It is common for social theorists to utilize the metaphors of ‘flow’, ‘fluidity’, and ‘liquidity’ in order to substantiate the ways in which speed and mobility form the basis for a new kind of information or network society. Yet rarely have these concepts been sufficiently theorized in order to establish their relevance or appropriateness. This article contends that the notion of flow as utilized in social theory is profoundly metaphysical in nature, and needs to be judged as such. Beginning with (...) a discussion of the accelerating timescape that characterizes the network society, it will then move on to examine three main issues with this ‘metaphysics of flux’. First, that the concept of flows unjustly privileges the process of becoming and, as a result, is unable to account for the materiality, substantiality, and agency of the objects being mobilized, and the contingency of their mediation. Second, that it posits the accelerating tendencies of capital as an ontological inevitability, thus discounting resistance to such forces. Finally, that it ignores the human faculty for reason and speculative thought in developing alternative means of political praxis. The solution, it will be argued, is not to abandon metaphysical accounts of the network society, but rather to challenge those accounts that, in exhibiting a crude empiricism, work to justify the status quo. (shrink)

Emerging research shows that undergraduate students are searching for a deeper meaning in their lives from their university studies. Leading students forth into this kind of meaningful action is the primary responsibility of the Philosopher of Education. This paper describes how such meaningful action can be accomplished by integrating the pedagogical ontology of Martin Heidegger into a course in the history and philosophy of Education. The course challenges students to engage in the cooperative project of what John Sallis calls “world (...) building” by posing strategic questions, designing appropriate content, and demonstrating artful signs. Heidegger expects his students to rethink what it means for them to be a human being. When this identity is transformed, a new calling to think and an invocation to teach that calling can flow from that instruction. This paper describes this kind of instruction in practice by specifically characterizing what a “professor of learning to think” would be. (shrink)

It is perhaps time to revivify our other name in Greek: phos. For although the Greeks named us anthrôpos, they also called us phos. And the Greeks used the word phos because we are like light. Indeed, our way of being light-like is illuminating, which illuminates being and the truth of being, so that it can be thought and said, imagined, and sensed—especially insofar as we are this illumination. Thus, it is time to reclaim phos as our name and so (...) rethink what it means to illuminate, whether we light up everything that is, as well as ourselves, or not. (shrink)

The aim of this paper is to reconstruct the logical structure of Melissus philosophy, building on Laks Most’s translation and Barnes’ seminal work on the Samian. This will allow us to shed some light on the subtle argumentations of Melissus. On top of that, we frame Melissus’ metaphysics employing modern logical instruments. On one side, this reformulation makes clear a few assumptions hidden in the deductions made by the Samian; on the other side, our paper shows that contemporary analytic metaphysics (...) has forerunners dating back 2500 years. (shrink)

In my paper, I shall provide a reading of Diogenes of Apollonia such that his understanding of the metaphysics of differentiation and of individual ensoulment may constitute an ingenious answer to the problems of his time. To this extent, I will argue that Diogenes' worldview solves the difficulties of Anaxagoras' metaphysics and successfully integrates mentality in a causally closed conception of nature. Finally, I will suggest that a Diogenes-inspired approach might be relevant to treat some pressing concerns in the contemporary (...) philosophy of mind – thus demonstrating how his production might offer some interesting solutions for the problems of our time too. (shrink)

This chapter aims to illuminate ways in which hope was significant in the philosophy of classical Greece. Although ancient Greek philosophies contain few dedicated and systematic expositions on the nature of hope, they nevertheless include important remarks relating hope to the good life, to reason and deliberation, and to psychological phenomena such as memory, imagination, fear, motivation, and pleasure. After an introductory discussion of Hesiod and Heraclitus, the chapter focuses on Plato and Aristotle. Consideration is given both to Plato’s direct (...) comments on hope and to the narrative contexts of his dialogues, with analysis of Plato’s positive and negative representations of hope, hope’s relationship to reason, and Plato’s more psychological approach in the Philebus, where hope finds a place among memory, recollection, pleasure, and pain. The chapter then reviews Aristotle’s discussions of confidence, hope, and courage, observing that although Aristotle does not mention hope as a virtue, he does note its importance to human agency and deliberation and as a foundation for the further development of virtue. The chapter concludes that discussions surrounding hope in ancient Greek philosophy are rich and challenging and can serve as a lively stimulus to further exploration of the concept of hope. (shrink)

According to G. E. Moore, moral expertise requires abilities of several kinds: the ability to factor judgments of right and wrong into (a) judgments of good and bad and (b) judgments of cause and effect, (2) the ability to use intuition to make the requisite judgments of good and bad, and (3) the ability to use empirical investigation to make the requisite judgments of cause and effect. Moore’s conception of moral expertise is thus extremely demanding, but he supplements it with (...) some very simple practical guidance. (shrink)

Despite the language we saw in the previous chapter, which allowed for time apprehension by perception and marking, in Physics iv 14, Aristotle famously argues that time is dependent on nous.