My thesis reads Ernst Bloch’s materialist ontology with the aim of producing a utopian perspective on language’s materiality. As my Introduction outlines, set against the backdrop of a contemporary renewal in speculative philosophy, the present context is marked by a twofold limitation: (1) the perdurant marginalisation of Bloch’s form of utopian speculation, serving to couch contemporary materialism in thoroughly un-prospective tendencies; and (2), a relative failure of contemporary speculative philosophy to reflect on language, a failure attributable to the long drawn-out (...) dominance of post-structuralism’s linguistic form of relativism. To overcome these limitations I dedicate Chapter I of my thesis to expounding the core categories of Bloch’s materialism, casting a light on what I call its fundamental compositional structure: Incompleteness → Process → (possibility of an) Outfall, i.e. completion or arrival. In light of this, I argue that, placed within the horizon of Bloch’s materialism, incompleteness, process, and futural-directedness ought to be taken as cornerstones of language’s materiality. So as to better position what this means, in Chapter II a reading of the metaphysical Sens of Bloch’s materialism is given. There I consider Bloch’s materialism as a novel form of analogic metaphysics. Insofar as at the core of Bloch’s materialism there lies a metaphysical conception whereby being as such (e.g. Aristotle’s ontōs on) names an ultimate desire and not—pace the classical metaphysical tradition—an already existent beingness—a metaphysical conception Bloch proleptically terms the “ontology of not-yet being“—so then the essential dynamic of this materialism hinges on an incomplete analogy, for all things relate to that which is not-yet in existence; this not-yetness is the sustaining meaning of what is. In the final chapter I concretise my findings by turning to the question of language proper, reading “anacoluthon” as a speculative materialist figure of language which expressive this utopian analogic metaphysics. Anacoluthon denotes an interruption in syntactical flow (Greek: an-akóluthos, “not following“; German: Satzbruch, “sentence fracture/rupture“) and marginally features in Bloch’s corpus. But precisely because of its marginal status the figure possesses a real force in understanding language’s utopian materiality. Indeed, I read anacoluthia as expressive of the Blochian ontological composition. Anacoluthic discontinuities of speech are read as linguistic expressions of ontological incompleteness, ontological novelty, and ontological directedness to what is not yet. They linguistically express both the non-existence of ontological totality, but also, crucially, a real and open intending towards it: a utopian, creative, linguistically-based transgressiveness expressive of the world’s ontology. (shrink)

One of the main challenges of the nonreductionist approach to complex structures and phenomena in philosophy of biology is its defense of the plausibility of the theory of emergence and downward causation. The tension between remaining faithful to the rules of physicalism and physical causal closure, while defending the novelty and distinctiveness of emergents from their basal constituents, makes the argumentation of many proponents of emergentism lacking in coherency and precision. In this article I aim at answering the suggestion of (...) several thinkers to redefine emergence and downward causation in terms of the broader Aristotelian view of causation. In addition, I further develop this interdisciplinary conversation to include theological implications of emergentism, analyzed in reference to Aquinas’ understanding of divine action in terms of the same fourfold division of causes—bringing thus natural science, philosophy, and theology into creative and fruitful dialogue. (shrink)

I argue against current deflationary trends in Schelling scholarship that positive philosophy is not negative philosophy by other means but exceeds it in content and form. While nature-philosophy gives to positive philosophy the means to think the positive, the latter is not “natural” but revealed. I situate the turn to the positive in Schelling’s 1809 Freedom essay, which introduces the possibility of a real distinction between nature and God for the first time in Schelling’s thought, a possibility which becomes actual (...) in the positive philosophy as the difference between creation and its creator. Without this distinction revelation is a meaningless concept. (shrink)

The absolute immutability of God, as it was expounded by many ancient and medieval thinkers such as Aristotle and St. Thomas Aquinas, contends that God has no real relation with the world, but only a relation of reason. This view lingered until contemporary scholars like the process thinkers such as Alfred North Whitehead and his disciple, Charles Hartshorne, argued that God has a dipolar meaning that God influences the world and that the world also influences him. While protecting God's intrinsic (...) Being, some contemporary thinkers like Clarke, Grant, and others also tried to formulate his real relationship with the world. But the problem remains on how to posit this real relation with the world without insinuating two natures in God. I wish to state in this paper that God has real relation with his creatures which is rooted in what I call “creational relation" that was made manifest at creation and continues after it. (shrink)

According to Kant, we gain mathematical knowledge by constructing objects in pure intuition. This is true not only of geometry but arithmetic and algebra as well. Construction has prominent place in scholarly accounts of Kant’s views of mathematics. But did Kant have a clear vision of what construction is? The paper argues that Kant employed two different, even conflicting models of construction, depending on the philosophical issue he was dealing with. In the equivalence model, Kant claims that the object constructed (...) in intuition is equivalent to the properties included in the conceptual rule. In the overstepping model of construction, Kant argues that construction goes beyond the concept which is a “mere definition”. What is more, both models of construction can be found in the Doctrine of Method in the first Critique. The paper examines reasons that have led Kant to adopt the two models of construction, and proposes a reading that alleviates the apparent contradiction between the two models. (shrink)

The beatific vision is central to St. Thomas Aquinas’ doctrine of the soul’s enlightenment. In its vision of the essence of God, the soul/intellect achieves its telos, its highest goal. But the resurrection of the body is a central dogma of the Christian faith, so the main question of this essay concerns the manner in which the resurrected body of the blessed benefits from the soul’s apprehension of the beatific vision. For St. Thomas, the physical eyes do not see the (...) beatific vision, since they can only see magnitude and proportion, and God is beyond both. The soul is the body’s substantial form, and a person is not fully a person without the union of soul and body. As the body’s substantial form, the soul/intellect has the beatific vision as its substantial form. The result of the enlightened intellect with the resurrected body will be that the physical eyes will be able to see more readily the glory of God in creation and in redeemed humanity, and more supremely in the incarnate Christ himself. (shrink)

My doctoral research presents my self-enquiry as an Irishwoman who has lived and worked in Ireland and Italy for over thirty five years. This context throws light on my life and practice in Kenya over the last nine years. I then focus more specifically on the evolution of my work with staff and students at Strathmore University in this time span. Through my research I show how I have sought to understand the meaning of my life and practice in greater (...) depth while trying to improve my teaching practice at Strathmore University. I express my new knowledge in my living educational theory and show how my work contributes to the knowledge base of practitioner research. I employ a methodology which I developed using elements of a living educational theory approach which embraces values and diverse forms of meaningful representation such as personal reflective narrative, autoethnography, intellectual representation and visual narrative. I use philosophical and theological reflection and analysis to explain the deeper meaning of the values that emerge in the course of my research as well as in the explanation of my living educational theory. I provide evidence of my contributions to knowledge using feedback from students, colleagues, friends and family members. I present the living values which give meaning to my life and practice as creating a spiration of love, in freedom, for personal growth. This expression illustrates how I understand these values as an analogical mirroring of the free flow of love among the Divine Persons of the Blessed Trinity as I explain in my living theory. (shrink)