In this article, I attempt to bring some conceptual clarity to several key terms and foundational claims that make up Levinas's body-based conception of ethics. Additionally, I explore ways that Levinas's arguments about the somatic basis of subjectivity and ethical relatedness receive support from recent empirical research. The paper proceeds in this way: First, I clarify Levinas's use of the terms “sensibility”, “subjectivity”, and “proximity” in Otherwise than Being: or Beyond Essence . Next, I argue for an interpretation of Levinas's (...) thought that I suggest is buttressed by recent experimental work in both developmental psychology and neuroscience. I provide examples of research that I suggest opens up Levinas's phenomenological analysis in new and interesting ways. I also urge the importance of Levinas's phenomenological analysis in contextualizing the ethical significance of these empirical findings. (shrink)

This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice-oriented academic subjects, (...) a pragmatic approach to pedagogy, as well as the LbD action model, is effective and could be considered in several universities as the basis of philosophy of pedagogy. (shrink)

While the current discussion on embodied cognition provides valuable accounts of an agent’s bodily sensitivity to instrumental possibilities, in this paper I investigate felt demands as the bodily-affective dimension of the agent’s recognition of deontic powers such as obligations. I argue that there is a close kinship between felt demands and affordances in the stricter sense. I will suggest that what is unique about felt demands on an experiential level is that they involve an evaluative perspective arising from acute or (...) anticipated shame-like feelings. The conclusion is that the recognition of deontic power is also a matter of bodily sensitivity. (shrink)

This article examines public opinion as it relates to the primary tenets of the pragmatic philosophy. Anti-foundationalism, fallibilism, and an emphasis on practical consequences are observed in American public opinion. In addition, there is strong support for pragmatic politics in America. The evidence suggests that pragmatism is a common cultural attribute in American society.

This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey’s Art as Experience. The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic experience. Working with Dewey as a philosopher of reconstruction of experience, the discussion examines responses to poetic writings and communication in learning situations. In seeking to discover what poetic writing does (...) within the experience of a reader and writer it considers three specific learning situations. Firstly there is an examination of a five-year old child’s experience of shared communication through the story of Horton the Elephant. Secondly there is an account of the responses of an 11-year-old child to poetry in a 1950s classroom setting, and later reconstructions of those experiences by the child as adult. Thirdly, the paper extends to intensive writing with 12 to 13-year-old children. The focus is on the process of learning via acts of expression as aesthetic experiences. Through art as experience the child develops perceptions that recover a coherence and continuity of aesthetic experience in art as in everyday life. (shrink)

How can we employ the philosophy of John Dewey to make sense of contemporary political contexts? How might Deweyan theorisations of present-day political problems inform contemporary policy approaches to, for instance, immigration, globalisation, global governance structures, or democratic institutions? What is new about contemporary political practice and thought from a pragmatist perspective? What is merely echoing the thinking and affective investments of previous political moments? And what is critical about this moment in time? These are some of the questions that (...) prompted the organisation of a conference titled “John Dewey and Critical Philosophies for Critical Political Times” at University College Dublin in October 2017. In light of the recent rise in nationalist rhetoric and unprecedented political developments, such as Brexit, the two-day event sought to draw out the confluences between the historico-political context that John Dewey was operating in and the contemporary political moment. At the same time, the conference set out to interrogate appeals to “history repeating itself” by capturing the unique inflection of the present. Conference delegates deftly examined such temporal concordances and dissonances by drawing on John Dewey’s expansive philosophical thought, theorising a host of topics ranging from structures of inequality - including gender, racial, and class inequality - to the role of inquiry in democratic practice. They made use of a wide array of Deweyan concepts and theories, encompassing, inter alia, his naturalism; his writing on democracy; his conception of the habituated, transacting self; and his meliorism. The essays collected in this special issue include some of the highlights of these presentations, as well as pieces specifically commissioned for the purposes of this publication. (shrink)