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  1. Spinoza: Fiction and Manipulation in Civic Education.Johan Dahlbeck - 2021 - Singapore: Springer.
    This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, this book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being (...)
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  • The Concept of Affectivity in Early Modern Philosophy.Gábor Boros, Judit Szalai & Oliver Toth (eds.) - 2017 - Budapest, Hungary: Eötvös Loránd University Press.
    Collection of papers presented at the First Budapest Seminar in Early Modern Philosophy.
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  • Two Puzzles Concerning Spinoza's Conception of Belief.Justin Steinberg - 2018 - European Journal of Philosophy 26 (1):261-282.
    Spinoza's account of belief entails that if A has two ideas, p and q, with incompatible content, A believes that p if the idea of p is stronger than the idea of q. This seems to leave little space for dominant non-beliefs, or cases in which there is discord between one's beliefs and one's affective-behavioral responses. And yet Spinoza does allow for two classes of dominant non-beliefs: efficacious fictions [fictiones] and ideas that conduce to akrasia. I show how Spinoza can (...)
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  • Responding Emotionally to Fiction: A Spinozist Approach.Susan James - 2019 - Royal Institute of Philosophy Supplement 85:195-210.
    Within contemporary analytical philosophy there continues to be a lively debate about the emotions we feel for fictional characters. How, for example, can we feel sad about Anna Karenina, despite knowing that she doesn't exist? I propose that we can get a clearer view of this issue by turning to Spinoza, who urges us to take a different approach to feelings of this kind. The ability to keep our emotions in line with our beliefs, he argues, is a complex skill. (...)
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  • The greatest deception: fiction, falsity and manifestation in Spinoza’s Metaphysical Thoughts.Joe Hughes - 2020 - Intellectual History Review 30 (3):363-385.
    ABSTRACT“The first meaning of true and false”, writes Spinoza in a neglected passage of the Metaphysical Thoughts, “seems to have had its origin in stories”. Ideas are true when they “show” us things as they are; they are false when they do not, when they are fictional. In this essay, I argue that what appears at first sight to be a simple assertion of a correspondence theory of truth in fact opens onto broad historical transformations in the nature of meaning (...)
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  • Mark Sacks Lecture 2013: Spinoza on Goodness and Beauty and the Prophet and the Artist.Moira Gatens - 2015 - European Journal of Philosophy 23 (1):1-16.
    Some critics have claimed that Spinoza's philosophy has nothing to offer aesthetics. I argue that within his conception of an ars vivendi one can discern a nascent theory of art. I bring the figure of the prophet in relation to that of the artist and, alongside a consideration of Spinoza's views on goodness and beauty, show that the special talent of the artist should be understood in terms of the entirely natural expression of the conatus.
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  • The fragility of rationality: George Eliot on akrasia and the law of consequences.Patrick Fessenbecker - 2021 - British Journal for the History of Philosophy 29 (2):275-291.
    George Eliot often uses the language of determinism in her novels, but we do not understand her view very well by treating such phrasing as addressing debates about the freedom of will directly. In...
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  • Spinoza on the teaching of doctrines : towards a positive account of indoctrination.Johan Dahlbeck - 2021 - Theory and Research in Education 19 (1):78-99.
    The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into (...)
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  • Introduction: the role of the exemplar in Arendt and Spinoza: insights for moral exemplarism and moral education.Johan Dahlbeck & Morten Timmermann Korsgaard - 2020 - Ethics and Education 15 (2):135-143.
    “Can you feel the warmth of the Hive?”Tom in Leave No Trace (2018).In a haunting scene in the motion picture Leave No Trace1 (Granik 2018), Tom, an adolescent girl living on the edges of normality,...
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  • Education, Illusions and Valuable Fictions.Johan Dahlbeck - 2020 - Journal of Philosophy of Education 54 (1):214-234.
    Saul Smilansky's Illusionism suggests that some false beliefs are important enough to warrant the indefinite perpetuation of illusions in order to protect the larger moral community from breaking down. In this article I suggest that this position actualises an old educational paradox where education is expected to protect the common moral community (even if this means maintaining some illusions), and at the same time promote the pursuit of truth. Taking Smilansky's position of Illusionism as a starting point, I argue that (...)
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  • The tick-tick-ticking time bomb and erosion of human rights institutions.Danielle Celermajer - 2019 - Angelaki 24 (4):87-102.
    Despite intensive work by human rights organizations to garner global condemnation of torture, in the years since the atrocities of Abu Ghraib and Guantanamo Bay were exposed, support in the United States for the use of torture has increased, and torture also attracts significant support in many other countries. This paper seeks to understand the affective work that the ‘ticking time bomb scenario’ and its imagined dramatization does in shaping how torture is understood. The literature is replete with debates over (...)
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  • Descartes on Will and Suspension of Judgment: Affectivity of the Reasons for Doubt.Jan Forsman - 2017 - In Gábor Boros, Judit Szalai & Oliver Istvan Toth (eds.), The Concept of Affectivity in Early Modern Philosophy. Budapest, Hungary: pp. 38-58.
    In this paper, I join the so-called voluntarism debate on Descartes’s theory of will and judgment, arguing for an indirect doxastic voluntarism reading of Descartes, as opposed to a classic, or direct doxastic voluntarism. More specifically, I examine the question whether Descartes thinks the will can have a direct and full control over one’s suspension of judgment. Descartes was a doxastic voluntarist, maintaining that the will has some kind of control over one’s doxastic states, such as belief and doubt. According (...)
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  • A Spinozist Aesthetics of Affect and Its Political Implications.Christopher Davidson - 2017 - In Gábor Boros, Judit Szalai & Oliver Istvan Toth (eds.), The Concept of Affectivity in Early Modern Philosophy. Budapest, Hungary: Eötvös Loránd University Press. pp. 185-206.
    Spinoza rarely refers to art. However, there are extensive resources for a Spinozist aesthetics in his discussion of health in the Ethics and of social affects in his political works. There have been recently been a few essays linking Spinoza and art, but this essay additionally fuses Spinoza’s politics to an affective aesthetics. Spinoza’s statements that art makes us healthier (Ethics 4p54Sch; Emendation section 17) form the foundation of an aesthetics. In Spinoza’s definition, “health” is caused by external objects that (...)
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