This volume collects thirteen original essays that address the concept of will in Classical German Philosophy from Kant to Schopenhauer. During this short, but prolific period, the concept of will underwent various transformations. While Kant identifies the will with pure practical reason, Fichte introduces, in the wake of Reinhold, an originally biological concept of drive into his ethical theory, thereby expanding on the Kantian notion of the will. Schelling, Hegel, and Schopenhauer take a step further and conceive the will either (...) as a primal being, as a socio-ontological entity, or as a blindly striving, non-rational force. Thus, the history of the will is marked by a complex set of tensions between rational and non-rational aspects of practical volition. The book outlines these transformations from a historical and systematic point of view. It offers an overview of the most important theories of the will by the major figures of Classical German Philosophy, but also includes interpretations of conceptions developed by lesser-studied philosophers such as Maimon, Jacobi, Reinhold, and Bouterwek. (shrink)

The introduction to the volume situates the concept of drive in the history of classical German philosophy and in the history of biology. It outlines the recent state of research and provides an overview of the contributions.

In the Groundwork Kant refers to the analogy between the moral law and the law of nature when clarifying the concept of the categorical imperative. However, in the Groundwork itself, he does not give any further explanation as to why he introduces the analogy. Therefore, I take the Groundwork as a starting point of my article, but then I explicate on the analogy from a broader perspective, focusing especially on his lecture courses Moral Mrongovius II and Naturrecht Feyerabend as well (...) as on his Typic chapter of the second Critique. (shrink)

The concept of Triebfeder, commonly translated into English as “incentive,” plays a crucial role in Kant’s moral philosophy. In the Critique of Practical Reason, in which a whole chapter is dedicated to the Triebfedern of pure practical reason, Kant argues that the moral law is not only the objective determining ground of the will but also functions as a Triebfeder, that is, as a subjective determining ground of the will. Kant’s concept of Trieb, by contrast, is much less clearly defined, (...) and its meaning remains in many ways ambivalent. In the second part of the Critique of the Power of Judgment, for instance, Kant refers to Blumenbach’s idea of Bildungstrieb in order to describe the unique formative powers of organic nature. This chapter offers a detailed comparison of the two etymologically related but philosophically distinct conceptions of Triebfeder and Trieb and draws special attention to the shift of focus that occurs in the third Critique. (shrink)

This volume gathers a collection of fourteen original articles discussing the concept of drive in classical German philosophy. Its aim is to offer a comprehensive historical overview of the concept of drive at the turn of the 19th century and to discuss it both historically and systematically. From the 18th century onward, the concept of drive started to play an important role in emerging disciplines such as biology, anthropology, and psychology. In these fields, the concept of drive was used to (...) describe the inner forces of organic nature, or, more particularly, human urges and desires. But it was in the period of classical German philosophy that this concept developed into an important philosophical concept crucial to Kant’s and post-Kantian idealistic systems. Reflecting the complexity of this concept, the volume first discusses historical sources of drive theories in Leibniz, Reimarus, and Blumenbach. Afterwards, the volume presents the philosophical accounts of drives in Kant, Fichte, Schelling, and Hegel, and also gives a systematic overview of other important drive theories that were formed around 1800 by Herder, Goethe, Jacobi, Novalis, Reinhold, Schiller, and Schopenhauer. (shrink)

Issue number 4 of "SYMPHILOSOPHIE: International Journal of Philosophical Romanticism" is devoted to the Dutch philosopher François Hemsterhuis and 250th anniversary of the birth of the German romantics Novalis and Friedrich Schlegel. This fourth issue of the journal contains nearly 600 pages of new research articles, translations, review-essays, and book reviews. The main section on Hemsterhuis among the German Romantics was guest edited by Daniel Whistler (Royal Holloway, University of London).

This third 2021 issue of "SYMPHILOSOPHIE: International Journal of Philosophical Romanticism" contains a main dossier of new research articles guest edited by Leif Weatherby (New York University) and devoted to the topic of early German romanticism and science. In addition to the papers of this main section issue number 3 of SYMPHILOSOPHIE includes translations of primary sources and book reviews. All contents are freely available online.

