This paper gives the wider background to the references in Lacan’s work to the life of Angelus Silesius, the pseudonym of Johann Scheffler [1624-1677], and his principle mystical text, the Cherubinische Wandersmann. A text almost certainly written between 1651 and 1653, a period of deeply personal transition and transformation which culminated in his reception into the Catholic Church and his decision to become a Jesuit. It includes a summary of the development of Christian mysticism in the West and the immediate (...) context in which Lacan’s interest in the mystical emerged. This latter included a study of Silesius by Jean Baruzi. While Derrida and others have considered Silesius’ work not truly mystical, this paper argues that this is to over subscribe to a view in which the mystical is reduced to subjective, individual experience. A reading that only became common in the eighteenth and nineteenth centuries. (shrink)

This paper investigates forms of metaphysical vertigo that can appear when contrasts between humans and animals are challenged. Distinguishing three forms of vertigo and four ways of differentiating humans and animals, the paper attempts to achieve a perspicuous representation of what could be termed “the difficulty of being humans when we are animals”; or alternatively, “the difficulty of being animals when we are humans”.

This essay has been by necessity a gloss of a complex look at the relations of power, control, and personal identity construction in a workplace. Features of the nature of the work process combine with social strategies to construct a reproductive self-referential system. Corporate organizations are central institutions in contemporary life; they make developmental decisions for individuals and for society as a whole. While they are in this sense political to the core, we have not done enough to understand how (...) this politics works or to explore its relation to people in a democratic society. Using a phenomenologically-based communication analysis enables a sensitive analysis of the multiple forms of power and domination as they exist in corporate sites. Although I have given only an outline of one case study here, this example suggests that phenomenologically-based projects can show harmful and unwarranted control, and can be a first step to fostering corporate practices that lead to decisions which are less wasteful of resources and more fully accomplish the goals of democratic society. (shrink)

This article maintains that the process of globalization may be best understood as the spatial offspring of modern technology, just as “the end of history” is its temporal offspring. This conclusion is prefigured in the thought of four 20th-century thinkers who, despite their diverse personal and ideological background, came to almost identical conclusions about the role of technology in modernity. These thinkers, Kojève, Strauss, Schmitt, and Heidegger, may be considered as collaborators in deciphering the meaning of modern technology and its (...) planet-transforming capacities. (shrink)

Most works about the philosophy of Martin Heidegger either disregard Heidegger’s attachment to National Socialism or assume the ‘minimalist’ view that his attachment was a brief political aberration of no consequence for his philosophy. This paper contends that the minimalist view is not only factually wrong but also that its assumption promotes methodological errors and poor philosophy. To assess this contention we examine two important texts from one of the more fertile fields in current philosophy: Jeff Malpas’s Heidegger’s Topology: Being, (...) Place, World (2006) and Heidegger and the Thinking of Place (2012). Malpas claims that Heidegger’s rejection of National Socialism spurred, or was concomitant with, new directions in his philosophy. These claims are wrong. The paper concludes that any work about Heidegger’s philosophy must first acknowledge and understand his enduring attachment to National Socialism. (shrink)

This paper arises out of the transition from a PhD thesis on Heidegger's phenomenology to my attempts to come to terms with 'becoming a teacher'. The paper will provide a phenomenological interpretation of being a teacher in relation to the question of an 'authentic' interpretation of teaching/learning and the possibility of an authentic interpretative praxis. I will argue that being a teacher is a phenomenon of human existence which can be interpreted as a possible way of being with authentic and (...) inauthentic potentialities. This way of being is intrinsically linked to that of learning; of becoming human or becoming the authentic possibilities of being-human. As such, the problem of being a teacher is primarily an ethical question (or a question of ɛτηοσ—dwelling); of who we are as humans and of how being a teacher engages with the in-formation of the becoming of students as authentic human beings. This then leads to the problem of how a phenomenological interpretation of education can be applied or lived; of authenticity in teaching/learning and the possibilities of authentic learning environments (educational dwelling). (shrink)

