Although several writers have noted significant complementary features in the respective projects of Russian philosopher and cultural theorist Mikhail Bakhtin (1895–1975) and the French social thinker Henri Lefebvre (1901–91), to date there has not been a systematic comparison of them. This article seeks to redress this oversight, by exploring some of the more intriguing of these conceptual dovetailings: first, their relationship to the intellectual and cultural legacy of Romanticism; and second, their respective assessments of irony (including Romantic irony), and, more (...) specifically, of the ironic register as a potential vehicle for socio-cultural criticism. Although the positions Bakhtin and Lefebvre stake out vis-à-vis these issues reveal many similarities – such as extensive use of Socrates in the writings of each – there are also significant differences, not least because Lefebvre’s understanding of Romanticism is more fully developed than Bakhtin’s. Accordingly, the central argument advanced here is that Bakhtin’s fairly disparaging account of Romanticism, together with his scattered and often contradictory remarks on irony, can be subjected to re-envisioning and potential enrichment by reference to Lefebvre’s more considered thoughts, especially the latter’s notions of ‘Revolutionary romanticism’ and ‘Marxist irony’. (shrink)

Analyses of religious and cultural perspectives on the use of force continue to receive criticism for questionable motives, for insufficient holism, and for exaggerating uniqueness. Claims of recurrent problems educe consideration of interdisciplinary proposals designed to resolve related challenges. Thought together, some suggest that a transversal research program into ethical orientations toward war can facilitate fair and rigorous exploration of crosscultural similarities and differences. Tentative findings emphasizing textual precepts indicate some resonance amid diversity across eleven ethical frameworks including Western just (...) war thinking. Maximizing relevance depends upon expanding the range of orientations and practices studied. Future results might be integrated with knowledge about the influence of other variables to more completely capture the phenomenon of making judgments regarding the use of force in all its manifestations. (shrink)

This paper offers a narrative approach to understanding the process of clinical reasoning in complex cases involving medical uncertainty, moral ambiguity, and futility. We describe a clinical encounter in which the pediatric health care team experienced a great deal of conflict and distrust as a result of an ineffective process of interpretation and communication. We propose a systematic method for analyzing the technical, ethical, behavioral, and existential dimensions of the clinical reasoning process, and introduce the Clinical Reasoning Discussion Tool—a dialogical (...) and interpretive device aimed at improving communication, understanding, empathy, and moral deliberation in the clinical setting. (shrink)

Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin-Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications for education theory and practice in relation to two South African contexts of learning that (...) facilitate the access to education of disadvantaged groups, one in higher education and the other in early childhood education. (shrink)

This dissertation attempts to fill, in part, three lacunae in contemporary philosophical scholarship: first, the failure to identify the two distinct types of dialogism—psychological and interpersonal—that have been operative in discussions of the dialogical self; second, the lack of acknowledgement of the six most prominent features of interpersonal dialogism; and third, the unwillingness to recognize that interpersonal dialogism is a crucial feature of human ethical agency and identity. In Chapter One, I explain why dialogism has been relatively neglected—and certainly underappreciated—in (...) contemporary Western philosophy. In Chapter Two, I offer a picture of Mikhail Bakhtin’s conception of dialogism. I explain why and how Bakhtin focuses on the novel in his account of dialogism. I then offer an account of Bakhtin’s claim regarding the dialogism of the ‘inner’ speech of thought. In the second part of Chapter Two, I offer an account of Gadamer’s conception of dialogism. I begin my examination of Gadamer by discussing the event ontology that serves as the metaphysical framework for his account of “play” (Spiel) and dialogue. In doing so, I explain some of the most important ideas in this part of his thought, such as his notion of understanding, tradition, effective history, the fusion of horizons, and the text. I explain what Gadamer means by genuine conversation, or dialogue, and I then describe one of the most important ideas in Gadamer’s thought—his notion of “play.” In Chapter Three, I give a critical account of the most influential contemporary account of dialogism in psychology, offered by Hubert Hermans et al., specifically in terms of their establishment of dialogical self theory. My examination consists of several parts. First, I discuss the ways they conceptualize the self, temporally and spatially. Second, I offer a description of their account of I-positions within the dialogical self. Third, I examine their claims about the necessary features of the dialogical self, and argue against one of their claims, which says that dominance relations are intrinsic to dialogue. Fourth, I describe their account of the four kinds of relations that can emerge within the self (2010, 121). Fifth, I briefly discuss their view regarding the “[t]hree models of self and identity, associated with different historical phases” (4), that have predominated in Western history. Sixth, I consider their claim that there are “positions” within the self in addition to the “I-positions” noted above. And lastly, I evaluate their account of (what they call) the nine “features of good dialogue” (10). In Chapter Four, I offer a critical evaluation of the account of dialogue and dialogism developed by Dmitri Nikulin, arguably the leading contemporary philosopher on the subjects. While I address the features of his account that I think are correct, I ultimately argue that it is problematic for three main reasons: first, it fails to recognize the proper relationship between dialogue and agency; second, its elucidation of the necessary and sufficient conditions for dialogue contains conceptual inconsistencies; and third, its conception of the relation between dialogue and personhood has potentially disastrous ethical implications. In Chapter Five, I show how Heidegger’s notions of Dasein’s “Being-with” (Mitsein), “discourse” (Rede), and “solicitude” (Fursorge) help lay the groundwork for recognizing some important features of dialogism. I do three things in Chapter Six. First, I briefly discuss Charles Taylor’s work on dialogism. Second, I offer my account of the seven most prominent features of dialogism. And third, I argue that dialogism is a crucial feature of ethical agency and identity. To do so, I offer an example of a personal (and social) virtue, namely, empathy, which illustrates the important role dialogism plays in ethical agency. (shrink)