It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status of the (...) family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study, longitudinally assessed process characteristics and structural characteristics were considered. Language skills of the children at the age of two were measured by a standardized and validated parent report instrument. Results showed that all three process characteristics of the home learning environment are associated with the family’s SES; across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment. (shrink)

Social robots are designed to interact with humans. That is why they need interaction models that take social behaviors into account. These usually influence many of a robot’s abilities simultaneously. Hence, when designing robots that users will want to interact with, all components need to be tested in the system context, with real users and real tasks in real interactions. This requires methods that link the analysis of the robot’s internal computations within and between components with the interplay between robot (...) and user. This article presents Systemic Interaction Analysis as an integrated method to derive prototypical courses of interaction based on system and interaction level, identify deviations from these, infer the causes of deviations by analyzing the system’s operational sequences, and improve the robot iteratively by adjusting models and implementations. Keywords: analysis tools, user studies, autonomous robots. (shrink)

Spinoza was one of the most influential figures of the Enlightenment, but his often obscure metaphysics makes it difficult to understand the ultimate message of his philosophy. Although he regarded freedom as the fundamental goal of his ethics and politics, his theory of freedom has not received sustained, comprehensive treatment. Spinoza holds that we attain freedom by governing ourselves according to practical principles, which express many of our deepest moral commitments. Matthew J. Kisner focuses on this theory and presents (...) an alternative picture of the ethical project driving Spinoza's philosophical system. His study of the neglected practical philosophy provides an accessible and concrete picture of what it means to live as Spinoza's ethics envisioned. (shrink)

PurposeThe COVID-19 lockdown interrupted normal daily activities, which may have led to an increase in sedentary behavior. The aim of this study was to investigate the effect of the COVID-19 pandemic on the level of physical activity among Swiss office workers.MethodsOffice workers from two Swiss organizations, aged 18–65 years, were included. Baseline data from January 2020 before the COVID-19 pandemic became effective in Switzerland were compared with follow-up data during the lockdown phase in April 2020. Levels of physical activity were (...) assessed using the International Physical Activity Questionnaire. Paired sample t-tests or Wilcoxon signed-rank test were performed for statistical analysis.ResultsData from 76 participants were analyzed. Fifty-four participants were female. The mean age was 42.7 years at baseline. About 75% of the participants met the recommendations on minimal physical activity, both before the COVID-19 pandemic and during the lockdown. Weak statistical evidence for a decline in total physical activity in metabolic equivalent of task minutes per week was found, with no evidence for a decrease in the three types of activity: walking, moderate-intensity activity and vigorous-intensity activity. Across the three categories “high,” “moderate,” and “low” physical activity, 17% of the participants became less active during the lockdown while 29% became more active.ConclusionThe COVID-19 pandemic did not result in a reduction in total physical activity levels among a sample of Swiss office workers during the first weeks of lockdown. Improved work-life balance and working times may have contributed to this finding.Clinical Trial Registrationwww.ClinicalTrials.gov, NCT04169646. Registered 15 November 2019 – Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT04169646. (shrink)

Thirteen original essays by leading scholars explore aspects of Spinoza's ethical theory and, in doing so, deepen our understanding of it as the richly rewarding core of his system. They resolve interpretive difficulties, advance longstanding debates, and point the direction for future research.

While Spinoza claims that our good is both what increases our essential power and what helps us to satisfy our desires, he admits that people desire things that do not increase their power. This paper addresses this problem by arguing that Spinoza conceives of desires as expressions of our conatus , so that satisfying our desires necessarily increases our power and vice versa. This reading holds, in opposition to recent work, that Spinoza upholds a desire-satisfaction theory of the good, though (...) an unusual one, since our good is only determined by desires arising from our conatus , in other words, active desires. (shrink)

