The goal of this paper is to formulate several observations on the psychological relations between vita contemplativa and vita activa which manifest in the context of the two following problems: what basic psychological mechanisms may propel an agent to forsake one type of life for the sake of another; and what effect an agent’s deep involvement in VC may have for his attitude towards VA as well as for his manner of pursuing VA. In the paper, the distinction is made (...) between VC in the strong sense and VC in the weak sense, and it is argued, among others, that the two features of VC in the strong sense—selflessness and otherworldliness—make VC a desirable complement of VA : the involvement in the public sphere motivated by VA is likely to be not only more effective, but also more durable than the involvement propelled by disappointment with the private VA. Therefore, human beings should not be thought of as divided into two rarely interpermeating categories namely those who are ‘psychologically destined’ for VC and those who are ‘psychologically destined’ for VA. Rather, the opposite seems to be true, namely that there exist strong motivational links in the direction from VC to VA. (shrink)

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)

In this article, the author argues that complexity theories have limited use in the study of society, and that social processes are too complex and particular to be rigorously modeled in complexity terms. Theories of social complexity are shown to be inadequately developed, and typical weaknesses in the literature on social complexity are discussed. Two stronger analyses, of Luhmann and of Harvey and Reed, are also critically considered. New considerations regarding social complexity are advanced, on the lines that simplicity, complexity (...) that can be modeled, and incondensible complexity permeate society simultaneously. The difficulty of establishing complexity models for processes involving ongoing interpretation is discussed. It is argued that the notions of system and environment need recasting in social studies. Existing social studies and literature, it is argued, reflect a polymorphous, contextual, contingent, labyrinthine, dramatic and political face to social complexity. Students of social complexity must be literate in such studies. (shrink)

This essay consists of an examination of the work of three thinkers who conceive of liberal education primarily in teleological terms, and, implicitly if not explicitly, attempt to offer some answer to the question: what does it mean to be fully human? John Henry Newman, T. S. Eliot, and Josef Pieper developed their understanding of liberal education from their own intellectual and religious experience, which was informed by a specifically Christian conception of the place of education in a fully developed (...) human life. I suggest that the strength of their understanding of liberal education derives from its connection to the various small cohesive religious communities to which they were connected. Nonetheless, this insularity was also the primary weakness because each writer ended universalising what was in fact a particular and unique cultural and religious experience instead of providing convincing proof of a single human nature with a single telos. I will contrast this teleological conception of liberal education with that of Michael Oakeshott and his student Kenneth Minogue, both of whom wrote about education in a post-religious era in which the earlier consensus had completely broken down. They both celebrated the variety of practices which human beings have invented for themselves over the past several centuries (and past several millennia), and did not appear to suffer from the lack of any unifying single human telos. I will suggest that their understanding of practice insulated them from the need for a single unifying telos. (shrink)

This paper argues that the accelerating pace of life is reducing the time for thoughtful reflection, and in particular for contemplative scholarship, within the academy. It notes that the loss of time to think is occurring at exactly the moment when scholars, educators, and students have gained access to digital tools of great value to scholarship. It goes on to explore how and why both of these facts might be true, what it says about the nature of scholarship, and what (...) might be done to address this state of affairs. (shrink)

In response to the intensifying vocationalisation and instrumentalisation of education, scholars have invoked the ideal of leisure and its educational embodiment in the tradition of liberal learning. Drawing on the work of Josef Pieper, this article seeks to bring to the fore an overlooked yet fundamental aspect of leisure, that of existential rest, a state of being and a mode of engagement with the world in which the basic outlook is one of affirmation of the goodness of the world, which (...) is experienced as being in harmony with oneself and the world. The article also suggests three different approaches to cultivating existential rest in education derived from the educational visions of Pieper, Michael Oakeshott and John Dewey. (shrink)

This paper shows that philosophy and contemplation are integral parts of leisure and of a fully conscious educative experience. Through examination of the concepts of philosophy, the philosopher, and contemplation, it will be proposed that leisure is a necessary condition for philosophy and for education. To conceptually bring together philosophy and education with leisure, the act of teaching as “an overflow of contemplation,” following Yves Simon’s definition, will be considered. Supporting the philosophical view of education as constituting an inward transformation (...) of the individual, from which he or she can better regard the world and his or her place in it, a serious theory of education rooted on leisure is a timely and valuable idea to consider. (shrink)

In a series of radio broadcasts, one of which is translated for the first time in this issue (pp. 21-34), Adorno and Becker claimed that modern education is profoundly inadequate. Their views on education draw heavily on Kant’s notion of Enlightenment as a process for the development of personal and social maturity and responsibility. As such, education cannot just be a training but must itself be a developmental process which takes into account not only social and political realities but also (...) the complex psychodynamics involved in learning. However, Adorno and Becker arrive at a position that is close to self-contradictory, unable to solve the paradox inherent in the idea of an education that is at once authoritative and non-conformist. This might arise from their failure to reflect on the nature of their own dialogue, and it is suggested that friendship offers the social model of a dynamic relationship of the type they sought to articulate. Despite the fact that the discussion took place in 1969, in a climate of educational debate radically different from today’s, their work raises issues and poses questions of the profoundest importance 30 years on. (shrink)

I introduce and compare Russian and Japanese notions of community and space. Some characteristic strains of thought that exist in both countries had similar points of departure, overcame similar problems and arrived at similar results. In general, in Japan and Russia, the nostalgia for the community has been strong because one felt that in society through modernization something of the particularity of one's culture had been lost. As a consequence, both in Japan and in Russia allusions to the German sociologist (...) Ferdinand Tönnies' book Gemeinschaft und Gesellschaft are frequent. In the end I associate the Japanese as well as the Russian ideas with neo-Darwinian versions of the theme of evolution as it has been developed by Henri Bergson, Gilles Deleuze, and Felix Guattari. (shrink)

Dada continues to attract a small following among scholars, but has perhaps not yet been recognized as providing invaluable insight into the underlying functions and potentials of culture generally. This article explores the nature and theoretical import of Dada, and two radically different visions of culture as they might try to accommodate and explain Dada. Models of culture taken from Bourdieu and Nietzsche are brought to bear, first on Dada, and then on each other, with the aim of developing a (...) theoretically informed understanding of Dada, and also demonstrating the practical, political and philosophical difficulties involved in choosing between a conflict model of culture and an `existential' model. Ultimately, both models are found to be helpful but insufficient at providing an adequate account of Dada, and it is suggested that present models of cultural analysis can benefit by revisiting both Dada and Nietzsche, trying to incorporate their insights and critically evaluate their visions of culture. (shrink)

Pre-publication certification through peer review stands in need of philosophical examination. In this paper, philosopher-psychologist Steven James Bartlett recalls the arguments marshalled four hundred years ago by English poet John Milton against restraint of publication by the "gatekeepers of publication," AKA today's peer reviewers.

This essay revisits the topic of how we should measure the things that matter, at a time when we continue to mismeasure our lives, as we hold fast to outworn myths of usefulness, popularity, and the desire to influence others. /// Three central, unquestioned presumptions have come to govern much of contemporary society, education, and the professions. They are: the high value placed on usefulness, on the passion to achieve popularity, and on the desire to influence others. In this essay, (...) the psychologist-philosopher author makes the case against these presumptions, presumptions which lead to exclusionary commitments that stand in the way of human cultural development. (shrink)