be a humdrum fact of human agency that we act on intentions or decisions that we have made at an earlier time. At breakfast, you look at the Taco Hut menu online and decide that later today you’ll have one of their avocado burritos for lunch. You’re at your desk and you hear the church bells ring the noon hour. You get up, walk to Taco Hut, and order the burrito as planned. As mundane as this sort (...) of scenario might seem to be, philosophers have raised a problem in understanding it. If you are simply abiding by this morning’s decision, how are you acting autonomously? Your earlier self seems to be calling the shots; if you are just acting accordingly, without thinking through it or in some other way trying to ensure that the past decision conforms to your present standpoint, it is not clear how this amounts to an exercise of your present autonomous agency. It seems, rather, that your earlier self has succeeded in slaving you to her own purposes. She was the one who wanted (intended, judged it to be good, etc.) to have an avocado burrito. In simply following through, your current self seems to be just an automaton performing the commands left behind by your former self. Of course, you might not allow yourself to be shackled by your earlier self. You might refuse to follow anything but your own present judgments: you will only go to Taco Hut if this is what you judge you should do right now, and once at Taco Hut you will only eat the avocado burrito if that is what you want to eat once there. But if this is the way you generally operate, this seems to block your ability to make effective future-directed decisions. The puzzle, then, is one of explaining how the future self can do the bidding of her past self without losing her autonomy. We call this “the Problem of Diachronic Autonomy.” Philosophers raising this problem take it to show that there must be reasons or rational requirements to follow-through with our past decisions. According to these philosophers, we can only make sense of our diachronic autonomy if our past decisions put rational pressure on us to follow through. We argue that there is no Problem of Diachronic Autonomy. There is, in other words, no puzzling situation that needs explaining. Consequently, there is no need coming from this purported puzzle to think that our future-directed decisions generate reasons or rational requirements to follow through. The correct view of our diachronic autonomy is the “naïve” one: the “future self” can do the bidding of the “past self” without giving up its autonomy because, very simply, the past self is the same agent as the future self. I am acting autonomously when I get the avocado burrito, because I was the one who decided to get the burrito. I am acting on my own freely-formed decision. (shrink)

To the renowned psychoanalyst, philosopher, and linguist Julia Kristeva, Melanie Klein (1882--1960) was the most original innovator, male or female, in the psychoanalytic arena. Klein pioneered psychoanalytic practice with children and made major contributions to our understanding of both psychosis and autism. Along the way, she successfully introduced a new approach to the theory of the unconscious without abandoning the principles set forth by Freud. In her first biography of a fellow psychoanalyst, the prolific Kristeva considers Klein's life and (...) intellectual development, weaving a narrative that covers the history of psychoanalysis and illuminates Kristeva's own life and work. Kristeva tells the remarkable story of Klein's life: an unhappy wife and mother who underwent analysis, and -- without a medical or other advanced degree -- became an analyst herself at the age of 40. In examining her work, Kristeva proposes that Klein's "break" with Freud was really an attempt to complete his theory of the unconscious. Kristeva addresses Klein's numerous critics, and, in doing so, bridges the wide gulf between the clinical and theoretical worlds of psychoanalysis. Klein is celebrated here as the first person to see the mother as the source of not only creativity, but of thought itself, and the first to consider the place of matricide in psychic development. As such, Klein is a seminal figure in the evolution of the provocative ideas about motherhood and the psyche for which Kristeva is most famous. Klein is thus, in a sense, a mother to Kristeva, making this book an account of the development of Kristeva's own thought as well as Klein's. (shrink)

Beyond Contractual Morality looks at current debates over the meaning of liberalism by reexamining their roots in eighteenth-century texts, which demonstrate ...

Linguist, psychoanalyst, and cultural theorist, Julia Kristeva is one of the most influential and prolific thinkers of our time. Her writings have broken new ground in the study of the self, the mind, and the ways in which we communicate through language. Her work is unique in that it skillfully brings together psychoanalytic theory and clinical practice, literature, linguistics, and philosophy. In her latest book on the powers and limits of psychoanalysis, Kristeva focuses on an intriguing new dilemma. Freud (...) and psychoanalysis taught us that rebellion is what guarantees our independence and our creative abilities. But in our contemporary "entertainment" culture, is rebellion still a viable option? Is it still possible to build and embrace a counterculture? For whom--and against what--and under what forms? Kristeva illustrates the advances and impasses of rebel culture through the experiences of three twentieth-century writers: the existentialist John Paul Sartre, the surrealist Louis Aragon, and the theorist Roland Barthes. For Kristeva the rebellions championed by these figures--especially the political and seemingly dogmatic political commitments of Aragon and Sartre--strike the post-Cold War reader with a mixture of fascination and rejection. These theorists, according to Kristeva, are involved in a revolution against accepted notions of identity--of one's relation to others. Kristeva places their accomplishments in the context of other revolutionary movements in art, literature, and politics. The book also offers an illuminating discussion of Freud's groundbreaking work on rebellion, focusing on the symbolic function of patricide in his _Totem and Taboo_ and discussing his often neglected vision of language, and underscoring its complex connection to the revolutionary drive. (shrink)

The definition of 'Englishness' has become the subject of considerable debate, and in this important contribution tto Ideas in Context Julia Stapleton looks at the work of one of the most wide-ranging and influential theorists of the English nation, Ernest Barker. The first holder of the Chair of Political Science at Cambridge, Barker wrote prolifically on the history of political thought and contemporary political theory, and his writings are notable for fusing three of the dominant strands of late-nineteenth and (...) early-twentieth century political thought, Whiggism, Idealism and Pluralism. Infused with a strong cultural sense of nationhood, Barker's writings influenced a broad non-academic audience, and their subsequent neglect graphically demonstrates the fate of a certain vision of Liberal England in the generation after World War One. With, however, the erosion of a particular sense of Englishness, Barker's ideas have begun to assume renewed resonance. (shrink)