This paper arises out of the transition from a PhD thesis on Heidegger's phenomenology to my attempts to come to terms with ‘becoming a teacher’. The paper will provide a phenomenological interpretation of being a teacher in relation to the question of an ‘authentic’ interpretation of teaching/learning and the possibility of an authentic interpretative praxis. I will argue that being a teacher is a phenomenon of human existence which can be interpreted as a possible way of being with authentic and (...) inauthentic potentialities. This way of being is intrinsically linked to that of learning; of becoming human or becoming the authentic possibilities of being‐human. As such, the problem of being a teacher is primarily an ethical question (or a question of ɛτηοσ—dwelling); of who we are as humans and of how being a teacher engages with the in‐formation of the becoming of students as authentic human beings. This then leads to the problem of how a phenomenological interpretation of education can be applied or lived; of authenticity in teaching/learning and the possibilities of authentic learning environments (educational dwelling). (shrink)

“Laughing at Finitude” interprets Slavoj Žižek’s intellectual project as responding to a challenge left by Being and Time. Setting out from discussions of Heidegger’s book in The Parallax View and The Ticklish Subject, the essay exfoliates Žižek’s response to the Heideggerian version of a “philosophy of finitude”—both finding the central insight of Žižek’s work in Heidegger’s radical proposal for “anticipatory resoluteness” and developing Žižek’s critique of Being and Time as indicating Heidegger’s retreat from that proposal within the very book where (...) it appears. Žižek reads Being and Time’s existential thematic as proposing a radical subjectivism and, unlike other Heidegger-critics, praises this aspect of the project. Indeed, Žižek claims that the weakness of Being and Time as a whole is that it is insufficiently radical in its subjectivism. For him, Heidegger is a thinker of ambiguous value, one who develops a program from whose own demands he hides. “Laughing at Finitude” both articulates this accusation of self-deception in Heidegger and examines the imperatives necessary to avoid it, for a dialectical shift from the “tragic” voice in existential treatments of finitude and for a revolutionary collectivist re-conception of social “Mitsein.” It suggests, in the process, Žižek’s own intellectual itinerary. (shrink)

For all the time and effort expended on empowerment and participation ‘programmes’, many fail each year. This paper argues that the cause is a faulty view of communication widespread among managers and their teachers: the conduit, transmission model. It frustrates participation and is an ideology of management control. It rests on untenable beliefs about meaning and how language relates to the world. The paper proposes a new model of communication in terms of ‘communicating other/wise’ and offers examples of how it (...) can be practised in management education and by managers aiming to bring empowered and participatory workplaces into being. (shrink)

Proposes a new way of understanding the nature of metaphysics, focusing on nonreductionist emergence theory, both in ancient and modern philosophy, as well as in contemporary philosophy of science.

In this paper Russian Symbolist philosophy is represented primarily by Viacheslav Ivanov (1866--1949), but its conclusions are intended to be valid for other philosophers we classify as Symbolist, including Nikolai Berdiaev and S. L. Frank. It is posited that, by comparing Ivanov''s cosmology, aesthetics, and anthropology to those of Martin Heidegger, one can reconceive of Symbolist philosophy as an existential hermeneutic. This, it is claimed, can help to identify a common basis among the Symbolist philosophers, and also to place Russian (...) thought in the context of modern European philosophy and vice versa. (shrink)

The evermore explicit technicization of the world, together with the immeasurable nature of the political and ethical questions that it poses, explicitly defy the syntheses of human imagination and invention. In response to this challenge, how can philosophy, in its relation of nonrelation with politics, help in orienting present and future negotiation with the processes of complexification that this technicization implies? The article argues that one important way to do this is to think and develop our understanding of technicity from (...) out of metaphysics, its destructions and deconstructions. The argument proceeds from the aporia of knowledge in Plato's Meno, situates continental philosophical thought's various articulations of the ‘other’ of metaphysics in relation to the problematic of this aporia and claims that certain understandings of this alterity can be further articulated in terms of technical supplementarity. Working between the concept of ‘arche‐writing’ in the thought of Jacques Derrida and that of ‘epiphylogenesis’ in that of Bernard Stiegler, the article then develops this supplementarity in terms of a play between originary technicity and its historical differentiations, one that both holds to the articulation of alterity in recent continental philosophy and develops it further in terms of its relation to historical determination. This relation, posited through a thinking of technicity, permits, finally, the ‘development’ of an ethics of giving time with which negotiation with processes of complexification can be undertaken in the name of justice. An ethical relation to these processes thereby emerges through the very excess of the human. (shrink)

