The aim of this article is to show that Bergson and James defend a form of panpsychism, and that on this point, Bergson probably had an influence on James. For Bergson, matter has psychic characters, in particular a memory of the immediate past and a motor memory. These characters are necessary to explain causation within the physical world, understood then as analogous to automatic activity in living beings. However, according to Bergson, there is a radical distinction between the inert and (...) the living: only the living is capable of creation. Probably inspired by Bergson, James develops a similar idea: causation in the physical world is understandable only by admitting that matter has psychic characters. Nevertheless, unlike Bergson, James does not make a radical distinction between the inert and the living. This leads him to make a link between matter and consciousness. (shrink)

This article examines Henri Bergson’s conception of human rights in The Two Sources of Morality and Religion. I claim that he provides an original view of human rights. Rather than understand human rights primarily as an institution to protect all human beings from serious social, legal, and political abuse, Bergson conceives of them as a medium of personal transformation. In particular, I argue that for him the true potential of human rights is to initiate all human beings into a way (...) of life open to love and joy. (shrink)

Henri Bergson's philosophy presents the relationship between life and matter in both dualistic and monistic terms. Life is duration, a rhythm of incalculable novelty that approaches pure creative activity. In stark contrast, matter is identified with the determinism of homogeneous space. After Time and Free Will, Bergson concedes some share of duration to matter. In this context, his dualism can be understood as a methodological step towards the articulation of a monistic metaphysics of duration. This article suggests that the distinction (...) between life and matter is also motivated by an unconscious imperative to establish a sexed hierarchy. Bergson repeatedly presents life as seminal, while matter is figured in terms of passivity. (shrink)

: Henri Bergson's philosophy has attracted increasing feminist attention in recent years as a fruitful locus for re-theorizing temporality. Drawing on Luce Irigaray's well-known critical description of metaphysics as phallocentrism, Hill argues that Bergson's deduction of duration is predicated upon the disavowal of a sexed hierarchy. She concludes the article by proposing a way to move beyond Bergson's phallocentrism to articulate duration as a sensible and transcendental difference that articulates a nonhierarchical qualitative relation between the sexes.

Henri Bergson's philosophy has attracted increasing feminist attention in recent years as a fruitful locus for re-theorizing temporality. Drawing on Luce Irigaray's well-known critical description of metaphysics as phallocentrism, Hill argues that Bergson's deduction of duration is predicated upon the disavowal of a sexed hierarchy. She concludes the article by proposing a way to move beyond Bergson's phallocentrism to articulate duration as a sensible and transcendental difference that articulates a nonhierarchical qualitative relation between the sexes.

Physical processes manifest an objective order that science manages to discover. Commonly, it is considered that these processes obey the “laws of nature.” Bergson disputes this idea which ultimately constitutes a kind of Platonism. In contrast, he develops the idea that physical processes are a particular case of automatic behaviors. In this sense, they imply a motor memory immanent to matter, whose actions are triggered by some perceptions. This approach is obviously panpsychist. It gives matter a certain consciousness, even if (...) the latter is different in nature from our consciousness. In some respects, this approach is similar to contemporary panpsychism because it claims that the psychic is a fundamental characteristic of nature, causally active. But it is also original because it does not constitute a theory of the origin of mind in nature. (shrink)

As a philosophical paradigm, differential heterogenesis offers us a novel descriptive vantage with which to inscribe Deleuze’s virtuality within the terrain of “differential becoming,” conjugating “pure saliences” so as to parse economies, microhistories, insurgencies, and epistemological evolutionary processes that can be conceived of independently from their representational form. Unlike Gestalt theory’s oppositional constructions, the advantage of this aperture is that it posits a dynamic context to both media and its analysis, rendering them functionally tractable and set in relation to other (...) objects, rather than as sedentary identities. Surveying the genealogy of differential heterogenesis with particular interest in the legacy of Lautman’s dialectic, I make the case for a reading of the Deleuzean virtual that departs from an event-oriented approach, galvanizing Sarti and Citti’s dynamic a priori vis-à-vis Deleuze’s philosophy of difference. Specifically, I posit differential heterogenesis as frame with which to examine our contemporaneous epistemic shift as it relates to multi-scalar computational modeling while paying particular attention to neuro-inferential modes of inductive learning and homologous cognitive architecture. Carving a bricolage between Mark Wilson’s work on the “greediness of scales” and Deleuze’s “scales of reality”, this project threads between static ecologies and active externalism vis-à-vis endocentric frames of reference and syntactical scaffolding. (shrink)

Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.

It is striking to note to what extent the time issue in education is commonly understood in terms of chronology. It is an institutional and linear time that is divided and then fitted back together like a Russian doll in an analytical approach. The conception of time is reversible and possesses the same characteristics as space. It is a paradox that this institutional rationalization of time by reversible chronological divisions barely conceals the whole concrete and living reality of human time, (...) which is a continuous process of change that philosophers generally call duration. On the contrary, far from the above reduction, its specificity lies in its irreversibility. This article intends to present both the results of empirical research on cooperative pedagogy and its current theorization. The emergence of complexity in time is visible in the primacy given to processes in the educational relationship. The way the multiple scales of complexity are superposed is reflected in the cooperative organization of work, for a new educational temporality which results in an increase in joyful emergences. (shrink)