After coining the term “philopsychy” to describe a “soul-loving” approach to philosophical practice, especially when it welcomes a creative synthesis of philosophy and psychology, this article identifies a system of geometrical figures (or “maps”) that can be used to stimulate reflection on various types of perspectival differences. The maps are part of the author’s previously established mapping methodology, known as the Geometry of Logic. As an illustration of how philosophy can influence the development of psychology, Immanuel Kant’s table of twelve (...) categories and Carl Jung’s theory of psychological types are shown to share a common logical structure. Just as Kant proposes four basic categories, each expressed in terms of three subordinate categories, Jung proposes four basic personality functions, each having three possible manifestations. The concluding section presents four scenarios illustrating how such maps can be used in philosophical counseling sessions to stimulate philopsychic insight. (shrink)

This article examines Kant’s discussion of the division between reason and unreason in his Anthropology from a Pragmatic Point of View . On the one hand, Kant says that there is a normative, clear, and definite division between reason and unreason. On the other hand, Kant offers three arguments showing that we cannot draw such a division. First, we cannot explain the normative grounds for the division. Second, both reason and unreason are present in everyone to varying degrees in different (...) ways. Third, Kant invalidates the division as such by characterizing what should be more incomprehensible than an extreme case of unreason as also being a rational way of life. (shrink)

How might we locate originality as emerging from within the “discrete” work of commentary? Because many women have engaged with philosophy informs that preclude their work from being seen as properly “original,” this question is a feminist issue. Via the work of selected contemporary French women philosophers, the author shows how commentary can reconfigure the philosophical tradition in innovative ways, as well as in ways that change what counts as philosophical innovation.

Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgenstein to ‘reciprocally illuminate’ Foucault (after Tully and Marshall), I open teacher inspection and reforms to problematization, as (...) relations to bedrock rules governing games of truth. ‘How, upon entering classrooms, do inspectors know “teaching” is taking place and not crazy and fuzzy things in its name?’ Taking up Hirst's vexing question, I move beyond liberal‐analytic concept‐mapping and neo‐liberal individualism to more fully assay the political ground for judging teaching practices through genealogy. Epistemological, political and ethical concerns intersect as we approach the problem through Foucault's three axes of an historical‐ontology of the present: knowledge(s), power relations, and arts of the self. Drawing on recent Governmentality Studies in Education (Peters., 2009), we aver the impasses of postmodern relativism while finding limited ranges of agency along each axis, as teachers practice freedoms by critiquing and renegotiating rules. (shrink)