‘There is no place in the phenomenology of fully absorbed coping’, writes Hubert Dreyfus, ‘for mindfulness. In flow, as Sartre sees, there are only attractive and repulsive forces drawing appropriate activity out of an active body’1. Among the many ways in which history animates dynamical systems at a range of distinctive timescales, the phenomena of embodied human habit, skilful movement, and absorbed coping are among the most pervasive and mundane, and the most philosophically puzzling. In this essay we examine both (...) habitual and skilled movement, sketching the outlines of a multidimensional framework within which the many differences across distinctive cases and domains might be fruitfully understood. Both the range of movement phenomena which can plausibly be seen as instances of habit or skill, and the space of possible theories of such phenomena are richer and more disparate than philosophy easily encompasses. We seek to bring phenomenology into contact with relevant movements in psychological theories of skilful action, in the belief that phenomenological philosophy and cognitive science can be allies rather than antagonists. (shrink)

This paper explores the idea that Deleuze’s oeuvre is best understood as a philosophy of the wound, synonymous with a philosophy of the event. Although this wound/scar typology may appear to be a metaphorical conceit, the motif of the wound recurs frequently and perhaps even symptomatically in many of Deleuze’s texts, particularly where he is attempting to delineate some of the most important differences (transcendental, temporal, and ethical) between himself and his phenomenological predecessors. I raise some some potential problems for (...) this trajectory, most of which revolve around Deleuze's use of transcendental philosophy. (shrink)

This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being‐there and being‐aware (Da‐sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just (...) teacher training). (shrink)

Dreyfus’s work is widely known for its critique of artificial intelligence and still stands as an example of how to do excellent philosophical work that is at the same time relevant to contemporary technological and scientific developments. But for philosophers of technology, especially for those sympathetic to using Heidegger, Merleau-Ponty, and Wittgenstein as sources of inspiration, it has much more to offer. This paper outlines Dreyfus’s account of skillful coping and critically evaluates its potential for thinking about technology. First, it (...) is argued that his account of skillful coping can be developed into a general view about handling technology which gives due attention to know-how/implicit knowledge and embodiment. Then a number of outstanding challenges are identified that are difficult to cope with if one remains entirely within the world of Dreyfus’s writings. They concern questions regarding other conceptualizations of technology and human–technology relations, issues concerning how to conceptualize the social and the relation between skill, meaning, and practices, and the question about the ethical and political implications of his view, including how virtue and skill are related. Acknowledging some known discussions about Dreyfus’s work, but also drawing on other material and on the author’s previous writings, the paper suggests that to address these challenges and develop the account of skillful coping into a wider scoped, Dreyfus-inspired philosophy of technology, it could take more distance from Heidegger’s conceptions of technology and benefit from engagement with work in postphenomenology, pragmatism, the later Wittgenstein, and virtue ethics. (shrink)

Hegel’s famous analyses of the ‘master-slave dialectic’, and the more general struggle for recognition which it is a part of, have been remarkably influential throughout the nineteenth and twentieth centuries. Bound up with the dominance of this idea, however, has been a corresponding treatment of sadism and masochism as complicit projects that are mutually necessary for one another in a manner that is structurally isomorphic with the way in which master and slave depend on one another. In clinical diagnoses it (...) is almost invariably asserted that sadism and masochism are causally connected, with one of these ‘pathologies’ being seen to derive from an inversion or displacement of the other. Deleuze, however, in Difference and Repetition, ‘Coldness and Cruelty’, and elsewhere, rejects the primacy of the master-slave dialectic for understanding social relations, at least insofar as it relies upon the themes of negativity, contradiction, opposition, and he also rejects the resultant treatment of sadism and masochism. Moreover, if his symptomatology of the latter (especially masochism) convinces us that the master-slave dialectic not only does not understand these ways of existing, but necessarily could not, then we are faced with an important challenge to any conception of social relations that is too closely tied to the dialectic of lordship and bondage as it is sometimes known. This paper, then, is composed of four sections: 1. an exposition of Hegel’s treatment of the master-slave dialectic; 2. a selective account of later understandings of social relations that are indebted to it; 3. a recital of Deleuze’s objections to the master-slave dialectic and its reliance upon three key components: contradiction, opposition, and negativity; and 4. an argument, extending Deleuze’s work, for the manner in which the master-slave dialectic has also been bound up with, and made possible, the belief in a ‘sado-masochistic’ unity (i.e. the way in which they are envisaged as complementary opposites, or as causally connected symptoms). (shrink)

Hegel's famous descriptions of the “master–slave dialectic,” and the more general analysis of the struggle for recognition that it is a part of, have been remarkably influential throughout the nine...