Of other ancient writers, call into question the traditional view that katharsis in the Poetics is a homeopathic process - one in which pity and fear affect emotions like themselves. She maintains, instead, that Aristotle considered katharsis to be an allopathic process in which pity and fear purge the soul of shameless, antisocial, and aggressive emotions. While exploring katharsis, Tragic Pleasures analyzes the closely related question of how the Poetics treats the.

Despite increasing interest in the figure of Socrates and in love in ancient Greece, no recent monograph studies these topics in all four of Plato's dialogues on love and friendship. This book provides important new insights into these subjects by examining Plato's characterization of Socrates in Symposium, Phaedrus, Lysis and the often neglected Alcibiades I. It focuses on the specific ways in which the philosopher searches for wisdom together with his young interlocutors, using an art that is 'erotic', not in (...) a narrowly sexual sense, but because it shares characteristics attributed to the daimon Eros in Symposium. In all four dialogues, Socrates' art enables him, like Eros, to search for the beauty and wisdom he recognizes that he lacks and to help others seek these same objects of erôs. Belfiore examines the dialogues as both philosophical and dramatic works, and considers many connections with Greek culture, including poetry and theater. (shrink)

Plato's views on tragedy depend in large part on his views about the ethical consequences of emotional arousal. In the Republic, Plato treats the desires we feel in everyday life to weep and feel pity as appetites exactly like those for food or sex, whose satisfactions are ‘replenishments’. Physical desire is not reprehensible in itself, but is simply non-rational, not identical with reason but capable of being brought into agreement with it. Some desires, like that for simple and wholesome food, (...) are in fact ‘necessary’ and approved by reason. Other appetites, like lust and gluttony, are ‘unnecessary’ and anti-rational in that they are actively opposed to reason. According to the Republic, the satisfaction of these ‘unnecessary’ desires inevitably strengthens the elements in the soul that oppose reason. The desire to weep at the theatre is treated in this dialogue as just such an anti-rational desire. Even a temporary indulgence in tragic pity and fear has a permanent deleterious effect on the soul, although it does not lead directly to any action. This paper argues that a radically different psychological theory, with important aesthetic implications, appears in the discussion of wine-drinking in Books 1 and 2 of Plato's Laws. Though this long passage has been much scorned and neglected, it is of considerable philosophical importance. While in the Republic Plato condemns drunkenness and other anti-rational states, in the Laws he extols the benefits of a hypothetical ‘fear drug’ that could induce a temporary state of anti-rational terror and of wine to produce other anti-rational emotions and desires. (shrink)

Plato's views on tragedy depend in large part on his views about the ethical consequences of emotional arousal. In theRepublic, Plato treats the desires we feel in everyday life to weep and feel pity as appetites exactly like those for food or sex, whose satisfactions are ‘replenishments’. Physical desire is not reprehensible in itself, but is simplynon-rational, not identical with reason but capable of being brought into agreement with it. Some desires, like that for simple and wholesome food, are in (...) fact ‘necessary’ and approved by reason. Other appetites, like lust and gluttony, are ‘unnecessary’ andanti-rational in that they are actively opposed to reason. According to theRepublic, the satisfaction of these ‘unnecessary’ desires inevitably strengthens the elements in the soul that oppose reason. The desire to weep at the theatre is treated in this dialogue as just such an anti-rational desire. Even a temporary indulgence in tragic pity and fear has a permanent deleterious effect on the soul, although it does not lead directly to any action.This paper argues that a radically different psychological theory, with important aesthetic implications, appears in the discussion of wine-drinking in Books 1 and 2 of Plato'sLaws. Though this long passage has been much scorned and neglected, it is of considerable philosophical importance. While in theRepublicPlato condemns drunkenness and other anti-rational states, in theLawshe extols the benefits of a hypothetical ‘fear drug’ that could induce a temporary state of anti-rational terror and of wine to produce other anti-rational emotions and desires. (shrink)

Aristotle's Rhetoric defines fear as a kind of pain or disturbance and pity as a kind of pain . In his Poetics, however, pity and fear are associated with pleasure: ‘ The poet must provide the pleasure that comes from pity and fear by means of imitation’ . The question of the relationship between pleasure and pain in Aristotle's aesthetics has been studied primarily in connection with catharsis. Catharsis, however, raises more problems than it solves. Aristotle says nothing at all (...) about the tragic catharsis in the Poetics except to state that tragedy accomplishes it. Though he gives a more complete account of catharsis in the Politics, the context of this passage is so different from that of the Poetics that its relevance is questionable. A more promising, but largely neglected, approach to Aristotle's theory of tragic pleasure and pain is through a study of his psychological works. Here, Aristotle describes a number of emotional and cognitive responses to kinds of objects that include works of art. These descriptions support an interpretation of the Poetics according to which a tragedy is pleasurable in one respect and painful in another, and pity and fear, though painful and not in themselves productive of pleasure, are nevertheless essential to the production of the oikeia hēdonē, ‘proper pleasure’, of tragedy. This interpretation has the advantage of not depending on a particular view of catharsis. It also makes much better sense than alternative views, once its seemingly paradoxical aspects are explained with the help of the psychological works. (shrink)

