Becoming Marxist offers a series of studies that take up the importance of philosophy for the development of an open and critical Marxism.

On Becoming an Effective Teacher presents the final unpublished writings of Rogers and as such has a unique historical value. It also documents the research results of four highly relevant, related but independent studies which comprise the biggest collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished over a twenty-year period in 42 States in the U.S. and in six other countries including the (...) UK, Germany, Brazil, Canada, Israel, and Mexico, and is highly relevant to the concerns of teachers, psychologists, students, and parents. The principal findings of the research in this book show that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, and attendance. The dialogues between Rogers and Lyon offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch on person-centered teaching to counselors, parents, athletics, and even textbook materials, as well as research on the interactions of teachers and students, is among the most thorough and rigorous research ever accomplished on the significance and potential of a person-centered approach to teaching and learning. (shrink)

Believing Philosophy introduces Christians to philosophy and the tools it offers believers, helping them understand, articulate, and defend their faith in an age of unbelief.

Mainstream philosophy of religion often seems like a debate between two camps. In one corner, there are the defenders of theism and orthodoxy, out to show that the tenets of Christian belief can be rationally defended. In the other corner, there are the scientific-minded sceptics and atheists. The intriguing thing about Jantzen’s book—and feminist religious thought more generally—is that it elaborates a third position, a relatively fresh and distinctive way of looking at some very old debates.

In Mourning Becomes the Law, Gillian Rose takes us beyond the impasse of post-modernism or 'despairing rationalism withour reason'. Arguing that the post-modern search for a 'new ethics' and ironic philosophy are incoherent, she breathes new life into the debates concerning power and domination, transcendence and eternity. Mourning Becomes the Law is the philosophical counterpart to Gillian Rose's highly acclaimed memoir Love's Work. She extends similar clarity and insight to discussions of architecture, cinema, painting and poetry, through which relations (...) between the formation of the individual and the theory of justice are connected. At the heart of this reconnection lies a reflection on the significance of the Holocaust and Judaism. Mourning Becomes the Law reinvents the classical analogy of the soul, the city and the sacred. It returns philosophy, Nietzsche's 'bestowing virtue', to the pulse of our intellectual and political culture. (shrink)

"The book’s contribution to feminist philosophy of religion is substantial and original.... It brings the continental and Anglo-American traditions into substantive and productive conversation with each other." —Ellen Armour To what extent has the emergence of the study of religion in Western culture been gendered? In this exciting book, Grace Jantzen proposes a new philosophy of religion from a feminist perspective. Hers is a vital and significant contribution which will be essential reading in the study of religion.

Interpreters of Plato’s Parmenides have long agreed that it is a canonical work in the history of ontology. In the first part, the aged Parmenides presents a devastating critique of Platonic ontology, followed in the second by what purports to be a response to that critique. But despite the scholarly agreement as to the general subject matter of the dialogue, what makes it one whole has nevertheless eluded its readers, so much so that some have even speculated it to be (...) a patchwork of two dimly related dialogues. -/- In Becoming Socrates, Alex Priou shows that the Parmenides’ unity remains elusive due to scholarly neglect of a particular passage in Parmenides’ critique—a passage Parmenides identifies as the hinge between the dialogue’s two parts and as the “greatest impasse” facing Platonic ontology. There Parmenides situates the concern with ontology or the question of being within the concern with political philosophy or the question of good rule. In this way, the Parmenides shows us how a youthful Socrates first learned of the centrality of political philosophy that would become the hallmark of his life—that it, and not ontology, is “first philosophy.”. (shrink)

Marcia Cavell draws on philosophy, psychoanalysis, and the sciences of the mind in a fascinating and original investigation of human subjectivity. A "subject" is a creature, we may say, who recognizes herself as an "I," taking in the world from a subjective perspective; an agent, doing things for reasons, sometimes self-reflective, and able to assume responsibility for herself and some of her actions. If this is an ideal, how does a person become a subject, and what might stand in (...) the way? One of Marcia Cavell's guiding premises is that philosophical investigation into the specifically human way of being in the world cannot separate itself from investigations of a more empirical sort. Cavell brings together for the first time reflections in philosophy, findings in neuroscience, studies in infant development, psychoanalytic theory, and clinical vignettes from her own psychoanalytic practice. (shrink)

