Name der Zeitschrift: Deutsche Zeitschrift für Philosophie Jahrgang: 65 Heft: 4 Seiten: 727-761.

After reviewing the literature on current knowledge about consciousness in humans, we present a state-of-the art discussion on consciousness and related key concepts in animals. Obviously much fewer publications are available on non-human species than on humans, most of them relating to laboratory or wild animal species, and only few to livestock species. Human consciousness is by definition subjective and private. Animal consciousness is usually assessed through behavioural performance. Behaviour involves a wide array of cognitive processes that have to be (...) assessed separately using specific experimental protocols. Accordingly, several processes indicative of the presence of consciousness are discussed: perception and cognition, awareness of the bodily-self, self-related knowledge of the environment (including social environment). When available, specific examples are given in livestock species. Next, we review the existing evidence regarding neuronal correlates of consciousness, and emphasize the difficulty of linking aspects of consciousness to specific neural structures across the phyla because high-level cognitive abilities may have evolved independently along evolution. Several mammalian brain structures (cortex and midbrain) are involved in the manifestations of consciousness, while the equivalent functional structures for birds and fishes would likely be the pallium/tectum and midbrain. Caution is required before excluding consciousness in species not having the same brain structures as the mammalian ones as different neural architectures may mediate comparable processes. Finally, specific neurophysiological mechanisms appear to be strongly linked to the emergence of consciousness, namely neural synchrony and neural feedback. Considering the limited amount of data available and the few animal species studied so far, we conclude that different manifestations of consciousness can be observed in animals but that further refinement is still needed to characterize their level and content in each species. Further research is required to clarify these issues, especially in livestock species. (shrink)

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for (...) this essay are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education. (shrink)

This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’. It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ (...) as a function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’. As such, the separation between self and world can be seen as artificial, including if this world is perceived wholly or partly as technological, digital or informational. If this is the case, a responsibility is placed on the educator and their part in ‘inventing’ this distinction for future generations. How this invention of the educational subject is negotiated is therefore one the many philosophical tasks for digital pedagogy. (shrink)

Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, these negotiations, though, (...) were not indicative of a belief in any ontologically grounded educational truth. Quite to the contrary, as I will claim, Derrida’s thought is remarkable for its deflation of the myth, stretching at least as far back to Plato’s Republic, that philosophy can discover and prescribe the practical means for its own educational good. The argument presented in this article is that Derrida’s thought is particularly fertile when it comes to educational reflection precisely because it does not close down, presuppose, or prescribe, and that these characteristics also allow for generative contradictions in Derrida's educational and philosophical thought and practice. (shrink)

Spectacular developments in technology pose new questions for an old discipline like moral philosophy, as we have seen with all the questions regarding medical ethics. The physician-patient relationship is certainly not a new question, since it was already addressed in the Hippocratic oath, but we see that the new possibilities opened up by advances in medical technology place other questions before us. I would like to ask some ethical questions based on my professional activity as an engineer specialized in factory (...) design.The thesis which I will defend is the following: the scale of technological decisions has changed, both in space — they affect more people — and in time — they often have irreversible consequences. Nevertheless, those who make the decisions are human beings, and their actions can be criticized by moral philosophy1 just like any other human actions. Yet such a criticism cannot be carried out without the mediation of analytical tools adapted to the scope of such decisions, namely the various social sciences which describe the technical, political, economic and cultural dimensions of such decisions. This mediation should enable philosophers to discern the ethical consequences of these decisions, and the professionals to exercise their responsibility more effectively.To illustrate this thesis, I am going to speak not as a philosopher, but as an engineer, which means that I will discuss something concrete: the controversy surrounding the Superphoenix nuclear reactor, which has lasted thirty years and reached the highest levels of the French state. The controversy has lasted for thirty years because the nuclear installation at Creys Malville was conceived in the Sixties, constructed in the Seventies, started up in the Eighties, tested for a scientific project in the Nineties, and will doubtlessly be dismantled in the next decade.The controversy is a deeply political one, for the Superphoenix was conceived by the CEA in order to have French technology following the abandonment of the graphite-gas line of reactors. Construction was finalized in line with the Messmer plan which had financed the construction of five or six reactors a year from 1974 to 1981. Placing Superphoenix on line gave rise to various legal challenges which were settled by the Council of State. Recommissioning was decided by Pierre Beregovoy on the recommendation of the minister of research. Dismantling is a bone of contention between Lionel Jospin and Jacques Chirac.There are few technical devices that can boast of such treatment by the French and even international media, few technical devices whose name is so deeply inscribed in every political platform, and few whose fate depends on the outcome of so impassioned a debate. What can a philosophical discipline say about a matter so complex and politically charged?I think that ethics can make a contribution on two levels: it can allow for discussion about an overall judgement on the sense of such a venture; it can also shed some critical light on the decision procedures which led to the construction of the installation. (shrink)