Recent work in cognitive science highlights the importance of exem- plar-based know-how in supporting human expertise. Influenced by this model, certain accounts of moral knowledge now stress exemplar- based, non-sentential know-how at the expense of rule-and-principle based accounts. I shall argue, however, that moral thought and reason cannot be understood by reference to either of these roles alone. Moral cognition – like other forms of ‘advanced’ cognition – depends crucially on the subtle interplay and interaction of multiple factors and forces (...) and especially (or so I argue) between the use of linguistic tools and formulations and more biologically basic forms of thought and reason. (shrink)

The “Adam Smith problem” has traditionally been concerned with the issue of authorial integrity: the issue of how a single author, Adam Smith, could have written two such apparently dissimilar, even contradictory, works as The Theory of Moral Sentiments and The Wealth of Nations. As the problem to be resolved was the single authorial origin of two such works, the perceived incompatibilities between them were explained in terms of Smith's intellectual biography – for example, Smith's travels to France, Smith's meetings (...) with the physiocrats, or the mental incapacities of an aging man. The current consensus is that the Adam Smith problem is a “pseudo problem” and that Smith's works represent a unified project, but the same reference to authorial origins now provides thr opposite claim that “the same man” wrote both books. Here the postulate of authorial integrity, “of stable integrated character, not subject to deep intellectual doubts or fissures” provides an assurance that such a man is unlikely to have written two entirely different books, an assurance underwritten by a coherent authorial intentionality that guarantees the consistency of the two works. (shrink)

This article explores two central notions of ‘dialectics’ and ‘dialogics’ based on the work of Vygotsky and Bakhtin respectively, as well their varying interanimations within Stalin-Marxist Russian societyIt is proposed that these two positions are incommensurably located alongside one another in contemporary education. I argue that Bakhtin offers diametrically oppositional educational provocations to those of Vygotsky.The implications of these interpretations will be explored with consideration of their underlying philosophical incompatibilities and contradictions, as well as the opportunities such a consideration pose (...) for educational practice today. (shrink)

This essay describes conversation as an ensemble accomplishment that can be illuminated by critics working with specific texts within a rhetorical framework. We first establish dialogue as the key concept for any criticism of conversation, specifying the rhetorical dimensions of interpersonal dialogue. Second, we show how template thinking is particularly dangerous for conversational critics and suggest a research (anti)method, based on a coauthorship, that provides a thoroughgoing dialogical access to texts. Finally, we exemplify dialogic criticism of a conversational text by (...) analyzing the famous 1957 dialogue of philosopher Martin Buber and psychologist Carl Rogers. (shrink)

Starting from the assumption that the ability to see patterns and thus abstract from actual events and properties of specific objects is universal, the article reviews different conceptualizations of and attitudes toward the terms ‘theory’ and ‘model’, identifying two co-existing and opposing tendencies: the love for details and the attraction to generalizations that can cover a wide range of phenomena. Using as a backdrop seven theses here reproduced in the Appendix, the article also examines the implications of taking the notion (...) of interaction as primary in the analysis of language and culture. Such implications involve the need to identify useful units of analysis and evaluative measures for competing theories and models. (shrink)

From the very beginning, it has been difficult to extract a smooth narrative from the complex plot of Bakhtin’s life and work. Early attempts to do this proposed an unconvincing distinction between a private philosophical Bakhtin and the man who wrote compelling and innovative work on the philosophy of language, the stylistics of the novel, and the culture of carnival. The 7-volume Sobranie sočinenij (1996–2012) both frustrates and supports this simplifying narrative. The texts it presents, many radically different from earlier (...) published versions, suggest that Bakhtin’s commitment to the stylistics of the novel was permanent and enduring and that its sociological colouring was more than strategic. The notes and commentary, however, seek to corral the energy of the material, by persistently interpreting Bakhtin’s works as separable into philosophical kernels and sociological/stylistic shells. (shrink)

