The essay distils from Badiou's writing a pedagogy based on his theories of knowledge and truth, as brought to bear on poetry and the arts. By following Badiou's implicit ontology of learning, which presupposes a dynamic and passionate engagement with a concrete situation, the essay argues that Badiou's view of modernity, in particular, contributes greatly to the educational topic, and offers an alternative teaching paradigm to the outmoded schools of criticism of the 20 th century. It also argues that the (...) concept of universalism in education, as against identitarian particularism, is further evinced from a discussion of Badiou's study of St. Paul. (shrink)

The purpose of this paper1 is to rationalise why and how philosophy can help today’s managers in their daily practices. I will first explain why today’s managers particularly should engage themselves in profound and enduring dialogue with philosophers. To this end, I will present the close links between the major managerial activities and the major philosophical domains. In the second section, I will sketch out how such a dialogue can be facilitated. To this end, I will present some of the (...) methods and conditions used to ensure the success of the practice of philosophy in organisations. (shrink)

The schism between ‘ordinary’ and scientific perception and knowledge implies that we lack any total or systematic means of describing the world or identifying any framework -independent reality. Philosophers as diverse as Kant, Putnam, Strawson, Barthes, and Foucault have attempted to overcome this epistemological divide by constructing a unified, continuous theory of knowledge capable of accounting simultaneously for an allegedly primitive, unreflective, unmediated view of the world and an abstract, highly technical, scientific product. Rather than identifying analytic and continental epistemologies, (...) adverting to continental philosophy to resolve the analytic problems of defining knowledge or determining its necessary and sufficient conditions, as in Gettier problem cases, or homogenizing ordinary and scientific cognition, I assess diverse epistemological responses to the Cartesian problem of bridging perceptual experience and conceptual knowledge in order to catalog and validate the turn from a structuralist phenomenology to a historical deconstruction of isolated, ahistorical notions of subjectivity and objectivity. However, in place of Foucault’s closed, tripartite model of space, time, and power, I use certain late nineteenth-century, neo- Kantian scientific models to develop and justify an open, critical, pragmatically validated, historical heuristic for scientific explanation able to account nonreductively for ordinary experience, ordinary perception, and ordinary knowledge. (shrink)