There are passages in Kant’s writings according to which empirical intuitions have to be (a) singular, (b) object-dependent, and (c) immediate. It has also been argued that empirical intuitions (d) are not truth-apt, and (e) need to provide the subject with a proof of the possibility of the cognized object. Having relied on one or another of the a-e constraints, the naïve realist readers of Kant have argued that it is not possible for empirical intuitions to be representations. Instead they (...) have argued for a relationalist reading of empirical intuitions in terms of an acquaintance relation between the subject and the intuited object. -/- For the sake of argument, I will grant the naïve realist reader of Kant that empirical intuitions should satisfy all the a-e constraints. Nevertheless, by incorporating these constraints, one by one, into a representationalist theory of empirical intuitions, I will show that not only doesn’t a naïve realist reading of empirical intuitions follow, but also that the naïve realist has hastily overlooked a range of perfectly representationalist readings of intuitions available to Kant and his representationalist allies. On the positive side, I will argue that there is an extra constraint on intuitions—i.e., that givenness does not require presence to consciousness—that directly goes against any naïve realist account of intuitions. (shrink)

What is nowhere? Is it a non-place that has been created by the disappearance of distinct identities in the spread of standardised, global capitalism? Or has it come about as a result of colonialisation and the separation of indigenous cultures from their lands, and their replacement with vacuous, colonised, globalised non-places? This article suggests that ‘nowhere’, which was satirically entitled, ‘Erewhon’ by Samuel Butler due to the inverted action of machines, is still being created today, but by the combined forces (...) of financial capitalism, digital colonialisation and the present-day global curriculum, and its concomitant teaching and learning methods. Even though the present day curriculum refers to place, for example, in geographical studies, this referencing in no way establishes a connection with or to this place for the cohort. Rather, the present day curriculum precisely and systematically evacuates any possibility of connective-affective-synthesis (i.e. a cur... (shrink)

This paper concerns the three great modal dichotomies: (i) the necessary/contingent dichotomy; (ii) the a priori/empirical dichotomy; and (iii) the analytic/synthetic dichotomy. These can be combined to produce a tri-dichotomy of eight modal categories. The question as to which of the eight categories house statements and which do not is a pivotal battleground in the history of analytic philosophy, with key protagonists including Descartes, Hume, Kant, Kripke, Putnam and Kaplan. All parties to the debate have accepted that some categories are (...) void. This paper defends the contrary view that all eight categories house statements—a position I dub ‘octopropositionalism’. Examples of statements belonging to all eight categories are given. (shrink)

Our purpose in the present work is to survey some of the formulations that the theme of networks has received in contemporary philosophy of science over a period spanning twelve decades, from the end of the 19th century up to the present time. The proposal advanced herein is to interpret the evolution of this theme in four stages: first, one that goes from a metaphor or expressive image to a notion aspiring at implementation, but still having a virtual character, in (...) the orthodox view of theories; second, a shift towards networks viewed as explicit, with the notion still having an enormous metaphorical power, as in Neurath and Quine; third, from this towards a concept amenable to implementation, as in Thagard, but still in search of an epistemological rationale, supposedly provided by BonJour and Dancy; and finally, as a notion fully endowed with a precise structuralist implementation, in the scope of the structuralist metatheory of Balzer-Moulines-Sneed. The interpretive framework adopted in this exercise in the history of philosophy of science is a modified version of Gerald Holton's thematic model, adapted to the history of philosophy instead of its original domain, the history of scientific ideas. In our version of the thematic model, we posit two main dimensions for the appraisal of any given philosophical concept, besides the thematic dimension: the metaphorical one and the dimension of its systematic implementation. (shrink)

Our emotional lives are full of temporal asymmetries. Salient among these is that we tend to feel differently about painful or unpleasant events depending on their temporal location: we feel anxiety or trepidation about painful events we anticipate in the future, and relief when they are over. One question, then, is whether temporally asymmetric emotions such as relief have any ramifications for the metaphysics of time. On what has become the standard way of finessing this question, the asymmetry of relief (...) is an instance of the phenomenon of future-bias, a tendency to prefer painful events to be located in the past than in the future. The main question then posed is whether this pattern of preferences can be justified in the light of different metaphysical theories of time. In this paper I argue that this whole dialectic is misconceived. While many people may have future-biased preferences and these are a legitimate object of psychological study, this should be distinguished from the more basic phenomenon of relief that an unpleasant experience is over. Acknowledging the distinctness of these phenomena has two main consequences. First, if relief is not a manifestation of a time-biased preference, it is unclear what it would be for it to be justified or unjustified. This, in turn, should lead us to reassess how the psychology of relief bears on our metaphysical commitments. As I shall suggest, the real significance of the temporally asymmetric emotions for the metaphysics of time is that they manifest, and so reflection on them serves to draw our attention to, a structural feature of our awareness of the passage of time that resists re-articulation in other terms. (shrink)

The digital technology and the world of a virtual space by projecting them cardinal changed the face of the world. This wide-spread in varying degrees digital-virtual technology in modern society for nearly thirty years now, radically changed the society on a planetary scale, in various economic, political, social, legal, ethical, cultural, etc. perspectives. Indeed, to this day the world turns into a possible “togetherness” – the catalyst for this is digital, technical and technological boom. The whole boom in turn raises (...) many questions mostly related to the source, which builds digital-technology “body” and its “life” – the human. What happened to his purely human body senses and what possible virtual or imaginary worlds hovers it? Here are a few thoughts as sketched lines in the first person singular, an essayistic-philosophical perspective on human senses and virtual. The “imperfect concurrency”... for which we do not speak or do not think, but actually it is constituted direct and intentional phenomena of “stuff” into, within and out of the world. Moreover, we, humans, experience the world in narrow barriers of time in which there remains no reflects not seen, or rather not take very much of what happens in it. For virtual, fantasy and sensuality in touch for life. Unfortunately the humans in their existence increasingly trying to “numb themselves” rely on their eyes and ears, and to distance itself from their non-visual senses. For the loss of this ability or the need for feeling, for example, a touch of liveliness helps – contributes comparison of human, with residence and his communication in virtual space. The virtual creates the false illusion of a public world, that is “with” and “together” us. (shrink)

Using Deleuzian theory for educational research and practice has become an increasingly popular activity. However, there are many theoretical complexities to the straightforward application of Deleuze to the educational context. For example, the ‘new materialism’ that Deleuze refers to in the 1960s takes its inspiration from Spinoza, and is an emancipatory project. Contrariwise, the ‘new materialism’ of the present moment is frequently applied to educational research and practice specifically as a way out of anthropocentric limits and enclosure. This paper explores (...) the combined forces of humanism and naturalism which are at work in Deleuze’s ‘new materialism’, as type of ‘more-than-human’ emancipation method derived from Bergson and Nietzsche; it is a mode of overcoming human limits, which fully takes into account the connections to and with the non-human world and the ecological consequences of human action. This paper will draw out the specific consequences for educational research and practice in schools of the ‘vitalist-nihilism’ we may derive from Bergson and Nietzsche to analyse matter flows as they enter, mingle with, and exit schools. (shrink)

In this essay, I argue that Kant’s Anthropology from a Pragmatic Point of View is fundamentally about the sphere of civilization, and, with this, a particular kind of philosophical self-understanding. By civilization, Kant means to indicate the process by which human beings transform their inner natures based on pragmatic or prudential considerations born of our living together. Civilization is what we do to ourselves in order to get along with others with whom we share the earth. In the Anthropology, what (...) we come to understand about ourselves is the possibility of transforming our inner natures based on our will. (shrink)