Spinoza’s remarks on the exemplar or model of human nature, while few and brief, have far-reaching consequences for his ethics. While commentators have offered a variety of interpretations of the model and its implications, there has been near unanimous agreement on one point, that the identity of the model is the free man, described from E4P66S to E4P73. Since the free man is completely self-determining and, thus, perfectly free and rational, this reading indicates that Spinoza’s ethics sets exceptionally high goals, (...) aiming to make us purely active beings. While this conclusion has been embraced in some quarters—particularly by those who see his ethics as aiming to make us like God—it has also been criticized as intolerant of human weakness and vulnerability. Most work on this subject has been concerned to explain what it means for the free man to serve as the model. This is a difficult task, since Spinoza pointedly claims that it is impossible for human beings to become completely self-determining and, thus, free men. Consequently, it is unclear what implications his claims about the free man have for us, ordinary humans. This paper takes a different approach: I will show that reading the free man as the model of human nature, while intuitively appealing, does not stand up to close scrutiny. The argument for this claim has two prongs: the first asserts that there is not sufficient textual evidence to establish that Spinoza intended the free man to serve as the model; the second asserts that this reading is impossible to reconcile with Spinoza’s other philosophical commitments. In particular, Spinoza holds that we pursue the model of human nature, as well as the general ethical goals of attaining our good and perfection, under the guidance of reason. It would be inconsistent with this claim for Spinoza’s ethics to be founded upon attaining a goal that reason reveals as unattainable and, even, confused. In addition to this negative thesis, I will also defend a positive one: the model of human nature should rather be understood as representing the greatest possible perfection of our nature as it is revealed by reason. The free man meanwhile should be understood as working toward a different goal, determining what is good and bad in the emotions. In making this claim, we offer a very different picture of Spinoza’s ethical goals, for reason shows that our nature is conatus, which is a finite mode and, as such, necessarily determined by and passive with respect to other finite modes. Consequently, a model derived from reason will represent the perfection of this nature as passive to some extent. In this way, I provide a picture of Spinoza’s ethics that takes a more sympathetic view of human weakness and vulnerability. (shrink)

The jumping off point for this paper is a metaphysical puzzle for this view and for any relational theory of autonomy. Most of the time, our relationships with others are reciprocal in the sense that they involve activity and passivity, acting on others and being acted on by them. Consequently, claiming that our relationships with others are constitutive of our autonomy implies that being passively affected is also constitutive of our autonomy. But this seems problematic, perhaps even contradictory, because autonomy (...) is equivalent to self-determination, which is a kind of activity: how can being passively affected be constitutive of our self-determination and activity? In Spinoza, the difficulty arises in his theory of striving. Spinoza’s view that relationships are constitutive of our freedom and autonomy implies that our relationships—and being passively affected in these relationships—are constitutive of our striving, in which our freedom and autonomy consist. But how can passivity be constitutive of our striving, which is a kind of activity? -/- To resolve the apparent paradox, I look to the Aristotelian notion that the natures of things make them subject or susceptible to undergoing certain kinds of change. For instance, water, because of its nature, is susceptible to boiling, rather than burning. This implies that a passive or exogenous change—for instance, fire causing the water to boil—is brought about partly from the nature and activity of the patient: the water is active in the sense of determining it to boil, rather than burn. This way of thinking implies that changes arise cooperatively from both internal and external sources, which eliminates the apparent contradiction in claiming that change can be both active and passive. The paper shows that Spinoza’s theory of striving shares the gist of this Aristotelian commitment by claiming that our nature is active in determining us to certain effects, even when the effects originate externally. Consequently, like Aristotle, Spinoza does not see passivity and activity as mutually exclusive, which eliminates the apparent paradox. The paper concludes by considering how this more Aristotelian conception of activity is amenable to relational theories of autonomy. (shrink)

While it is often supposed that Spinoza understood a life of virtue as one of pure activity, with as few passions as possible, this paper aims to make explicit how the passions for Spinoza contribute positively to our virtue. This requires, first, explaining how a passion can increase our power, given Spinoza’s view on the passions generally, which, in turn, requires coming to terms with the problem of passive pleasure, that is, the problem of explaining how being passive can cause (...) an increase in our power. In brief, this paper will argue that, for Spinoza, even when we are passive, we are somewhat active or, in Spinoza’s language, “adequate” to varying degrees. The passions represent activity because they exercise our understanding by providing us with intelligence about external bodies and our own bodies, in particular, the degree of our bodies’ perfection. It follows that a passion can be sufficiently adequate to bring about an increase in one’s power; in this sense, they can be virtuous. Moreover, this paper will show that the passions can also be virtuous in a moral sense. The view goes roughly as follows: according to Spinoza, the passions serve as a measure of our perfection. Consequently, they play a necessary role in moral reasoning, by indicating which activities increase or hinder our virtue. On this view, a truly virtuous person would require the passions in order to engage consistently in the sorts of activities which increase her power, in particular, following reason. Since this sort of consistency in behavior is necessary for a virtuous character, the passions can be virtuous in the sense that they are necessary aspects of the sort of character which disposes us to act according to reason. (shrink)

