This article investigates conceptions of morality within the framework of ressentimentful victimhood in the manosphere, while also exploring avenues for resistance among young individuals encountering the “hatred pipeline”. In Study 1, we use the emotional mechanism of ressentiment to examine how incels construct narratives of victimhood rooted in the notion of sexual entitlement that remains owed and unfulfilled, alongside its “black pill” variant emphasising moral and epistemic superiority. Through a linguistic corpus analysis and content examination of 4chan and (...) Incel.is blog posts, we find evidence of ressentiment morality permeating the language and communication within the incel community, characterised by blame directed at women, and the pervasive themes of victimhood, powerlessness, and injustice. In Study 2, we delve into young individuals’ reflections on incel morality and victimhood narratives as they engage with online networks of toxic masculinity in the manosphere. Drawing from semi-structured interviews with young participants who have accessed the manosphere, we explore their perceptions of risks, attribution of blame, and experiences of empathy towards individuals navigating the “hatred pipeline”. Our analysis underscores the significance of ressentiment in elucidating alternative conceptions of morality and victimhood, while shedding light on the potential for acceptance or resistance within online environments characterised by hatred. (shrink)

Hatred: Understanding Our Most Dangerous Emotion The first in-depth philosophical analysis of personal hate and group hate, Hate: Understanding Our Most Dangerous Emotion explores how personal hatred can foster domestic violence and emotional abuse, how hate-proneness is a main contributor to the aggressive tendencies of borderlines, narcissists and psychopaths, how seemingly ordinary people embark on some of history's worst hate crimes, and how cohesive groups, subjected to spontaneous forces of group polarization, can develop extremist viewpoints of the sort (...) that motivate hate crimes, mass shootings, and terrorism. The book's first part explores hate in intimate relationships, looking for an answer to the question of why our intimate relationships can survive hate and resentment, but not disrespect or contempt. Berit "Brit" Brogaard shows that where contempt creates an irreparable power imbalance, hate is tied to fear, which our brains may reinterpret as thrill, attraction and excitement. But this can also make hate a dangerous emotion that convinces people to hang onto abusive relationships. When tied to vengeance and the dark triad of personality, hate is not only dangerous but also dehumanizing. Vengeance and the dark personalities are not essential to hate, however. Without them, hate can have more admirable ends. The book's second part explores the polarizing forces that can bias cohesive groups of like-minded individuals and contribute to what is effectively a hate crisis. Drawing on history, politics, legal theory, philosophy, and psychology, Brogaard shows how cultural myths about femininity, ethnic groups, and the land of opportunity perpetuate misogyny, white supremacy and anti-Semitism. But, she argues, politicians and policymakers have it in their power to address the hate crisis through legislation that preserves the original incentive behind the first-amendment right to free speech. (shrink)

Julia Kristeva refracts the impulse to hate (and our attempts to subvert, sublimate, and otherwise process it) through psychoanalysis and text, exploring worlds, women, religion, portraits, and the act of writing. Her inquiry spans themes, topics, and figures central to her writing, and her paths of discovery advance the theoretical innovations that are so characteristic of her thought. Kristeva rearticulates and extends her analysis of language, abjection, idealization, female sexuality, love, and forgiveness. She examines the "maladies of the soul," utilizing (...) examples from her practice and the ailments of her patients, such as fatigue, irritability, and general malaise. She sources the Bible and texts by Marguerite Duras, St. Teresa of Avila, Roland Barthes, Simone de Beauvoir, and Georgia O'Keefe. Balancing political calamity and individual pathology, she addresses internal and external catastrophes and global and personal injuries, confronting the nature of depression, obliviousness, fear, and the agony of being and nothingness. Throughout Kristeva develops the notion that psychoanalysis is the key to serenity, with its processes of turning back, looking back, investigating the self, and refashioning psychical damage into something useful and beautiful. Constant questioning, Kristeva contends, is essential to achieving the coming to terms we all seek at the core of forgiveness. (shrink)

The World Health Organization has published a global priority list of antibiotic-resistant bacteria to guide research and development of new antibiotics. Every pathogen on this list requires R&D activity, but some are more attractive for private sector investments, as evidenced by the current antibacterial pipeline. A “pipeline coordinator” is a governmental/non-profit organization that closely tracks the antibacterial pipeline and actively supports R&D across all priority pathogens employing new financing tools.

