This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call “thing-centered”. Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations’ engagements with ‘classical’ literature; on the other hand, that with the unsatisfactory answers which either accept this development, in light of the world’s irresistible digitization, or try overcoming it through a (...) more student-centered, ‘biographical’ appropriation of literature. Beyond the more immediate didactical difficulties which this two-fold problem poses, we ask ourselves the question whether it is not time for a more fundamental renewal of our understanding of literature’s contemporary educational significance. In answering this question, for which we turn to such diverse authors as Rousseau, Deleuze and Calvino, it is argued that if education is to continue its care for both classical literacy and literary classics—and not so much against as in relation to ascending digital literacies—a more radically immanent, thing-centered perspective is likely to prove the most sustainable, in the sense of enabling truly new, ‘care-ful’ literary-educational practices to emerge. (shrink)

Translated from: W.V.O.Quine, W. H. O. (1986): Philosophy of Logic. Second Edition. Harvard University Press. Cambridge, Massachusetts and London, England, 47-61.

The ethical tension over whether countries have differentiated responsibilities for climate change mitigation evokes the tale of a master and a man. The one who thinks she is the master is analogous to the wealthier, industrialized nations and their market actors, and the human is the rest of humanity, particularly those citizens of less developed countries. Since 1992, there has been formal, stated agreement that there should be differentiated responsibilities for climate change mitigation between developed and developing nations, but differentiation (...) remained a sticking point in negotiations over implementation at Copenhagen in 2009. Putting the parties in the climate change differentiation debate in analogy with the characters of Tolstoy’s story, “Master and Man,” this paper seeks to advance the common appreciation for the moral foundations of differentiation. (shrink)

Abstract: The so-called “crisis of the humanities” can be understood in terms of an asymmetry between the natural and social sciences on the one hand and the humanities on the other. While the sciences approach topics related to human experience in quantificational or experimental terms, the humanities turn to ancient, canonical, and other texts in the search for truths about human experience. As each approach has its own unique limitations, it is desirable to overcome or remove the asymmetry between them. (...) The present article seeks to do just that by advancing and defending the following two claims: (a) that humanity is ubiquitous wherever language is used; and (b) that anything that can be experienced by humans is in need of an interpretation. Two arguments are presented in support of these claims. The first argument concerns the nature of questions, which are one of the fundamental marks or manifestations of human language. All questions are ultimately attempts to find meanings or interpretations of what is presented. As such, in questioning phenomena, one seeks to transcend the negative space or oppression of imposed structures; in doing so, one reveals one’s humanity. Second, all phenomena are textual in nature: that which astrophysicists find in distant galaxies or which cognitive neuroscientists find in the structures of the human brain are no less in need of interpretation than the dialogues of Plato or the poems of Homer. Texts are ubiquitous. The implications of these two arguments are identified and discussed in this article. In particular, it is argued that the ubiquity of humanity and textuality points to a view of human nature that is neither individualistic nor collectivist but rather integrational in suggesting that the realization of oneself is inseparable from the realization of others. (shrink)

The essays collected in this volume are all concerned with the connection between fiction and truth. This question is of utmost importance to metaphysics, philosophy of language, philosophical logic and epistemology, raising in each of these areas and at their intersections a large number of issues related to creation, existence, reference, identity, modality, belief, assertion, imagination, pretense, etc. All these topics and many more are addressed in this collection, which brings together original essays written from various points of view by (...) philosophers of diverse trends. These essays constitute major contributions to the current debates that the connection between truth and fiction continually enlivens, and give a sense of the directions in which research on this question is heading. Contributors: Fred Adams, Frederick Kroon, Robert Howell, Brendan Murday, Terence Parsons, Graham Priest, Erich Rast, Manuel Rebuschi, Marion Renauld, R.M. Sainsbury, Grant Tavinor, Alberto Voltolini. (shrink)

Автор статті розглядає умови і принципи майбутнього українського перекладу «Буття і часу» М. Гайдеґера. Спочатку він визначає принципи слушного перекладу взагалі, а потім висловлює свої міркування щодо перекладу «Буття і часу» на цих принципах. Головний принцип слушного перекладу окреслений як еквівалентність перекладу. У статті йому протиставлено принцип адекватности перекладу. Для роз’яснення умов еквівалентности перекладу «Буття і часу» автор звертається до деяких основних понять цього твору. Серед іншого в статті обґрунтовується те, чому Гайдеґерове поняття Dasein слід перекладати як «єство», а поняття (...) Angst – як «тривогу». (shrink)

