Philosophers of music, like Charles Swann in Proust’s novel (Proust 1913/1992, p. 360), have traditionally found it difficult to utter the word ‘profound’ unironically. But this changed with Peter Kivy’s 1990 paper ‘The profundity of music’ The problem Kivy draws our attention to is this: we do call some musical works profound. However, Kivy argues, given that a work is profound only if it is about something profound and given that music (or ‘music alone’) is not about anything, this leads (...) to something of a paradox: how can music be profound if it is not about something profound. My aim in this paper is to argue that what makes a work profound is not that it is about something profound, but that it actively challenges any straightforward interpretative activity (while at the same time nudges you to keep on trying to interpret it). I argue that this line of argument is very much in tune with Kivy’s general theoretical commitment that “music alone isn’t about anything” (Kivy 1990, p. 245). (shrink)

Can compensation repair the moral harm of a previous wrongful act? On the one hand, some define the very function of compensation as one of restoring the moral balance. On the other hand, the dominant view on compensation is that it is insufficient to fully repair moral harm unless accompanied by an act of punishment or apology. In this paper, I seek to investigate the maximal potential of compensation. Central to my argument is a distinction between apologetic compensation and non-apologetic (...) compensation. Apologetic compensation, I argue, is an act that expresses regret and apology by means of some offer of money, goods, or services. Non-apologetic compensation is an act that seeks to restore loss or harm without expressing regret or apology. In the paper, I defend the view that acts of compensation can be apologetic and argue that such apologetic compensation is sufficient for moral repair. (shrink)

If there is one question that has perplexed the best minds in every society, it is how to raise the individuals from their present state to a higher state of existence and perfection? The answers have been tried using different formulations in history: religious, scientific and political. The common factor in all these historical formulations was that they were designed in opposition to each other and therefore left many things unaccounted. The aim of this paper is to explore the idea (...) of self-perfection as a continuous streak of infinite vertical ascension. The paper has elaborated the idea of ‘Verticality’, propounded by Peter Sloterdijk for looking in to the domains of self-perfection and the stages of vertical ascension. For our purpose, we have relied on the example of discipline of Management that has progressively theorized about different aspects and stages of existence. (shrink)

:This article has a dual purpose. On the one hand, I propose a Gnostic reading of Krzysztof Kieślowski's The Double Life of Véronique. In this interpretation, the figure of the puppeteer, who is eventually revealed to be the maker of the film's story, stands for the Gnostic demiurge. He creates puppet-people only to discard and sacrifice them when he is done performing. On the other hand, I use the film as a springboard for launching a broader philosophical conversation, existentialist in (...) nature, on the notion of world as farce. Participants in this conversation are figures such as Schopenhauer, Dostoevsky and Cioran. Weronika's sacrifice is discussed from these two complementary standpoints. (shrink)

The significance of educational research is today predicated on its ability to engage with the ecological, economic, and political challenges of the anthropocene, for where we might take seriously education’s commitment to the future necessitates a sustained encounter with the implications and questions raised in the wake of ‘our’ mutated planetary ecology. To repeat in the image of those educational practices, models and patterns of thinking that have contributed to the contemporary ecological crisis of the planet falls gravely short of (...) apprehending what it might entail to live in the contemporary moment. Yet further, where education is intimate to teleology, it is today clear that the image of the future posited educationally has fallen out of synch with the ‘outside thought’ of ecocatastrophe, or rather, our being ‘thought’ from the inhuman perspective of a planet destined to go on without us. Educationally, this threat poses a quite remarkable opportunity, for where human thought might be doomed to extinction, the question of how and where we might think assumes urgency. In this vein, this essay explores the wisdom that ‘we’ are and will be thought from perspectives alien to human desire becomes a catalyst for how educational research might be rethought otherwise in a more-than-human world. (shrink)

To overcome the paradoxical situation in which the modern subject finds itself, on conceptualizing nature in such a way that its very presence in nature becomes inconceivable, modernity supplied at least four alternatives: a) the first is to defend dualism ; b) the second option is to support a monism of nature ; c) the third alternative is to defend a monism of subjectivity ; d) the fourth and last alternative is to support a dialectical monism. It is well known (...) that, of these four alternatives to the self-interpretation crisis of modern subjectivity, the first ultimately had a more lasting influence on the philosophical scene, marking, point to point, this last breath of modernity that some call post-modern and flowing into the present situation of “hyperincommensurability” between subjectivity and nature diagnosed by Bruno Latour. The crisis of subjectivity thus becomes a crisis of philosophy, which ends a hostage to the syndrome of the house taken. (shrink)