A lengthy reply to 13 critical discussions of _Meaning in Life: An Analytic Study_ collected in an e-book and reprinted from the _Journal of Philosophy of Life_. The contributors are from a variety of philosophical traditions, including the Anglo-American, Continental and East Asian (especially Buddhist and Japanese) ones.

Is the youth culture, or more precisely aparticular kind of it, to be characterized as nihilistic ? And is this a threat or ablessing for education? To deal with this nihilism is first characterized generally andfollowing particular attention is paid toNietzsche's own version and revaluation ofvalues. Then Foucault's concept of life as awork of art is brought to the forefront as aparticular manner to give shape to one's life.It is argued that some of the more popularforms of pleasure nowadays may (...) contrarily towhat is generally believed, be reminiscent of arevaluation thus to overcome nihilism.Implications for education include for theeducator to realize the unavoidability to offerherself as who she is, furthermore to be fullyaware of the fact that many boundaries in theeducational process are arbitrary, and last butnot least the acceptance of the need to createthe room for the child to develop an image ofherself which she can live with. (shrink)

While the term ‘nihilism’ has become increasingly widespread throughout the past two centuries, not only in academic discourses but in popular culture more widely, there is a surprising lack of con...

This paper critically examines Ken Wilber's transpersonal evolutionary theory in the context of the philosophical discourse of postmodernity. The critique focuses on Wilber's refutation of non?absolutist and non?universalist approaches to rationality, truth, and morality?such as cultural relativism, pluralism, constructivism or perspectivism?under the charges of being epistemologically self?refuting and morally pernicious. First, it is suggested that Wilber offers a faulty dichotomy between his absolutist?universalist metanarrative and a self?contradictory and pernicious vulgar relativism. Second, it is shown that Wilber's arguments for the self?refuting (...) and pernicious nature of other non?absolutist approaches are both fallacious and distorting. Finally, the problematic consequences of absolutist discourse for academic and cross?cultural dialogue are pinpointed. Taking Wilber's treatment of Nagarjuna's thinking as a paradigmatic example, it is suggested that absolutist thinking both usually leads to ?bad? hermeneutics, and potentially hinders genuine dialogue among people and traditions holding different world views. (shrink)

This essay explores the contingency of music's value, and the significant ways that contingency qualifies our understandings of the utility of instructional method. More specifically, it raises the possibility that the altruistic pursuit of methodological purity may serve ends dramatically different than those espoused by practitioners. Music making, music study, and music learning may be liberating, empowering, and educational; but they may also serve precisely opposite ends. More simply put, neither music nor its study is unconditionally or inherently good. The (...) essay explores various ways nihilism may be manifest in musical/instructional practices, and advances alternatives grounded in agency, action, and the acceptance of resistance and responsibility. (shrink)