Albert Einstein’s practice in physics and his philosophical positions gradually reoriented themselves from more empiricist towards rationalist viewpoints. This change accompanied his turn towards unified field theory and different presentations of himself, eventually leading to his highly programmatic Autobiographical Notes in 1949. Einstein enlisted his own history and professional stature to mold an ideal of a theoretical physicist who represented particular epistemic virtues and moral qualities. These in turn reflected the theoretical ideas of his strongly mathematical unification program and professed (...) Spinozist beliefs. (shrink)

The article begins with Jonathan Dancy’s attempt to refute the Humean Theory of Motivation. It first spells out Dancy’s argument for his alternative position, the view he labels ‘Pure Cognitivism’, according to which what motivate are always beliefs, never desires. The article next argues that Dancy’s argument for his position is flawed. On the one hand, it is not true that desire always comes with motivation in the agent; on the other, even if this was the case, it would still (...) not follow that desire is identical with the state of being motivated. When this negative work is done, the article turns to some positive, albeit admittedly tentative remarks about what sort of cognitivist theory of motivation one should endorse. The aim at this point is not to present a brand new theory, but rather to sketch an alternative that stems from what Dancy himself says and is in line with many of his endorsed commitments in other areas. In this way, by moving beyond Pure Cognitivism, the paper sketches a different, but still ‘Dancyesque’ theory of motivation. (shrink)

This article responds to Johan Dahlbeck’s ‘Towards a pure ontology: Children’s bodies and morality’, 2014, pp. 8–23). His arguments from Nietzsche and Spinoza do not carry the weight he supposes, and the conclusions he draws from them about pedagogy would be ill-advised in practice.

Freethinking seems to be desirable because the human being is seen as an independently thinking being. However, as is well known, freethinking should not be taken for granted: ideological indoctrination, manipulation and propaganda, inter alia, are versatile tools for rulers and, in consequence, regularly repeated phenomena. One of the most drastic intellectual turning points in history occurred in the seventeenth and eighteenth centuries, when the incontestable religious world view of European civilization changed along with early modern science and the Age (...) of Enlightenment. Although freethinking and religion do not have to be thought of as opposed, the period in question includes instances of complex and delicate phenomena, which in this article are termed intellectual purism and socio-intellectual control. The discussion includes how five thinkers operated in a restrictive politico-religio-theological framework and how they manifest religious deviance. (shrink)

In this paper we provide a general account of the causal models which attempt to provide a solution to the famous measurement problem of Quantum Mechanics. We will argue that—leaving aside instrumentalism which restricts the physical meaning of QM to the algorithmic prediction of measurement outcomes—the many interpretations which can be found in the literature can be distinguished through the way they model the measurement process, either in terms of the efficient cause or in terms of the final cause. We (...) will discuss and analyze why both, ‘final cause’ and ‘efficient cause’ models, face severe difficulties to solve the measurement problem. In contradistinction to these schemes we will present a new model based on the immanent cause which, we will argue, provides an intuitive understanding of the measurement process in QM. (shrink)

Spinoza’s claim that self-preservation is the foundation of virtue makes for the point of departure of this philosophical investigation into what a Spinozistic model of moral education might look like. It is argued that Spinoza’s metaphysics places constraints on moral education insofar as an educational account would be affected by Spinoza’s denial of the objectivity of moral knowledge, his denial of the existence of free will, and of moral responsibility. This article discusses these challenges in some detail, seeking to construe (...) a credible account of moral education based on the insight that self-preservation is not at odds with benevolence, but that the self-preservation of the teacher is instead conditioned by the intellectual deliberation of the students. However, it is also concluded that while benevolence retains an important place in Spinoza’s ethics, his causal determinism poses a severe threat to a convincing account of moral education insofar as moral education is commonly understood to involve an effort to influence the actions of students relative to some desirable goal. (shrink)