Aristotle'sRhetoricdefines fear as a kind of pain (lypē) or disturbance (tarachē) and pity as a kind of pain (2.5.1382 a 21 and 2.8.1385 b 13). In hisPoetics, however, pity and fear are associated with pleasure: ‘ The poet must provide the pleasure that comes from pity and fear by means of imitation’ (τ⋯ν ⋯π⋯ ⋯λέου κα⋯ ɸόβου δι⋯ μιμήσεως δεῖ ⋯δον⋯ν παρασκευάζειν14.1453 b 12–13). The question of the relationship between pleasure and pain in Aristotle's aesthetics has been studied primarily in (...) connection withcatharsis.Catharsis, however, raises more problems than it solves. Aristotle says nothing at all about the tragiccatharsisin thePoeticsexcept to state that tragedy accomplishes it. Though he gives a more complete account ofcatharsisin thePolitics, the context of this passage is so different from that of thePoeticsthat its relevance is questionable. A more promising, but largely neglected, approach to Aristotle's theory of tragic pleasure and pain is through a study of his psychological works. Here, Aristotle describes a number of emotional and cognitive responses to kinds of objects that include works of art. These descriptions support an interpretation of thePoeticsaccording to which (1) a tragedy is pleasurable in one respect and painful in another, and (2) pity and fear, though painful and not in themselves productive of pleasure, are nevertheless essential to the production of theoikeia hēdonē, ‘proper pleasure’, of tragedy. This interpretation has the advantage of not depending on a particular view ofcatharsis. It also makes much better sense than alternative views, once its seemingly paradoxical aspects are explained with the help of the psychological works. (shrink)

Résumé — Dans cet article, je montre que l’une des fonctions de la tragédie est de procurer un entraînement au thumos , en l’habituant à devenir amical plutôt qu’agressif envers les philoi . Je donne d’abord un bref aperçu des thèses sur le thumos exposées dans les œuvres éthiques et politiques d’Aristote. Ensuite, j’étudie la relation entre le thumos et les actes de violence entre proches, qui constituent le sujet de la tragédie, en montrant comment la pitié et la crainte (...) ressenties en réponse à ces actions peuvent aider à restreindre la tendance, associée à un thumos excessif, à blesser ses propres philoi. Je conclus en étudiant une thèse défendue par John Cooper en 1996, selon laquelle l’objet des désirs du thumos d’une personne vertueuse est le kalon, ce qui est à la fois noble et beau en un sens esthétique, car possédant ordre, symétrie, et délimitation. En m’appuyant sur les thèses de Cooper, je soutiens que les propriétés formelles de l’intrigue tragique, son ordre, sa symétrie et sa délimitation, ne procurent pas seulement un plaisir esthétique, mais qu’elles aident aussi à habituer le thumos à désirer et à prendre plaisir à ce qui est noble.— I argue in this article that one function of tragedy is to provide training for the thumos , habituating it to become friendly rather than aggressive toward philoi . I first provide a brief survey of the views on thumos expressed in Aristotle’s ethical and political works. Next, I study the relationship between thumos and the violent acts among kin that are subject matter of tragedy, suggesting ways in which pity and fear felt in response to these actions can help to restrain the tendency, associated with excessive thumos, to harm one’s own philoi. I conclude by studying an argument made by John Cooper in 1996 that the object of the thumos desires of the virtuous person is le kalon, that which is noble and at the same time beautiful in an aesthetic sense, having order, symmetry and determinateness. Building on Cooper’s ideas, I contend that the format properties of the tragic plot, its order, symmetry and determinateness, not only give aesthetic pleasure, but also help to habituate the thumos to desire and take pleasure in what is noble. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Editors’ IntroductionElizabeth S. Radcliffe and Mark G. SpencerThis issue opens with the winning essay in the Third Annual Hume Studies Essay Prize competition: “Hume beyond Theism and Atheism” by Dr. Ariel Peckel. Dr. Peckel’s essay was chosen as the winner from among papers submitted by emerging scholars from August 2022 through July 2023. Please see the full prize announcement with information about this talented Hume scholar elsewhere in this (...) issue. Our Call for Papers for the Fourth Essay Prize competition is printed in the back of this issue and on-line at the Hume Studies website. The contest is open to authors ten or fewer years from the Ph.D. and closes on August 1, 2024. If you are eligible, please consult our “Call” for further details!In other Hume Studies news, we have once again acquired a new printer. Christensen Printing (Lincoln, Nebraska), whose work for us was excellent, suddenly closed its business when its owner retired this past year and had no one to succeed him. We received the news just when our November issue was ready to go to press. With the assistance of our friends at the Philosophy Documentation Center, we obtained estimates from three printers and have now engaged Bailey Printing in Charlottesville, Virginia. Our November issue was published on-line by November 1 (at the Philosophy Documentation Center website, the Project Muse website, and the Hume Society website), but the print issue took longer to get to subscribers.For a second time, we want to bring to the attention of our readers that Hume Studies will be marking its 50th year of publication in 2025. As we have previously noted, we are planning an anniversary issue for 50:1 (April 2025). We hope to include among the special features of that issue paragraphs or statements from our readers in answer to this query: “Of all of the articles that have been published in [End Page 7] Hume Studies over the past 50 years, which one is most noteworthy to you? Why so?” Please see the “Call for Entries” in the back of this issue or on the Hume Studies website (https://www.humesociety.org/ojs/index.php/hs), which includes details on where to send your response. The due date is October 15, 2024, but we encourage you to send your entries as soon as possible! [End Page 8]Copyright © 2024 Hume Studies... (shrink)