The Transcendental Psychology Approach to the study of perception has been developed by A.I. Mirakyan at the Psychological Institute (Moscow, Russia) about 30 years ago. This article considers the results of theoretical and experimental investigations and provides a historical overview of the approach’s development. Started with the investigations of constancy in perception, it went beyond the traditional Product Basis Paradigm (relying on perceptual features for finding perceptual mechanisms) into Philosophical Metaphysics of “nothing” and “something” concepts for revealing the form-generating principles (...) as fundamental axiomatics of the Transcendental Psychology Approach. Several principles were developed and justified: structure-process anisotropy, spatial-temporal discreteness, the formation of anisotropic (particularly, symmetric) relations, the coexistence of alternatives, and some others. Principles are explanatory for the regulations of sensory-perceptual processes and are the direct object of further specification and experimental verification using hypothetical transcendental models of perceptual structures. The theory suggests that the internal mechanisms of these models would not naturally manifest themselves in experiments within the functional range of perception, and to see the phenomena, it is necessary to bring the perceptual system out of its natural functional range. The form-generating processes are named adiaphorous in the sense that they specifically generate new structures and forms, regardless of the characteristics of products used and produced in the processes. In general, it is possible to speak about the class of so-called structurally-generative processes that are specific to the process of transition between the system-generating structures studied by different hierarchically interrelated sciences. The proposed two-staged qualitative model of the perceptual process consists of two substantially different parts: the direct sensory perception and a process of form designation or sensory name assignment. Further investigations of structurally-generative processes seem likely to shed light on the mechanisms of brain function and to contribute strategically to new directions in philosophical psychology and neuroscience. (shrink)

A careful reading of Harvey C. Mansfield's Manlines s and the recent translation of Daniel Tanguay's Leo Strauss; une biographie intellectuelle reveals that neither text supports the view that Leo Strauss was a harmless if qualified friend of liberal democracy. Key Words: Leo Strauss • Straussians • Nietzsche • Carl Schmitt • Heidegger • National Socialism • Liberalism • Redlichkeit • Hobbes • Hegel • Viktor Trivas.

هدف از پژوهش حاضر مطالعۀ نحوۀ مواجهۀ هایدگر با سنت متافیزیکی است، تا به واسطۀ آن روشن گردد که این مواجهه اولاً در مسیر فکری هایدگر دچار چه دگرگونی‌هایی شد، و ثانیاً مواضع هایدگر در باب متافیزیک تا چه اندازه متأثر از الهیات مسیحی بوده است؟ بر این اساس، این پرسش را مبنا قرار دادیم که پروژۀ «تخریب هستی‌شناسانۀ تاریخ متافیزیک» در هایدگر متقدم و رویکرد «چیرگی بر متافیزیک» در هایدگر متاخر به چه نحو صورت پذیرفت، و دلایل گذار او (...) از رویکرد «تخریب متافیزیک» به رویکرد «چیرگی بر متافیزیک» چه بود؟ یافته‌های تحقیق نشان می‌دهد که از منظر هایدگر، نقد متافیزیک بستر ضروری راهیابی به حقیقت هستی است، چرا که متافیزیک، به واسطۀ ماهیت انتو-تئولوژیک‌اش زمینۀ انحراف تاریخی فلسفه و دور شدنش از تفکر اصیل را ایجاد کرد، که نتیجۀ آن را می‌توان در فروبستگی و به خفا رفتن هستی، بی خانمانی و عسرت بشر امروز و نیهیلیسم تکنولوژیک دوران معاصر مشاهده کرد. در عین حال، تعلق خاطر هایدگر به سنت الهیات ایمانی به او کمک کرد تا صورت‌بندی متمایز فلسفی‌اش در نقد و گذار از متافیزیک را با تکیه بر ادبیاتی همسو با کلام مقدس تقریر کند و از این طریق بکوشد تا با گذر از مرزهای محدودکنندۀ فلسفه‌های مرسوم، در راه یک اندیشۀ تماماً غیرمتافیزیکی گام بردارد. (shrink)

Argues that morals and politics require on a metaphysical backing and proposes a neoclassical metaphysics.