Le Michigan est le site de trois pipelines : pétrole, plomb et marchandises. Cet essai retrace les crises de ces pipelines et les possibilités de lutte contre leur établissement. En examinant les limites et les potentiels du blocage propre à « l’action éco-directe », nous pouvons dégager certaines leçons qui pourraient être généralisées à d’autres luttes. En particulier, dans une phase capitaliste de circulation, une tactique consistant à arrêter les flux peut être utile dans des scénarios impliquant d’aller au-delà du (...) simple arrêt de la construction d’un oléoduc. Mais, si une interruption peut ralentir la reproduction du capital, elle pose des défis à la reproduction du social. Ces défis peuvent être surmontés par des blocages qui cherchent non seulement à mettre fin à la situation génératrice du conflit, mais également à créer de nouveaux rapports sociaux. (shrink)

That philosophy is an outlier in the humanities when it comes to the underrepresentation of women has been the occasion for much discussion about possible effects of subtle forms of prejudice, including implicit bias and stereotype threat. While these ideas have become familiar to the philosophical community, there has only recently been a surge of interest in acquiring field-specific data. This paper adds to quantitative findings bearing on hypotheses about the effects of unconscious prejudice on two important stages along career (...) pathways: tenure-track hiring and early career publishing. (shrink)

This article examines the issues raised by recent legislation proscribing incitement to religious hatred. In particular, it examines how far arguments for prohibiting racist hate speech apply also to the prohibition of religious hate speech. It identifies a number of significant differences between race and religion. It also examines several questions raised by the prohibition of religious hate speech, including the meaning and scope of religious identity, why that identity should receive special protection, and whether protection should be directed (...) to religious groups as groups or to their individual members. The central argument of the article is that the distinction between protecting religious groups from vilification and protecting their beliefs and practices from criticism—a distinction on which the British Government placed great emphasis in defending its legislation—is unsustainable. That conclusion is supported by the reasoning of the European Court of Human Rights in cases in which it has upheld the curtailing of freedom of expression for the sake of protecting religion. (shrink)

Although sometimes forgotten in current uses of the term, ?hatred? is a notoriously complex and ambiguous phenomenon. Analyzing and identifying what characterizes hatred and articulating a concept that helps us think more clearly about hatred is difficult. It is not even clear whether hatred is an emotion, an attitude, a sentiment or a passion. This essay departs from the idea that perhaps hatred is analyzable as a retributive reactive attitude. More precisely, it presents a philosophical (...) exploration of what happens if one puts a messy bundle of notions and examples of hatred into the more clear conceptual framework offered by Strawson in ?Freedom and Resentment?. The question whether hatred can be seen as a retributive reactive attitude is examined both with respect to Strawson's division between participant and objective attitudes and with respect to the seemingly most closely related participant attitude, resentment. (shrink)

Four men in a cell in Rebibbia prison, Rome, awaiting trial on serious charges of subversion. One of them, the political thinker Antonio Negri, spends his days writing. Among his writings are twenty letters addressed to a young friend in France letters in which Negri reflects on his own personal development as a philosopher, theorist and political activist and analyses the events, activities and movements in which he has been involved. The letters recount an existential journey that links a rigorous (...) philosophical education with a powerful political passion, set against the historical backdrop of postwar Italy. Crucially, Negri recalls the pivotal moment in 1978 when the former prime minister of Italy, Aldo Moro, was kidnapped and killed by the Red Brigades, and how the institutions then pinned that killing onto him and his associates. Published here for the first time, these letters offer a unique and invaluable insight into the factors that shaped the thinking of one of the most influential political theorists of our time and they document Negri’s role in the development of political movements like Autonomia. They are a vivid testimony to one man’s journey through the political upheavals and intellectual traditions of the late 20th century, in the course of which he produced a body of work that has had, and continues to have, a profound impact on radical thought and politics around the world. (shrink)

This chapter contains sections titled: Introduction The School as a Place of Inequality: A Story of Elevators, Cradles, Talents and (Un)Equal Opportunities The School of Equality: A Story of (Free) Time, Excitement, Danger, Inspiration/Enthusiasm, Fear and Love Conclusion: The Mark of Democracy and its Hatred Notes References.

