A Special Issue of the Journal of Philosophy of Education, 2005, issue 2, contains an interesting ‘Philosophy of the Teacher’ by Nigel Tubbs. It rejects attempts in pedagogical traditions to ignore or avoid the contradiction between the teacher as master and as servant, and ends with an interpretation of ‘upbuilding’, a central concept in Søren Kierkegaard’s writings. According to Tubbs’ reading, the teacher’s patient struggle with herself in doubt is the basic condition for upbuilding, whereby the eternal’s perfect gift of (...) love is given to the students. I maintain that the original Danish text does not fully support this interpretation and defend an alternative reading. The text says that the condition for receiving the perfect gift is itself a gift of God. Doubt is necessary, but if our doubt were sufficient, we could manage our lives without God, the condition for receiving the gift would not be a gift, and the possibility for receiving the gift would be spoiled both for teachers and students. (shrink)

This study intends to show that the question whether faith can be justified without proofs can be resolved by importing ideas from Kierkegaard’s and Plantinga’s affirmative take on the matter. There is a deep similarity between the way they understand belief in God and belief in Christianity: for both the first is considered universal human knowledge and the second seen as a gift from God. Against the charge that such an understanding is irrational Plantinga offers an externalist epistemological model which (...) allows those beliefs to be warranted. The authors also share the modern idea that there is an objective truth, combining it with the postmodern stance that no method exists which would guarantee access to it. A specific contribution on Kierkegaard’s part to the understanding of the rationality of transitions toward a Christian stage of existence is to show in detail the way in which such transitions are mediated through inwardnes - a perspective akin to Michael Polanyi’s scientific epistemology. One can see in both authors not only a deep commonality of ideas, but also a remarkable way in which their understandings augment each other. Whereas Plantinga’s inquiry contributes to the rational plausibility of a “Justified Faith without Reasons” project, Kierkegaard’s venture balances such a logical-analytic effort with a deep existential inquiry. (shrink)

A mysterious remark to Friedrich Waismann on 30 December 1929 marks the only occasion where Wittgenstein refers to both Heidegger and Kierkegaard. Yet although this has generated much controversy, little attention has been paid to the charge of nonsense that Wittgenstein here appears to bring against Heidegger; thus, the supporting argument that may be latent has not been unearthed. Through analysis of this remark, Wittgenstein's arguments in the Tractatus and 'A Lecture on Ethics', and Heidegger's account of anxiety (Angst) in (...) Being and Time, I argue that we can extract an argument against the central question of Heidegger's philosophy: the question of being. To understand this, I examine the Kierkegaardian ideas employed by Wittgenstein and Heidegger and attempt to show that this argument can be partly understood in Kierkegaardian terms. I further argue that examining what Heidegger means by 'being' (Sein) shows that Wittgenstein's argument does not meet its target. (shrink)

Manifold expressions of a particular critique appear throughout Søren Kierkegaard’s pseudonymous corpus: for Kierkegaard and his pseudonyms faith is categorically not a first immediacy, and it is certainly not the first immediate, the annulment of which concludes the first movement of Hegelian philosophy. Kierkegaard’s pseudonyms make it clear that he holds the Hegelian dogmaticians responsible for the promulgation of this misconception, but when Kierkegaard’s journals and papers are consulted another transgressor emerges: the renowned anti-idealist F.D.E. Schleiermacher. I address the extent (...) to which this particular indictment is justified; over-against Gerhard Schreiber, I argue that this characterization of Schleiermacher’s view of religion is indeed a de facto critique. I begin by presenting and demonstrating the ubiquity of the phenomenon at the heart of Schleiermacher’s conception of perfect God-consciousness, then proceed to apply criticisms raised by Kierkegaardian pseudonyms Judge William, Vigilius Haufniensis, Johannes Climacus, and Anti-Climacus, supplemented with concerns raised by Kierkegaard himself, in order to demonstrate that these criticisms do indeed apply to and problematize Schleiermacher’s view. (shrink)

This paper takes the position that the aim of existential teaching, i.e., teaching where existential questions are addressed, consists in educating the students in light of subjective truth, where the students are ‘educated’ to exist on their own, i.e., independent of the teacher. The question is whether it is possible to educate in light of existence. It is, in fact impossible, as existence is a subjective matter, meaning that it must be determined individually. In this way the existential teaching appears (...) thus: even though existence cannot be determined educationally, as it is a subjective matter, it does require some kind of education. However, the teacher cannot make use of pedagogical means that coerce the students to take responsibility for their subjective truth. A pedagogical ‘expedient’ is nonetheless required, which deprives of all types of constraint but still opens up for the students taking responsibility for their subjective truth. I argue that this expedient must be irony, but not all types of irony. I therefore discuss which conception of irony the existential teaching should and should not be connected with. (shrink)

In this essay, I first describe Kierkegaard’s understanding of free and responsible selfhood. I then describe one of Kierkegaard’s unique contributions to freedom and responsibility – his perceptual theory of the emotions. Kierkegaard understands emotions as perceptions that are related to beliefs and concerns, and thus the self can—to some extent—freely participate in the cultivation of various emotions. In other words, one of the ways that self takes responsibility for itself is by taking responsibility for its emotions. In the final (...) section, I turn to Kierkegaard’s understanding of social comparison and the role that the “crowd” plays in shaping the self’s beliefs, desires, and emotions. Kierkegaard is clear that envy and social comparison are detrimental to becoming a self, yet envy and social comparison are pervasive social practices. I conclude that Kierkegaard understands both the value and the difficulty of cultivating social courage: the crowd is untruth due to the difficulty of holding fast to one’s values when confronted by crowd. (shrink)