Bertrand Russell est convaincu qu’une application stricte, par tout le monde, du principe selon lequel on doit s’efforcer de ne croire, autant que possible, que des choses vraies ou qui du moins ont des chances raisonnables d’être vraies, si elle introduirait assurément des changements importants dans la vie sociale et politique, n’aurait pas le genre de conséquences catastrophiques que l’on prédit généralement. L’illusion et le mensonge ne sont peut-être pas indispensables à la vie en société à un degré aussi (...) élevé qu’on le croit la plupart du temps. Ils ne devraient en tout cas pas l’être dans des sociétés qui ont la prétention d’être réellement démocratiques. (shrink)

This paper is an attempt to sketch out the conceptual possibility of what is given the name remuant existence. That is to say, a changeable, restless and fickle existence. The word remuant, no longer in common use in the English language, is an adjective. Its meaning offered here is used to designate what will be considered the qualifying attribute of existence, which is to make the point that existence is remuant existence. Existence is a common noun and thereby grammatically a (...) universal but if it cannot exist without being remuant its nominal universality is of no significance. The universality of existence does not mean anything; only remuant existence has meaning. The articulation of this concept, and those which are concomitant with it, is primarily an untangling of the remuant from the critique of presence and of the subject offered by Jacques Derrida, whose influence remains visitant throughout. (shrink)

The ancient, interlinked questions about the role of chance in the living world and the origins of life, gained new relevance with the development of molecular biology in the twentieth century. In 1970, French molecular biologist Jacques Monod, joint winner of the 1965 Nobel Prize in Physiology or Medicine, devoted a popular book on modern biology and its philosophical implications to these questions, which was quickly translated into English as _Chance and Necessity_. Nine years later, Belgian thermodynamicist Ilya Prigogine, (...) 1977 winner of the Nobel Prize in Chemistry, published a popular book on the history and philosophy of natural sciences with Belgian philosopher Isabelle Stengers. Translated into English under the title _Order out of Chaos_ and widely discussed, the whole book can be seen as a response to Monod on these biological and philosophical questions. This study will trace this intellectual controversy between two Nobel Prize winners defending two opposing scientific and philosophical visions of the living world, rooted in two different scientific disciplines. (shrink)

The opposition between constraint and free necessity leads Spinoza's commentators to conceive of ethical liberation as a reconciliation with one's self against alienations due to external causes, and to confuse constraint with contrariety. Analysis of the word coactus in Spinoza's works shows that finite modes can't exist and can't free themselves without constraints, which are not always a source of contrariety. Such an analysis is close to those of Émile Durkheim and Pierre Bourdieu.

