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 addresses the ways that we can understand and transform our strong emotions and how this project contributes to moral and spiritual development. To this end, I choose to think with two Tibetan Buddhist thinkers, both of whom take up the question of how passionate emotions can fit into spiritual and moral life: the famous, playful yogin Shabkar Tsodruk Rangdrol (1781–1851) and the wandering, charismatic master Patrul Rinpoche (1808–1887). Shabkar's The Autobiography of Shabkar provides excellent examples of using one's (...) own passionate emotions to connect to others and gain insight into the world. Patrul Rinpoche's The Words of My Perfect Teacher (kun bzang bla ma'i zhal lung) focuses on passionate empathy with the emotions of others. Drawing on these texts, I present a (distinctly Buddhist) conception of a passionate life and argue that passionate emotional experience is a central part of moral and spiritual development more broadly construed. (shrink)

Human Progress is often understood to be a rather natural and obvious truth of human existence. That this is not necessarily so, is indicative of the pervasive social, psychological, and educational inculcation that sustains its ubiquitous acceptance. Moreover, the uncritical and ill‐informed understanding of Progress as an unquestioned expression of human beneficence has serious consequences for those concerned with the health and welfare of people. It is argued in this paper that, much of what we might consider deleterious in the (...) socio‐political milieu that now confronts us is, to a significant extent, a matter of progressive ideological epistemology and its ensuing manner of human institutionalization. Part one contends that the current socio‐political structure of the current postmodern affairs is in reality that of a pervasive postmodern economic ideology. Part two provides a brief overview of the historical and philosophical development of Progress as an idea, including some of the profound effects wrought by it on human affairs in the contemporary world. Finally, Part three presents a discussion of the influential effects of the philosophy of Progress on the epistemology of human health and welfare intervention, specifically that of nursing and its claim to a holistic ethic of Caring. (shrink)

The purpose of this paper is to examine the relationship between Friedrich Nietzsche's notion of the agon (Greek for contest) and the construction of athletic ability. In 'Homer's contest', Nietzsche claims that the ancient Greek agon was a contest that included only the most qualified competitors battling each other for honour and victory. Nietzsche seeks to restore the agon in contemporary society. Nietzsche believes that contests have lost this agonistic meaning since they are no more than contrived competitions between underqualified (...) opponents. I am extending the discussion to the domain of sport. If we stage an agon reminiscent of Greek antiquity, we could have a genuine competition between the most qualified athletes. (shrink)

The paper is a close reading of Nietzsche's early essay, "Homer on Competition". It explores the understanding of nature as strife presented in that essay, how this strife channels itself into cultural or state forms, and how these forms cultivate the creative individual or genius. The article concludes by asserting that Nietzsche's central point in "Homer on Competition" concerns the contest across the ages that is fought by these geniuses. For Nietzsche, therefore, competition has a political significance — the forging (...) of the unity and identity of a particular community — and a transpolitical significance — the forging of a "republic of geniuses" on the part of artists and philosophers across the expanse of the tradition. (shrink)

Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...) there are certainly times when compassion is necessary to help students learn, there are other times when it must be overcome. Compassion in the classroom is a two-edged sword that must be carefully employed; and yet it is often assumed that it is an unequivocal good that ought to trump all other impulses. In this article I hope to raise awareness concerning the promises and pitfalls of compassion in education by examining the theories of two historical figures who famously emphasised compassion in their philosophical writings: Jean-Jacques Rousseau and Friedrich Nietzsche. Rousseau and Nietzsche argue that compassion is a powerful educational force but that it must be properly employed. For Rousseau and Nietzsche, compassion is necessary to develop self-mastery in human beings—the ultimate goal of education—but it is a compassion that must hurt in order to help. My hope is that Rousseau’s and Nietzsche’s ideas on compassion will encourage thoughtful reflection on the uses and abuses of compassion in education. (shrink)

