This paper proposes that spiritual persons are an excellent focus for the study of 'living religion' and offers a methodology for doing so. By ‘spiritual persons’, I have in mind both exemplary figures – like Jesus or the Buddha – and the multitude of ‘ordinary’ spiritual persons whose lives are led in aspiration to the spiritual goods the exemplars manifest (enlightenment, say, or holiness). I start with Linda Zagzebski's recent argument that moral persuasion primarily occurs through encounters with exemplars of (...) moral qualities, of a sort that invite admiration and emulation. A plurality of modes of spiritual exemplarity is distinguished, each reflecting a distinct form of spiritual aspiration, which will show in the lives of the members of different traditions. I develop this claim by focusing on the ways that spiritual aspirants can encounter exemplars through their depictions in spiritual narrative. It emerges that narrative encounters can activate certain forms of admiration and enable certain forms of emulation if they depict the suffering of exemplars. (shrink)

Friendship with the ancients is a set of imaginative exercises and engagements with the work of deceased authors that allows us to imagine them as friends. Authors from diverse cultures and times such as Mengzi, Niccolò Machiavelli, W.E.B Du Bois, and Clare Carlisle have engaged in it. The aim of this paper is to defend this practice, showing that friendship with the ancients is a species of philosophical friendship, which confers the unique benefits such friendships offer. It is conducive to (...) epistemic virtue, notably the related virtues of epistemic humility and of relational understanding. When we cultivate friendship with the ancients, we are not learning facts about them, but aim at understanding their views in their full scope in a way that a relationship between friends allows. (shrink)

Traumatic experiences do not merely impact on the individual’s body and psyche, they alter the way we experience others, our interpersonal relationships, and how we make sense of the world. In my dissertation, I integrate work in phenomenology, psychopathology, philosophy of mind, philosophy of psychiatry, and trauma studies, and draw on trauma testimonies ob- tained in an online questionnaire. I engage analytically with the question of what constitutes a trauma, whether psychological trauma is necessarily pathological, and what the causal and (...) im- plicatory relations between traumatising and post-traumatic experiences are. Informed by these preliminary elaborations, I focus on the intersubjective dimension of trauma, drawing on a qualitative study I conducted in 2020. I show that empathic abilities may be altered but are not necessarily diminished through traumatising experiences; I suggest a framework for under- standing feelings of alienation in the aftermath of trauma; and I demonstrate how feelings of belonging may be re-established. My dissertation is exemplary of how phenomenological frameworks can contribute to a better understanding of psychological trauma and that engaging with trauma can, in turn, inform and enrich philosophical thinking. (shrink)

The current “exemplarist turn” within virtue ethics is increasingly shedding light on the importance of exemplars both as enabling one to identify the virtues and for the importance they bear for orienting one’s conduct, as well as for educating the novice. However, even if categorizations of exemplars have already been proposed, there seems to be a lack of discussion on the kind of imitation different exemplars are supposed to elicit. In order to offer a preliminary answer to this question, in (...) this paper I present three paths to flourishing via imitation of exemplary individuals: The Platonic, the Stoic, and the Aristotelian. Then, I sketch an attempt to reconcile these models. In conclusion, I suggest that, when it comes to education, this reconciliation becomes necessary. Along these lines, I recommend that a multi-step educational program is elaborated. (shrink)

ABSTRACT This paper scrutinizes the nature and scope of deleterious consequences arising from the pursuit of unattainable pedagogical exemplars on social media. We cash out this phenomenon using exemplarist theory to emphasize the fact that social media (e.g., Facebook, Instagram, TikTok) are platforms in which the vast majority of users present idealized and curated versions of themselves. We focus specifically on educational practitioners and show that attempting to emulate unattainable pedagogical exemplars has negative impacts on agents’ emotional well-being: It can (...) cause burnout and self-conflict, decrease motivation, and also inflict detrimental outcomes on agents’ self-esteem. We conclude that attainable, relevant, relatable, and authentic exemplars are key to a successful exemplarist approach and that safeguarding against unattainable pedagogical exemplars is of paramount importance for the wellbeing of pedagogues, and by extension, the success of educational systems. (shrink)