Using Buddhist thought, explores and challenges the philosophy of Jean-Paul Sartre.

I examine the kindred phenomena of shadows and night in order to reveal their significance for better understanding our lifeworld and the elemental environment. I first describe how light is primary to ecological perception and how it conditions our conceptions of space, truth, and beauty. Light and darkness are involved in a dialectical relationship rather than conceived as polar opposites. Borne of the interplay of both realms, shadows have been disparaged historically and deserve to be reconsidered for their aesthetic appearance (...) and their relevance to an ecology and anthropology of perception. Night, in turn, is often marked by a negative ontology that points toward the possibility of a kind of elemental a priori, but it is important to characterize darkness in terms of its subtle shades and filtering by way of the creative matrix of the human imagination. Seeing the night in novel and unexpected ways, especially via the insights and descriptions of phenomenologists, poets, and artists, enables us to grasp the depth and atmosphere of the surrounding world and to light up our geographical perspectives, our philosophical visions, and our environmental awareness. (shrink)

Modern Western thought and culture have envisaged their task in terms of a metaphorics, a metaphysics and a technics of 'enlightenment'. However, the ethical and environmental implications of this determination to dispel all shadows have become increasingly pernicious as modernity both extends and alters the conceptualization and employment of (a now artificial) light as a tool of discovery and control. Drawing on the work of Foucault and Benjamin amongst others, this paper seeks to illustrate, through a critical ethopoietics, the 'speculative (...) aporia' of contemporary society from the perspective of radical ecology. The world does not just reflect our own instrumental interests: it has an elusive, shadowy existence of its own that can impinge upon our ethical perceptions. (shrink)

The paper exemplifies how we as teachers see children, and indicates ways of understanding the existential educational meanings of what we see. The authors suggest that the phenomenon of seeing is a personal and relational intentional act that opens up, as well as delimits educational practice. A hermeneutic phenomenological approach to education is suggested and the thought of seeing and telling as interwoven representations is put forth. However, despite a phenomenological inquiry’s immense qualities as a pre-reflective experiential source to understanding, (...) the authors believe that phenomenology cannot overcome or erase the aporetic unavailability of a pedagogical practice and a pedagogical-ethical language. The paper intends to show that seeing pedagogically always will be more complex, paradoxical and unsettled than what can be shown and told phenomenologically. (shrink)