The article is devoted to the analysis of the phenomenon of hatred in philosophic, psychological, and ethical aspects, and of its motivating role during the war. Explicating the philosophical un- derstanding of hatred, the author analyzes the “Treatise of Human Nature” by Hume and ex- plains the structure of hatred as the unity of the elements “cause-object-end” as well as the role of empathy in their genesis. In the article, the author proves that hatred as a (...) passion is not a hu- man instinct or only an emotion, while having an intention towards the understanding of another person and ethical evaluation of his or her motives and actions. The author analyzes the psycho- logical structure of hatred as a durable complex of negative attitudes, motives, emotions, and dispositions of a person formed in individual and social existence. The multilevel way of experience and content of hatred explicated by the range from simple negation of other beings to the ex- pression of moral judgement and demand of the retribution of hurt and struggle against evil. The author analyzes the concept of hatred by R. and K. Sternberg as a negation of intimacy of the other combined with various emotions and commitments of a person to act. Based on that, the article discusses the possibilities of the acquisition of ethical content by hatred and analyzes the typology of hatred by J. Gee (simple hatred, prejudicial hatred, malice and spite, retributive hatred, and moral hatred). The author of the article argues that the higher forms of conscious and controlled hatred possess rational components and moral content. The author concludes that the retributive hatred as a reactive moral attitude towards the blame of the wrongdoer and the de- mand of holding him responsible is an appropriate form of motivation for the resistance during the war and the establishment of peace. This kind of hatred plays a legitimate role in a mature person’s moral life and can be ethically justified. (shrink)

This chapter aims to reconstruct the phenomenological theories on hatred developed by Scheler, Pfänder and Kolnai and to refl ect upon its anthropological implications. Four essential aspects of this phenomenon are analyzed, taking as point of departure the works of these authors: (1) its place in the taxonomy of the affective life; (2) the world of its objects; (3) its expression in the form of bodily manifestations and motivating force; and (4) the inherent possibilities for overcoming it. The chapter (...) concludes that hatred is a key phenomenon for understanding aspects of human nature that we generally try to ignore or overlook. (shrink)

While friend/enemy are commonly perceived to be mutually constitutive opposites, it is not so evident that hatred is the opposite of love. Hatred is oriented by two ideologies specific to European thought—‘nature’ as an illusory universal, and the ‘ego’, distinct from the ‘I’, as an irreducible expression of identity. The origins of racial hatred in naturalised hierarchical classification at the time of European colonial expansion demonstrates how naturalism and egoism combined to produce an over-valuation of one’s own (...) self or group as authentic or pure. Drawing on Pascal, Fanon and Derrida, this essay challenges the autonomous, self-loving and naturalised sense of self. It calls for education as a form of action against racial hatred, including hate-speech. It suggests that the dignity or absoluteness of each individual or group should be thought as a ‘sense’ which cannot be reduced to a meaning. This is in contrast to hatred which presupposes closed or solidified meanings. (shrink)

This work intends to study the status of some emotions in a practical environment. I shall focus specifically on two: anger and hatred. My first objective will be to show that the distinction between the two is not as simple as might appear at first sight. This is because, as I will show, anger and hatred appear to be neighboring emotions. It is therefore necessary to analyze them conceptually to pull aside the veils of appearance and thus identify (...) their relevant differences. My second objective is to show that the conceptual distinction I seek is not in pursuit of a merely analytical interest. I shall claim that the conceptual differences here have a practical impact, especially in the political environment, because anger and hatred should be dealt with differently in the realm of democracies. (shrink)

This work intends to study the status of some emotions in a practical environment. I shall focus specifically on two: anger and hatred. My first objective will be to show that the distinction between the two is not as simple as might appear at first sight. This is because, as I will show, anger and hatred appear to be neighboring emotions. It is therefore necessary to analyze them conceptually to pull aside the veils of appearance and thus identify (...) their relevant differences. My second objective is to show that the conceptual distinction I seek is not in pursuit of a merely analytical interest. I shall claim that the conceptual differences here have a practical impact, especially in the political environment, because anger and hatred should be dealt with differently in the realm of democracies. (shrink)

Combating Hatred provides several practical case studies of teachers, administrators, and school board members who have successfully combated intolerance, prejudice, and hatred in their schools. Furin details innovative ways used in the case studies to create communities that sought the highest social justice values of respect and equality for everyone.