Le jeune philosophe viennois Otto Weininger se suicide en octobre 1903, âgé de 23 ans. Il vient de faire paraître un brûlot, Sexe et Caractère, qui restera un succès de librairie pendant deux décennies, avec 36 rééditions jusqu'en 1925. Sigmund Freud le considérera comme un génie. Ludwig Wittgenstein le tiendra en grande estime, tout comme Karl Kraus, Stephan Zweig, Robert Musil, James Joyce, Franz Kafka, Georges Bataille ou encore Emil Cioran. Malgré tous les hommages qu'il a reçus, Weininger est quasiment (...) inconnu en France. Est-il si difficile d'aborder et de comprendre le foisonnement intellectuel et artistique qu'a connu Vienne avant l'effondrement de l'empire austro-hongrois?? Le caractère antisémite et antiféministe de son œuvre le rend-il toujours aussi infréquentable?? Certes, la brièveté de son existence et la radicalité de ses positions ne plaident pas pour une approche nuancée du personnage. En fait, la renommée d'Otto Weininger, ici resituée dans son contexte, a été occultée par l'aura internationale que Freud a eu le temps de construire jusqu'en 1939. Pourtant, à son grand étonnement, jusqu'au seuil de la mort, certains de ses visiteurs lui poseront des questions sur les relations directes ou indirectes qu'il a eues avec cette étoile filante de la nuit viennoise. Tous deux se sont attaqués aux mêmes questions dans une période marquée par de profonds bouleversements. C'est ce qui explique que la bisexualité, la femme et l'homme face à leurs rôles respectifs et, plus généralement encore, les multiples éléments qui constituent l'identité de chacun sont des sujets qui résonnent toujours dans notre actualité. (shrink)

Pricing algorithms are computerized procedures a seller may use to adapt instantaneously its price to market conditions, including to prices quoted by its rivals. These algorithms are related to the extensive use of web-collectors which contribute in many industries to identifying the best price. In such settings, price competition operates between algorithms, no longer between executives of brick and mortar companies. In this context, the question is to know how implicit forms of collusion may arise between the sellers. This paper (...) is aimed at discussing this conceptual issue in a price-setting homogeneous product oligopoly with decreasing returns to scale where algorithms implement matching policies. Using fixed point argument, we find a family of equilibrium prices encompassing Cournot and Pareto efficient solutions, if matching is allowed upward and downward. Dynamical stability is studied in the linear demand constant return case. When matching operates only for price undercutting, this family is extended up to a bottom value of the market price, close to the Walrasian price. Pricing algorithms may solve the Bertrand–Edgeworth paradox. (shrink)

Discourse on the origin and foundations of inequality among men (complete) -- On the social contract (complete) -- Emile, or, On education -- Julie, or, The new Heloise -- Reveries of the solitary walker.

We consider a Bertrand duopoly with homogeneous goods and we allow for asymmetric marginal costs. We derive the Myopic Stable Set in pure strategies as introduced by Demuynck et al.. In contrast to the set of Nash equilibria, the unique Myopic Stable Set can be easily characterized in closed form and it provides an intuitive set-valued prediction.

Rousseau tries to show that civic patriotism is compatible with genuine moral cosmopolitanism as well as republican cosmopolitanism (the compatibility thesis). I try to clarify these concepts, and distinguish them from other types of cosmopolitanism, such as moral, cultural, economic, and epistemological cosmopolitanisms. Rousseau winds up with a form of rooted cosmopolitanism that tries to strike a balance between republican patriotism and republican as well as thin moral cosmopolitanism, offering a synthesis through education. A careful reading of Émile shows (...) that this is a book about the formation of a moral and cognitive cosmopolitan who avoids the deformations of a commercial society influenced by processes of globalisation. (shrink)

The German–American physiologist Jacques Loeb (1859–1924) and the Polish embryologist Emil Godlewski, jr. (1875–1944) contributed many valuable works to the body of developmental biology. Jacques Loeb was world famous at the beginning of the twentieth century for his development and demonstration of artificial parthenogenesis in 1899 and his experiments on regeneration. He served as a role model for the younger Polish experimenter Emil Godlewski, who began his career as a researcher like Loeb at the Zoological Station in Naples. (...) Following Godlewski’s first visit to Naples in 1901 a close relationship between the two scientists developed. Until Loeb’s death in 1924 the two exchanged ideas via correspondence that was only interrupted during the First World War. The aim of the paper is to examine the transatlantic transfer of knowledge in the field of biological experimentation that was fostered by these two protagonists. Using a modification of Bruno Latour’s model of the ‘Circulatory System of Science’ as a heuristic tool, different mechanisms of scientific exchange are displayed. With the help of Loeb’s and Godlewski’s correspondence the role of scientific communities, methods, allies, the public and institutions in the process of knowledge transfer are analysed. Preconditions for success and failure in transferring science are examined. (shrink)

