In this thesis I look at possible implications of the philosophical use of sight metaphors as rendered visible in the philosophy of Iris Murdoch. Through Murdoch’s reading of Plato, and together with the perspectives added by Ludwig Wittgenstein, Paul de Man, Carolyn Korsmeyer, and Mats Persson, I argue that some contemporary philosophy as shaped by science and logic might be partially blind to essential aspects of human life and human awareness. I show that this partial blindness becomes visible in an (...) inability to acknowledge and understand the philosophical importance of that which cannot be seen from a distance, and I argue that this may be due to a modern understanding of clarity. I claim that this understanding of clarity essentially differs from that of Plato and that it becomes particularly evident in Plato’s reliance on metaphors and allegories, not as unclear and obfuscating aspects to be untangled, but as depicting essential dimensions of the inexhaustible complexity of life. I finally argue that it is vital to recover and to philosophically consider these obscurer aspects if philosophy is to stay relevant to actual human beings living in the muddle that is everyday life. (shrink)

In this two-part article, I propose a new materialist understanding of behavior. The term “mattering” in the title refers to sense-making behavior that matters, that is, to significant habits and materialized behaviors. By significant habits I mean protocols, practices and routines that generate ways of reading material signs and fixed accounts of movement. I advance a notion of behaving that stresses its materiality and sensory shaping, and I provide select examples from music. I note that current definitions of behavior do (...) not capture its material dimension. This is because behavioral science has mostly viewed matter as passive, and not as an active agency. Such an approach has metaphysically framed behavior as a phenomenon of presence that is external from its environment. The approach of behavioral science to matter where there are fixed borders between the internal and external is lacking, since it does not account for agential cuts as conceptualized by Karen Barad. Instead, I consider behavior performatively; as an ongoing iterative practice and as integral to the growth of immanently self-caused matter that spawns metastable relational formations that produce different possibilities for successive formations. In this regard, behavior matters, and matter behaves. One key aspect of my article advances Bernard Stiegler as a critical new materialist thinker. This advancement concerns the technical doings of artworks, which include the material activity that is generative of sensitivity: feelings and beliefs associated with a sense or meaning. I outline an example of the materiality of habits as constitutive of music. After that, I coin the transformative doings of matter on the artist as a “caripulation,” which is a desired movement or motion that transforms the mover and the moved. Finally, I raise “pharmacological” considerations in terms of the Stieglerian aspects of organic and inorganic organized matter. (shrink)

The contributions to Concepts of Philosophy in Asia and the Islamic World reflect upon the problems implied in the received notions of philosophy in the respective scholarly literatures. They ask whether, and for what reasons, a text should be categorized as a philosophical text (or excluded from the canon of philosophy), and what this means for the concept of philosophy. The focus on texts and textual corpora is central because it makes authors expose their claims and arguments in direct relation (...) to specific sources, and discourages generalized reflections on the characteristics of, for example, Japanese culture or the Indian mind. The volume demonstrates that close and historically informed readings are the sine qua non in discussing what philosophy is in Asia and the Islamic world, just as much as with regard to Western literature Contributors are Yoko Arisaka, Wolfgang Behr, Thomas Fröhlich, Lisa Indraccolo, Paulus Kaufmann, Iso Kern, Ralf Müller, Gregor Paul, Lisa Raphals, Fabian Schäfer, Ori Sela, Rafael Suter, Christian Uhl, Viatcheslav Vetrov, Yvonne Schulz Zinda, and Nicholas Zufferey. (shrink)

The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these (...) are suitable. The main finding of this study was to show that, before deciding what type of education society needs, we need to understand who we are educating through our universities. Taking a stance on “who should we educate?” is prior to being able to judge educational policies. This decision requires a previous justification that requires arguments taken from the field of social justice: Who needs to be educated and who has the right to be educated? Furthermore, we have seen that all answers we have examined to the question underlying educational policies, i.e. ‘who is being educated?’, were linked at some level with the citizenship issue. By defining who is a full citizen, an answer to the question who had the right to a humanistic education was implicitly answered. Nussbaum’s project to universalise the definition of democratic citizenship would ensure a basis for providing humanistic education for all. Such a line of arguing would provide humanities to the well-regarded status they had starting from the Renaissance times, but this time not as a device for exclusion, but inclusion for all. We have tried to show that, by defending the humanities, one defends the idea of a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. By defending humanities, one defends the true ‘usefulness’ of education, namely its potential for constructing democratic citizenship for all. (shrink)

