In view of the philosophical problems that vex the debate on situated affectivity, it can seem wise to focus on simple cases. Accordingly, theorists often single out scenarios in which an individual employs a device in order to enhance their emotional experience, or to achieve new kinds of experience altogether, such as playing an instrument, going to the movies or sporting a fancy handbag. I argue that this narrow focus on cases that fit a ‘user/resource model’ tends to channel attention (...) away from more complex and also more problematic instances of situated affectivity. Among these are scenarios in which a social domain draws individuals into certain modes of affective interaction, often by way of attunement and habituation to affective styles and interaction patterns that are normative in the domain in question. This can lead to a phenomenon that is not so much ‘mind extension’ than ‘mind invasion’: affectivity is dynamically framed and modulated from without, often contrary to the prior orientations of the individuals in question. As an example, I discuss affective patterns prevalent in today’s corporate workplace. I claim that workplace affect sometimes contributes to what is effectively a ‘hack’ of employees’ subjectivity. (shrink)

The following books have been received, and many of them are available for review. Interested reviewers please contact the reviews editor: jim.oshea@ucd. Ablondi, F., Gerauld de Cordemoy: Atomist,...

ABSTRACTIn this paper I shall tackle the problem of differentiating Deleuze and Derrida. Various writers have done so, comparing these philosophers’ conceptions of repetition and difference. I shall attempt to enrich, sharpen and sometimes criticize these writers by exploring the paradigm through which Deleuze and Derrida have reflected upon repetition and difference in the first place: the mise en abyme, a literary concept designating a work that doubles itself within itself. I shall argue that Derrida applied to his theory of (...) difference a degenerated picture of the mise en abyme, which I shall term the “lacunal”, and which would cause him, against himself, to grasp the concept of difference “logocentrically”. On the other hand, Deleuze – attending to the actual emblem and to what literary theorists had to say about it – drew its correct lesson: the Other is less that which challenges Totality than the very coexistence between the Other-than-Totality and the Totality it challenges. (shrink)

© Swanson 2017How Propaganda Works is a brilliant, rich, and wide-ranging exploration of the interactions between ideology, inequality, democracy and propaganda. Read as a piece of analytic political philosophy, it is radical, arguing for bold theses about democracy: legitimate democratic deliberation, Stanley contends, requires not only political equality but also substantive material equality. Read as a piece of analytic epistemology and philosophy of language, it is more modest, but nevertheless very compelling, extending well-established work in fascinating but methodologically conservative ways. (...) In particular, on Stanley’s view ‘the truth-conditional, cognitivist picture … gives us an elegant account of what happens when communication fails, due to propagandistic manipulation’. Stanley is thus not trying to think outside the box so much as trying to move or expand the box, using familiar, proven tools to make the job easier. The book generously rewards careful study and thought, and any short summary... (shrink)

(2009). Text and deployment of the masochist. Angelaki: Vol. 14, shadows of cruelty sadism, masochism and the philosophical muse – part one, pp. 45-57.

This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question ‘what kind of life do teachers live?’ this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is compared to another desire—the desire for children. Teachers are seen as machines rather than singular organisms, so that what helps a teacher in her becoming are her connections to students. (...) Activities are seen in terms of intensities and flows, rather than as actions which crystallise such flows. Roald Dahl's story of Matilda is used as a fictional example of the above. (shrink)