Why is there anything, rather than nothing at all? This question often serves as a debating tactic used by theists to attack naturalism. Many people apparently regard the question—couched in such stark, general terms—as too profound for natural science to answer. It is unanswerable by science, I argue, not because it’s profound or because science is superficial but because the question, as it stands, is ill-posed and hence has no answer in the first place. In any form in which it (...) is well-posed, it has an answer that naturalism can in principle provide. The question therefore gives the foes of naturalism none of the ammunition that many on both sides of the debate think it does. (shrink)

The Middle Included is a systematic exploration of the meanings of logos throughout Aristotle’s work. It claims that the basic meaning is “gathering,” a relation that holds its terms together without isolating them or collapsing one to the other. This meaning also applies to logos in the sense of human language. Aristotle describes how some animals are capable of understanding non-firsthand experience without being able to relay it, while others relay it without understanding. Aygün argues that what distinguishes human language, (...) for Aristotle, is its ability to both understand and relay firsthand and non-firsthand experiences. This ability is key to understanding the human condition: science, history, news media, propaganda, gossip, utopian fiction, and sophistry, as well as philosophy. Ömer Aygün finds Aristotle’s name for this peculiar but crucial human ability of “gathering” both experiences is logos, and this leads to a claim about the specificity of human rationality and language. (shrink)

With a focus on Asian philosophical traditions, this book examines varieties of philosophical thought and self-transformative practice that do not fit neatly on one side or another of the standard Western division between philosophy and religion. It contains chapters by experts on Buddhist, Confucian, Taoist, Upaniṣadic and Jain philosophies, as well as ancient Greek philosophy and recent contemplative and spiritual movements. The authors problematize the notion of a European philosophical canon distinguished by "reason and rationality" in contrast to “religious Eastern (...) wisdom-traditions,” which are purportedly grounded in “faith.” These essays lay the groundwork needed to rethink dominant historical and conceptual categories from a wider global perspective to arrive at a deeper, more plural understanding of the diverse nature of both philosophy and religion. (shrink)

Confucianism can be analyzed at three levels of ideas: life as existence (Sein) itself; the Confucian metaphysics about metaphysical beings; and the Confucian doctrines about tangible existences. In the eyes of Confucians, life itself is displayed as the feeling of benevolence in the first place. To reconstruct Confucianism is to return to life and perceive it as a fundamental source. That means to historically return to the original Confucianism during and even before the Axial Period, in essence it is to (...) simultaneously return to our immediate life itself, and then on this basis to reconstruct both Confucian metaphysics and Confucian doctrines about tangible existences. (shrink)

There are many places that we must save from destruction. Sadly, they are mostly distant from us. If we accept Heidegger's notion of Being-in-the-World, this distance means that we cannot authentically speak of their Being. Even if we 'dwell' in our own lands, we are not 'at home' in these beautiful places. However, if we cannot speak of their Being, of what 'is', how can we ask logging and mining multinationals to stop destroying them? This speechlessness may be overcome with (...) a Whiteheadian process metaphysics, and 'late' Heideggerian poetics. These may then be developed in a concrete community life. (shrink)

Atheists are rarely associated with holiness, yet they can have deeply spiritual experiences. Once such experience of the author exemplified ‘the holy’ as defined by Otto. However, the subjectivism of Otto’s Kantianism undermines Otto’s otherwise fruitful approach. While the work of Hegel overcomes this, it is too rationalistic to account for mortal life. Seeking to avoid these shortcomings, this paper places ‘holiness’ within a self-differentiating ontological unity, the Heideggerian ‘fourfold’. This unity can only be experienced by confronting groundless finite mortality, (...) and the resulting existential disposition is characterized as ‘reverence’. Reverence is gratitude for mortal existence, and existence itself. Moreover, it is as much political as it is ontological, atheistic as it is theistic. (shrink)

In the recent critique of ‘Western metaphysics’ by post‐structuralist and postmodern theorists, there has emerged a distinctive line of thought which seeks to apply such critique to the domain of political theory. This paper approaches Hannah Arendt's conceptualisation of the political as a proto‐type of such a theorisation, deploying as it does key elements of the Heideggerian position so as to rethink the nature of the political. By delineating the specifically ‘post‐metaphysical’ moments of Arendt's theory and its corresponding critique of (...) political modernity, I endeavour to illuminate both the advantages and pitfalls of contemporary efforts at developing a philosophical conception of the political on the basis of a neo‐Heideggerian position. (shrink)