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 292-296 [Access article in PDF] Book Review Subverting Hatred: The Challenge of Nonviolence in Religious Traditions Subverting Hatred: The Challenge of Nonviolence in Religious Traditions. Edited by Daniel L. Smith-Christopher. Cambridge, MA: Boston Research Center for the Twenty-first Century, 1998. 177 pp. This work raises the challenge of peacemaking to all religious traditions from within each of these traditions. Touching on primary texts, (...) personalities, theologies, histories, and practices Subverting Hatred is a sampling of the rich religious resources for nonviolence. The eight primary chapters cover Jainism, Buddhism, Confucianism and Daoism, Hinduism, indigenous traditions, Islam, Judaism, and Christianity. There is a summary epilogue and each chapter has a bibliography. Subverting Hatred [End Page 292] ought to be read in religious study groups as well as in academic settings for the study of religion.Editor Daniel Smith-Christopher teaches theological studies and directs the Peace Studies program at Loyola Marymount University in Los Angeles; he is also the author of The Religion of the Landless. In the introduction, Smith-Christopher sets out the intent of this collection. First, in the face of clear evidence that religious traditions "can be manipulated and used to justify all kinds of violence," it is vital to argue that religions are not inevitably "divisive and destructive" (p. 9). Second, the book presents the positive claim that it is "precisely the call to nonviolence that embodies one of the noblest values and sacred obligations of religion" (p. 10). Here, nonviolence means active peacemaking rather than merely refusal to engage in violence.It was exciting to see a chapter devoted to Jainism, and have it be the first of the book. The author, Christopher Chapple, is professor of theological studies and director of Asian and Pacific Studies at Loyola Marymount University; among his publications is Nonviolence to Animals, Earth, and Self in Asian Traditions. Rooted in the deep strand of nonviolence it shares with Hinduism and Buddhism, Jainism powerfully advocates nonviolence. The earliest records of the religious impulse in the Indus Valley are also the earliest images most associated with nonviolence in these religious traditions. These cylinder seal impressions of figures seated in the yoga position surrounded by plants and animals can still evoke a sense of a calm and peace. Thus, in Indian traditions the connection of nonviolence to meditative practices is inseparable.Jainism has arguably made nonviolence a central teaching for all adherents to a greater extent than other traditions. The earliest text of the Jain tradition, the Acaranga Sutra (fourth or fifth century B.C.E.) makes this clear: "'All breathing, existing, living, sentient creatures should not be slain, nor treated with violence, nor abused, nor tormented, nor driven away. This is the pure, unchangeable, eternal law." Further, the reason for this prohibition is also presented: the desire to harm arises from a false sense of self-interest, and violence ultimately comes back to harm us. Chapple then presents some striking historical examples of Jain scholarship and nonviolent action. In conclusion, though Jainism has focused upon individual spiritual liberation, Jains do not "disengage from worldly life" (p. 19), but act to promote violence reduction in society.The author of the next chapter, Christopher Queen, is at Harvard and is co-editor of Engaged Buddhism: Buddhist Liberation Movements in Asia; his interest in the social dimensions of Buddhist nonviolence is reflected in this essay. He shows how the "Peace Wheel" of Buddhist nonviolence transforms the image of the wheel of the war chariot. As the Vedic tradition developed, it produced contrasts to the tradition of yogic nonviolence shared with Jainism. The sun-disk of Vishnu and chariot of Indra were associated with war, and their symbol was the chariot wheel. In contrast, Buddha turns the wheel "by peaceful means."Queen suggests that while much of the attention in the West has focused upon the "inner peace" offered by Buddhist meditation, it is vital that we see the social [End Page 293] setting of Buddhist practice. To understand the Four Noble Truths a person must begin with the proper social relationships as directed in... (shrink)

