Freud (and later commentators) have failed to explain how the origins of psychoanalytical theory began with a positivist investment without recognizing a dual epistemological commitment: simply, Freud engaged positivism because he believed it generally equated with empiricism, which he valued, and he rejected ‘philosophy’, and, more specifically, Kantianism, because of the associated transcendental qualities of its epistemology. But this simple dismissal belies a deep investment in Kant’s formulation of human reason, in which rationality escapes natural cause and thereby bestows humans (...) with cognitive and moral autonomy. Freud also segregated human rationality: he divided the mind between (1) an unconscious grounded in the biological and thus subject to its own laws, and (2) a faculty of autonomous reason, lodged in consciousness and free of natural forces to become the repository of interpretation and free will. Psychoanalysis thus rests upon a basic Kantian construction, whereby reason, through the aid of analytic techniques, provides a detached scrutiny of the natural world, i.e. the unconscious mental domain. Further, sovereign reason becomes the instrument of self-knowing in the pursuit of human perfection. Herein lies the philosophical foundation of psychoanalytic theory, a beguiling paradox in which natural cause and autonomous reason — determinism and freedom — are conjoined despite their apparent logical exclusion. (shrink)

Rampley's Nietzsche, Aesthetics, and Modernity offers a valuable understanding of Nietzsche's Will to Power as the Will to Form and of the Overman as an artist inspired by the sublime who has overcome the reactive mentality of cultural pessimism by means of "active nihilism." Rampley argues that Nietzsche is a post metaphysical dialectician, building an aesthetic practice based on the productive play of transfigurative immanence that makes and affirms forms. Nietzsche differs from Lyotard and Derrida, Rampley argues, in his commitment (...) to the Dionysian struggle to create. Nevertheless, Rampley's account is based on a problematic derivation, first, of Nietzsche's alleged dialectics from Hegel's and, second, of the Overman's creativity from the limited aestheticism of the sublime. (shrink)

The interest of this paper is to discover the precondition of experience. It is suggested that Walter Benjamin's meditations on Proust, as well as on the origin of the novel, lead to the verge of that discovery. A la recherche du temps perdu is less a monumental work of fiction in this view than the limit of experience – the intransmissible fact of the transience of the present – made manifest in writing. While in Proust transience gives way to its (...) recuperation as image, Thomas Bernhard's post-Proustian masterpiece Extinction mobilizes the present's destructive potential with compelling effect, and turns it upon the work of historical experience itself. (shrink)

This article examines the double account of the human in Friedrich Nietzsche's writings. Genealogically, Nietzsche insists that humanity is a tamed herd that attacks its own animality. Philologically, this human – through anthropomorphism – sunders itself from those aspects of language that are not representational. Read in relation to this double critique, the article argues that Thus Spoke Zarathustra is an attempt to imagine an entirely different relation between politics and language, one that enables a thinking of a future without (...) dominion and responds to the crisis of human rights and the humanities today. (shrink)

The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that characterises the work of Heidegger and Derrida, the paper points towards Ricoeur's notion of (...) linguistic hospitality as the ethical dimension to the inevitably inadequate representation of the ‘other’. In this exploration, translation is posited as a creative and interpretive act—involving neither image nor copy, but poetic transposition.The power of language emerges in the close association between power and knowledge, in which the ability to define what is real generates the realm of future possibilities. From a Foucauldian perspective, language functions as a creative strategic relation—a form of power that structures the field of other possible actions. It is through the mediation of translation, the paper argues, that language communicates, leaving us with a world of difference (i.e. ‘lost in translation’), as both our curse and our blessing as part of the human condition and as part of our ethical endeavour as educators. The contingent and arbitrary nature of language problematises what appears natural and necessary, generating the possibility of creative dialogue. (shrink)

(1997). Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard? Educational Philosophy and Theory: Vol. 29, No. 2, pp. 1-32. doi: 10.1111/j.1469-5812.1997.tb00018.x.

I was thinking about my philosophical work and saying to myself: ‘I destroy, I destroy, I destroy…’Context: The ‘linguistic turn’ of Western philosophy ; and correlatively, the decline of universalist discourses. The weariness with regard to ‘theory’, and the miserable slackening that goes along with it. The time has come to philosophize.…there is no danger of philosophy's ‘coming to an end’. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period from Plato (...) to Nietzsche is encapsulated and ‘distanced’ in the way Heidegger suggests, and even if twentieth‐century philosophy comes to seem a stage of awkward transitional backing and filling, there will be something called ‘philosophy’ on the other side of the transition. (shrink)

This article presents a serles of objections against having philosophers in the health care setting and rebuttals to these objections. These objections occur often enough to deal with them as characteristic criticisms. The rebuttals outline and advocate the positive — yet limited — function of the philosopher's presence in health care.