Like some other human sciences, sociology has had a recurrent concern to clarify the ambivalent relationship between its professional accounts of social reality on the one hand and lay understandings of social reality on the other. Sociological ethnographers have claimed to accomplish this clarification by including in their accounts both direct representation and responsive interpretation of the vernacular voice of those human subjects whose actions and understandings comprise the focus of their inquiries. I briefly examine some of the practical and (...) textual strategies by which studies have accomplished this. I go on to note that the authenticity of ethnographic work has itself become a matter of dispute on the grounds of the ineradicable asymmetry between the professional voice of the researcher and the vernacular voice of research subjects. Drawing on work in literary theory, anthropology and feminist scholarship, a favoured solution to this problem has argued for the necessity of acknowledging the essentially dialogical character of the relationship between researchers and subjects and also of finding ways to make ethnographic texts reflect this character. This article draws attention to an alternative set of professional practices that prefer ‘co-construction’ to ‘dialogue’ as a term of art. Its use encourages and facilitates the close and detailed examination of the multiple ways in which subjects already speak of and for themselves and others within the local sites of their real-world activities. Studies of these matters accord the vernacular voice of human subjects renewed significance for sociological investigation as part of a radical ‘respecification’ of prior understandings of the proper relationship between vernacular and professional accounts of social reality. The article assesses the upshot of these claims for the current practice and future prospects of sociology as one of the human sciences. (shrink)

The ArgumentThe paper offers a reconstruction of one aspect of Bakhtin's philosophy, focusing on a deep-seated ambivalence that has been largely overlooked in studies based on his late works. Bakhtin's early work, 1920–23, is set within a distinctly metaphysical framework, an outlook that seems diametrically opposite to what has become known as the Bakhtinian conception of culture. That ideological rift is manifest in the different treatment of Dostoevsky's works in these two phases.Extrapolating Bakhtin's perspective onto Dostoevsky's work, the paper briefly (...) outlines a theory of modernism as a “crisis of authority,” with particular emphasis on the role of closure — i.e., retrospective framing, both literary and existential — in the absence of metaphysical grounding.Finally, the paper offers a comment on Bakhtin's wholesale assimilation into the postmodernist canon, in an attempt to problematize it and to reformulate some relevant and persistent questions on the significance of narrativity in human existence. (shrink)

In response to the increasingly acknowledged power of metaphor upon everyday and scientific thinking, the present essay aims to revitalize the metaphoric process in commonsense psychology from the interaction view perspective. As prerequisites, a historical review of the "man-the-scientist" metaphor inherited in commonsense psychology, and a situation analysis of its dormant state are attempted. With metaphorical imagination, a holistic-paradigmatic view of personal theories is postulated on the basis of new knowledge in the philosophy and history of science, namely, the Duhem (...) - Quine (holism) thesis and Kuhn's paradigmatic perspective of scientific activities. To optimize the metaphoric process, deliberations are made on the similarities as well as the differences between the principal subject (i.e. everyday activities) and the subsidiary subject (i.e. scientific activities). It is shown that the "man-the-scientist" metaphoric process can be far-reaching and dialectic in nature, resulting in fresh perspectives for understanding both everyday and scientific activities. The focus of the present essay lies in elaborating a more sophisticated view on personal theories, and in calling for a non-reductionist approach to the investigation of commonsense psychology. (shrink)

This paper explores a potential relation between architecture and ethics intrinsic to design processes when understood in terms of dialogue or conversation. We draw on separate but related research interests: one focused on the design process, especially the significance of drawing, and the other on the ethics of designing for the public realm, with reference to Bakhtinian dialogism. Our investigation concentrates on two aspects of the design process both of which can be thought of in terms of conversation – first, (...) the relation between architect and Other, and second, the act of drawing. Through this, we support the idea that in design the ethical and the aesthetic cannot be meaningfully separated from one another. Instead, their relation must be understood as a dialogue in and of itself, as well as part of the dialogue between all participants in the design process. (shrink)

(2001). An alternative strategy for transcultural communication: Dialogic understanding of multiple voices. World Futures: Vol. 57, Future Trends in Communications Strategies, pp. 583-597.

According to Martin Buber’s philosophy of dialogue, our being-in-the-world is to be conceived of as an existential dialogue. Elsewhere, I have conceptualized the teacher–student-relation accordingly (see Jons 2008), as a matter of calling and responding. The conceptualization rests on a secularised notion of vocation, paving way for discovering, articulating and discerning pedagogical relations in a new way. In the present article, I take this conceptualization one step further, applying the concept of calling and responding to the pedagogical relation between a (...) learner—might it be a student or a scholar—and the subject studied. The aim of the study is to afford a new way of conceiving the process as well as the outcome of learning. Thinking learning within the framework of calling and responding means understanding the learner and the subject as addressing and responding to each other. This means that predicaments of the subject—such as the truths that the subject holds and the anomalies it suffers from—address the learner in e g lectures, readings, theories, assignments, challenging the knowledge of the learner and in responding to this address, the learner in turn challenges the truths of the subject. By paying heed to, responding responsibly and challenging each other, the outcome of learning becomes a twofold phenomenon, namely both the learner and the subject reconstituting themselves, enlarged by the contribution of each other’s mode of coming-into-presence. (shrink)