In its original Greek conception, philosophy was intended to promote both wisdom and virtue among society; in this sense, the teaching, or presenting, of philosophy is central to its essence. Socrates and Plato famously grappled with the question of how to impart wisdom and virtue to the learner, with mixed results. One of the standard methods—reading and writing—was argued to be misleading and even deceptive, because it deals with static, ‘dead’ words and ideas rather than with the “living discourse” of (...) one person speaking directly to another. This general critique of certain ‘technologies’ of learning is even more relevant today, in our technological age, where the presenting of philosophy often involves computers, laptops, and the Internet. Such things come to function as addictive drugs—much like the pharmakon that Plato warned of. Philosophy would thus be better served by less use of mediating technologies and by a return to live, interactive, living dialogue between student and teacher. (shrink)

In this essay, I argue that those who embrace animal rights should also embrace primitivism—the view that humans should abandon modern technology and take up something like hunter-gatherer technology instead. I call my view “animal-rights primitivism” to distinguish it from human-centered arguments for primitivism. In particular, I employ a vital-needs framework to make my argument. I argue that hunter-gatherer technology is the least harmful kind of technology, it is sufficient to meet human vital needs, and it is possible for humans (...) to make the transition to hunter-gatherer technology while still meeting their vital needs. Alternatively, I argue that even if humans cannot make the transition while still meeting their vital needs, they are responsible for putting themselves in that situation and therefore forfeit the right to aggress against other sentient species to do so. (shrink)