The COVID-19 pandemic has posed many challenges, especially for families. Both the public and the scientific community are currently discussing the extent to which school closings have worsened existing social differences, especially with regard to children’s academic and socio-emotional development. At the same time, parents have had to manage childcare and home schooling alongside their jobs and personal burdens posed by the pandemic. Parents’ possibilities for meeting these cognitive and emotional challenges might also depend on the different conditions in families. (...) For this reason, the present paper investigates the structural and process characteristics of the family as well as children’s and parents’ psychological characteristics that predict how parents assess their ability to support their child’s learning during homeschooling as well as parents’ perceived emotional stress caused by school closure. The study analyses data of the Newborn Cohort Study of the German National Educational Panel Study. The two dependent variables were measured during the COVID-19 pandemic after the first school closure in Germany, at a time when the children of this cohort were attending second grade. Besides a number of control variables, families’ structural characteristics [socioeconomic status, education], process characteristics, parents’ psychological characteristics, and the child’s psychological characteristics from earlier waves were included as predictors. The results of structural equation models show that perceived stress was associated with structural factors and the preceding psychological stress of parents. Parents with higher preceding stress reported higher perceived stress. Interestingly, higher-educated parents also reported more stress than lower educated parents during the pandemic. The effect was the other way around for SES – parents with lower SES reported more stress than parents with higher SES. The self-reported abilities to support the learning of the child seemed to be mainly predicted by the parent’s education as well as preceding psychological stress. To sum up, the results identify important aspects that determine how parents handle the challenges of the school closures. Especially, socially disadvantaged families carry their burden into the pandemic. (shrink)

Spinoza's Ethics is one of the most significant texts of the early modern period, important to history, philosophy, Jewish studies and religious studies. It had a major influence on Enlightenment thinkers and the development of the modern world. In Ethics, Spinoza addresses the most fundamental perennial philosophical questions concerning the nature of God, human beings and a good life. His startling answers synthesize the longstanding traditions of ancient Greek and Jewish philosophy with the developments of the emerging scientific revolution. The (...) resulting philosophical system casts out the willing, personal God of Abrahamic religions and takes up the challenge of reconceiving the natural world and human beings in an entirely secular way. This volume offers a new translation based on a new critical edition, reflecting the state of the art in Spinoza scholarship, and also includes an introduction, chronology and glossary to help make this notoriously difficult text accessible. (shrink)

Spinoza’s ethical claims rest on a basic set of concepts that he regards as kinds of activity: striving, power, virtue, freedom, perfection, among others. Steven Nadler articulates a standard way of thinking about the relationship between these activity concepts: “a number of terms in Spinoza are co-extensive and refer to the same ideal human condition. We can set up the following equation for Spinoza: virtue = knowledge = activity = freedom = power = perfection. Necessarily, the more virtuous a person (...) is, the more knowledge he has, the more free, active and powerful he is, and the more he has achieved of human perfection.” This paper counters that Spinoza’s various notions of activity are not coextensive and do not refer to the same thing. In particular, Spinoza employs two basic notions of activity: striving and being an adequate cause. While these notions of activity are closely connected, they are not coextensive because a thing can strive without being an adequate cause of an effect. I defend that Spinoza’s various other activity concepts—virtue, perfection, reason and so forth—are pegged to one of these two basic notions of activity, so that Spinoza’s activity concepts are bifurcated into two categories, which are not coextensive with one another. Indeed, the members of each category may not be coextensive with one another. -/- Because these basic activity concepts play a fundamental role in Spinoza’s philosophical claims, this thesis has far-reaching implications. Most notably, the standard way of thinking mentioned above indicates that Spinoza’s basic ethical concepts, such as freedom and virtue, are coextensive with being an adequate cause. Since an adequate cause is the sole cause of some effect, this reading implies that freedom and virtue amount to being a sole cause and, thus, to being causally independent and self-sufficient. I argue, in contrast, that human freedom and virtue are coextensive with striving, which does not require causal independence. On this reading, human freedom and virtue can include instances of causal dependence, which implies that Spinoza’s ethics takes a more favorable view of human dependence, passivity and cooperation. (shrink)