The theory of relativity is often regarded as inhospitable to the idea that there is an objective passage of time in the world. In light of this, many philosophers and physicists embrace a “block universe” view, according to which change and temporal passage are merely a subjective appearance or illusion. My aim in this paper is to argue against such a view, and show that we can make sense of an objective passage of time in the setting of relativity theory (...) by abandoning the assumption that the now must be global, and re-conceiving temporal passage as a purely local phenomenon. Various versions of local becoming have been proposed in the literature. Here I focus on the causal diamond theory proposed by Steven F. Savitt and Richard Arthur, which models the now in terms of a local structure called a causal diamond. After defending the reality of temporal passage and exploring its compatibility with relativity theory, I show how the causal diamond approach can be used to counter the argument for the ideality of time due to Kurt Gödel, based on his “rotating universe” solution to the Einstein field equations. I defend the second component of his argument, the modal step, against the consensus view that finds it wanting, and reject the first step, showing that the Gödel universe is compatible with an objective passage of time as long as the latter is construed locally, along the lines of the causal diamond approach. (shrink)

This study offers a new interpretation of the poem of the founder of Western philosophy: Parmenides. It shows that there is more in his poem than the description of Being by means of negative adjectives such as ingenerated and immobile. His words ask his audience to question their habits, to modify their goals, to engage in new enterprises and to look with a critical eye at their previous attempts to get knowledge. It operates as a travel guide that leads (...) the audience on a journey that will educate them and help them to gradually become philosophically mature, to become true themselves, which can also be described as the encouragement to become Being. (shrink)

Transformation has been the fundamental basis upon which education has always stood, as without transformation in mind, education would seem purposeless and undirected. This would imply that the objective of providing information in education is not just to gain knowledge but to achieve the desired transformation in character or behaviour by applying the knowledge learnt within ourselves. Based on how information is interpreted and managed, the philosophy of information influences our states of being and becoming which have an (...) impact on our understanding of the information world. This paper discusses the philosophical aspects of being and becoming in relation to transformation, and threshold concepts are explored as a means of achieving transformative learning. (shrink)

'Becoming Who We Are' clarifies the political and existential aspects of Stanley Cavell's understanding of ordinary language and of skepticism, and shows the close connection between his reception of Kant, Heidegger, and Austin and his exploration of what Emersonian Perfectionism offers to democracy and modern life.

African Philosophy and St Thomas Aquinas have both been taught in African universities, but the engagement between the continent’s indigenous philosophical tradition and the Catholic intellectual tradition’s preeminent strand, has not been thorough. Presupposing that plural philosophical traditions contribute to the search to better understand, this research embarks upon a comparative analysis of the perspectives of the African ubuntu philosophy and Thomist philosophical conceptualisations of human becoming and being. Through analysis of dimensions of both traditions, it is (...) contended that human fulness arises through relationality. It is argued that in centring on the interpersonal encounter and the consequent recognition of another’s being through mutual engagement, these philosophical traditions open to each other. Further, both traditions contribute toward the ontology of personhood in ubuntu and the good of mutual indwelling, respectively. (shrink)

Can we help philosophy students become employable without offending those who say that such a task is not the job of an academic? Can we do this by using the insights from the literature that suggest the most effective way to teach employability is a close link to employers? We are happy to report that the answer is ‘yes.’ In this paper we share what we achieved and why we believe it was effective. We briefly discuss the background and (...) genesis of ‘Communicating Philosophy,’ our employability course. We provide a detailed description of the objectives and content of the lectures and seminars and reflect on how the course was received by students. We then, using the notion of ‘transfer’ and ‘boundary-crossing,’ reflect on why our approach has been successful. We end by discussing some limitations of our course and about how the course might be developed in the future. (shrink)

