This paper explores the ways that Daniel C. Dennett’s bestselling 2006 book Breaking the Spell traffics in a set of distinctly American presumptions about the relationship between religion and science. In this Americanized atheism, religion is presumed to be a set of logically organized propositional beliefs–a misbegotten science in need of correction or elimination. I show that a convergent critique, drawing on both evolutionary theory and deconstruction, highlights the limitations of this approach. This convergence highlights the theme of accident in (...) both pluralist evolutionary biology and continental philosophy of religion. Thematizing accident opens up a new conversational space between a deconstructive approach to religion and postadaptationist evolutionary theory, with implications not only for a philosophical understanding of religion, but for new, postsecular atheisms. (shrink)

Through a review of Sara Ramshaw’s, Justice as Improvisation, the essay evaluates recent scholarly directions in the interdisciplinary field of law and music. The essay considers both methodological and epistemological questions motivating this scholarship, and argues that there yet remains the opportunity to pursue with even greater specificity the meaning of music, in terms of its own vocabulary and genre. The new field of law and music is slowly but surely combining these formal considerations with an ever richer vocabulary, and (...) a richer inter-disciplinary dialogue not just about jazz but with it. What might have been a somewhat sterile exercise in virtuosity is turning into a fully-fledged interdisciplinary claim, with its own methodology and its own epistemology, capable of illuminating not just law or music, but both in light of the other. (shrink)

This paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the (...) concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education. (shrink)