An empirical study published in the Journal of Personality and Social Psychology (King, L. A. and C. K. Nappa: 1998, Journal of Personality and Social Psychology 75(1), 156-165) concludes that people generally believe meaning and happiness are essential elements of the good life, whereas money is relatively unimportant. Yet, the authors also state that although "we do know what it takes to make a good life...we still behave as if we did not." The authors are suggesting that despite a general (...) belief that money is relatively unimportant in creating happiness, many people continue to focus their behaviors on increasing income and wealth. This is the classic conflict between the folk wisdom that money cannot buy happiness, on the one hand, and a continued focus by many people on achieving material success on the other. The issue is of particular importance to business professionals, not only because profit maximization is the central focus of business, but also because college students often pursue business as a profession for the express purpose of maximizing personal income and wealth. In the business world a focus on personal financial success is the norm. Wealth and income are honored. The purpose of this is to critically analyze psychological studies comparing happiness and financial success. The results are then contrasted with philosophical wisdom and religious writings comparing happiness and money. The intent is to determine whether psychological studies provide incremental insights into the connection between financial success and happiness. (shrink)

Charlotte Perkins Gilman and John Dewey were both pragmatists who recognized the need to restructure the environment to bring about social progress. Gilman was even more of a pragmatist than Dewey, however, because she addressed problems he did not identify-much less confront. Her philosophy is in accord with the spirit of Dewey's work but in important ways, it is more consistent, more comprehensive and more radical than his instrumentalism.

. In this essay I point toward the difficulties inherent in ontological objectivity and seek to restore our truth claims to validity through a relational ontology and the dynamic of coimplication in signals and noise. Theological examination of art and science points toward similarities between art, religion, and science. All three have often focused upon a “metaphysics of presence,” the desire for absolute presence of the object . If we accept a relational ontology, however, we must accept that the revelation (...) of presence is always simultaneously a concealment. This helps explain technoscientific achievement without recourse to a philosophically flawed objectivity. Twentieth‐century information theory shows the impossibility of a “pure signal.” By accepting that signal and noise are permanently interconnected, we begin to see how noise makes signal possible and even how noise becomes signal . Information theory thus underscores important similarities and leads toward new approaches in aesthetics, Christian theology, and scientific research. By comparing art, religion, and science, I argue that rejecting a metaphysics of presence without rejecting presence itself allows human beings to know the world. Although religion, science, and art often seek the absolute presence of their objects, they function better without. (shrink)

The purpose of this paper is to propose a critique of the prevailing attitude of human health, what I refer to as the will to health, using a Nietzschean perspective. First, I briefly discuss the purpose and manner of Nietzsche’s methodological approach to philosophy and his problem with modernity. Second, I explicate the two current ideological paradigms of health that, in my view, constitute the prevailing will to health. Third, Nietzsche’s general understanding of human health is presented and following this, (...) a critique of some contemporary health matters from this perspective is undertaken. Strictly speaking, there is no specific thesis to be found in this paper. I do not presume to prove or disprove anything, rather I avail myself of Nietzsche’s unique insight into the human condition as a rubric from which to illuminate something of the nature of human health. (shrink)

It was William Blake's insight that the Christian churches, by inverting the Incarnation and the dialectical vision of Paul, have repressed the body, divided God from creation, substituted judgment for grace, and repudiated imagination, compassion, and the original apocalyptic faith of early Christianity. Blake's prophetic poetry thus contributes to the renewal of Christian ethics by a process of subversion and negation of Christian moral, ecclesiastical, and theological traditions, which are recognized precisely as inversions of Jesus, and therefore as instances of (...) the forms of evil that God-in-Christ overcomes through Incarnation, reversing the Fall. Blake's great epic poems, particularly Milton (1804–08) and Jerusalem (1804–20), embody his heterodox representation of the final coincidence of Christ and Satan through which, at last, all things are made new. (shrink)

(2003). U¨bermenschen, mestizas, nomads The onotology of becoming and the scene of transnational citizenship in anzaldu´a and nietzsche. Angelaki: Vol. 8, No. 3, pp. 41-57.

By 1989, fascism had long been defeated in Europe, and reforms in the Soviet Union appeared to signify the collapse of communist ideology, prompting Francis Fukuyama to famously declare the ‘end of...