헤겔『철학대계』에서 정신철학의 제 1부를 이루는 주관정신 철학은 정신(Geist)을 그것의 내면적이고 주관적 측면에서 다루며 이 관점에서 인간 정신의 내적 구성 및 활동들을 다룬다. 따라서 헤겔의 주관정신 철학은 헤겔의 철학적 심리학을 대변한다 할 수 있는데 여기서 정신은 결코 오늘날 심리철학에서 전제하는 마음(mind) 개념으로 환원되지 않는다. 주관정신 철학은 그 중요성에도 불구하고 국내외 학계 모두에서 헤겔의 다른 대저작들에 비해 상대적으로 덜 연구되었으며, 특히 주관정신 철학의 세 부분 ｢인간학｣, ｢정신현상학｣, ｢심리학｣ 사이의 형식적, 내용적 연관 관계 속에서 그 전체를 조망하는 연구는 매우 드물다. 이러한 연구 상황을 (...) 염두에 두고 본고는 아리스토텔레스의 ｢영혼에 대하여｣에 나타난 수동적 지성 개념에 대한 헤겔의 해석에 주목하여 이를 토대로 ｢인간학｣을 중심으로 헤겔의 주관정신 철학을 조망해 보고자 한다. 이 연구를 통해 논자는 헤겔의 주관정신 철학의 세 부분, ｢인간학｣, ｢정신현상학｣, ｢심리학｣이 정신이 낮은 단계를 지양하고 높은 단계로 올라간다는 일직선적 정신 발전 혹은 전개 개념이나 즉자적 통일성으로서의 정신이 근원적 분열을 겪고 대자적으로 통합된다는 도식적 변증법 논리로 이해되어서는 안 되며, 인간정신을 구체성으로 특징짓고 내용으로 가득 찬 실체로 규정하여 이 하나의 동일한 대상을 상이한 형식적 관점에서, 특히 정신의 증가하는 주체화 과정 관점에서 기술하는 것으로 이해될 수 있다는 점을 보이고자 한다. (shrink)

This open access book sheds light on the term gongsheng/kyōsei, which is used in Chinese and Japanese to not only translate “symbiosis” in biology but also broadly deployed in philosophical, social and political contexts. It is a cross-contextual attempt to study the foundation of gongsheng/kyōsei as a philosophy of co-becoming, with exploration of its significance for thinking about the planetary challenges of our times.

Deleuze and Guattari’s Thousand Plateaus includes some useful concepts to understand technologies and their relations to humans as individuals and as a society. This article provides an introduction to their notions of machine and becoming and places them in the context of technological use in general, with a special focus on the cellphone. The concept of machine exceeds the technological context, yet it can be still relevant to technologies, especially digital ones. The concept of becoming assists in better (...) understanding co-shaping processes in which a technology and its users change in tandem. Becoming is analyzed as a set of five characteristics: [1] transduction, a change process in both the user and the technology; [2] rhizome, no starting or end point; [3] molecularity, small movement or change that can create a big difference; [4] partial simulation, creating a non-identical copy; and [5] anti-memory, forgetting the past. Based on this analysis, the concept of becoming-mobile is introduced as a new way of understanding the interrelations between humans and their cellphones. Becoming-mobile can be further developed either with Deleuze and Guattari’s own concepts such as nomadicism or with “external” concepts such as postphenomenology’s embodiment and new mobility studies’ virtual mobility. Machine, becoming, and becoming-mobile address some basic questions in philosophy of technology, thereby enabling us to refer to Deleuze and Guattari as philosophers of technology. (shrink)

Posing the question ‘How diverse is philosophy of education in the West?’ this paper responds to two recent defences of African philosophy of education which endorse its communitarianism and oppose individualism in Western philosophy of education. After outlining Thaddeus Metz's argument that Western philosophy of education should become more African by being more communitarian, and Yusef Waghid's defence of communitarianism in African philosophy of education, we develop a qualified defence of aspects of individualism in education. (...) Our reservations about some aspects of communitarianism lead us to argue for a role for some forms of individualism in African as well as Western education. Finally, reflecting on what is at stake in this kind of comparative philosophy of education, we argue that an over-emphasis on cultural differences can distract philosophers of education from the attention they should pay to the common dangers posed across continents by the influence of global capitalism on education. (shrink)

To cooperate by giving differences a chance to show themselves because of the belief that the expression of difference is not only a right of the other persons but is a means of enriching one's life experience, is inherent in the democratic personal way of life.It was on 9 February 1919 that John Dewey, surely a principal representative of what could count as American philosophy, set foot in Japan. As the above words indicate, Dewey's idea of democracy as a (...) way of life is based upon the principle of (and faith in) the idea of mutual learning from difference. He suggests that the understanding of the inner spirit of people in different cultures, those who live in a different universe than the one we are familiar.. (shrink)

Writing an accessible introduction to process theology is no easy task. As Roland Faber notes, “Process theology is a quite complex phenomenon”. Yet this is the task he sets out for himself in The Becoming of God: Process Theology, Philosophy, and Multireligious Engagement. While Faber describes his book as an introduction to process theology, it would perhaps be better described as an introduction to the thought of Alfred North Whitehead and its theological implications.In typical Faber fashion, this poetic (...) introduction to Whitehead is thorough, complex, and insightful. Ranging across issues of science, religious studies, theology, and philosophy, Faber tackles some of the most complicated thought problems... (shrink)