Excellence in sport performance is normally taken to be a matter of superior performance of physical movements or quantitative outcomes of movements. This paper considers whether a wider conception can be afforded by certain kinds of nature based sport. The interplay between technical skill and aesthetic experience in nature based sports is explored, and the extent to which it contributes to a distinction between different sport-based approaches to natural environments. The potential for aesthetic appreciation of environmental engagement is found to (...) be strongly dependent on whether or not environmental engagement is exploited for the end of producing a quantifiable result or enhancing technical skill. It is also argued that an existential rather than spectatorial attitude to aesthetic experience is offered by specifically nature oriented sport. Aesthetic experience achieved in this way is therefore neither passive nor detached, but extends Berleant's concept of participatory environmental aesthetics and underpins both an alternate (wide) conception of excellence in sport activity and a richer experience of aesthetic engagement than more objectivised standpoints. (shrink)

I argue for an approach to Philosophical Fragments that allows it to be philosophical and fragmentary, and that pays particular attention to the fragments, or crumbs, that seem least important. One such overlooked crumb is the theory of merely human education in the book—education that does not enlist God as the teacher, where humans simply try to teach and learn from each other. I argue that Philosophical Fragments defends this theory of education with several reductio ad absurdum proofs that are (...) especially useful because they clarify why merely human education so often fails. Finally I apply the theory of merely human education in Philosophical Fragments to Kierkegaard’s authorship as a whole and argue that it gives us a paradigm for understanding all of Kierkegaard’s texts that is more fundamental than the distinction between direct and indirect communication. (shrink)

... From the notion of self as a relation's relating itself to itself, I discuss the concept of the other in relation to the self in each of the Kierkegaardian life stages: the esthetic, the ethical, and the religious. First of all, I describe the notion of self in Kierkegaardian philosophy as it appears in Sickness unto Death, and the problem of the human being as a conscience in the world. After that, I describe the esthetic notion of the other, (...) which is no more than a casual opportunity of the self for enjoying itself in life. In the ethical stage, the other is described as an image of the self, a second-self: no more than an intermediate between the self and the same self. Finally, the religious stage is arrived at, where the other is, for the self, another being with independent reality. There the other is, firstly, God – the true source of all reality and the life of the self – and it is the biblical neighbor with whom the self must establish itself as a singular being. The religious other is then the basis of the Kierkegaardian social philosophy, since it is not a second-I but the first-Thou. (shrink)

Søren Kierkegaard’s claim that having faith requires being contemporary with Christ is one of the most important, yet difficult to interpret claims across his entire authorship. How can one be contemporary with a figure who existed more than two millennia ago? A prominent answer to this question is that contemporaneity with Christ is achieved through a kind of imaginative co-presence made possible by reading Scripture. However, I argue, this ignores what Kierkegaard thinks about Christ as a living agent, and not (...) a merely historical agent. By drawing on Kierkegaard’s discussion of Christ’s true presence in the sacrament of Communion, I argue that contemporaneity with Christ should be understood in the same way as any other intersubjective relation. That is, I argue, that just as relating to any living person as contemporary requires a kind of two-way attention-sharing, relating to Christ as contemporary, on Kierkegaard’s account, requires a kind of two-way attention-sharing with Christ. (shrink)

In this article, I investigate how we may include investigations of actual context in the investigation of moral problems in philosophy. The article has three main parts. The focus of the first is a survey of the dominant view of how to incorporate context into moral philosophy and to exemplify this view, I investigate examples from influential introductions to moral philosophy, identifying what I call the assumption of abstraction. In the second part I present three traditions which attribute a more (...) prominent place to context in philosophical work and which therefore offer resources for thinking about context: moral contextualism, particularism and contextualism in political philosophy. Unconvinced that these resources are sufficient for an understanding of how actual context may be of importance in philosophy, I in the third part turn to a systematic investigation of three suggestions for how to incorporate actual context onto philosophy: the application approach, the bottom-up approach and the contextual approach. Furthermore, I argue that the third and most radical approach develops a superior understanding of how to include context in moral philosophy, reflecting the impossibility of making normatively neutral investigations of context in moral philosophy. (shrink)

Este artículo presenta la cuestión de si las creencias religiosas son o no razonables, es decir, si tienen o no una evidencia razonable que las sustente. El interés no es comprobar la existencia de Dios, sino simplemente saber si el lenguaje religioso como tal tiene o no sentido. Para esto, primero veremos la concepción de la creencia en general. A continuación, trataremos las creencias religiosas bajo dos puntos de vistas totalmente opuestos: por un lado, se expondrá la posición de autores (...) que dicen que las creencias religiosas sí tienen una evidencia razonable que las sustenta y, por otro, nos encontraremos con autores que afirman que dichas creencias no pueden ser justificadas racionalmente porque lo espiritual refiere el ámbito de lo indecible, en el cual no es factible afirmar que los enunciados religiosos son apropiados a ser verdaderos o falsos. (shrink)

This essay argues that there are concrete emotion regulation practices described, but not developed, in Kierkegaard’s Christian Discourses. These practices—such as attentiveness to emotion, attentional deployment, and cognitive reappraisal—help the reader to regulate her emotions, to get rid of negative, unwanted emotions such as worry, and to cultivate and nourish positive emotions such as faith, gratitude, and trust. An examination of the Discourses also expose Kierkegaard’s understanding of the emotions; his view is akin to a perceptual theory of the emotions (...) that closely connects emotions and concerns. In particular, this analysis unearths two main regulatory strategies located in the Discourses, strategies that closely resemble present-day psychological accounts of emotion regulation. I conclude that contemporary research reinforces Kierkegaard’s philosophical analysis of emotions and emotion-regulation strategies. Drawing on this research provides the most persuasive interpretation of Kierkegaard’s understanding of the emotions and emotion-regulation strategies. Additionally, present-day research clarifies the otherwise elusive, opaque strategies he describes. Finally, my analysis demonstrates that Kierkegaard’s work can uniquely contribute to the present-day psychological research by emphasizing the need for diachronic regulation strategies, while the contemporary literature overwhelmingly focuses on synchronic strategies. (shrink)