This essay focuses on and attempts to uncover the truly radical character of Nietzsche’s early “philological” work, specifically asking after the benefit he claims the study of classical culture should have for our present, late-modern historical moment. Taking up his study of the Pre-Platonic thinkers in 1873’s Philosophie im tragischen Zeitalter der Griechen , the first section analyzes Nietzsche’s statement that history’s principle task is the uncovering of Persönlichkeiten . I argue that it is not at all the subjective character (...) of a psychologized individual that Nietzsche has in mind, but rather the moment of persönliche Stimmung or ‘being attuned’ to the world, which grounds and gives rise to thinking. In the second section, I show that the phusis or ‘nature’ to which the thinker is exposed in this attunement is comparable to the tension between the Dionysian and Apollonian natural forces in tragic poetry, as Nietzsche understands it. This dynamic conception of phusis does not provide a metaphysical substrate or an objectively real ground to which we might return via that Greeks, but is rather essentially phenomenal , i.e. it is nothing other than the movement into and out of appearance, which always entails and requires its reception by the human being to whom it appears. In the final section of the essay, this origin proves for Nietzsche not to be located in a distant past moment. Rather, it is the abyssal origin of the tradition that is always already effective in our present moment, informing our contemporary conceptions of our world and ourselves. (shrink)

Nietzsche’s favourable comments about science and the senses have recently been taken as evidence of naturalism. Others focus on his falsification thesis: our beliefs are falsifying interpretations of reality. Clark argues that Nietzsche eventually rejects this thesis. This article utilizes the multiple ways of being science friendly in Nietzsche’s context by focussing on Mach’s neutral monism. Mach’s positivism is a natural development of neo-Kantian positions Nietzsche was reacting to. Section 15 of Beyond Good and Evil is crucial to Clark’s interpretation. (...) The presented interpretation makes better sense of this passage and shows that Nietzsche can accept both falsification and empiricism. (shrink)

This essay expands Johanna Hartelius? rhetorical understanding of expertise by probing the concept?s ontological and epistemological grounds. Viewed through the lens of a realist-based theory of rhetoric, we contend that notions of being, consciousness, meaning, and knowing are essential to understanding expertise. Applying our theory of rhetorical perspectivism to link these concepts to expertise permits coherent distinctions between genuine expertise and faux expertise. The theory also suggests a philosophy of education centered on the preparation of experts who are ?intellectual entrepreneurs.? (...) With a diversified yet integrated portfolio of theoretical and practical knowledge, these citizen-scholars discover solutions to challenges affecting communities and stakeholders, transcending traditional disciplinary boundaries. (shrink)

This paper critiques the rise of scientific approaches to central questions in the humanities, specifically questions about human nature, ethics, identity, and experience. In particular, I look at how an increasing number of philosophers are turning to evolutionary psychology and neuroscience as sources of answers to philosophical problems. This approach constitutes what I term a biological turn in the humanities. I argue that the biological turn, especially its reliance on evolutionary psychology, is best understood as an epistemology of ignorance that (...) contributes to a climate of hostility and intolerance regarding feminist insights about gender, identity, and the body. (shrink)

Not man as the king of creation, but rather as the being who is in intimate contact with the profound life of all forms or all types of beings, who is responsible for even the stars and animal life, and who ceaselessly plugs an organ-machine into an energy-machine, a tree into his body, a breast into his mouth, the sun into his asshole: the eternal custodian of the machines of the universe. Deleuze and Guattari, Anti-Oedipus 4.

In this article the questions of what counts as play and philosophy are considered in relation to the question of early education for young children. The child subject characterised by the themes of playfulness, emotion, and irrationality is compared to the playful philosopher emanating from the work of Friedrich Nietzsche, Ludwig Wittgenstein and Michel Foucault. This analysis contributes to the exploration of themes of truth and difference, the search for challenges to styles of philosophy in education, and to the role (...) of the educator in knowing and producing a particular creative child subject. Relationships between child and adult, player and philosopher are explored in order to question what counts as style, play and philosophy for both the child who is required to contribute as a creative player, and for the educator who is required to facilitate the development of such a child. The contemporary valorisation of children as active and constructive philosophers is, then, critically examined in terms of what counts as a philosopher and/or a child, and who gets to ‘do’ creative and playful philosophy. This article draws upon the New Zealand curriculum framework for early childhood education, Te Whāriki, and the work of Paulo Ghiraldelli, in exploring the contributions of both child and adult to the experience of education and philosophy. (shrink)

I argue that the reflections on language in Adorno and Heidegger have their common root in a modernist problematic that dissected experience into ordinary experience, and transfiguring experiences that are beyond the capacity for expression of our language. I argue that Adorno’s solution to this problem is the more resolutely “modernist” one, in that Adorno is more rigorous about preserving the distinction between what can be said, and what strives for expression in language. After outlining the definitive statement of this (...) problematic in Nietzsche’s early epistemological writings, I outline Heidegger’s solution and subsequently Adorno’s critique of Heidegger. Finally, I argue that situating Adorno within the modernist problem of language and expression is crucial for making sense of his philosophy as a form of critical theory. (shrink)