In times of the Anthropocene, we are in need of philosophical anthropology, revisiting the question concerning the human condition. I suggest rethinking what one may call ‘human transcendence’ in terms of a responsivist paradigm. Drawing on Heidegger and Plessner, the idea is that we should think of the eccentric or ecstatic position of the human in terms of something we undergo, instead of it being a human capability or something we do. It is a gift, emplacing us to the time-space (...) of responsive embodied existence. The paper will follow this agenda in five steps. Having introduced what I take to be the challenge for a timely ontology, I will unfold the problem entailed in the very idea of philosophical anthropology according to Heidegger. I then focus on Heidegger’s (hidden) rapprochement to Helmuth Plessner’s anthropology, recalling Plessner’s analysis of laughter as a bodily expression displaying the ‘eccentric positionality’ of the human. I suggest rephrasing this kind of transcendence in a responsivist paradigm: Humans are responsive beings. (shrink)

This paper heeds the advice of EPAT's editor, who said he 'will be happy to publish further works on Heidegger and responses to these articles' after introducing four articles on Heidegger and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized educational philosopher who has written (...) about educational problems using Heidegger's perspective over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non-accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. (shrink)

This paper heeds the advice of EPAT's editor, who said he ‘will be happy to publish further works on Heidegger and responses to these articles’ after introducing four articles on Heidegger (and one of his students) and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized (...) educational philosopher who has written about educational problems using Heidegger's perspective (among others) over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non‐accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. (shrink)

My title is derived from Heidegger's 1936-37 lectures, The Will to Power as Art, and my discussion is keyed to two of the Nietzschean remarks on art which Heidegger discusses. The first is: "The phenomenon 'artist' is still the most perspicuous" (Nietzsche 69), and the second is: "The will to semblance, to illusion, to deception, to becoming and change is deeper, more 'metaphysical,' than the will to truth, to reality, to Being" (Nietzsche 74). Heidegger reformulates them respectively as: "Art is (...) the most perspicuous and familiar configuration of will to power," and "Art is worth more than the truth" (75). I propose to tease out what these aphorisms imply for Heidegger's answer to the panel question: "What is a work of art?/Was ist ein Kunstwerk? (shrink)

The likelihood of nurse reflection is examined from the theoretical perspectives of Habermas' Theory of Communicative Action and Moral Action and Sumner's Moral Construct of Caring in Nursing as Communicative Action, through a critical social theory lens. The argument is made that until the nurse reaches the developmental level of post-conventional moral maturity and/or Benner's Stage 5: expert, he or she is not capable of being inwardly directed reflective on self. The three developmental levels of moral maturity and Benner's stages (...) are presented with discussion on whether or not there can be self-reflection because of an innate vulnerability that leads to self-protective behaviours. It is only when the confidence from mastery of practice has been achieved can the nurse be comfortable with reflection that enables him or her to become enlightened, emancipated, and empowered. The influences and constraints of the knowledge power between nurse and patient are acknowledged. The power hierarchy of the institution is recognized as constraining. (shrink)

In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling, distributed governance in the classroom (...) and the arts of writing. In each case we confront a paradox of freedom, in that agency is needed, already, to liberate the self from the world. An exegetical task is to show how Foucault worked through this philosophical problem, of relevance to many situations in education, by re-reading Kant, Nietzsche and Heidegger. (shrink)

The purpose of this paper is to reveal how the thinking of leadership is always in ‘play’ enacting the wisdom of practice. The ‘know how’ of leadership theory (techne) tends to assume that a plan, or a set of skills, can accomplish whatever one sets out to achieve. However, the nature of human and contextual encounter instead draws one into a dynamic relationship where all is in-play. To lead is to recognise the impact and primacy of play and to respond (...) accordingly. For this research study, experienced leaders were interviewed and data was analysed drawing on the philosophical notions of Heidegger and Gadamer, using a phenomenological methodology. The findings indicate that ‘know how’ is not sufficient. Strong leadership requires wisdom that is enacted in the moment. In addition, ‘who’ the leader is matters, for in the dynamic of play leaders can only draw on their own integrity. Being attuned to the play also matters, for discerning mood, possibilities and threats prompt the leader’s next move. Leadership that enables individuals to play with wisdom, foresight and sound judgement can only be learnt through experience. The implications are that emerging leaders need to be exposed to the play of leadership and to be mentored by experienced leaders who can share their wisdom. Indo-Pacific Journal of Phenomenology , Volume 11, Edition 1 May 2011, 47-57. (shrink)