ABSTRACTHeidegger maintained that Nietzsche was a metaphysical thinker. What did he mean by that? Not that Nietzsche advanced purely theoretical doctrines that might be perfected or refuted by rational argument. Instead, he meant that Nietzsche’s thinking is a ‘representational thinking’ that preserves a commitment to a conception of truth as correctness. Nietzsche’s apparent denials of the intelligibility of truth, Heidegger argues, are in fact expressions of our growing insensitivity to truth understood as unconcealment. Nietzsche’s thinking is thus deeply attuned to (...) metaphysics as Heidegger came to understand it in the late 1930s, namely as a forgetting of being, beginning with Plato. His interpretation of Nietzsche’s thought, particularly the idea of eternal recurrence, changed less because he changed his mind about Nietzsche than because he reconceived the philosophical tradition since Plato as metaphysical, and so reframed his own project as an attempt to think beyond metaphysics. (shrink)

While heightening the nihilistic tension underlying the discourse of Richard Kearney, I highlight the positive contribution his book The God Who May Be makes to the debate concerning the need for a postmodern revitalization of religious symbolism. I argue for three qualifications of Kearney's argument, suggesting, in response to Kearney's exclusionary approach to the God who “neither is nor is not but may be,” a God whose possibility for meaningfulness arises as an “eschatological theogony” from out of the chaos (confusion (...) and openness) of contemporary religious symbolism. Arguing that such a radical reenvisioning of God must be tempered and given meaning through reentering and reaffirming onto‐theology in a qualified (hermeneutical) sense, I sketch a possible renewal of meaning for the traditional Christian parousia‐concept as a hermeneutical circle between Hegel's systematic closure of Western metaphysics and Heidegger's deconstructive appropriation of the hidden possibilities of presence within the onto‐theological tradition. (shrink)

Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic, aiming at self‐affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity (...) to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, eudaimonistic ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. (shrink)

This article examines the possible contributions the existentialist tradition might make to environmentalism. I note, first, that Martin Heidegger is a questionable ally, both because his relationship to technology is ambiguous, while his affiliations with the Nazis were not. But the larger existentialist tradition is valuable for the environmental movement because it opens up a field of possibilities for human creativity. Sartre serves as exemplary for the way he struggled with the dialectic between individual autonomy in his early philosophy of (...) freedom, and the needs of the collective as he confronted them in his later turn toward Marxism. But the demands of the collective are more reasonably confronted in the larger legacy of Hegel than in the more limited form they took in Sartre's Marxism. The article concludes that Sartre's struggles can be enlightening to those of us who now seek the joyful wisdom of existential freedom for the individual even as we confront the demands that environmental degradation will place on the collective. (shrink)

Tennessen and Naess both assume that we can make meaningful judgments about the value of life but disagree with one another about whether it is obvious, as Tennessen believes, that the more men know the less reason they have to affirm life. It is their common assumption which Nietzsche would question and these notes try to bring out why.

Causal knowledge unquestionably provides useful means to describe, explain and predict both natural and daily phenomena. This article addresses whether causality as such may not be ontologically primary and looks for an alternative fundamental mechanism encapsulating the information load of the causal framework. A probabilistic process view of reality asserting the struggle of natural forces is considered along with lines quoted from Nietzsche’s posthumously published notebooks and published work. Examples from scientific discoveries, in particular neurosciences, echoing his ontology are provided. (...) Furthermore, I propose a basic number game algorithm to illustrate and model the struggle of forces leading to causal inferences for an external observer. Nietzschean dynamic ontology involving the ceaseless struggle of will-to-power units accords with the emergentist approach to causation, which has been principally employed by the scientists working under the fields of thermodynamics, quantum mechanics and complex dynamical systems. (shrink)

Reflection on the self's way of being "in" consciousness yields two arguments for a theory of self-reference not based in any way all all on self-cognition. First, I show that one theory of self-reference predicts an experience of the self because the theory inadequately analyzes the semantical facts about indexicality. I construct a dilemma for this cognitivism, which it cannot get out of, for it requires even solitary self-reference to be based on some original self-knowledge, which is not available. I (...) describe my "kinetic model" of unspoken self-reference, and I show how it fits the facts of four forms of consciousness, all of which presuppose self-reference, rather than yield it. Second, a speaker uses the first person pronoun in sentences because she is aware of the unmediated role in agency of the beliefs she would express, and not because she is aware of herself in their content. The cognitive model, in contrast, succumbs to a vicious regress and is exposed as an obstacle to an understanding of consciousness. (shrink)