The following analysis attempts to provide a general account of the multiple solutions given to the quantum measurement problem in terms of causality. Leaving aside instrumentalism which restricts its understanding of quantum mechanics to the algorithmic prediction of measurement outcomes, the many approaches which try to give an answer can be distinguished by their explanation based on the efficient cause —recovering in this way a classical physical description— or based on the final cause —which goes back to the hylomorphic tradition. (...) Going beyond the limits of these two schemes we call the attention to an ‘inversion of the measurement problem’ and its proposed solution based on the immanent cause. By replacing both the final and efficient causes by the immanent cause we attempt to lay down new conditions for representing quantum superpositions in a realist way which coherently relates the quantum formalism with outcomes. (shrink)

Humans' capacity to attain knowledge is central to Spinoza's philosophy because, in part, knowing things enables humans to deal properly with their affects. But it is not just any sort of knowledge that humans should attain. There are different types of knowledge, but only two of them–rational and intuitive knowledge–enable humans who attain them to know things clearly. Because rational knowledge attends to universals whereas intuitive knowledge attends to particulars, intuitive knowledge is better than rational knowledge at enabling humans to (...) deal with their affects. Most scholars recognize both the importance of knowledge to humans' dealing with their affects and the superiority of intuitive knowledge at enabling them to do this. But these points are particularly relevant to the affect that Spinoza calls "tristitia," which is usually translated as either "pain" or "sadness." I argue in this dissertation that attaining knowledge– especially intuitive knowledge–enables humans to deal properly with their experiences of pain. This ability that humans acquire by knowing things is what I call "active suffering." A person suffers passively when she merely reacts to her pain, in this way allowing an external force to control her. She suffers actively when she uses knowledge to respond to her pain, in this way being in control of herself. This knowledge she uses to deal actively with her pain bears a relation to Spinoza's theory of freedom, since it entails a realization that all events (such as a person's experience of pain) happen necessarily and that embracing this necessity is the same as being free. (shrink)

The global community faces ecological problems with the natural environment and cultural impediments to solving them. Natural systems are constantly changing and so are cultural practices. Humans need to address both: the interaction between those dynamic systems, the natural and cultural, because what happens in one system changes things in the other. The changes to the ecosystems are rapid and sometimes irreversible while dealing with them has been inadequate. Environmental movements, including deep ecology, have been at the forefront of the (...) efforts to engage the public, various groups, politicians, and world governments to address environmental problems on a coordinated large scale, but their efforts have not produced substantive results. Cultural, ideological, and other reasons provide some insights into the reasons why this has happened. They show that the ecological crisis is now at the point at which deep ecological principles offer a way out of the crisis more clearly, given that it offers a new, ecological worldview for humans to adopt. This worldview suggests there is inherent unity between the human and natural worlds based on the concept of interdependence. This paper attempts to show that such inherent unity exists and that humans need to use precaution because the risks are too great to ignore. (shrink)

My thesis explores the concept and manifestations of Transcendence in selected poems and prose written by Samuel Taylor Coleridge between 1796 and 1817. Amid the dissenting atmosphere in Britain, in the wake of the French Revolution, religious Truth is rigorously contested by Romantic writers and thinkers. For Kant, Transcendence is displaced by Transcendentalism in order to separate speculative reasoning from rational metaphysics. Aspiring to defend religious Truth, Coleridge feels the need to keep the transcendent faith in a living God alive (...) in ways that find congruence with transcendental philosophy. Accordingly, Coleridge explores the meaning of Truth in his writings and seeks to salvage Religion from being sheer dogmatism or superstition. Tracing different versions of Transcendence across the development of the term’s transformation in Coleridge’s thoughts and poetry is central to my reassessment of the religious and spiritual aspects of the Coleridgean Imagination. My Introduction explores the dual meanings of ‘Versions of Transcendence’ in terms of the critical approach adopted in this thesis and its content. Chapter one focuses on ‘Religious Musings’, ‘The Eolian Harp’ and ‘This Lime-Tree Bower My Prison’ to demonstrate Coleridge’s Theism and his concept of Transcendence in the late 1790s. Chapter two and three explore the ways in which Original Sin can be viewed as the impediment of Transcendence in ‘The Ancient Mariner’ and ‘Kubla Khan’ during the period 1798-1804. Chapter four and five argues for the compatibility between Transcendence and Transcendentalism in ‘A Letter to——’, ‘Dejection: An Ode’ and ‘To W. Wordsworth’ during the 1800s. Chapter six explores Coleridge’s struggles to reconcile the Fall with God’s benevolence in Christabel. Chapter seven offers a coda to the thesis and suggests through a discussion of Biographia Literaria that, for Coleridge, the highest worth of the human mind is to know the invisible God through an intuitive knowledge accessible through the Imagination. (shrink)