The importance of ethical listening -- The power of difference and values that unite -- Take off your armor and bring down the walls: adopting a listening posture -- Dolls and cages: listening as investment and care -- Deep listening: remembering and responding with intentional focus -- Hyenas and chickens: listening as invitation -- Hope for sustainable hospitality -- References -- About the author.

Research on human infants has begun to shed light on early-developing processes for segmenting perceptual arrays into objects. Infants appear to perceive objects by analyzing three-dimensional surface arrangements and motions. Their perception does not accord with a general tendency to maximize figural goodness or to attend to nonaccidental geometric relations in visual arrays. Object perception does accord with principles governing the motions of material bodies: Infants divide perceptual arrays into units that move as connected wholes, that move separately from one (...) another, that tend to maintain their size and shape over motion, and that tend to act upon each other only on contact. These findings suggest that o general representation of object unity and boundaries is interposed between representations of surfaces and representations of objects of familiar kinds. The processes that construct this representation may be related to processes of physical reasoning. (shrink)

Complex cognitive skills such as reading and calculation and complex cognitive achievements such as formal science and mathematics may depend on a set of building block systems that emerge early in human ontogeny and phylogeny. These core knowledge systems show characteristic limits of domain and task specificity: Each serves to represent a particular class of entities for a particular set of purposes. By combining representations from these systems, however human cognition may achieve extraordinary flexibility. Studies of cognition in human infants (...) and in nonhuman primates therefore may contribute to understanding unique features of human knowledge. 2020 APA, all rights reserved). (shrink)

Experiments with young infants provide evidence for early-developing capacities to represent physical objects and to reason about object motion. Early physical reasoning accords with 2 constraints at the center of mature physical conceptions: continuity and solidity. It fails to accord with 2 constraints that may be peripheral to mature conceptions: gravity and inertia. These experiments suggest that cognition develops concurrently with perception and action and that development leads to the enrichment of conceptions around an unchanging core. The experiments challenge claims (...) that cognition develops on a foundation of perceptual or motor experience, that initial conceptions are inappropriate to the world, and that initial conceptions are abandoned or radically.. (shrink)

Most naturalists think that the belief/desire model from Hume is the best framework for making sense of motivation. As Smith has argued, given that the cognitive state (belief) and the conative state (desire) are separate on this model, if a moral judgment is cognitive, it could not also be motivating by itself. So, it looks as though Hume and Humeans cannot hold that moral judgments are states of belief (moral cognitivism) and internally motivating (moral internalism). My chief claim is that (...) the details of Hume’s naturalistic philosophy of mind actually allow for a conjunction of these allegedly incompatible views. This thesis is significant, since readers typically have thought that Hume’s view that motivation is not produced by representations, coupled with his view that moral judgments motivate on their own, imply that moral judgments could never take the form of beliefs about, or representations of, the moral (virtue and vice). (shrink)