The UN International Covenant on Civil and Political Rights obliges state parties to prohibit any advocacy of religious hatred that constitutes incitement to discrimination or violence. This book traces the origins of this provision and proposes an actus reus for this offence. The question of whether hateful incitement is a prohibition per se or also encapsulates a fundamental 'right to be protected against incitement' is extensively debated. Also addressed is the question of how to judge incitement. Is mens rea (...) required to convict someone of advocating hatred, and if so, for what degree of intent? This analysis also includes the paramount question if and to what extent content and/or context factors ought to be decisive. The author extensively engages with comparative domestic law and compares the workings of the UN Human Rights Committee with those of the UN Committee on the Elimination of Racial Discrimination and the European Court of Human Rights. (shrink)

The pipeline framework for identifying ethical issues in machine learning healthcare applications outlined by Char et al. is a very useful starting point for the systematic consideration...

The article presents an introduction to the Special Issue on the French philosopher Jacques Rancière who raises a provocative voice in the current public debate on democracy, equality and education. Instead of merely criticizing current practices and discourses, the attractiveness of Rancière's work is that he does try to formulate in a positive way what democracy is about, how equality can be a pedagogic or educational (instead of policy) concern, and what the public and democratic role of education is. His (...) work opens up a space to rethink and to study, as well as to ‘re-practice’, what democracy and equality in education are about. He questions the current neutralisation of politics that is motivated by a hatred of democracy. This questioning is for Rancière also a struggle over words. Against the old philosophical dream of defining the meaning of words, Rancière underlines the need for the struggle over their meaning. The aim of the article is to clarify how and why education, equality, and democracy are a major concern throughout his work and to offer an introduction to the articles collected in the Special Issue. (shrink)

As with certain other self-reflexive emotions, such as guilt and shame, our understanding of self-hatred may be aided by views of the mind which posit an internalized other whose perspective on oneself embodies and focuses a set of concerns and values, and whose perspective one is in some sense vulnerable to. To feel guilt for some transgression is not solely to feel the anger that one would feel toward another’s trespasses, now directed back onto oneself as an object of (...) that anger; it is at the same time to react to that anger – perhaps, for example, to accept it as deserved, or to welcome the lashing of one’s bad conscience. To feel shame before oneself is not just to see oneself in some compromising way, it is to feel compromised by one’s own gaze. Likewise, the person who hates herself does not feel the hatred that she might have for another, simply taking herself as object of that attitude. She is not merely the seat of an internalized hostile voice and perspective that she may, for example, react to with indifference. She does not only tell herself that she is “worthless” but, will typically feel herself so in response. And her suffering may not just result from pain she is inclined to inflict, but suffering that, in some sense, she is inclined to suffer. But how is this so? How, in self-hatred, does one become not only subject to, but vulnerable and even receptive to one’s own hostility? (shrink)

_How does a man who once adored music beyond measure come to revile it as a form of tyranny?_ Throughout Pascal Quignard’s distinguished literary career, music has been a recurring obsession. As a musician he organized the International Festival of Baroque Opera and Theatre at Versailles in the early 1990s, and thus was instrumental in the rediscovery of much forgotten classical music. Yet in 1994 he abruptly renounced all musical activities. _The Hatred of Music_ is Quignard’s masterful exploration of (...) the power of music and what history reveals about the dangers it poses. From prehistoric chants to challenging contemporary compositions, Quignard reflects on music of all kinds and eras. He draws on vast cultural knowledge—the Bible, Greek mythology, early modern history, modern philosophy, the Holocaust, and more—to develop ten accessible treatises on music. In each of these small masterpieces the author exposes music’s potential to manipulate, to mesmerize, to domesticate. Especially disturbing is his scrutiny of the role music played in the concentration camps of Nazi Germany. Quignard’s provocative book takes on particular relevance today, as we find ourselves surrounded by music as never before in history. (shrink)