Patricia White (Stud Philos Educ 18:43–52, 1999) argues that the virtue gratitude is essential to a flourishing democracy because it helps foster universal and reciprocal amity between citizens. Citizens who participate in this reciprocal relationship ought to be encouraged to recognize that “much that people do does in fact help to make communal civic life less brutish, pleasanter and more flourishing.” This is the case even when the majority of citizens do not intentionally seek to make civic life better for (...) others. Were citizens to recognize the appropriateness of gratitude in these situations, the bonds of our democratic communities would be strengthened. In this paper, I examine White’s argument more carefully, arguing that it fails to address adequately the difficulties that arise when we attempt to encourage the virtue of gratitude in our students. To address these difficulties, I turn to an unlikely source for democratic inspiration: Friedrich Nietzsche. In spite of his well-known anti-democratic sentiments, Nietzsche offers democratic citizens insights into the social value of gratitude. I argue that Nietzsche’s ideas resolve the educational difficulties in White’s argument and viably establish gratitude as an important democratic virtue that ought to be cultivated. (shrink)

Synthetic biology, a multidisciplinary field involving designing and building with DNA, often designs and builds in microorganisms. The role of these microorganisms tends to be understood through metaphors making the microbial cell like a machine and emphasizing its passivity: cells are described as platforms, chassis, and computers. Here, I point to the efficacy of such metaphors in enacting the microorganism as a particular kind of participant in the research process, and I suggest the utility of employing metaphors that make microorganisms (...) a different kind of thing—active participants, contributors, and even collaborators in scientific research. This suggestion is worth making, I argue, because enabling the activity of the microorganism generates opportunities for learning from microorganisms in ways that may help explain currently unexplained phenomena in synthetic biology and suggest new experimental directions. Moreover, “activating the microorganism” reorients relationships between human scientists and nonhuman experimental participants away from control over nonhuman creatures and toward respect for and listening to them, generating conditions of possibility for exploring what responsible research means when humans try to be responsible toward and even with creatures across species boundaries. (shrink)

These essays defend Christian, socialist and realist positions against Nietzsche’s critiques. Each essay addresses a problem in Nietzsche’s work. The first deals with perspectivism. On his view, the idea of objectivity disappears, becoming no more than simply a multiplicity of perspectives. The essay shows how Nietzsche’s approach to knowledge commits the epistemic fallacy, i.e. evades questions about truth by collapsing them into questions about knowing. The second essay addresses Nietzsche’s moral psychology in which there is no being behind doing, no (...) agent distinct from her actions. The essay demonstrates how this actualist account of persons is false by showing that the distinction between agent and action is needed for any understanding of moral action. The final essay concerns the history of ideas, rather than philosophical analysis. First, it looks at Nietzsche’s account of slave morality couched in terms of envy. Social justice, however, cannot be understood in this way. A section on class, religion and morality in late antiquity reinforces this with evidence that it was far more likely to find vindictiveness in the master class than the servant. The section on theism and ethics deals with Nietzsche’s notion of ‘eternal recurrence’: the idea that everything that happens will happen again an infinity of times, a notion that sustains an ethic of passive acceptance. The final part decries contemporary attachments to the Nietzschean virtues of pride, self-assertiveness, competitiveness and contempt for the less successful, preferring a Christian path to self-perfection through the pursuit of goals outside ourselves. (shrink)

In 1986 two American cultural anthropologists, George E. Marcus and M. J. Fisher, published Anthropology as Cultural Critique. An experimental moment in the human sciences where they reflected on the discipline as it presented itself in the penultimate decade of the 20th century. It appears, they argued, that the field was experiencing a crisis of representation that causes unsettling troubles with narrative depiction of the cultural reality. Empirically driven humanities apply ”abstract, generalizing frameworks” with specific ”paradigmatic style,” which results in (...) depicting the said reality in an incomplete manner. The problem was, they said, that ”macro” level of generalizing concepts and ”micro” level of cultural phenomena were incommensurate. (shrink)