This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, (...) elitist or pluralist roots. The realist form of social education was championed by political scientist Charles Merriam, while a social educative process more dependent on pragmatic problem solving was pursued by educational philosopher John Dewey and those who followed in his theoretical wake. The history of democracy in the United States, and the battles of how to import different meanings of democracy into the classroom over the course of the 20th century is explored, suggesting that the educational establishment has a tendency to adopt more realist/elitist forms of civic education. We present five ‘democratic’ classrooms with different characteristics to illustrate the different characteristics social education can exhibit. In the second part of the paper we discuss the relationship between different types of democratic classrooms and issues of race/ethnicity/culture. (shrink)

This article tries to shed light on the multiple, but underrated pleasures of the heist film – a genre that has attracted numerous major directors from Jean-Pierre Melville and Stanley Kubrick to Michael Mann and Steven Soderbergh, but has received limited scholarly attention. I approach the genre from a, broadly, philosophical perspective and draw on thinkers such as Peter Sloterdijk, Georg Simmel, Paul Souriau and Bruno Latour to argue that their emphasis on (1) skillful action and kinaesthetic empathy, (2) smooth (...) transgression of boundaries and (3) well-functioning social collaboration and we-connection, the genre's best exemplars satisfy, in fictional and quasi-utopian form, a number of real-life desires. (shrink)

In this paper, I will explore the experience of noticing/becoming attentive to something in education. What does it mean to take notice of something in an educational way, and how does some...

The paper argues that there is a proper place for literature within aesthetics but that care must be taken in identifying just what the relation is. In characterising aesthetic pleasure associated with literature it is all too easy to fall into reductive accounts, for example, of literature as merely “fine writing”. Belleslettrist or formalistic accounts of literature are rejected, as are two other kinds of reduction, to pure meaning properties and to a kind of narrative realism. The idea is developed (...) that literature—both poetry and prose fiction—invites its own distinctive kind of aesthetic appreciation which far from being at odds with critical practice, in fact chimes well with it. (shrink)

In this article we want to rethink the educational significance of the novel from the perspective of a ‘metanovelistic’ reading of Don Quixote, often acclaimed as the ‘first modern novel’. Our point of departure is two-fold: on the one hand, there is the controversial contemporary phenomenon of de-reading, and all the educational discussions it entails; on the other hand, there is the existing tradition of literary education, which has already extensively reflected upon the (moral, epistemological, ontological) relations between novel reading, (...) education, and subjectification, but which perhaps also has exhausted its means for doing so. To problematize this double starting point in a new way, we propose to revisit the ‘origins’ of the (Western) novel and novel reading, at the dawn of modernity. Exploring the differences between the narratives of subjectification represented by the Cartesian cogito and Cervantes’ Don Quixote—which were near-contemporaries—we strongly argue for an educational–philosophical rehabilitation of the latter. In a first movement, and in dialogue with novelists Milan Kundera and Carlos Fuentes, we do so by focusing on the novel as a particular form or configuration of knowledge—one that is by nature experimental and pluralist. In a second movement, we link this to Jean Baudrillard’s famous distinction between ‘simulation’ and ‘illusion’, claiming that novel reading qua educational subjectification always involves a quixotic practice of adventurous, ‘playful’, and public negotiation between reality and its more or less illusory alternatives. (shrink)

This article begins with a treatment of Friedrich Nietzsche’s early essay “On Truth and Lie in the Extra-Moral Sense.” The essay is often read, in the deconstructive tradition, as a showcase example of the impossibility of making a literal philosophical claim: is Nietzsche’s claim that all truth is merely metaphorical itself a true statement, or merely a metaphorical one? The present article claims that this supposed paradox relies on the groundless assumption that all philosophy must ultimately be grounded in some (...) unshakeable literal truth. From here, we turn to Edmund Gettier’s famous critique of the widespread notion of knowledge as “justified true belief.” Expanding on Gettier’s point, it is argued that there can only be “justified untrue belief” or “unjustified true belief,” never a belief that is both justified and true at once. (shrink)