The article presents an introduction to the Special Issue on the French philosopher Jacques Rancière who raises a provocative voice in the current public debate on democracy, equality and education. Instead of merely criticizing current practices and discourses, the attractiveness of Rancière's work is that he does try to formulate in a positive way what democracy is about, how equality can be a pedagogic or educational (instead of policy) concern, and what the public and democratic role of education is. His (...) work opens up a space to rethink and to study, as well as to 're-practice', what democracy and equality in education are about. He questions the current neutralisation of politics that is motivated by a hatred of democracy. This questioning is for Rancière also a struggle over words. Against the old philosophical dream of defining the meaning of words, Rancière underlines the need for the struggle over their meaning. The aim of the article is to clarify how and why education, equality, and democracy are a major concern throughout his work and to offer an introduction to the articles collected in the Special Issue. (shrink)

One way to think about the philosophical significance of hatred is to consider doctrines that are characterised by feelings of hatred. A good candidate is misanthropy, which is often conceived as an attitude of hatred directed at humankind at large. I start by sketching a working account of misanthropy as a critical verdict or judgment on the contemporary condition of humankind as it has become. The criticism is directed at the array of vices and failings that are (...) ubiquitous and entrenched within the wider structures of human life, rather than those of individual persons. In one of its forms, misanthropy manifests itself in feelings of hatred for those entrenched failings and the patterns of awful behaviour which they motivate and sustain - for instance, the figure that Kant called the "enemy of mankind", or the radical eco-misanthropes who populated much American radical environmentalism of the 1980s, with their calls to 'tear down' the 'whole human world'. I then argue that such hateful 'enemies of mankind' represent only one among a set of modes of misanthropy. These have more peaceable affective and practical profiles that offer us forms of misanthropy without hatred. If so, we can think philosophically about hate in relation to misanthropy and about the potential scope of hatred. Thinking about the entrenched vices and failings constitutive of our life as it has become offers a way of intelligibly hating something as large as 'humanity'. But there are other responses to those vices and failings than hatred. I end by speculating that although hateful misanthropy tends to dominate discussions of misanthropy, historically it is the least common. That, itself, might tell us something about the sustainability of hatred. (shrink)

This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, ‘École, production, égalité’[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as (...) primordially a public space. Inspired by Rancière, we indicate first how the actual (international and national) policy story about the school and the organizational technologies that accompany it install and legitimate profound inequalities, which consequently can no longer be questioned (and become ‘invisible’). Second, the article recasts and rethinks different manifestations of equality and of ‘public‐ness’ in school education and, finally, indicates various ways in which these manifestations are neutralized or immunized in actual discourses and educational technologies. (shrink)

This chapter contains sections titled: Introduction Of Masters, Intellectuals and Inequality On Lessons, Equality, Democracy Focus and Contributions to the book Notes Acknowledgement References Bibliography Jacques Rancière.

The current UN policy regarding free speech presents a philosophical dilemma between accepting the free speech provisions in the Universal Declaration of Human Rights and exceptions carved out for hatred, hostility, and religious defamation. The Declaration should be understood to imply viewpoint neutrality and the exceptions for defamation are not viewpoint neutral. If the UN were to adopt J. S. Mill’s crucial distinctions between expression and performative speech, content and context, and mental states and the acts motivated by them, (...) it would be clear that hatred, hostility, and defamation cannot be exceptions to viewpoint neutral free speech. If the heart of free speech is freedom especially for the thought we hate, then the UN should abandon its exceptions or abandon appeals to free speech. However, I will offer a strong reason that it should not do the latter. (shrink)

_How does a man who once adored music beyond measure come to revile it as a form of tyranny?_ Throughout Pascal Quignard’s distinguished literary career, music has been a recurring obsession. As a musician he organized the International Festival of Baroque Opera and Theatre at Versailles in the early 1990s, and thus was instrumental in the rediscovery of much forgotten classical music. Yet in 1994 he abruptly renounced all musical activities. _The Hatred of Music_ is Quignard’s masterful exploration of (...) the power of music and what history reveals about the dangers it poses. From prehistoric chants to challenging contemporary compositions, Quignard reflects on music of all kinds and eras. He draws on vast cultural knowledge—the Bible, Greek mythology, early modern history, modern philosophy, the Holocaust, and more—to develop ten accessible treatises on music. In each of these small masterpieces the author exposes music’s potential to manipulate, to mesmerize, to domesticate. Especially disturbing is his scrutiny of the role music played in the concentration camps of Nazi Germany. Quignard’s provocative book takes on particular relevance today, as we find ourselves surrounded by music as never before in history. (shrink)