Susan Haack has recently attempted to discredit religion by showing that science is an extended and enhanced version of common sense while religion is not. I argue that Haack’s account is misguided not because science is not an extended version of common sense, as she says. It is misguided because she assumes a very restricted, and thus inadequate, account of common sense. After reviewing several more realistic models of common sense, I conclude that common sense is rich enough to allow (...) various kinds of extensions. Just as science can be correctly seen as an enhanced version of common sense, so also religion. (shrink)

Karen Barad develops a view she calls ‘posthumanism,’ or ‘agential realism,’ where the human is reconfigured away from the central place of explanation, interpretation, intelligibility, and objectivity to make room for the epistemic importance of other material agents. Barad is not alone in this kind of endeavor, but her posthumanism offers a unique epistemological position. Her aim is to take a performative rather than a representationalist approach to analyzing ‘socialnatural’ practices and challenge methodological assumptions that may go unnoticed in some (...) disciplinary fields. Yet for all the good of the challenge, Barad must support it with sound epistemological theorizing, theorizing that would apply to any methodology, whether that be sociological, historical, anthropological, or philosophical. Thus, where one might critique Barad on her assessments of sociological, historical, or anthropological incorporations of humans and the nonhuman, I critique Barad’s epistemology on its sense of objectivity and dismissal of the centrality of the human. I argue that Barad’s epistemology must retain a particular form of humanism, a humanism that stakes human subjectivity as the locus of rationality and objectivity, without which it creates intractable problems. To recuperate Barad’s challenge to contest assumptive distinctions while avoiding her epistemological problems, I offer some parting reflections. (shrink)

: This article contributes to the contemporary debate regarding the young Heidegger’s method of formal indication. Theodore Kisiel argues that this method constitutes a radical break with Husserl---a rejection of phenomenological reflection that paves the way to the non-reflective approach of the Beiträge. Against this view, Steven Crowell argues that formal indication is continuous with Husserlian phenomenology---a refinement of phenomenological reflection that reveals its existential sources. I evaluate this debate and adduce further considerations in favor of Crowell’s view. To do (...) so, I analyze the young Heidegger’s account of phenomenological communication and argue that it further reflects the continuity that Crowell identifies: as he does with reflection, Heidegger refines Husserl’s account of phenomenological communication and sheds light on its existential sources. (shrink)

In this paper I challenge Merold Westphal's claim that Jean-Luc Marion's hermeneutical phenomenology is especially useful for theology. I argue that in spite of his explicit allegiance to Husserl's "principle of all principles," Marion fails to embody a commitment to phenomenological seeing in his analyses of revelation. In the sections of Being Given where he discusses revelation, Marion allows faith-based claims to bleed into his phenomenological analyses, resulting in what I call his 'blurred vision'—the pretension that phenomenological seeing can be (...) extended to theological matters. This pretension undermines Marion's phenomenological aspirations, because it invests his analyses with a theological content that phenomenological intuition cannot account for or clarify. At the same time, this blurring of the line between theology and phenomenology also makes Marion's work theologically ineffective. For it furnishes the theologian and believer with the false assurance that faith-based commitments can be grounded in phenomenological knowledge—a claim that he simply cannot make good on. In light of these problems, I propose an alternative Heideggerian approach that maintains the boundary between philosophical and theological discourse and thereby safeguards the integrity of both. (shrink)

In this paper I challenge Merold Westphal’s claim that Jean-Luc Marion’s hermeneutical phenomenology is especially useful for theology. I argue that in spite of his explicit allegiance to Husserl’s “principle of all principles,” Marion fails to embody a commitment to phenomenological seeing in his analyses of revelation. In the sections of Being Given where he discusses revelation, Marion allows faith-based claims to bleed into his phenomenological analyses, resulting in what I call his ‘blurred vision’—the pretension that phenomenological seeing can be (...) extended to theological matters. This pretension undermines Marion’s phenomenological aspirations, because it invests his analyses with a theological content that phenomenological intuition cannot account for or clarify. At the same time, this blurring of the line between theology and phenomenology also makes Marion’s work theologically ineffective. For it furnishes the theologian and believer with the false assurance that faith-based commitments can be grounded in phenomenological knowledge—a claim that he simply cannot make good on. In light of these problems, I propose an alternative Heideggerian approach that maintains the boundary between philosophical and theological discourse and thereby safeguards the integrity of both. (shrink)

One of the most hotly contested debates in Kierkegaard studies concerns his sense of the relationship between faith and reason. Often caricatured as a proponent of irrational fideism, scholarship in recent decades has tried to present a more nuanced account of Kierkegaard’s position. Two likely interpretive options have emerged: supra‐rationalism and anti‐rationalism. On the former view, Kierkegaard believes that while the achievement of faith is beyond the capabilities of reason, there are still ways that reason can aid the maintenance of (...) faith once reason’s limits are recognized. On the latter view, faith is a constant struggle against rationalizing justification, and thus, any attempt to use reason to assist in the maintenance of faith is a mistake. Interestingly, a comparison with Pascal can help one arbitrate between these two responses to the dubious irrationalist reading of Kierkegaard. (shrink)

Søren Kierkegaard's thesis, "The Concept of Irony", contains an interesting critique of pure irony. Kierkegaard's critique turns on two main claims: (a) pure irony is an incoherent and thus, unrealizable stance; (b) the pursuit of pure irony is morally enervating, psychologically destructive, and culminates in bondage to moods. In this essay, first I attempt to clarify Kierkegaard's understanding of pure irony as "infinite absolute negativity." Then I set forth his multilayered critique of pure irony. Finally, I consider briefly a distinctly (...) theological component in Kierkegaard's critique. I argue that this feature of Kierkegaard's account can and should be distinguished from the broadly ethical critique of pure irony that I sketch in the second section, even if these components of Kierkegaard's position are found together as a unified whole in "The Concept of Irony". My overall goal in this essay is to reveal the subtlety and plausibility of Kierkegaard's critique of pure irony. I also attempt to disclose the richness of the Hegelian account of ethical life to which Kierkegaard recurs in his thesis. (shrink)