In The Ticklish Subject, Žižek argues that the Hegelian concrete universal is not the organic comprehensive totality that it is often assumed to be. Rather, he argues that Hegel's concrete universality is defined in its very concretion by an irreducible rupture, gap, or trauma that not only neither closes it off from otherness nor assimilates otherness within the same, but forever opens it to otherness, constituting it as such exposure. However, by understanding the function of negativity in Hegel's argument in (...) a foundational way, Žižek posits as final what is merely a transitional stage. As a result, he not only misconstrues concrete universality and substitutes for it a particularized universal which, as such, remains abstract, but in doing so he passes by the implications in his own account that could lead to a positive conception of concrete universality above and beyond the strictly negative and empty formality he takes it to be. By avoiding Žižek's foundationalist way of framing the category of universality we can thereby articulate a logic of implications in it that leads us out of the still abstract shape, to which Žižek limits it, to its truly concrete form. Furthermore, the latter contains political implications that are lost in Žižek's version. (shrink)

This paper is concerned with Descartes’s view on the passions’ moral value, that is, their value with respect to achieving the ethical ends of virtue and happiness. In this regard, there is no question that the passions possess a kind of conative value because of their power to move or incline us in ways that contribute to ethical ends. This paper’s question is whether the passions also contribute to ethical ends in a cognitive sense by informing us of the moral (...) value of things, in other words, telling us whether things are good or bad with respect to the ends of virtue and happiness. The answer to this question is less clear for two reasons. Firstly, in order for the passions to inform us in this way they would have to be the sort of mental state that purports to tell us the way things are, in other words, that contain some sort of presentation or assessment of things. To borrow language from present day philosophy of mind, they would have to be contentful mental states. But this way of thinking about the passions is opposed by a long tradition, running from Descartes’s contemporaries to today, that regards Cartesian passions as purely conative or appetitive movements, along the lines of Thomistic passions. Secondly, even if the passions are contentful, it is not clear whether their contents accurately report the value of things with respect to ethical goals. Descartes frequently warns that the passions provide unreliable ethical guidance because they report on good and evil with respect to more bodily and animalistic aims: bodily health, self-preservation and the continuation of the species In taking up this question, I am guided by the work of Cambridge Platonist, Henry More. More offered a positive assessment of Descartes’s theory of the passions, which served as the basis for More’s ethical theory in the Enchiridion Ethicum. More’s astute reading of Descartes is useful to my investigation both because he reads the Cartesian passions as contentful mental states and because he uses this reading to explain their accuracy and reliability with respect to virtue. Following More's interpretation, I argue that Descartes recognizes a category of passions—including, most notably, the passion of generosity and the passions following from it—that are more ethically reliable and that serve roughly the same ethical functions as the affections of More's boniform faculty. (shrink)

This paper argues that Shaftesbury differs from other moral sentimentalists (Hutcheson, Hume, Smith) because he conceives of the moral sentiments as partial and first-personal, rather than impartial and spectatorial. This difference is grounded in Shaftesbury’s distinctive notion that moral self-governance consists in the self-examination of soliloquy. Breaking with his Stoic influences, Shaftesbury holds that the moral sentiments play the role of directing and guiding soliloquy. Because soliloquy is first-personal reflection that is directed to achieving happiness, claiming that the moral sentiments (...) direct soliloquy leads Shaftesbury to conceive of the moral sentiments as arising from the internal perspective of an agent focused on her own happiness. This provides Shaftesbury with a stronger framework for understanding moral sentiments, for it avoids the difficulty of explaining why the sentiments of others or those arising from an imagined spectator’s perspective are motivating or authoritative for us. (shrink)