Julia Kristeva refracts the impulse to hate through psychoanalysis and text, exploring worlds, women, religion, portraits, and the act of writing. Her inquiry spans themes, topics, and figures central to her writing, and her paths of discovery advance the theoretical innovations that are so characteristic of her thought. Kristeva rearticulates and extends her analysis of language, abjection, idealization, female sexuality, love, and forgiveness. She examines the "maladies of the soul," utilizing examples from her practice and the ailments of her patients, (...) such as fatigue, irritability, and general malaise. She sources the Bible and texts by Marguerite Duras, St. Teresa of Avila, Roland Barthes, Simone de Beauvoir, and Georgia O'Keefe. Balancing political calamity and individual pathology, she addresses internal and external catastrophes and global and personal injuries, confronting the nature of depression, obliviousness, fear, and the agony of being and nothingness. Throughout Kristeva develops the notion that psychoanalysis is the key to serenity, with its processes of turning back, looking back, investigating the self, and refashioning psychical damage into something useful and beautiful. Constant questioning, Kristeva contends, is essential to achieving the coming to terms we all seek at the core of forgiveness. (shrink)

The article presents an introduction to the Special Issue on the French philosopher Jacques Rancière who raises a provocative voice in the current public debate on democracy, equality and education. Instead of merely criticizing current practices and discourses, the attractiveness of Rancière's work is that he does try to formulate in a positive way what democracy is about, how equality can be a pedagogic or educational (instead of policy) concern, and what the public and democratic role of education is. His (...) work opens up a space to rethink and to study, as well as to ‘re‐practice’, what democracy and equality in education are about. He questions the current neutralisation of politics that is motivated by a hatred of democracy. This questioning is for Rancière also a struggle over words. Against the old philosophical dream of defining the meaning of words, Rancière underlines the need for the struggle over their meaning. The aim of the article is to clarify how and why education, equality, and democracy are a major concern throughout his work and to offer an introduction to the articles collected in the Special Issue. (shrink)

In the attempt to understand and interpret behavioral patterns, collectively and individually, the example of the Amorion Dynasty is being used. Studying the texts on this topic by the chronographers of later periods, reveals a string of events that historians attributed to personal motives and attempted to interpret as the result o f the abovementioned feelings. This interpretation of the historical events, which did not consider the governmental, social and economic circumstances that allowed the range of human emotions to find (...) expression, is part of the contemporary perception of history. Without being anthropocentric, it does take into consideration the nature and emotions of leading figures and the collective behavior of people shaped by love or infatuation and are often expressed through hatred, rage and violence. (shrink)

This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, 'École, production, égalité'[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as (...) primordially a public space. Inspired by Rancière, we indicate first how the actual (international and national) policy story about the school and the organizational technologies that accompany it install and legitimate profound inequalities, which consequently can no longer be questioned (and become 'invisible'). Second, the article recasts and rethinks different manifestations of equality and of 'public-ness' in school education and, finally, indicates various ways in which these manifestations are neutralized or immunized in actual discourses and educational technologies. (shrink)

In a recent paper, Thomas Szanto develops an account of hatred, according to which the target of this attitude, paradigmatically, is a representative of a group or a class. On this account, hatred overgeneralises its target, has a blurred affective focus, is co-constituted by an outgroup/ingroup distinction, and is accompanied by a commitment for the subject to stick to the hostile attitude. While this description captures an important form of hatred, this paper claims that it does not (...) do justice to the paradigmatic cases of this attitude. The paper puts forward a “singularist” view of hatred, the core idea of which is that, in its simpler form, hatred is to aversively target the other qua this individual person, where the adverb “aversively” expresses the subject’s desire for the target to be annihilated. The conclusion develops some general considerations on the distinction between paradigmatic and marginal instances of an attitude by highlighting its importance for the study of affective phenomena. (shrink)