This paper explains the nature and origin of what I am calling Transgressive Realism, a middle path between realism and anti-realism which tries to combine their strengths while avoiding their weaknesses. Kierkegaard created the position by merging Hegel’s insistence that we must have some kind of contact with anything we can call real (thus rejecting noumena), with Kant’s belief that reality fundamentally exceeds our understanding; human reason should not be the criterion of the real. The result is the idea that (...) our most vivid encounters with reality come in experiences that shatter our categories, the way God’s commandment to kill Isaac irreconcilably clashes with the best understanding of ethics we are capable of. I explain the genesis of this idea, and then show it at work in Heidegger and Levinas’ thought. Understanding this position illuminates important aspects of the history of continental philosophy and offers a new perspective on realism. (shrink)

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the (...) maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school. (shrink)

Thomas Flynn's work on Sartre and Foucault, the first of a two-volume project, offers a unique opportunity for examining an existential theory of history. It occasions rethinking existential-social categories from the vantage point of the poststructuralist turn. And it contributes to developing existential variants of critical theory. The following questions guide me in each of the three above areas. First, how is human history intelligible, given not only our finite sense of ourselves but also claims that we have reached the (...) end of history? Second, with the poststructuralist eclipse of dialectics, can we render existential categories in social terms and vice versa? Third, critics decry grand theorizing even in fallibilist reason, e.g., of Habermas, while others are worried by the normative deficits of poststructuralist nominalism, e.g., of Foucault. Can existential variants of critical social theory, anticipated before Sartre by Marcuse, split the difference? (shrink)

This paper provides an account of Kierkegaard’s central criticism of the Danish Hegelians. Contrary to recent scholarship, it is argued that this criticism has a substantive theoretical basis and is not merely personal or ad hominem in nature. In particular, Kierkegaard is seen as criticizing the Hegelians for endorsing an unacceptable form of intellectual elitism, one that gives them pride of place in the realm of religion by dint of their philosophical knowledge. A problem arises, however, because this criticism threatens (...) to apply to Kierkegaard himself. It is shown that Kierkegaard manages to escape this problem by virtue of the humorous aspect of his work. (shrink)

Kierkegaard's theory of pre-ethical, aesthetic, ethical, and religious spheres of moral reasoning was applied to the case of an individual rejected for promotion to full professor. The evaluators seemed to represent the public morality of the profession, assumed that they represented the highest level of moral reasoning, and judged that the candidate represented a private morality based on a lower level of moral reasoning. The article questioned the view that moral reasoning could be discerned from one's actions. It was paradoxical (...) that different spheres seemed to produce similar kinds of actions, though for differing reasons, making identification difficult. It was easy for the evaluators to confuse spheres representing private moralities and to conclude, based on the candidate's research record, that she/he was unsuitable for promotion. It was equally difficult for the candidate to discern whether the evaluators' moral reasoning represented the public morality of the profession, or a pre-ethical need by the evaluators to appear in solidarity with the public morality. This made it difficult for the candidate to know whether the evaluators' recommendations represented absolute standards that would be applied to any future re-application, or not. The article's contribution was the identification of different spheres of moral reasoning, the interactions between spheres, and the paradoxical indeterminacy of gauging moral reasoning from moral action. It supported Kierkegaard's view that the highest truth attainable by an individual was "an objective uncertainty" and that this truth was lost in self-deception when one claimed to have been able to solve the paradox. (shrink)

This article explains and assesses a particular method of loving others that is espoused by Søren Kierkegaard. In his later works, Kierkegaard advocates a kind of deceptive love whereby one mystifies or deceives another person for that other person's own good. The theological underpinning of this mode of love is found in the imitation of Christ. In other words, just as Jesus adopted an incognito, so also Christians should, at times, appear different or lowlier in order to help others by (...) meeting them where they are. After explaining this form of love, I argue that there are considerable reasons not to follow Kierkegaard in his support of outright deception within personal relationships. I conclude with some brief reflections on whether the deceptive structure of Kierkegaard's own authorship is thereby condemned or whether it can be exonerated. (shrink)

Examines the role of experience within Adorno’s philosophy of language and epistemology.