A new method was devised to test object permanence in young infants. Fivemonth-old infants were habituated to a screen that moved back and forth through a 180-degree arc, in the manner of a drawbridge. After infants reached habituation, a box was centered behind the screen. Infants were shown two test events: a possible event and an impossible event. In the possible event, the screen stopped when it reached the occluded box; in the impossible event, the screen moved through the space (...) occupied by the box. The results indicated that infants looked reliably longer at the impossible than at the possible event. This hnding suggested that infants (1) understood that the box continued to exist, in its same location, after it was occluded by the screen, and (2) expected the screen to stop against the occluded box and were surprised, or puzzled, when it failed to do so. A control experiment in which the box was placed next to the screen provided support for this interpretation of the results. Together, the results of these experiments indicate that, contrary to Piaget’s (1954) claims, infants as young as 5 months of age understand that objects continue to exist when occluded. The results, also indicate that 5-month-old infants realize that solid objects do not move through the space occupied by other solid objects. (shrink)

What is the proper role of politics in higher education? Many policies and reforms in the academy, from affirmative action and a multicultural curriculum to racial and sexual harassment codes and movements to change pedagogical styles, seek justice for oppressed groups in society. They understand justice to require a comprehensive equality of membership: individuals belonging to different groups should have equal access to educational opportunities; their interests and cultures should be taken equally seriously as worthy subjects of study, their persons (...) treated with equal respect and concern in communicative interaction. Conservative critics of these egalitarian movements represent them as dangerous political meddling into the disinterested pursuit of knowledge. They cast the pursuit of equality as a threat to freedom of speech and academic standards. In response, some radical advocates of such programs agree that the quest for equality clashes with free speech, but view this as an argument for sacrificing freedom of speech. (shrink)

in a recent article entitled “Hume on the Passions,” Stephen Buckle opens with the claim that Hume’s theory of the passions has largely been neglected. “Apart from a couple of famous sections in the Treatise concerning the sources of action,” he writes, “the subject matter has rarely excited interest.”1 His analysis of why the subject of the passions in Hume has been uninspiring points to the fact that readers have largely misunderstood the point of Hume’s theory. They usually regard the (...) account as yet another mechanistic analysis of the passions in the vein of seventeenth-century science, alongside the offerings of Malebranche, Hobbes, and Spinoza. Buckle is right to point out that there is a.. (shrink)

What leads humans to divide the social world into groups, preferring their own group and disfavoring others? Experiments with infants and young children suggest these tendencies are based on predispo- sitions that emerge early in life and depend, in part, on natural language. Young infants prefer to look at a person who previously spoke their native language. Older infants preferentially accept toys from native-language speakers, and preschool children preferentially select native-language speakers as friends. Variations in accent are sufficient to evoke (...) these social preferences, which are observed in infants before they produce or comprehend speech and are exhibited by children even when they comprehend the foreign-accented speech. Early-developing preferences for native-language speakers may serve as a foundation for later-developing preferences and conflicts among social groups. (shrink)

Hume’s thesis that reason alone does not motivate is taken as the ground for this theory: Reason produces beliefs only, and beliefs are mere representations of fact, which, without passions for the objects the beliefs concern, cannot move anyone at all. Discussions of the Humean theory of motivation usually begin with the motivating passions in place without asking about their genesis. This emphasis, I think, overlooks a good deal of what Hume’s thesis concerning the motivational impotence of reason is about: (...) It concerns the incapacity of reason to generate the motivating passions in the first place, and not just the ineffectiveness of beliefs, without passions, to produce action. [...] In this paper, I will offer an interpretation of Hume's theory of motive formation and show how it provides crucial support for a famous claim in his argument against the moral rationalists[...]. As it turns out, reason does play a necessary role in motive formation even for Hume, but the answer why it is not sufficient is a telling difference between a rationalist moral psychology and Hume's. (shrink)

A series of experiments investigated the effect of speakers’ language, accent, and race on children’s social preferences. When presented with photographs and voice recordings of novel children, 5-year-old children chose to be friends with native speakers of their native language rather than foreign-language or foreign-accented speakers. These preferences were not exclusively due to the intelligibility of the speech, as children found the accented speech to be comprehensible, and did not make social distinctions between foreign-accented and foreign-language speakers. Finally, children chose (...) same-race children as friends when the target children were silent, but they chose other-race children with a native accent when accent was pitted against race. A control experiment provided evidence that children’s privileging of accent over race was not due to the relative familiarity of each dimension. The results, discussed in an evolutionary framework, suggest that children preferentially evaluate others along dimensions that distinguished social groups in prehistoric human societies. (shrink)