This paper is concerned with Spinoza’s treatment of a problem in early modern moral philosophy: the potential conflict between the pursuit of happiness and virtue. The problem is that people are thought to attain happiness by pursuing their self-interest, whereas virtue requires them to act with benevolence, for the benefit of others. Given the inevitability that people will have different and often competing interests, how can they be both virtuous and happy and, where the two are in conflict, which should (...) they prefer? While there were an array of treatments of the problem, most agreed on the general strategy of arguing that people’s true interests—as revealed through reason—are not in competition; rather, they coincide, such that promoting the interests of others promotes people’s own interests and vice versa. Such a response aims to show that people’s happiness is best served by being virtuous and their virtue is best served by making themselves happy.Spinoza agreed with the general outline of this solution, equating virtue with power, thereby defining virtuous behavior as the pursuit of one’s own interests. Since, for Spinoza, happiness arises from increasing one’s power, happiness and virtue are necessarily connected. Furthermore, he does not equate virtue and happiness at the expense of benevolence. This point may be overlooked since Spinoza’s single comment in the Ethics on benevolentia is denigrating: he defines benevolence as a desire arising from pity and “in a man who lives under the guidance of reason, pity in itself is useless and bad” . 1 However, we should distinguish Spinoza’s benevolentia, a kind of piteous desire, from a common notion of benevolence as acting to the benefit of others, which he defends. (shrink)

n his account of the state of exception, Agamben repeatedly relies upon what Hegel would have called emWesenslogik/em or #39;transcendental thinking#39;. Because of this reliance, the state of exception appears in Agamben#39;s account as the hidden ground of modern liberal democracies. When conceived as such a ground, it appears to be a condition of possibility that inexorably persists in the modern state. Moreover, within the state of exception all juridical order is suspended, leaving no normative or juridical criteria on the (...) basis of which to decide what the structure of any emergent political order should look like. This means that from the state of exception we can just as easily land in a totalitarian as we can in a liberal democratic or democratic socialist state. Without such criteria - lacking due to the total suspension characterizing the state of exception - Agamben#39;s own alignment with Benjaminian revolutionary messianism over Schmittian authoritarianism is arbitrary, and he leaves us with no basis for making any such decision ourselves. Drawing upon Hegel#39;s dialectic of freedom and his critique of transcendental thought, this paper argues that within the state of exception there is an implicit logic that points the way out of it. Furthermore, it does so in such a way that the state of exception is neither annexed by the structure of a predetermined juridical order along the lines proposed by Schmitt on the one hand nor posited it as a transcendental structure underlying or always preceding modern liberal democracies on the other. This alternative is overlooked by Agamben precisely because of his own insistence upon conceiving of the state of exception in a transcendent way. (shrink)

Interweaves Hegelian dialectic and the middle voice to develop a holistic account of life and nature, and the ethical orientation of human beings with respect to them.

During the COVID-19 pandemic, students were facing great challenges. Learning was shifted from the classroom to the home of the students. This implied that students had to complete their tasks in a more autonomous way than during regular lessons. As students’ ability to handle such challenges might depend on certain cognitive and motivational prerequisites as well as individual learning conditions, the present study investigates students’ cognitive competencies as well as affective-motivational factors as possible predictors of coping with this new learning (...) situation at home. The study uses data of Starting Cohort 2 of the German National Educational Panel Study. Data of two measurement points are analyzed: Predictors were assessed at the earlier time point, when students mostly attended seventh grade of a secondary school. They completed competence tests in reading as well as mathematics and rated affective-motivational aspects in terms of willingness to exert effort, learning enjoyment, and intrinsic motivation. One and a half years later − during the COVID-19 pandemic and the first period of school closures − the second measurement point took place. Students’ parents rated the situation of learning at home with respect to students’ coping with the new situation and parents’ difficulties to motivate them. Regression analyses controlling for school track, students’ gender, and parents’ educational level and parental stress revealed that students’ reading competencies and their willingness to exert effort were significant predictors of their coping with the new learning situation at home. Moreover, parents reported that boys were more difficult to motivate to learn during this time as compared to girls. Other predictors turned out to be non-significant when entered simultaneously in the regression analyses. The results point to the importance of children’s prerequisites for autonomous learning situations without structuring elements by teachers within the school context. (shrink)