The present article undertakes a psychological reading of The Child's Conception of the World as a cultural artifact in which genetic psychology's naturalistic and positivistic assumptions reflect an Enlightenment model of science, and Piaget figures as an agent of technological rationality. A phenomenological analysis of the text reveals how Piaget's research engages in an active repression of specific dimensions of childhood experience. Young children's 'adualistic' conceptions of thought, self and language are deemed 'confused', and thereby discounted, by virtue of the (...) fact such children do not 'correctly' dichotomize experience in accord with the cultural norm of mechanistic rationality. Piaget's numerous associations of the child's 'primitive' views and the (childish) thought of the pre-Socratics are briefly explored. (shrink)

According to Jacques Derrida, there is a différance – his infamous mis-spelling of the French différence – that ‘has no name in our language’ (‘Différance’, in Margins of Philosophy); its name is not différance, and it is not just nameless but ‘unnameable’. ‘The a of différance’, he also tells us, ‘remains silent, secret and discreet as a tomb’. My essay, which is haunted throughout by Derrida, seeks to address the following question: if the a of différance is like a tomb, (...) then who or what died? To Kzomil. (shrink)

This paper develops a new interpretation of Heidegger's concept of conscience in order to show to what extent his thought establishes the possibility of civil disobedience. The origin of conscience lies in the self's appropriation of language as inviting a reciprocal response of the other (person). By developing the social dimension of dialogue, it is showsn that conscience reveals the self in its capacity for dissent, free speech, and civil disobedience. By developing the social roots of conscience, a completely new (...) light is cast on the political implications of Heidegger's thought. (shrink)

This paper offers a phenomenological or hermeneutic reading—employing Heidegger's notion of the 'ontological difference'—of certain central aspects of schizophrenic experience. The main focus is on signs and symptoms that have traditionally been taken to indicate either 'poor reality-testing' or else 'poverty of content of speech' (defined in the Diagnostic and Statistical Manual of Mental Disorders III-R as: “speech that is adequate in amount but conveys little information because of vagueness, empty repetitions, or use of stereotyped or obscure phrases"). I argue (...) that, at least in some cases, the tendency to attribute these signs of illness to the schizophrenic patient results from a failure to recognize that such patients—as part of a quasi-solipsistic orientation and alienation from more normal, pragmatic concerns—may be grappling with issues of what Heidegger would call an ontological rather than an ontic type, issues concerned not with entities but with Being (i.e. not with objects in the world but with the overall status of the world itself). An application of the Heideggerian concept of the ontological difference has the potential to alter one's sense of the lived-worlds of such patients, of what they may be attempting to communicate, and of why communication with them so often breaks down. (shrink)

There is a strong need of a reasoned defense of what was known as the “independence” position of the science–religion relationship but that more recently has been denigrated as the “accommodationist” position, namely that while there are parts of religion—fundamentalist Christianity in particular—that clash with modern science, the essential parts of religion do not and could not clash with science. A case for this position is made on the grounds of the essentially metaphorical nature of science. Modern science functions because (...) of its root metaphor of the machine: the world is seen in mechanical terms. As Thomas Kuhn insisted, metaphors function in part by ruling some questions outside their domain. In the case of modern science, four questions go unasked and hence unanswered: Why is there something rather than nothing? What is the foundation of morality? What is mind and its relationship to matter? What is the meaning of it all? You can remain a nonreligious skeptic on these questions, but it is open for the Christian to offer his or her answers, so long as they are not scientific answers. Here then is a way that science and religion can coexist. (shrink)

Francis Collins, the director of the NEH and well-known Christian, has said that agnosticism is a bit of a cop-out. Either be a Christian or be an atheism, but have the guts to make up your mind. I shall argue in a positive way for agnosticism, showing that it can be as vibrant a position as belief or non-belief. It gives you a renewed appreciation of life and the world in which we live.