The Racial and Religious Hatred Act 2006 represents a significant development in UK law. It extends the offence of incitement to racial hatred set out in the Public Order Act 1986 to make it also an offence to stir up hatred against persons on religious grounds. As the most celebrated liberal thinker of the nineteenth century, J.S. Mill might be expected to offer some lessons about the possible dangers of this sort of legislation. A Millian response to (...) the 2006 Act is developed here by first applying Mill’s famous defence of free speech to the Lords amendments to the Racial and Religious Hatred Bill 2005 and then by looking at potential cases in which even freedom of expression loses its immunity when this is necessary to prevent harm to others. Three versions of the harm‐prevention justification for liberty‐limiting restrictions are assessed and it is argued that the most promising version is the claim that it may be permissible to punish incitement to racial and religious hatred not so much because it is itself a kind of harm but by virtue of the acts of discrimination, violence and injustice that are more likely to occur within a climate of hatred. Ultimately, however, this rationale must be weighed against what is, for Mill, the special value of free speech and may in the end justify intervention in only the most acute cases. (shrink)

Humans are by nature social. And yet, we humans can be so cruel to each other. The dreadful wars of the last century: the First World War, the Second World War, the Korean War, the Vietnam War, and so the list expands. Then there is the prejudice that members of one group show to members of other groups. Americans and slavery come at once to mind. So how do we explain the paradox? Why do such nice people do such awful (...) things? I am an evolutionist, so I believe that the answers to the present are to be found in the past. Simply put, we humans were hunter-gatherers, and natural selection made us highly suited to our lifestyle. Then came agriculture and all changed. Our formerly efficient adaptations were too often not adequate for our new circumstances and lifestyles. Conflicts, group and individual, arose. I shall ask whether we can reconcile the tensions in our position. Can we move forward, bringing the knowledge of our biological past combined with the awareness of our cultural present to speak positively and creatively to the challenges that lie before us? I am ever an optimist. Is my optimism justified? (shrink)

Julia Kristeva refracts the impulse to hate through psychoanalysis and text, exploring worlds, women, religion, portraits, and the act of writing. Her inquiry spans themes, topics, and figures central to her writing, and her paths of discovery advance the theoretical innovations that are so characteristic of her thought. Kristeva rearticulates and extends her analysis of language, abjection, idealization, female sexuality, love, and forgiveness. She examines the "maladies of the soul," utilizing examples from her practice and the ailments of her patients, (...) such as fatigue, irritability, and general malaise. She sources the Bible and texts by Marguerite Duras, St. Teresa of Avila, Roland Barthes, Simone de Beauvoir, and Georgia O'Keefe. Balancing political calamity and individual pathology, she addresses internal and external catastrophes and global and personal injuries, confronting the nature of depression, obliviousness, fear, and the agony of being and nothingness. Throughout Kristeva develops the notion that psychoanalysis is the key to serenity, with its processes of turning back, looking back, investigating the self, and refashioning psychical damage into something useful and beautiful. Constant questioning, Kristeva contends, is essential to achieving the coming to terms we all seek at the core of forgiveness. (shrink)

The volume is a collections of essays aiming to reconstruct the basic elements that compose the multifaceted discourse on emotions in traditional China. A number of well-known specialists reflect on some fundamental philosophical and linguistic concepts.

The essay speculates that women's underrepresentation in the philosophy major (though not in lower division philosophy courses) is connected with the clash between the schema for philosophy and the schema for woman. The result is that female students have difficulty envisioning themselves as philosophers and thus have a weaker attachment to the discipline. I also suggest that this schema clash encourages female students to take isolated experiences of sexism or gender imbalance in the classroom as representative of philosophy. At the (...) end I suggest some possible strategies for de-gendering philosophy. (shrink)

The European Legacy, Volume 17, Issue 5, Page 685-687, August 2012.

Studies of education and careers in science, technology, engineering, and math commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the “STEM pipeline” carries implicit assumptions regarding length, contents, and perceived purpose. Using the National Survey of College Graduates, we empirically measure each of these dimensions. First, we show that a majority of STEM workers report skills training throughout their careers, suggesting no clear demarcation between education and work. Second, we show that using on-the-job expertise (...) requirements paints a very different portrait of the STEM workforce—and persistence in it. Third, we show that STEM-educated workers are well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding of leaving. Collectively, these results recommend expanded conceptions of STEM education and careers and contribute to studies of science and engineering workforce transitions and diversity. (shrink)