While Spinoza’s political philosophy is often described as liberal, it is not always clear what this label means or whether it is warranted. Calling Spinoza ‘liberal’ implies that he belongs to a historical tradition of political philosophers, who formulated and defended claims, which later became identified as central to political liberalism. Consequently, clarifying how Spinoza is a liberal requires specifying precisely which liberal views he articulated and defended. This paper, first, examines the various ways that commentators have interpreted Spinoza as (...) defending liberal commitments. This examination shows that most commentators describe Spinoza as liberal on the grounds that his politics defends the value of individual political freedom, specifically of speech and thought. The paper, second, considers whether he upholds a claim that is important to contemporary liberalism, what is sometimes called the fundamental liberal principle. The paper concludes that Spinoza does not, which suggests that he does not sit as easily in the liberal tradition as some scholars have suggested. (shrink)

In this paper I will argue that Hegel’s account of the category of life in the Science of Logic provides ontological grounds for the recognition of living species along with their various ecosystems as the proper objects of ethical regard for environmental ethics. I will begin by enumerating some of the salient problems that have arisen in the more well known theoretical attempts to articulate human duties to nonhuman beings. Then after a brief discussion of Hegel’s methodology and the justification (...) for turning to his ontological account, I will explicate Hegel’s ontology of life with a view toward these problems and issues, presenting my argument as to why that account is relevant to environmental ethics and deriving from it a normative framework that implies a duty to preserve species, habitats, and biological diversity. Finally, I will suggest how the Hegelian account presented here might circumvent the shortcomings of the previously discussed theories while accommodating some of their concerns and provide solutions for some of the problems to which they call attention. (shrink)

How are we to understand Descartes' view on the power and scope of reason? According to a common view, Descartes traffics in what I call 'theocentric rationalism.' Theocentric rationalism holds that human reason resembles divine reason, according to which God created the world. A hallmark of this view is the notion that knowledge should be analyzed and evaluated according to the standards of cognition achievable by God. ;My dissertation argues that Descartes resisted treating human reason as resembling divine reason. This (...) is supported by Descartes' theological voluntarism which denies that God is bound by the standards of human reason. Rather, Descartes conceived of reason as a natural power. He argued that reason is a power of mental substances, as much a part of the natural world as powers belonging to their counterpart, bodily substances. This conception of reason led Descartes to a view which I call "naturalistic rationalism." It holds that human knowledge is subject to the constraints and limitations imposed by our natural faculties human knowledge should be analyzed and evaluated according to the standards of cognition achievable by humans, given these limitations. According to my interpretation, Descartes did not seek to justify human reason by recourse to independent standards, such as divine reason. ;My case for this interpretation takes the form of a narrative tracing the development of Descartes' views on reason. Descartes' theory of reason emerged from his first systematic project, the method. Because Descartes held that method must employ the cognitive faculties properly, this early work, particularly the unpublished Regulae ad Directionem Ingenii , provides extensive discussions of reason, its proper function and its limits. I argue that Descartes' mature metaphysical work continued to uphold the central claims of his early theory of reason, in particular, the view that reason is a natural power, subject to natural constraints. ;This reading draws attention to the often neglected philosophical influence of Descartes' close friend, Marin Mersenne. Furthermore, my reading demonstrates the continuity of Descartes' early and later work. Most importantly, my reading allows us to better appreciate the significant differences between Descartes' rationalism and other rationalists. (shrink)