Le papier commence par une rétrospective des débats sur l'origine de la vie : le virus ou la cellule ? Le virus a besoin de la cellule pour se répliquer, mais la cellule est une forme plus évoluée à l'échelle évolutive de la vie. De plus, l'étude des virus soulève des questions conceptuelles et philosophiques pressantes sur leur nature, leur classification et leur place dans le monde biologique. Le sujet des pandémies est abordé à partir de l'existentialisme d'Albert Camus et (...) Sartre, du remplacement du rituel d'exclusion par le mécanisme disciplinaire de Michel Foucault, et de l'hypothèse Gaia, développée par James Lovelock et soutenue dans la pandémie actuelle par Bruno Latour. Les dimensions sociales des pandémies, leur lien avec le réchauffement climatique, qui a conduit à une augmentation des maladies infectieuses, et la déforestation de vastes zones, qui ont provoqué la migration des virus de leur zone d'origine (leur « réservoir ») sont mis en évidence ci-dessous. L'éthique des pandémies est abordée sous plusieurs points de vue philosophiques, dont le plus important dans une crise de telles dimensions globales est l'utilitarisme qui consiste à maximiser les bénéfices pour la société en conflit direct avec la vision ordinaire (kantienne) du respect des personnes en tant qu'individus. Après une rétrospective du virus COVID-19 qui a causé la pandémie actuelle, son cycle de vie et son histoire, avec un accent sur la philosophie de la mort, est discuté le concept de biopouvoir initialement développé par Foucault, en référence à la pratique des États modernes de contrôle des populations, et le débat généré par Giorgio Agamben qui déclare que ce qui se manifeste dans cette pandémie est la tendance croissante des États à utiliser l'état d'urgence comme un paradigme normal de gouvernement. Une autre approche intéressante et très débattue est celle générée par les travaux de Slavoj Žižek, qui déclare que la pandémie actuelle a conduit à la faillite du capitalisme « barbare » actuel, se demandant si le chemin que l'humanité empruntera est un néocommunisme. Un autre effet négatif important est la désocialisation, avec la conclusion de certains philosophes que nous ne pouvons pas exister indépendamment de nos relations avec les autres, que l'humanité d'une personne dépend de l'humanité de ceux qui l'entourent. La dernière section est consacrée à prédire à quoi ressemblera le monde après la pandémie, et il y a déjà des signes de changement de paradigme, y compris la disparition soudaine de l'idéologie du « mur » : une toux a suffi à rendre soudain impossible d'échapper à la responsabilité qui chaque individu l'a envers tous les êtres vivants pour le simple fait qu'il fait partie de ce monde et du désir d'en faire partie. Le tout est toujours impliqué en partie, car tout est, en un sens, dans tout et dans la nature il n'y a pas de régions autonomes qui font exception. La pandémie COVID-19 semble restaurer la suprématie qui appartenait autrefois à la politique. L'une des vertus du virus est sa capacité à générer une idée plus sobre de la liberté : être libre signifie faire ce qui doit être fait dans une situation précise. -/- SOMMAIRE: -/- Abstract Introduction 1 Virus 1.1 Ontologie 2 Pandémies 2.1 Dimensions sociales 2.2 Ethique 3 COVID-19 3.1 Biopolitique 3.2 Néocommunisme 3.3 Désocialisation 4 Prévisions Bibliographie -/- DOI: 10.13140/RG.2.2.17905.92003 . (shrink)

The paper begins with a retrospective of the debates on the origin of life: the virus or the cell? The virus needs a cell for replication, instead the cell is a more evolved form on the evolutionary scale of life. In addition, the study of viruses raises pressing conceptual and philosophical questions about their nature, their classification, and their place in the biological world. The subject of pandemics is approached starting from the existentialism of Albert Camus and Sartre, the replacement (...) of the exclusion ritual with the disciplinary mechanism of Michel Foucault, and about the Gaia hypothesis, developed by James Lovelock and supported in the current pandemic by Bruno Latour. The social dimensions of pandemics, their connection to global warming, which has led to an increase in infectious diseases, and the deforestation of large areas, which have caused viruses to migrate from their native area (their "reservoir") are highlighted below. The ethics of pandemics is approached from several philosophical points of view, of which the most important in a crisis of such global dimensions is utilitarianism which involves maximizing benefits for society in direct conflict with the usual (Kantian) view of respect for people as individuals. After a retrospective of the COVID-19 virus that caused the current pandemic, its life cycle and its history, with an emphasis on the philosophy of death, the concept of biopower initially developed by Foucault is discussed, with reference to the practice of modern states of control of the populations and the debate generated by Giorgio Agamben who states that what is manifested in this pandemic is the growing tendency to use the state of emergency as a normal paradigm of government. An interesting and much debated approach is the one generated by the works of Slavoj Žižek, who states that the current pandemic has led to the bankruptcy of the current "barbaric" capitalism, wondering if the path that humanity will take is a neo-communism. Another important negative effect is desocialization, with the conclusion of some philosophers that we cannot exist independently of our relationships with others, that a person's humanity depends on the humanity of those around him. The last section is dedicated to forecasting what the world will look like after the pandemic, and there are already signs of a paradigm shift, including the sudden disappearance of the "wall" ideology: a cough was enough to make it suddenly impossible to avoid the responsibility that every individual has it towards all living beings for the simple fact that he is part of this world, and of the desire to be part of it. The whole is always involved in part, because everything is, in a sense, in everything and in nature there are no autonomous regions that are an exception. The COVID-19 pandemic seems to restore the supremacy that once belonged to politics. One of the virtues of the virus is its ability to generate a more sober idea of ​​freedom: to be free means to do what needs to be done in a specific situation. -/- CONTENTS: -/- Abstract Introduction 1 Viruses 1.1 Ontology 2 Pandemics 2.1 Social dimensions 2.2 Ethics 3 COVID-19 3.1 Biopolitics 3.2 Neocommunism 3.3 Desocialising 4 Forecasting Bibliography -/- DOI: 10.13140/RG.2.2.31039.74405/1. (shrink)