This paper considers the view that medicine is both “science” and “art.” It is argued that on this view certain clinical knowledge – of patients’ histories, values, and preferences, and how to integrate them in decision-making – cannot be scientific knowledge. However, by drawing on recent work in philosophy of science it is argued that progress in gaining such knowledge has been achieved by the accumulation of what should be understood as “scientific” knowledge. I claim there are varying degrees of (...) objectivity pertaining to various aspects of clinical medicine. Hence, what is often understood as constituting the “art” of medicine is amenable to objective methods of inquiry, and so, may be understood as “science”. As a result, I conclude that rather than endorse the popular philosophical distinction between the art and science of medicine, in the future a unified, multifaceted epistemology of medicine should be developed to replace it. (shrink)

Realism has been a central object of attention among analytical philosophers for some decades. Starting from analytical philosophy, the return of realism has spread into other contemporary philosophical traditions and given birth to new trends in current discussions, as for example in the debates about “new realism.” Discussions about realism focused on linguistic meaning, epistemology, metaphysics, theory of action and ethics. The implications for politics of discussion about realism in action theory and in ethics, however, are not much discussed.

Virtue epistemologies about knowledge have traditionally been divided into two camps: virtue reliabilism and virtue responsibilism. Initially, what set them apart was that virtue responsibilism took intellectual character virtues and responsible agency to be necessary to knowledge acquisition, whereas virtue reliabilism took reliable cognitive faculties to be constitutive of it instead. Despite recent concessions between these camps, there are residual disagreements. Chapter 8 focuses primarily on Linda Zagzebski’s account of virtue responsibilism and John Greco’s and Ernest Sosa’s defenses of virtue (...) reliabilism. It argues that despite their misgivings about virtue responsibilism, Greco and Sosa are ultimately required to accept that intellectual character virtues involve a substantial truth-motivational component, and that knowledge requires a kind of epistemic responsibility that is far more substantive than a causal, naturalistic notion of attribution. (shrink)

Abstracts of each chapter may be found by typing in your browser search bar, "Jeremy Horne, Managing Complexity Through Social Intelligence: Foundations of the Modern Organic Corporatist State", going to the Springer Publishing website and reading the abstracts for each chapter.

This paper deals with the following question: What features of modern natural science are responsible for the fact that, of all forms of science, this form is technologically exploitable? The three notions: concept of nature, epistemic ideal, and experiment, suggest the most important components of my answer. I will argue, first, that only the peculiar interplay of the modern concept of nature with an epistemic ideal attuned to it can cast experiment in the specific, highly central role it plays in (...) the pursuit of knowledge about nature. It will then become clear that the form of science in which experiment plays such a role will, necessarily, prove technologically exploitable. (shrink)

The significant role of skill in Zhuangzi’s good life has been argued by most Zhuangzi scholars. However, there is ongoing debate concerning the psychological and behavioral mechanisms that underwr...

This study tries to show the relation between technê and the ethical sphere in the Ancient Greek through mythology and the philosophical literature. Both in mythology and in the philosophical framework the benefits of technê and the power provided by technê for humanity are emphasized. And technê is considered as competence increases the control of human beings in practical areas. However, the ambiguous character of the human experience related to technê and the morally problematic character of this field is also (...) pointed out in the literature. Because, if not controlled, technê has a potential to turn easily against humanity and to produce things that would harm human beings. At this point, ethical values have a crucial role in the control of technê. Technê as a type of knowledge which gives how to do things and how to control the environment but does not give why something is to be done and cannot give an ultimate goal should be subject to higher spheres in the philosophical framework. Therefore technê is subject to ethical and ultimately metaphysical sphere. (shrink)

The world or an event? Towards an ontology of war: This paper is an attempt to rethink the ontology of war. Its main object is to determine the ontological status of war and the connection between strategies of armed conflict prevention and the way this status is understood. If to overcome metaphysics we need to reconsider its basis then maybe a similar strategy should be applied in order to overcome war. The source of war is understood here not only in (...) temporal terms, but also as its essence — the ontological basis. The first part of the article invokes several conceptions from the twentieth century, according to which, war was to be overcome by variously understood progress. In those conceptions, as well as in the critical approaches from the beginning of the 21st century, war is treated as an event, a state of affairs. In the next part of my paper, based on Margaret Mead’s anthropological diagnosis, I propound a conception of war as an invention, and therefore — technology. The issue of war is further considered in the context of the twentieth-century philosophy of technology. A thesis is put forward according to which understanding the influence of techne of war over episteme should be the essence of thinking of war prevention. In this study, war is treated as a technology that determines perception. For critical reflection upon war, I use twentieth-century philosophical conceptions linking technology with cognitive processes, especially those formulated by Martin Heidegger and Marshall McLuhan. (shrink)