In this essay I will attempt to show that Derrida not only mistakenly reads the Hegelian text in terms of reflection, but that his own way of thinking could be characterized from a Hegelian perspective as itself reflective. For this I will not focus upon those writings of Derrida which are explicitly “about” Hegel, nor will I compare those places in both the Derridian and Hegelian corpora which seem to present a contiguity in an at least superficial resemblance between concepts, (...) such as Hegelian difference vis-à-vis Derridian différance. Rather, I will focus upon one of Derrida’s texts which indicates his own contributions to the field of thinking and writing and the directions for inquiry initiated in his work, as well as his engagement with Hegel. Such a text is his masterful essay, White Mythology: Metaphor in the Text of Philosophy, a writing overtly concerned with the difficulties posed by metaphoricity in the text of philosophy and the attempt in the latter to domesticate and “interiorize” its tropic reserve or condition of possibility within the concept of metaphor itself, which turns out to be a philosopheme. The problems of philosophy are posed in terms of such mastery and interiorization. Since my concern in this essay is to problematize this kind of reading by showing that it presupposes reflective distinctions, I will not here attempt a positive philosophical account of metaphoricity per se. Indeed, Derrida will indicate what he takes to be the conditions of the impossibility of such an account, but it is precisely his reasons for this impossibility that I find problematic in terms of reflection. (shrink)

This chapter contains sections titled: The Philosophical Background to Method Descartes' Method Descartes' Successors: Malebranche and Spinoza on Method.

Spinoza’s bold, spirited defense of toleration is an animating theme of the Theological-Political Treatise (TTP) and an important reason for the significant historical impact of the text. But Spinoza’s arguments for toleration can be challenging to discern. True to its title, the TTP offers two main arguments for toleration, one political, the other theological. This paper argues that Spinoza’s theological argument for toleration is closely connected to a distinct and often overlooked argument from pluralism. This paper examines Spinoza’s argument from (...) pluralism and defends that it is more attractive to similar arguments for toleration offered by Bodin and Bayle. It is more attractive than Bodin’s pluralism argument because Spinoza’s allows that religious beliefs and doctrines of faith have a rational justification, which makes possible a more optimistic picture of the prospects for religious disputation. Spinoza’s pluralism argument is also more attractive than Bayle’s argument because Spinoza’s does not regard religious beliefs as justified by sincerity, which means that he does not need to recognize any problematic rights of erroneous conscience, nor is he forced to accept as justified sincere beliefs in persecution or obviously immoral or irreligious beliefs. (shrink)

In the Ethics, Spinoza famously wrote, “we do not seek or desire anything, because we judge it to be good; on the contrary, we judge a thing to be good because we endeavor it, will it, seek it and desire it.” This passage is widely recognized as asserting some of Spinoza's most important claims about the good, but the precise meaning of the passage is unclear, as interpreters have offered a wide variety of interpretations, often without noting (or even noticing) (...) their disagreements. The central interpretive question is what the key passage has to say about the relationship between desires and judgments of the good. At stake in this question is not just how we understand Spinoza's theory of the good—and by extension, much of his ethical theory – but also how we understand the reception of the scholastic Aristotelian notion that desiring something involves perceiving or thinking it to be good, the “guise of the good thesis”. This paper offers an interpretation of the passage that emphasizes differences between Spinoza and a Hobbesian view of judging the good. Rather, I show – perhaps surprisingly – that Spinoza is closer to the scholastic-Aristotelian tradition. (shrink)

This study aimed to advance our understanding of 5-year-olds’ behavioral difficulties by modeling and testing both mediational protective and risk pathways simultaneously. Drawing on two national samples from different Western European countries—the United Kingdom and Germany, the proposed model considered observed sensitive parental interactive behaviors and tested child vocabulary as protective pathways connecting parental education with children’s behavioral outcomes; the risk pathways focused on negative parental disciplinary practices linking parental education, parental distress, and children’s difficult temperament to children’s behavioral difficulties. (...) Further, the tested model controlled for families’ income as well as children’s sex and formal child care attendance. Children with comparatively higher educated parents experienced more sensitive interactive behavior, had more advanced vocabulary, and exhibited fewer behavioral difficulties. Children with a comparatively higher level of difficult temperament or with parents who suffered from distress tended to experience more negative disciplinary behavior and exhibited more behavioral difficulties. Additionally, children’s vocabulary skills served as a mechanism mediating the association between parental education and children’s behavioral difficulties. Overall, we found similar patterns of results across the United Kingdom and Germany with both protective and risk pathways contributing simultaneously to children’s behavioral development. The findings suggest that promoting parents’ sensitive interactive behaviors, favorable disciplinary practices, and child’s vocabulary skills have potential for preventing early behavioral difficulties. (shrink)