One of the most legendary educational books ever written is Jean-Jacques Rousseau’s “Émile ou de l’Education”. Most obviously Rousseau wrote this book guided by diverse more or less conscious purposes and one of the main problems it presents is paradoxical: Does education have to promote freedom by force? In this article I will, firstly, present several aims that might have triggered Rousseau to write “Émile”. Secondly, I will discuss Rousseau’s view of the so called “educational paradox”. Since (...) this quandary touches the topic of many other of his books, I will discuss “Émile” along with Rousseau’s other works and thus place his educational story in his “great narrative”. (shrink)

This article considers the ways in which a series of artworks by French artist Jean-Baptiste Greuze focus on the father’s ethical education of his male children, reading these as a close visualization of the pedagogical theories of Rousseau. Through paintings that contemplate family life, religious sentiment, filial piety, obedience versus disobedience, illness, and death, Greuze’s images of male youth coalesce with the ethics promoted in Rousseau’s novel Emile—stressing in particular the compassion and good conscience that a boy should develop under (...) the guidance of his father to become a man of virtue. In so doing, the artist responds to some of the key historic issues and social beliefs affecting male youth during his era: the necessity of apprenticed boys to leave home; an idealization of country living and farming as the best occupation for the adult male; and an overwhelming concern, widespread during this heightened period of warfare and unrest preceding the French Revolution, that young men go astray when they become soldiers. (shrink)

This article considers the ways in which a series of artworks by French artist Jean-Baptiste Greuze focus on the father’s ethical education of his male children, reading these as a close visualization of the pedagogical theories of Rousseau. Through paintings that contemplate family life, religious sentiment, filial piety, obedience versus disobedience, illness, and death, Greuze’s images of male youth coalesce with the ethics promoted in Rousseau’s novel Emile—stressing in particular the compassion and good conscience that a boy should develop under (...) the guidance of his father to become a man of virtue. In so doing, the artist responds to some of the key historic issues and social beliefs affecting male youth during his era: the necessity of apprenticed boys to leave home; an idealization of country living and farming as the best occupation for the adult male; and an overwhelming concern, widespread during this heightened period of warfare and unrest preceding the French Revolution, that young men go astray when they become soldiers. (shrink)

It is often said that the claims of man and citizen are irreconcilable in the philosophy of Jean-Jacques Rousseau. This view, most famously articulated by Judith Shklar, holds that the making of a man and the making of a citizen are to be understood as rival enterprises or competing alternatives. This reading has recently been challenged by Frederick Neuhouser. He argues that one can make a man and a citizen, but only if the education of each is performed in (...) the absence of the other. In his view, Emile is raised to be a man first before his subsequent instruction in citizenship. This paper challenges both views. I argue that the making of man and citizen are, in principle, neither rival enterprises nor competing alternatives, and that although Neuhouser is indeed correct to argue for a successive system of education, the making of a citizen is not completed in Emile, but extends into the Social Contract. His account diminishes the crucial role the Lawgiver plays in the fashioning of citizens capable of discerning the general will. I show that although raising individuals under a system of private instruction does not preclude their transformation into citizens but makes such a transformation possible, it is on its own incapable of making citizens. (shrink)

This paper examines how philosophy of education textbooks present Jean-Jacques Rousseau’s views on women and socialization. It reviews ten texts, involving nine authors, and finds that they generally focus on the concepts of Nature, Negative Education, and Child Development from Books I-III of Emile, but severely restrict mentioning its Book V and The Social Contract. While these results implicitly reflect Rousseau’s historical influence on “progressive” educators, they do not seriously attend to well-established critiques of Rousseau’s sexism and omit acknowledging (...) his intent that Emile’s Negative Education in Nature leads toward his socialization in the General Will. (shrink)