The main focus of this special issue is on marginality, a multifaceted concept that requires a cross-disciplinary approach. The papers selected here deal with marginality in the formation of the epistemic canon (?the mainstream?) and the production of knowledge in the humanities and social sciences. By employing the vocabulary of marginality (?marginal,? ?margins,? ?luminal,? ?threshold,? as well as dichotomies such as ?minor-major,? ?center-periphery?), we propose a shift from a discussion of the canon in terms of just one category of ?marginals? (...) (a certain race, class, gender etc.) to considering this complex concept in terms of a plurality of players and factors related to marginality broadly defined, some of which have little or nothing to do with power structures and dichotomies. Marginality is thus conceived of as an epistemic category and not as a power status. (shrink)

Writing of his twinned awakening in depression-era Chicago to the Communist Party and the life of the mind, African American novelist Richard Wright recalled the “new realms of feeling” acquired during the cold winter evenings he spent, after hours of backbreaking labor, reading, or rather devouring, books, for the first time in his life. Thanks to his encounters with Dostoevsky, Proust, Stephen Crane, and Gertrude Stein, an “attitude of watchful wonder” became the new pivot of his life. “Having no claims (...) upon others,” Wright recollected, “I bent the way the wind blew, rendering unto my environment that which was my environment’s, and rendering unto myself that which I felt was mine.”1 During those desolate .. (shrink)

The rapper Mykki Blanco is lauded as a trailblazer in the contemporary queer hip hop movement, and it is this reputation that, in part, makes the single of her debut album so curious. The song ‘Loner’ is unequivocally pop and explores health, loneliness, love and sex, echoing Blanco's shifting relationship to gender, genre, sobriety and serostatus. Amidst three key performances of this song, Blanco's consciousness was at various stages of development and they reflect her journey into trans womanhood and through (...) HIV seroconversion. As such, her relationship to gender and disability comes in and out of focus as the legibility of her art and affect jockey across black gay, gender fluid and trans modes of self-determination. This confluence of Blanco's affect, genders, music and performances leads to certain questions. What constellates loneliness during a black trans process of becoming? What collateral genealogies and intellectual and expressive cultural formations come to bear on the affective attachments of black queer, trans, feminist art? In this article, I offer an account of the antagonistic relationship between affect studies and black studies in order to contextualise the stakes of thinking affect alongside gender and race. I also forward a theory of ecstatic loneliness which attends to the ways in which anti-blackness, HIV stigma and transphobia produce negative affects that function as the basis for imagining a trans-inclusive care practice that is empathetic to the experience of seroconversion. Through analysis of three performances of ‘Loner’, I find that wayward commitments to gender lead to various emplacements of the song in black cisgender, transgender and gender-fluid discourses of affect, community and performance, resulting in an interdisciplinary method of black and queer self-making that is underexamined in affect studies scholarship. (shrink)

According to Richard Routley, a comprehensive theory of fiction is impossible, since almost anything is in principle imaginable. In my view, Routley is right: for any purported logic of fiction, there will be actual or imaginable fictions that successfully counterexample the logic. Using the example of ‘impossible’ fictions, I test this claim against theories proposed by Routley’s Meinongian contemporaries and also by Routley himself and his 21st century heirs. I argue that the phenomenon of impossible fictions challenges even today’s modal (...) Meinongians. (shrink)

Descriptions of emotion incidents were extracted from classic American novels of the Romantic, Victorian, and Modern Periods. These descriptions were then rated by respondents on scales relevant to attribution of responsibility for emotions. It was found that ratings of the emotion descriptions differed across the three literary periods, with descriptions from the Romantic Period being rated most intense and most appropriate, descriptions from the Victorian Period as least intense, and descriptions from the Modern Period as least appropriate. In addition, it (...) was found that the contemporary American folk theory of attribution of responsibility for emotions might be characterised as being based on perceived intensity of emotions, the social appropriateness of emotions, and the degree to which persons other than the emoter might be said to be responsible for the emoter's emotion. These findings are supportive of a growing appreciation in the emotion literature for culturally and historically relative approaches to emotion research. (shrink)

This paper explores the values and practices of capitalism and speculates about how they might evolve as twenty-first century global capitalism comes into being. The values embodied by the Westernized canon we have inherited might account for certain shortcomings of capitalism. As economic power shifts away from dominant markets of the recent past, our search for the canon of twenty-first century global capitalism can help shape the values we aspire for our capitalism of the future to embody and to enable.