Contemporary Islam presents Europe in particular with a political and moral challenge: Moderate-progressive Muslims and radical fundamentalist Muslims present differing visions of the relation of politics and religion and, consequently, differing interpretations of freedom of expression. There is evident public concern about Western “political correctness,” when law or policy accommodates censorship of speech allegedly violating religious sensibilities. Referring to the thought of philosopher Baruch Spinoza, and accounting for the Universal Declaration of Human Rights, the Universal Islamic Declaration of Human Rights, (...) and various empirical studies on the religious convictions of Muslims, it is argued here that: (1) sovereign European state powers should be especially cautious of legal censorship of speech allegedly violating Muslim religious sensibilities; and (2) instead of legal moves to censorship, European states should defer to the principle of separation of religion and state (political authority). Further, a reasonable interpretation of Islamic jurisprudence allows that matters of religious difference may be engaged and resolved by appeal to private conscience and ethical judgment, rather than by appeal to public law per se. In so far as they are 1 representative of contemporary scholarship, the interpretative positions of Ziad Elmarsafy, Jacques Derrida, and Nasr Abū Zayd are presented in illustration of this latter point. (shrink)

In the last part of Ethics Spinoza introduces the doctrine of the intellectual love of God: God loves himself with an infinite intellectual love. This doctrine has raised one of the most discussed puzzles in Spinoza scholarship: How can God have intellectual love if, as Spinoza says, God is Nature itself? After examining existing.approaches to the puzzle and revealing their failures, I will propose a Neo- Confucian approach to the puzzle. I will compare Spinoza's philosophy with Neo-Confucian philosophy and argue (...) that we can develop a new approach to the puzzle by appealing to the comparison. I conclude that the intellectual love of God can be properly understood from different perspectives. From God's perspective it is understood as the creative power of God. From an individual's perspective it is understood as the essence of this very individual. Moreover, once we combine these two perspectives we can reach what I consider to be the correct interpretation of Spinoza' s view: Given that intuitive knowledge and action are one and the same the intellectual love of God should be comprehended not only as man's final fulfillment of freedom through intuitive knowledge, but also as man's self-cultivation in practice. I maintain that a free man, as Spinoza endeavors to become, is equivalent to a Neo-Confucian sage. (shrink)

In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building an account of justice-as-rights out of the minimal inductive material of psychological linguistic and moral intuitions. From this opening, he ultimately concludes that persons have original rights to self-ownership and to an initially equal share of natural resources. Emmanuel Levinas represents a transcendental approach: he argues that justice arises from a transcendent ethical relation of responsibility-for-the-Other. (...) This relation underpins all subjective cognition, and makes rationality, reasoning, and rights possible.Analysis of each of these positions reveals certain problems. On the one hand, Steiner’s argument contains a number of latent methodological, conceptual, and structural presuppositions. These include the pretheoretical concepts of “person”, “equality”, and “consistency”. These presuppositions prefigure and condition the conclusions which Steiner reaches. On the other hand, Levinas fails to provide a convincing account of how the self comes to be an object of my own deliberations about morality and justice. This amounts to an annihilation of the subject which undermines his argument for the subject as a site of responsible action. As Steiner identifies, justice encompasses equal moral agents. Levinas’s hyperbolic description of the ethical relation’s asymmetry must therefore be revised.Nevertheless, what remains is the strength of Levinas’s argument for the priority of the ethical relation over thematization, rationality, and consciousness. The hidden presuppositions supporting Steiner’s work are evidence of Levinas’s plausibility in this respect. Steiner’s account of justice-as-rights requires a prior ethical relation in which we recognise one another as separate persons, each possessing an ethical status of their own; an attitude of justice motivates Steiner’s description of justice. This attitude is evident in language, which is communication before it is thought. In that individual rights can be conceived only on the basis of a relation of responsibility, rights are primordially the rights of the Other. (shrink)