Over the past decades, science education researchers have suggested Inquiry-Based Science Education (IBSE) teaching interventions for science classes. In this article, we argue that IBSE’s basic principles can be traced back to Jean-Jacques Rousseau’s work Emile or On Education (1762). First, we will look at IBSE’s rationale. Then we will turn to Emile and outline Rousseau’s educational ideas concerning science education. We will show that Rousseau’s suggested practices for science education are very similar to those of IBSE. Yet despite (...) their vivid similarities, Rousseau seems to pursue epistemic virtues, whilst IBSE aims at epistemic skills. However, nurturing epistemic skills might be seen as the first step for cultivating an epistemically virtuous character. So, embracing Rousseau’s ideal for full character development could further inspire IBSE’s proposals. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Jean-Jacques Rousseau: A Friend of VirtueMatthew SimpsonJoseph R. Reisert. Jean-Jacques Rousseau: A Friend of Virtue. Ithaca, NY: Cornell University Press, 2003. Pp. xiv + 211. Cloth, $42.50.This important book is an interpretation and defense of Rousseau's theory of moral education, in which the author explains and justifies Rousseau's ideas about what virtue is, why it is important, and how it can be cultivated.Briefly, this is his (...) reading: in advanced societies, people come to possess intense and incoherent passions, enflamed by amour-propre, which set them at odds with themselves and with each other, making bourgeois existence unsatisfying and exploitive. To create a better life, people must learn to restrain their desires in a way that promotes their own happiness; they must be taught virtue, which Reisert defines as, "the strength of character to rule over one's passions, so that one can make oneself do what one knows one ought to do" (8). Finally, the best model for the moral educator is not ruler to ruled, but friend to friend.The book is both a defense of this interpretation of Rousseau, and a defense of Rousseau's social and psychological theory itself, most notably against Aristotle, Locke, and Buffon. While the two lines of argument do not go together seamlessly, Reisert offers a number of contributions to Rousseau scholarship and to social thought, especially as it intersects with liberal political theory. He divides the work into two parts. The first explains Rousseau's theory of human nature and his diagnosis of the ills of society. The second interprets and defends his ideas about how to remedy that condition through the cultivation of virtue by means of friendship. The final chapter discusses the importance of virtue for contemporary liberal politics.The first half of the book, on Rousseau's "physics of the soul," touches on self-love, pity, vanity, and conscience. For some reason, Reisert limits his discussion largely to the meaning of amour-propre in the second Discourse and Emile to the exclusion of other issues and other books. Even so, he gives an interesting interpretation of amour-propre, and how it leads to the restless, banal misery that both authors think is characteristic of modern life.The problems of this section come when Reisert attempts to defend Rousseau. He argues that his theory of human nature is to be preferred because it answers questions that others cannot, such as how essentially asocial beings have come to live in societies. Yet, this question and some others he discusses come into being only because of Rousseau's own assumptions, for example that people are asocial in the first place. So, Rousseau's ability to solve puzzles that exist only on the basis of his own principles cannot be taken as evidence for those principles without begging the question.The second half of the work is more innovative. Reisert makes two basic arguments: that only virtue can alleviate the dissatisfactions of bourgeois existence; and that only the relationship of friendship can bring about this "education to virtue" (141). The first is less controversial given that he defines virtue simply as the power to restrain irrational desires for the sake of happiness; yet he goes on to make an interesting distinction between the virtue of Socrates who does not have irrational desires to begin with, and that of Emile who has them but can control them.The most original part of the book is his argument that only the relationship of friendship can foster virtue. He says that the amour-propre which makes people miserable also makes them resistant to efforts to improve their character. "A friend," on the other hand, "can, through force of personality and the power of example, exert a potent influence on his friend without thereby provoking resistance or inspiring resentment" (171). He gives a fascinating account of how a friend can be a kind of better self through whose eyes one sees the source of one's own dissatisfaction and the need for virtue to make life enjoyable. His most path breaking suggestion is that in his writings, especially Emile, Rousseau intended to be such a friend to... (shrink)