Lucrarea debutează cu o retrospectivă a dezbaterilor privind originea vieții: virusul sau celula? Virusul are nevoie de celulă pentru replicare, în schimb celula este o formă mai evoluată pe scara evoluționistă a vieții. În plus, studiul virușilor ridică întrebări conceptuale și filozofice presante despre natura lor, clasificarea lor, și locul lor în lumea biologică. Subiectul pandemiilor este abordat pornind de la existențialismul lui Albert Camus și Sartre, înlocuirea ritualului de excludere cu mecanismul disciplinar al lui Michel Foucault, și despre ipoteza (...) Gaia, dezvoltată de James Lovelock și susținută în actuala pandemie de Bruno Latour. În continuare sunt evidențiate dimensiunile sociale ale pandemiilor, legătura lor cu încălzirea globală care a dus la o creștere a bolilor infecțioase, și despădurirea unor zone întinse, care au determinat virușii să migreze din zona lor nativă („rezervorul” lor). Etica pandemiilor este abordată din mai multe puncte de vedere filosofice, din care cel mai important într-o criză de asemenea dimensiuni globale este utilitarismul care presupune maximizarea beneficiilor pentru societate în conflict direct cu viziunea obișnuită (kantiană) privind respectul față de persoane ca indivizi. După o retrospectivă a virusul COVID-19 care a cauzat actuala pandemie, a ciclului său de viață și a istoriei sale, cu accent pe filosofia morții, este discutat conceptul de bioputere dezvoltat inițial de Foucault, cu referire la practica statelor naționale moderne de control al populațiilor și dezbaterea generată de Giorgio Agamben care afirmă că ceea ce se manifestă în această pandemie este tendința crescândă de a folosi starea de excepție ca o paradigmă normală de guvernare. O altă abordare de interes și foarte dezbătută este cea generată de lucrările lui Slavoj Žižek, care afirmă că actuala pandemie a dus la falimentul actualului capitalism ”barbar”, întrebându-se dacă nu cumva drumul pe care îl va lua omenirea este un neo-comunism. Un alt efect negativ important este desocializarea, cu concluzia unor filosofi că nu putem exista independent de relațiile noastre cu ceilalți, că umanitatea unei persoane depinde de umanitatea celor din jurul ei. Ultima secțiune este dedicată previziunilor despre cum va arăta lumea după pandemie, existând deja semne ale unei schimbări de paradigmă, inclusiv dispariția bruscă a ideologiei legate de „ziduri”: o tuse a fost suficientă pentru a face dintr-o dată imposibilă evitarea responsabilității pe care fiecare individ o are față de toate ființele vii pentru simplul fapt că este parte a acestei lumi, și a dorinței de a fi parte a ei. Întregul este întotdeauna implicat în parte, pentru că totul este, într-un anumit sens, în tot și în natură nu există regiuni autonome care să constituie o excepție. Pandemia COVID-19 pare să restabilească supremația care a aparținut cândva politicii. Una din virtuțile virusului este capacitatea acestuia de a genera o idee mai sobră de libertate: a fi liber înseamnă a face ceea ce trebuie făcut într-o situație specifică. -/- CUPRINS: -/- Abstract Introducere 1 Viruși 1.1 Ontologia 2 Pandemii 2.1 Dimensiuni sociale 2.2 Etica 3 COVID-19 3.1 Biopolitica 3.2 Neocomunism 3.3 Desocializarea 4 Previziuni Bibliografie -/- DOI: 10.13140/RG.2.2.27611.39205 . (shrink)

To speak of being religious lucky certainly sounds odd. But then, so does “My faith holds value in God’s plan, while yours does not.” This book argues that these two concerns — with the concept of religious luck and with asymmetric or sharply differential ascriptions of religious value — are inextricably connected. It argues that religious luck attributions can profitably be studied from a number of directions, not just theological, but also social scientific and philosophical. There is a strong tendency (...) among adherents of different faith traditions to invoke asymmetric explanations of the religious value or salvific status of the home religion vis-à-vis all others. Attributions of good/bad religious luck and exclusivist dismissal of the significance of religious disagreement are the central phenomena that the book studies. Part I lays out a taxonomy of kinds of religious luck, a taxonomy that draws upon but extends work on moral and epistemic luck. It asks: What is going on when persons, theologies, or purported revelations ascribe various kinds of religiously-relevant traits to insiders and outsiders of a faith tradition in sharply asymmetric fashion? “I am saved but you are lost”; “My religion is holy but yours is idolatrous”; “My faith tradition is true, and valued by God, but yours is false and valueless.” Part II further develops the theory introduced in Part I, pushing forward both the descriptive/explanatory and normative sides of what the author terms his inductive risk account. Firstly, the concept of inductive risk is shown to contribute to the needed field of comparative fundamentalism by suggesting new psychological markers of fundamentalist orientation. The second side of what is termed an inductive risk account is concerned with the epistemology of religious belief, but more especially with an account of the limits of reasonable religious disagreement. Problems of inductively risky modes of belief-formation problematize claims to religion-specific knowledge. But the inductive risk account does not aim to set religion apart, or to challenge the reasonableness of religious belief tout court. Rather the burden of the argument is to challenge the reasonableness of attitudes of religious exclusivism, and to demotivate the “polemical apologetics” that exclusivists practice and hope to normalize. Lexington Books Pages: 290 978-1-4985-5017-8 • Hardback • December 2018 • $95.00 • (£65.00) 978-1-4985-5018-5 • eBook • December 2018 • $90.00 • (£60.00) ISBN 978-1-4985-5018-5 (pbk: alk. paper) (coming 2020) [Download the 30% personal use Discount Order Form I uploaded for hardcover or e-book, and please ask your library to purchase a copy for their collection.]. (shrink)

Knowledge is a highly valued state in which a person is in cognitive contact with reality. It is, therefore, a relation. On one side of the relation is a conscious subject, and on the other side is a portion of reality to which the knower is directly or indirectly related. While directness is a matter of degree, it is convenient to think of knowledge of things as a direct form of knowledge in comparison to which knowledge about things is indirect. (...) The former has often been called knowledge by acquaintance since the subject is in experiential contact with the portion of reality known, whereas the latter is propositional knowledge since what the subject knows is a true proposition about the world. Knowing Roger is an example of knowledge by acquaintance, while knowing that Roger is a philosopher is an example of propositional knowledge. Knowledge by acquaintance includes not only knowledge of persons and things, but also knowledge of my own mental states. In fact, the knower's own mental states are often thought to be the most directly knowable portion of reality. (shrink)

S. Kierkegaard argued that our highest task as humans is to realize an “intensified” or “developed” form of subjectivity—his name for self-responsible agency. A self-responsible agent is not only responsible for her actions. She also bears responsibility for the individual that she is. In this paper, I review Kierkegaard’s account of the role that our capacity for reflective self-evaluation plays in making us responsible for ourselves. It is in the exercise of this capacity that we can go from being subjective (...) in a degraded sense—merely being an idiosyncratic jumble of accidental and arbitrary attitudes and affects—to being a subject in the ideal or eminent sense. The latter requires the exercise of my capacity for reflective self-evaluation, since it involves recognizing, identifying with, and reinforcing those aspects of my overall make-up that allow me to express successfully a coherent way of being in the world. Kierkegaard argues that taking immortality seriously is one way to achieve the right kind of reflective stance on one’s own character or personality. Thus, Kierkegaard argues that immortality as a theoretical posit can contribute to one’s effort to own or assume responsibility for being the person one is. (shrink)