“One is not born a woman, but becomes one”, Simone de Beauvoir A symbol of liberated womanhood, Simone de Beauvoir's unconventional relationships inspired and scandalised her generation. A philosopher, writer, and feminist icon, she won prestigious literary prizes and transformed the way we think about gender with The Second Sex. But despite her successes, she wondered if she had sold herself short. Her liaison with Jean-Paul Sartre has been billed as one of the most legendary love affairs of the twentieth (...) century. But for Beauvoir it came at a cost: for decades she was dismissed as an unoriginal thinker who 'applied' Sartre's ideas. In recent years new material has come to light revealing the ingenuity of Beauvoir's own philosophy and the importance of other lovers in her life. This ground-breaking biography draws on never-before-published diaries and letters to tell the fascinating story of how Simone de Beauvoir became herself. (shrink)

For Nietzsche’s hypothesis of a threat of nihilism to be intelligible, this chapter attributes to him at least three assumptions that underpin his philosophical project: (1) what there is, is becoming (and not being), (2) most (if not all) strongly believe in being, and (3) nihilism is a function of the belief in being. This chapter argues that Nietzsche held two doctrines of becoming: one more radical, which he believes is required to fend off nihilism, and one much (...) more moderate—the ontology of relations he develops under the label ‘will to power’. Based on the latter he attempts (but ultimately fails) to develop an ‘adualistic’—neither monistic nor dualistic—practice of thought, a ‘simultaneity-thinking’ ("Zugleich-Denken") that would no longer be subject to nihilism. (shrink)

I briefly discuss first philosophy (metaphysics), including different “paradigms’ of first philosophy in the history of Western philosophy. I then discuss the rise of environmental ethics as a new field of philosophy and the debate over anthropocentric and non-anthropocentric values. I suggest that ecocentric value theories could constitute a new first philosophy using the “paradigm” of value in first philosophy and why they should constitute a first philosophy.

Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational experiences (...) and events. Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching. (shrink)

If mysticism, as Coventry Patmore defines it, is 'the science of ultimates,' in what way would mysticism explain the possibility of a profound relationship between ultimate reality as infinite and proximate reality as finite ? This paper attempts to address that question through the lens of Evelyn Underhill’s philosophy of mysticism. The paper fundamentally works at framing two of Hegel’s triadic patterns of dialectic against the being-becoming binary as engaged by Underhill. This application helps unveil the relation of (...) transcendence with immanence, a relation that is crucial for a structuring of the infinite-finite mystical intimacy. (shrink)

Explores the nature and relation of history and becoming in the work of Gilles Deleuze. How are we to understand the process of transformation, the creation of the new, and its relation to what has come before? In History and Becoming, Craig Lundy puts forward a series of fresh and provocative responses to this enduring problematic. Through an analysis of Gilles Deleuze's major solo works and his collaborations with Felix Guattari, he demonstrates how history and becoming work (...) together in driving novelty, transmutation and experimentation. What emerges from this exploration is a new way of thinking about history and the vital role it plays in bringing forth the future. (shrink)

This paper introduces Deleuze’s philosophy of becoming in a system theoretic framework and proposes an alternative ontological foundation to the study of systems and complex systems in particular. A brief critique of systems theory and the difficulties apparent in it is proposed as an introduction to the discussion. Following is an overview aimed at providing access to the ‘big picture’ of Deleuze’s revolutionary philosophical system with emphasis on a system theoretic approach and terminology. The major concepts of Deleuze’s (...) ontology—difference, virtuality, multiplicity, assemblages, quasi-causation, becoming, intensity and progressive determination are introduced and discussed. Deleuze’s work is a radical departure from the dogma of western philosophy that guides the foundations of science and systems theory. It replaces identity with difference and being with becoming; in other words, it provides systems theory with an ontological ground based on change, heterogeneity and the inexhaustible novelty-producing process that underlies all phenomena. The conceptual tools made available by this philosophy seem to capture the fundamental aspects of complexity and complex systems much better than the current conceptual system that is based on static transcendent ontological entities. (shrink)