This paper puts forward the model of 'microcosm-macrocosm' isomorphism encapsulated in certain philosophical views on the form of university education. The human being as a 'microcosm' should reflect internally the external 'macrocosm'. Higher Education is a socially instituted attempt to guide human beings into forming themselves as microcosms of the whole world in its diversity. By getting to know the surrounding world, they re-enact it intellectually. Such a re-enacting is a guiding theme in certain philosophies of education studied here. It (...) is with the Neo-Humanist tradition culminating in Humboldt's reforms that an additional step was taken: the university should become itself the reflecting 'microcosm'. This role is nowadays taken up by unconventional LLE, though with far-reaching changes. The paper is divided into four interconnected Sections each one developing a specific manifestation of the micro-macro relationship. The main thesis is that: (I) contemporary schemes of never-ending higher education or of so-called 'transformative learning' and of 'universities-multiversities' have their intellectual underpinnings either in similarity or in direct contrast to specific predecessors. Inherent tensions found in these predecessors have left their mark on this micro-macrocosmic model to the extent that it is present in them; (II) the proposed analysis in terms of this model enhances significantly our in-depth understanding of some latent aspects in current trends in LLE and related innovative university schemes; at the same time this model helps us structure appropriately and without anachronisms our humanisticly-inspired critical response to them for abandoning the ideal of the 'wholeness' of the human person. (shrink)

In this paper, I will explore the experience of noticing/becoming attentive to something in education. What does it mean to take notice of something in an educational way, and how does something become educationally noteworthy? In order to grasp in more detail the idea of something being noteworthy, I turn to the metaphor of pearl diving – as this appears in the works of Hannah Arendt and Walter Benjamin - and to Martin Wagenschein’s theory of exemplarity. These perspectives helps us (...) to grasp not only the centrality of exemplarism in education. It also helps us to grasp what makes something educationally noteworthy, and how this is connected to attention and formative experiences. From this, we can return to a formulation of what makes some forms of notetaking educational. (shrink)

Recent debates among scholars in Literature education have led to polarizing views about the aims of the subject. The debate reignites ancient quarrels about the aesthetic and political values of literary study and relatedly, the different pedagogical approaches to teaching. In the first part of this paper, I explore the aesthetic-political divide in Literature education paying particular attention to how this was reinforced by New Criticism and Poststructuralist Criticism as these were key movements that have had a significant influence on (...) the teaching of Literature in schools. More importantly, I argue that such a divide exemplified the different goals of the West, in which Literature education originated as a platform for the cultivation of taste, and Postcolonial countries, in which the subject was utilized as a political tool for colonization resulting in acts of mimicry and subversion among colonized subjects. In the second part of the paper, I apply third space theory to disrupt the aesthetic-political divide. I discuss the need to create third spaces in Literature classrooms that are critical, inclusive, negotiated and ethical allowing students to engage with aesthetic, political and ethical dimensions of literature. (shrink)

There has been a longstanding and acrimonious debate in the human sciences over the role played by classic texts. Advocates of the classic insist its value is timeless and rests on the intrinsic superiority of its cognitive insights and aesthetic virtues. Critics, by contrast, argue that the respect accorded the classic is spurious because it conceals the ideological assumptions, tensions and discontinuities of tradition. This paper seeks a solution through the account of ‘the classical’ brought by Hans-Georg Gadamer in Truth (...) and Method, which acknowledges a text’s ‘eminence’ as well as its ‘historicity’. Following the introduction, the paper divides into four sections. Section one, notes that the hermeneutic account of tradition describes it as being open to challenge rather than closed and unchangeable, and that the classic, as grounded in tradition, will conserve difficulty as readily as comfortable certainty. Section two focuses on the idea that in the classic we find matter ‘properly portrayed’, while section three notes the importance of ‘application’ for an understanding of classic texts. It is noted that both ‘proper portrayal’ and ‘application’ depend on recognising the role of the fusion of historical horizons in generating classic texts. The final section challenges the criticism that the classic is no more than a reflection of the institutional power wielded by the canon, arguing instead that the classic and the canon are different entities, and conflating them in favour of the latter, misleadingly reduces classic-ness to being no more than an effect of canonicity. (shrink)