Contemporary approaches to the study of suicide tend to examine suicide as a medical or public health problem rather than a moral problem, avoiding the kinds of judgements that have historically characterised discussions of the phenomenon. But morality entails more than judgement about action or behaviour, and our understanding of suicide can be enhanced by attending to its cultural, social, and linguistic connotations. In this work, I offer a theoretical reconstruction of suicide as a form of moral experience that delineates (...) five distinct, yet interrelated domains of understanding: the temporal, the relational, the existential, the ontological, and the linguistic. Attention to each of these domains, I argue, not only enriches our understanding of the moral realm but also provides a heuristic for examining the moral traditions and practices that constitute contemporary understandings of suicide. (shrink)

One of the most influential recent developments in supposedly radical philosophy is ‘posthumanism’. This can be seen as the successor to ‘deconstructive postmodernism’. In each case, the claim of its proponents has been that cultures are oppressive by virtue of their elitism, and this elitism, fostered by the humanities, is being challenged. In each case, however, these philosophical ideas have served ruling elites by crippling opposition to their efforts to impose markets, concentrate wealth and power and treat everyone and everything (...) as mere instruments in a way that is not only undermining democracy and threatening economic, social and political stability through growing inequality, but is crippling efforts to deal with the global ecological crisis. Philosophers, Nietzsche claimed, are physicians of culture. Why should people claiming to be philosophers, or at least aligned with philosophers, subvert their own calling? In this paper I will suggest that with the expansion of education and the rise of neoliberalism, those involved in education and research, particularly in the humanities and social sciences, have been proletarianized, and most have accepted this proletarianization. They have been reduced to a fraction of the proletariat - wage-slaves without economic security and therefore dependent on the will of others on whom they are dependent. They are not ordinary wage-slaves, however, but wage-house-slaves, having salaries rather than wages. If, as Marx argued, social being determines consciousness, posthumanism can be understood as the expression of ressentiment of these house-slaves at their condition while simultaneously serving to affirm their superiority to field-slaves while serving their masters. Their work is supported because it provides ideological cover for their masters, the new transnational managerial class or corporatocracy as they expand their power through information technology, while absolving this corporatocracy from responsibility for the consequences of their growing power. In making this claim I will argue that the real target of deconstructionists and posthumanists, although this is now seldom appreciated, has been the humanism of the New Left, a revival of the Radical Enlightenment inspired by Renaissance civic humanism and the German Renaissance. (shrink)

This thesis aims to explore Nietzsche's concept of individuality. Nietzsche, a radical and innovative thinker who attacks Christian morality and proclaims the death of God, provides us with a self-interpreting way to understand humanity and affirm life through self-overcoming and self-experimentation. Nietzsche's concept of individuality is his main philosophical concern. I first compare his perspective on human nature in Human, All Too Human, Daybreak and Beyond Good and Evil with Charles Darwin's, Sigmund Freud's and St Augustine's in order to examine (...) how his thinking differs from theirs with regard to the concept of human nature. Second, I turn to his On the Genealogy of Morals, in comparison with the thought of John Stuart Mill, analysing their criticism of Christian morality and discussing their different conceptions of individuality and the development of the self. The last chapter compares Nietzsche's The Anti-Christ, Twilight of the Idols and Ecce Homo with Ralph Waldo Emerson's philosophy of self-development, using this comparison to highlight the way in which Nietzsche expounds his concept of individuality and sets himself as a living example of an individual with autonomy and responsibility. Nietzsche attacks Christianity and argues that humanity can potentially be developed not through Christian morality but reflective self-interpretation. We shall not forget that being a self-developing individual is Nietzsche's chief aim although his arguments are too circuitous and controversial to be easily comprehended. His aim is not to offer some final, authoritative solution to these issues of the self and morality. In contrast, he offers us a new, uneven and perhaps dangerous way to understand humanity and modern culture. In order to achieve this, we need to interpret what he says from our own standpoints and also to interpret ourselves through self-reflection. Nietzsche's radical but insightful perspective is a means for guiding us to open our minds and affirm our lives through interpretation and experimentation. Then we might potentially overcome nihilism and become what we are: self-reflective individuals with free spirits. (shrink)

Colonialism’s legacy in South Africa includes persistent economic inequality which, since the country’s universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015-6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding “free, decolonised education”. Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets the (...) #FMF movement and its twin demands within the context of decoloniality, and argues that while free education has been achieved, imagining and implementing decolonised education for South Africa in an increasingly globalised world is a more challenging, elusive goal. (shrink)