Deleuze's concept of 'becoming' provides the key to his notoriously complex metaphysics, yet it has not been systematized until now. Bankston tracks the concept of becoming and its underlying temporal processes across Deleuze's writings, arguing that expressions of becoming(s) appear in two modes of temporality: an appropriation of Nietzsche's eternal return (the becoming of the event), and Bergsonian duration (the becoming of sensation). Overturning the criticisms launched by Žižek and Badiou, with conceptual encounters between Bergson, (...) Nietzsche, Leibniz, Borges, Klossowski, and Proust, the newly charted concept of double becoming provides a roadmap to the totality of Deleuze's philosophy. Bankston systematizes Deleuze's multi-mirrored universe where form and content infinitely refract in a vital kaleidoscope of becoming" -- Amazon.com. (shrink)

Within intellectual paradigms that privilege mind over matter, dance has long appeared as a marginal, derivative, or primitive art. Drawing support from theorists and artists who embrace matter as dynamic and agential, this book offers a visionary definition of dance that illuminates its constitutive work in the ongoing evolution of human persons. _Why We Dance _introduces a philosophy of bodily becoming that posits bodily movement as the source and telos of human life. Within this philosophy, dance appears (...) as an activity that humans evolved to do as the enabling condition of their best bodily becoming. Weaving theoretical reflection with accounts of lived experience, this book positions dance as a catalyst in the development of human consciousness, compassion, ritual proclivity, and ecological adaptability. Aligning with trends in new materialism, affect theory, and feminist philosophy, as well as advances in dance and religious studies, this work reveals the vital role dance can play in reversing the trajectory of ecological self-destruction along which human civilization is racing. (shrink)

This chapter explores the possibility of an alliance between Deleuze’s philosophy and feminist philosophy with respect to ethics. I begin by specifying some of the general points of convergence between Deleuzian ethics and feminist ethics. In the second section, I turn away from feminist ethics in particular to consider feminist engagement with Deleuze’s (and Deleuze and Guattari’s) work; in this section of the paper, I describe the central criticisms of Deleuze offered by feminist philosophers and point out the (...) aspects of his thought that have been valuable for feminist theorizing. In order to respond to what I take to be the overarching concern feminists have about Deleuze’s philosophy, the third section develops a proposal for a Deleuzian conception of ethics that is able to do (much of) what feminists require of an ethical theory. (shrink)

Starting from the famous statement by Deleuze and Guattari in What Is Philosophy? that ‘[i]mmanence can be said to be the burning issue of all philosophy’, this article explores their claim of an ontology of immanence and/as relational ontology in quantum terms. The theme of this special issue allows for a rereading of the terminology of different/ciation, which Deleuze developed in ‘The Method of Dramatization’ and Difference and Repetition, and I here relate it to the question of consistency (...) of the plane of immanence, such as it is emphasised in the later work of Deleuze and Guattari. The article exemplifies the significance that the early issue of ‘dramatization’ as different/ciating passage has on an adequate understanding of both ‘immanence’ and ‘becoming’, and it shows their in/seperability for a relational ontology as onto-ethology. By making the Deleuze-Guattarian immanence resonate with Barad's agential realism, the article zooms in on the specific quality of the ‘passage’ in order to do justice to the claim of a ‘mature’ philosophy that thinks immanence as immanent only to itself. (shrink)

Despite the importance of engineering and technology in economic, social, and other aspects of our lives what it means to develop as an engineer, and how this is to occur, is not widely discussed. Becoming a Human Engineer explores the moral and ethical challenges of educating engineers through the philosophical lens of personalism, a branch of philosophy that puts the person first, seeing human growth and development as central to good. Building from the philosophy of the 20th (...) century philosopher John Macmurray, this book explores how ethics and education intersect through a continuous cycle of action and reflection. By pulling together disparate and wide-ranging topics across engineering education, several promising areas of future work are identified. Engineering methods and ways of reflection are deeply embedded in engineering education to the extent that they may interfere with becoming a person. A focus on specific knowledges must complement rather than distract from developing the habits of mind necessary for engineers to adapt to a changing world. Providing meaningful experiences and explicitly focusing on developing multiple ways to reflect on these experiences are shown to be critical for the holistic development of engineers as persons. (shrink)

This chapter, which examines what it meant to become a philosopher and work in the field of philosophy in Great Britain during the seventeenth century, analyzes the factors that influenced people to become philosophers and describes the circumstances in which they studied philosophy. It identifies a pattern by which the schools provided a preliminary framework for becoming a philosopher that later served as a creative foil for the pursuit of a philosophical career beyond the schools. The chapter (...) also highlights the key developments during this period, which include the increasing prominence of theistic philosophical apologetics and the emergence of experimental natural philosophy. (shrink)