: This paper defends the commonsense view that judgments about the quality of human achievement in the arts can be true or false and shown to be so by objective reasoning, as against both subjectivist views and, more particularly, the view that they can be quantitatively expressed and scientifically demonstrated. It focuses on Charles Murray's recent attempt to rank-order the great achievers in an objective manner, arguing that it is fundamentally flawed, especially in confusing the quantification of references with an (...) argument for quality. Any attempt to justify a judgment relating to the quality of achievement must involve expertise in the sense, at least, of a thorough understanding of the nature of the activity in question. Nothing in Murray's lengthy book in fact relates to justification for any of the judgments. The paper concludes that the trappings of science do not make for science; that expertise in a field is necessary for making sound judgments in that field; that the broader the judgment, the harder it is to justify; that objectivity is to be distinguished from precision (as truth is from certainty); and that understanding of what counts as literature (art, sculpture, etc.) is an indispensable part of arguing for the quality of a work or an artist. (shrink)

This article explores the possibility of a `homosexual hermeneutic' by which the great literary works of the western canon can be taught. This `interpretative methodology' is based in the author's own individuation process as gay. The author details his personal journey from engulfment in heteronormativity to the first crisis of his homosexual adolescence whereby he suffers a severe illness and learns, with the help of a teacher, to apprehend the homosexuality hidden in Virgil, Shakespeare, Milton, Spenser and so on. Psychological (...) problems caused by co-dependency, homophobia and postmodernism eventually lead the author to embark on a gay-centered analysis wherein he learns how to descend into the inner world of internalized homophobia to encounter the `double' of the transformational psyche. This homosexual death-and-rebirth motif is discussed as ubiquitously present in literature, informing the individuation not just of gay-identified individuals but of all those who seek self-knowledge. (shrink)

We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some (...) broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted. (shrink)

Descriptions of emotion incidents were extracted from classic American novels of the Romantic, Victorian, and Modern Periods. These descriptions were then rated by respondents on scales relevant to attribution of responsibility for emotions. It was found that ratings of the emotion descriptions differed across the three literary periods, with descriptions from the Romantic Period being rated most intense and most appropriate, descriptions from the Victorian Period as least intense, and descriptions from the Modern Period as least appropriate. In addition, it (...) was found that the contemporary American folk theory of attribution of responsibility for emotions might be characterised as being based on perceived intensity of emotions, the social appropriateness of emotions, and the degree to which persons other than the emoter might be said to be responsible for the emoter's emotion. These findings are supportive of a growing appreciation in the emotion literature for culturally and historically relative approaches to emotion research. (shrink)

The article focuses on the prose works of several modern writers. All these works are united by the image of the musician and the motive of listening to the music. Thus, the music in the article is considered as an universal.First of all - problems of life and death, the main values of life, the opposition “sacred - infernal”. The purpose of the article is to investigate how the era of postmodern influenced the author's concept of music. In each of (...) the works the form of the narrative is subjective. As a rule, the reader gets acquainted with the act of self-reflection of the personage who is looking for a way out of the mazes of everyday life. Therefore, the impression of an author's absence is created. However, the picture of the personage’s inner life at the moment of experiencing his encounter with music helps to understand what the author's conception of the world is like. In each of the works - the tragic idea of the world as chaos, the unpredictability of reality dominates, so death is perceived as liberation. And on the boundary between “here” and “there”, “life” and “death” the person is accompanied by music. The authors of the article draw on such categories of narratology as the “point of view”, the “subject plan”, “elf-reflection”, as well as on analysis of the structure of the discourse and the structure of the narrative in it. (shrink)

This study is an intervention in postcolonial theorising through a critique of technologies of representation. It examines the effects of technologically-mediated representation in a postcolonial condition that the Philippines has exemplified. New media technologies are mechanisms of representations that embody the logic of spectrality presented in Jacques Derrida’s later work. Spectrality, which brings doubts, ephemerality, and instability to dominant discourses and modes of representation, provides a chance for change.Spectres are effects of technologically-mediated representation that articulate the infinite demand for justice (...) under conditions of enduring inequality. As quasi-transcendental elements of deconstruction, spectres are not reducible to either human or technical intervention; they express the relation of humans to technologies, in which representation is central to the mediation of political authority. This technological representation is the condition of what Derrida calls “iteration,” or the transformation of hegemonic authority through the very repetition of its fundamental terms of identification. The examination of emancipatory new media technologies in a postcolonial condition is inspired by the work of Jacques Derrida, in his deconstructive reading of Marx’s spectres. However, the writings of Habermas and Adorno have offered an implicit appraisal of the ontology of spectres. Habermas’s theory of the public sphere and Adorno’s negative dialectics are discourses that unwittingly solicit spectres. The account of the postcolonial condition in the Philippines works through the questions of universality, subalternity, and the right to theory that are raised by the project of Western critical theory. (shrink)