The project of critical management theory is based on a view of a theorist who intervenes in the activity of managers and employees aiming at their emancipation. It involves an image of subjectivity governed by structural determinants that render the subject incapable of freeing himself without a scholar's involvement. In the discussion that follows, I seek to explain how this image has been developed and how it paved the way to ethical–methodological necessity, which obliges the theorist to intervene in the (...) realities of the objects of their study. I contrast this with a view of subjectivity provided by Søren Kierkegaard. I explain how he theorizes its relationship with the ethical and the limitations in generating knowledge claims about the morality of the other. (shrink)

The project of critical management theory is based on a view of a theorist who intervenes in the activity of managers and employees aiming at their emancipation. It involves an image of subjectivity governed by structural determinants that render the subject incapable of freeing himself without a scholar's involvement. In the discussion that follows, I seek to explain how this image has been developed and how it paved the way to ethical–methodological necessity, which obliges the theorist to intervene in the (...) realities of the objects of their study. I contrast this with a view of subjectivity provided by Søren Kierkegaard. I explain how he theorizes its relationship with the ethical and the limitations in generating knowledge claims about the morality of the other. (shrink)

What are the conditions required for becoming better human beings? What are our limitations and possibilities? I understand “becoming better” as a combined improvement process bringing persons “up from” a negative condition and “up to” a positive one. Today there is a tendency to understand improvement in a one-sided way as a movement up to the mastery of cognitive skills, neglecting the negative conditions that can make these skills mis-educative. I therefore tell six stories in the Western tradition about conditions (...) for a combined improvement process. The first three stories belong to our cultural ABC: an Aristotelian story about moral wisdom which brings people up from being enslaved by passions and up to a good life of virtues; a Biblical story about God’s word bringing listeners up from a self-centred life and up into creative work as God’s fellow workers, and a short Cave story by Plato about liberation—up from living by common illusions and up to enlightenment from what is perfectly good. The subsequent three stories interpret and actualise these basic stories in different ways: a story about moral wisdom and divine love (Thomas Aquinas), a story about individual freedom and rationality (Immanuel Kant), and a story about the love that builds us up as equal human beings (Søren Kierkegaard). These stories may directly guide us adults—and indirectly the children and youth who learn from our examples—when we struggle to become better human beings. (shrink)

To address the theological turn in phenomenology, this paper sets out critical arguments opposing the theist phenomenology of Michel Henry and Gilles Deleuze’s philosophy of the event. Henry’s phenomenology has been overlooked in recent commentaries compared with, for example, Jean-Luc Marion’s work. It will be shown here that Henry’s philosophy presents a detailed novel turn in phenomenology structured according to critical moves against positions developed from Husserl, Heidegger, and Merleau-Ponty. This demonstration is done through a strong contrast with Deleuze and (...) a short engagement with Quentin Meillassoux. The paper presents an argument against the theological turn on the grounds that it misunderstands the form of affectivity when compared to Deleuze’s work on affect and event. It will be argued that Henry’s search for a free-standing affect deduced as a condition for any appearance underplays the way any affect is included in many causal and transcendentally determined series such that any notion of the pure affect independent of other processes is a fiction. The loss of this pure affect entails the questioning of the theological turn in Henry. (shrink)

I argue that Kierkegaard’s work is relevant to an issue currently being debated within Anglo-American ethical theory. Kierkegaard’s account of the transition between existence spheres maps onto discussions in the contemporary field that concern how an agent can acquire motivations for new normative obligations. Following Kierkegaard’s work, a deeper understanding of the conditions behind a transition between existence spheres suggests that an individual’s set of motivations can be revised to direct the individual towards new and different ends. From the contemporary (...) perspective, this helps explain how agents can be led to appreciate different normative obligations based on the self-conscious understanding they have of their own interests. To guide this analysis I discuss Jamie Ferreira’s work on the imagination and explain how it can illuminate Kierkegaard’s contribution to current debates in ethical theory. (shrink)

The Christian tradition affirms that faith is a virtue. Faith is a multifaceted reality, though, encompassing such diverse aspects as belief, trust, obedience, and more. Given this complexity, it is no surprise that various thinkers emphasize different aspects of faith in accounting for faith’s status as a virtue. In this paper I join Søren Kierkegaard in arguing that faith is a passion, and that faith is a virtue because it disposes the person of faith to proper emotional responses. The paper (...) has three sections. First, I lay the groundwork for understanding faith as a passion by explaining the relationship between passions and emotions. Drawing on the works of Kierkegaard, Merold Westphal, and Robert C. Roberts, I distinguish two senses of passion, and show how these senses are related to each other and to faith. The second section uses the account of faith developed in Concluding Unscientific Postscript to develop the idea that passional faith is a deep, identity-forming attachment to God. Finally, I explicate the idea that passional faith, so understood, functions as an emotion disposition. I do so by expounding part one of Kierkegaard’s Christian Discourses, which explores some of the ways in which faith disposes one away from certain emotions and toward other emotions. (shrink)

Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant. The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration. The sort of collaboration that UNESCO endorses involves democratic dialogue, where various persons from differing backgrounds can come together, listen, negotiate and discuss possible ways in which peace might be pursued. While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable (...) for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey's work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the assumption that there are two-realms—one physical and one moral. He and Kierkegaard both encouraged democratic inquiry into ethics, which is the sort of collaboration recognised by UNESCO as being necessary if we are to pursue world peace. Yet such investigations can be considered by some to be violent and harmful. It is argued here that pursuing inquiries into ethics and aims of education, while appearing to challenge the status quo, should not be construed as being violent but rather should be understood as democratic and educative. (shrink)