Learning in educational settings most often emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other, equally important components of learning, especially improvements produced by experience in the extraction of information: Perceptual learning. Here we describe research that combines principles of perceptual learning with computer technology to address persistent difficulties in mathematics learning. We report three experiments in which we developed and tested perceptual learning modules to address issues of structure extraction and fluency in relation to algebra and (...) fractions. PLMs focus students’ learning on recognizing and discriminating, or mapping key structures across different representations or transformations. Results showed significant and persisting learning gains for students using PLMs. PLM technology offers promise for addressing neglected components of learning: Pattern recognition, structural intuition, and fluency. Using PLMs as a complement to other modes of instruction may allow students to overcome chronic problems in learning. (shrink)

Trust and corporation (extracts) / by F.W. Maitland -- Respublica Christiana -- by J.N. Figgis -- Society and state / by R.M. MacIver -- The discredited state / by E. Barker -- Conflicting social obligations / by G.D.H. Cole -- Community is a process / by M.P. Follett -- The eruption of the group / by E. Barker -- The masses in a representative democracy / by M. Oakeshott -- The atavism of social justice / by F.A. von Hayek -- (...) Collective entities and moral rights / by V. van Dyke -- Capitalism, citizenship and community / by S. Macedo -- Liberalism and the politicization of ethnicity / by W. Kymlicka -- Are there any cultural rights? / by C. Kukathas -- The civil society argument / by M. Walzer. (shrink)

Since William Jones announced the kinship of Sanskrit and the European languages, a massive body of scholarship has illuminated the development of the so-called "Indo-European" language group. This new historical philology has enormous technical achievements to its credit. But almost from the start, it became entangled with prejudices and myths--with efforts to recreate not only the lost language, but also the lost--and superior--civilization of the Indo-European ancestors. This drive to determine the identity and nature of the first language of humanity (...) was deeply rooted in both near eastern and western traditions. The Bible described the perfect, transparent language of Adam and followed its degeneration, caused by human sin, into the multiple, opaque languages of later nations. The three sons of Noah became, for Jewish and early Christian writers, the founders of three distinct human groups. By the sixth and seventh centuries, historians began to magnify the deeds of certain later peoples, such as the Scythians and Goths, and to connect them with the biblical genealogy of languages and races. And in the Renaissance, speculative historical etymology took root and flourished, as national pride led European intellectuals to assert that their own modern languages--for example, Flemish--either could be identified with the original one or offered the closest surviving approximation to it. Japheth, Noah's favorite son and the forefather of the Europeans, emerged as the hero who had preserved the original language in its purity. A new history of the European languages developed, one which traced them back to the language of the barbarian Scythians and emphasized the connections between Persian and European languages. It came to seem implausible that the European languages derived from Hebrew. By the eighteenth century, in short, all the preconditions were present for a discovery that the ancestors of the Europeans, like the common ancestor of their languages, had been independent of Semitic influence. A modern scholarly thesis whose political and intellectual consequences are still working themselves out reveals the continuing impact of a millennial tradition of speculation about language and history. (shrink)

When one is going through a personal hardship, it is often comforting, or emotionally helpful, to hear from someone else who has gone through something similar. This is a common, familiar human phenomenon, but this chapter argues that it is philosophically puzzling. Unless one is in some sort of moment of vice, one would not want the other person to have suffered the hardship, and one should be pained to hear that they have. And yet the phenomenon is that hearing (...) about their similar hardship makes one feel better, rather than worse. Why is that? The chapter considers a range of intuitive replies. It argues that while each might be part of the story, none resolves the puzzle. There remains a question as to why the phenomenon does not reflect a vice of insufficient care or concern for others. It then considers two possible answers, drawing on ideas from Adams and Bommarito, but argues that neither are satisfactory. The aim of the chapter is to bring out the puzzle and show that it is difficult to resolve. But it ends with a suggestion for a resolution. (shrink)

Julia Markovits develops a desire-based, internalist account of what normative reasons are--an account which is compatible with the idea that moral reasons can apply to all of us, regardless of our desires. She builds on Kant's formula of humanity to defend universal moral reasons, and addresses the age-old question of why we should be moral.

This paper discusses the inefficacy problem that arises in contexts of “collective harm.‘ These are contexts in which by acting in a certain sort of way, people collectively cause harm, or fail to prevent it, but no individual act of the relevant sort seems to itself make a difference. The inefficacy problem is that if acting in the relevant way won’t make a difference, it’s unclear why it would be wrong. Each individual can argue, “things will be just as bad (...) whether or not I act in this way, so there’s no point in doing otherwise.‘ The goal of this paper is to give an overview of some of the main responses available to the problem and to highlight central issues that arise for each type of response. In the final section, I explain what I take to be the most promising strategy and discuss the form that this strategy should take. (shrink)

Sentences containing predicates of personal taste exhibit two striking features: whether they are true seems to lie in the eye of the beholder and whether they are true can be—and often is—subject to disagreement. In the last decade, there has been a lively debate about how to account for these two features. In this paper, I shall argue for two claims: first, I shall show that even the most promising approaches so far offered by proponents of so-called indexical contextualism fail (...) to account for the disagreement feature. They might be able to account for some disagreement data, but they have trouble accounting for two kinds of disagreement data that caused the estrangement from indexical contextualism and the migration to relativism in the first place: the denial and the retraction data. Second, I shall show that we still do not have to abandon indexical contextualism, because what I shall call the superiority approach—a new pragmatically extended version of indexical contextualism—can very well account for the data. (shrink)