That Hume 's theory can be interpreted in two widely divergent ways-as a version of sentimentalism and as an ideal observer theory-is symptomatic of a puzzle ensconced in Hume 's theory. How can the ground of morality be internal and motivating when an inference to the feelings of a spectator in "the general point of view" is typically necessary to get to genuine moral distinctions? This paper considers and rejects the suggestion that in moral education, for Hume, the inculcation of (...) morality internalizes the sentiments of the ideal observer. It ultimately offers a different resolution of the conflicting strains. (shrink)

This article considers 3 claims that cognitive sex differ- ences account for the differential representation of men and women in high-level careers in mathematics and sci- ence: (a) males are more focused on objects from the beginning of life and therefore are predisposed to better learning about mechanical systems; (b) males have a pro- file of spatial and numerical abilities producing greater aptitude for mathematics; and (c) males are more variable in their cognitive abilities and therefore predominate at the upper (...) reaches of mathematical talent. Research on cogni- tive development in human infants, preschool children, and students at all levels fails to support these claims. Instead, it provides evidence that mathematical and scientific rea- soning develop from a set of biologically based cognitive capacities that males and females share. These capacities lead men and women to develop equal talent for mathe- matics and science. (shrink)

Because human languages vary in sound and meaning, children must learn which distinctions their language uses. For speech perception, this learning is selective: initially infants are sensitive to most acoustic distinctions used in any language1–3, and this sensitivity reflects basic properties of the auditory system rather than mechanisms specific to language4–7; however, infants’ sensitivity to non-native sound distinctions declines over the course of the first year8. Here we ask whether a similar process governs learning of word meanings. We investigated the (...) sensitivity of 5-month-old infants in an English-speaking environment to a conceptual distinction that is marked in Korean but not English; that is, the distinction between ‘tight’ and ‘loose’ fit of one object to another9,10. Like adult Korean speakers but unlike adult English speakers, these infants detected this distinction and divided a continuum of motion-into-contact actions into tightand loose-fit categories. Infants’ sensitivity to this distinction is linked to representations of object mechanics11that are shared by non-human animals12–14. Language learning therefore seems to develop by linking linguistic forms to universal, pre-existing representations of sound and meaning. Our research focuses on the crosscutting conceptual distinctions between actions producing loose- and tight-fitting contact relationships (compare left and right columns in Fig. 1a) and actions producing containment versus support relationships (compare first and second rows in Fig. 1a). As early as Korean and English children begin to talk about such actions, they categorize them differently from one another and similarly to Korean- and Englishspeaking adults9,15. Moreover, English and Korean adults differ in their performance on non-linguistic categorization tasks involving heterogeneous examples of these actions, in accord with the differing semantics of their languages16,17, whereas the performance of young children on such tasks has been mixed9,10,18,19.. (shrink)

Humeans about practical reasoning have tried to explain how some of our desires are reason‐giving and some are not. On one account, we act from reasons only when we act on desires that cohere in a consistent set. On another account, we act on reasons only when we act on desires that do not undermine our values. Both accounts are problematic. First, the notion of a consistent set of desires is vague and introduces a criterion not necessarily rooted in the (...) agent's own motivations. Second, valuing is a matter of degree: we cannot divide desires into those that reflect values and those that don't. I maintain instead that all desires are reason‐giving, but we have best reason to do what we most care about, and the rationality of desires derives from the normative perspective we take on our desires in attempting to determine their relative importance to us. (shrink)

Six-month-old infants discriminate between large sets of objects on the basis of numerosity when other extraneous variables are controlled, provided that the sets to be discriminated differ by a large ratio (8 vs. 16 but not 8 vs. 12). The capacities to represent approximate numerosity found in adult animals and humans evidently develop in human infants prior to language and symbolic counting.

Political figures engage rhetoric and exalted speech to excite the imagination, stir up the emotions, and prompt their listeners to embrace and act on an ideological perspective. However, there is more to excellent public oratory than eloquence. Rational persuasion is also a key component, emphasizing facts, evidence, and reasoning. Hume acknowledges that rational persuasion alone is not terribly effective in the public arena. His corpus contains many references to eloquence. Dispassionate delivery of evidence does not have the psychological impact of (...) eloquent delivery. What explains the difference? My aim in this paper is to use Hume’s theory of belief and “the feeling of conviction” to explain his analysis of effective oratory. Furthermore, I point to the abuses of eloquence in the political arena. Given these abuses, I ask why Hume considers eloquence a virtue. Although eloquence is immediately agreeable to us (one category of virtue for Hume), it can have detrimental, even deadly, consequences. Does this make it vicious in certain cases, since it has disutility, and given that usefulness to the public is another category of virtue for Hume? I suggest that skilled and elegant oratory is pleasing, but such oratory, when used for inhumane ends, could undermine the pleasure of the oratory experience itself. (shrink)