It is important for educators to recognise that the various calls to decentre the subject—or self—should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post‐structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks (...) and curricula, who have eliminated the subject altogether. Such elimination is argued to contribute to the numbers of youth who are dropping out of school. By adopting an existential perspective and by drawing mainly upon Kierkegaard's subjective truth and Dewey's notion of centeredness, the case is made that for education the subject should not only be included but should actually be centred—at least momentarily. (shrink)

If educators are to educate they must be accorded some level of trust. Anthony Giddens claims that because trust is not easily created, it is now being replaced with ‘confidence’ because this latter disposition is much easier to give and is more convenient. It is argued in this paper that this shift from trust to confidence stifles education because emphasis is placed solely upon qualifications and competence, and is neglectful of disclosing one’s motives and desires—which are considered to be essential (...) elements for relationships and communities which depend upon trust. Therefore, educators ought to seek to become more trustworthy by going beyond evidence-based practices and codes of ethics, towards articulating a developed personal philosophy of education outlining the ultimate end-purposes to which they aspire. Through such a philosophy, educators identify their ultimate desires and commitments and this self-disclosure can make trust-giving more likely. Demonstrated evidence of achievements and qualifications encourage confidence and this has some value. In addition to these artefacts of evidence, it is argued here that educators must also articulate what they actually desire. This can be understood as John Dewey’s virtue of ‘genuine interest’ which he characterises as being wholehearted, persistent and impartial. For educators, this is often represented in our personal philosophy of education and because it is personal, it is also existential in the sense that it pertains to giving sense, meaning and purpose to all of our activities and way of life for which we are individually responsible and passionately committed to as professionals. As a consequence of being existential, our philosophy and our commitment to it has an intellectual and moral aspect and because it reaches to the very depths of our raison d’être, it pertains to our passion as described by Søren Kierkegaard. This paper shall draw upon Dewey’s notion of wholeheartedness and Kierkegaard’s notion of purity of heart, to make the case that if educators embrace these in their practices, we may become more trustworthy. (shrink)

This paper reconsiders certain of Kierkegaard's criticisms of Hegel's theoretical philosophy in the light of recent interpretations of the latter. The paper seeks to show how these criticisms, far from being merely parochial or rhetorical, turn on central issues concerning the nature of thought and what it is to think. I begin by introducing Hegel's conception of "pure thought" as this is distinguished by his commitment to certain general requirements on a properly philosophical form of inquiry. I then outline Hegel's (...) strategy for resolving a crucial problem he takes himself to face. For his account of the nature of thought depends upon the idea of a form of inquiry in which nothing whatsoever is presupposed; but this idea appears basically paradoxical inasmuch as the mere act of beginning to inquire in a certain way embodies an assumption about how it is appropriate to begin. Turning to Kierkegaard, I consider a key objection to the effect that Hegel's strategy for resolving this paradox depends on the incoherent idea of a purely reflexive act of thinking. Finally, I draw out some central features of the alternative account of "situated" thought and inquiry which Kierkegaard presents as distinctively Socratic. (shrink)

I offer an approach to Dreyer's film Ordet as a contribution to the phenomenology of a certain kind of religious experience. The experience in question is one of a moment that disrupts the chronological flow of time and that, in the lived experience of it, is charged with eternal significance. I propose that the notoriously divisive ending of Ordet reflects an aim to provide the film's viewers with an experience of this very sort. l draw throughout on some central ideas (...) in Kierkegaard’s work, especially his category of ‘the moment’. (shrink)

This paper reexamines Kierkegaard's work with respect to the question whether truth is one or many. I argue that his famous distinction between objective and subjective truth is grounded in a unitary conception of truth as such: truth as self-coincidence. By explaining his use in this context of the term ‘redoubling’ [Fordoblelse], I show how Kierkegaard can intelligibly maintain that truth is neither one nor many, neither a simple unity nor a complex multiplicity. I further show how these points shed (...) much-needed light on the relationship between objective and subjective truth, conceived not as different kinds or species of truth but as different ways in which truth manifests itself as a standard of success across different contexts of inquiry. (shrink)

Philosophy of religion, in both its analytic and Continental streams, has been undergoing a renewal for some time now, and I seek to explore this transformation in the fortunes of the discipline by looking at how truth – and religious truth in particular – is conceptualised in both strands of philosophy. I begin with an overview of the way in which truth has been commonly understood across nearly all groups within the analytic tradition, and I will underscore the difficulties and (...) shortcomings of the analytic approach by comparing it with a Continental, and specifically Heideggerian, approach. I then proceed to a conception of truth that is even further removed from the analytic tradition, one that is prominent in the theology of Christianity and which identifies truth with Christ. The point of this detour through divergent understandings of truth is to show how philosophy of religion, whether analytic or Continental, remains entrenched in forms of thinking that will need to be overcome if it is to have a credible future. (shrink)

A question that is often asked of analytic theologians is: what, if anything, distinguishes analytic theology from philosophy of religion? In this essay, I consider two approaches to what is called “analytic theology.” I argue that the first approach, which I associate with the common practice of analytic theology in the university, is very difficult to distinguish consistently from philosophy of religion. I also argue, however, that there is another approach that can be more clearly distinguished from philosophy of religion. (...) Following Aquinas, I associate this with a scientific approach to analytic theology: an approach that is distinguished by a specific commitment to understanding the mind-independent reality of God and all things in relation to God. The primary aim of this essay is to present an account of this latter approach and ask whether it might be possible to take such an approach in the contemporary university. (shrink)

This article aims at making a case for the role of seduction in existential education, that is, education that focuses on the pupil’s life choices. First, the article attempts to show that the relationship between the teacher and the pupil can be understood as a form of seduction. Secondly, the article examines how such a relationship functions in practice. Thirdly, the article warns against dangerous aspects related to seduction, and lastly, the article offers five conditions for how seduction can be (...) used in a justifiable manner in existential education. (shrink)