Kierkegaard's theory of pre-ethical, aesthetic, ethical, and religious spheres of moral reasoning was applied to the case of an individual rejected for promotion to full professor. The evaluators seemed to represent the public morality of the profession, assumed that they represented the highest level of moral reasoning, and judged that the candidate represented a private morality based on a lower level of moral reasoning. The article questioned the view that moral reasoning could be discerned from one's actions. It was paradoxical (...) that different spheres seemed to produce similar kinds of actions, though for differing reasons, making identification difficult. It was easy for the evaluators to confuse spheres representing private moralities and to conclude, based on the candidate's research record, that she/he was unsuitable for promotion. It was equally difficult for the candidate to discern whether the evaluators' moral reasoning represented the public morality of the profession, or a pre-ethical need by the evaluators to appear in solidarity with the public morality. This made it difficult for the candidate to know whether the evaluators' recommendations represented absolute standards that would be applied to any future re-application, or not. The article's contribution was the identification of different spheres of moral reasoning, the interactions between spheres, and the paradoxical indeterminacy of gauging moral reasoning from moral action. It supported Kierkegaard's view that the highest truth attainable by an individual was "an objective uncertainty" and that this truth was lost in self-deception when one claimed to have been able to solve the paradox. (shrink)

This paper suggests that design ethics can be enriched by considering ethics beyond the traditional approaches of deontology, teleology, and virtue ethics. Design practice and design ethics literature tend to frame ethics in design according to these approaches. The paper argues that a fundamental and concrete ethical understanding of design ethics can also be found in Sartrean Existentialism, a philosophy centered on the individual and his/her absolute freedom. Through the analysis of four core concepts of Sartrean Existentialism that define a (...) specific ethics, the paper illustrates why such philosophical approach is relevant to design ethics. The paper also shows how Sartrean Existentialism and its ethics apply to critical issues of professional practice in design such as professional engagement and design decision-making. The paper finally argues that Sartre’s philosophy and ethics is a perspective that offers the designer in design practice a solid ground to engage his/her ethical dilemma. (shrink)

In this essay, I attempt to remedy the relative neglect that has befallen Sartre’s analysis of social relations in the Critique of Dialectical Reason. I show that, contrary to the interpretation of certain commentators, Sartre’s analysis of social relations in this text does not contradict his earlier works. While his early work focuses on individual-to-individual social relations, the Critique of Dialectical Reason complements this by focusing on the way various group formations constrain or enhance the individual’s practical freedom. To outline (...) my argument, I first discuss the relationship between Being and Nothingness and the Critique of Dialectical Reason before going on to identify the four group formations Sartre discusses in the Critique of Dialectical Reason and the implications each has for the individual’s practical freedom. I argue that while the group formations called the series and the institution constrain the individual’s practical freedom, the open, democratic group formations called the group-in-fusion and, in particular, the organized group, enhance the individual’s practical freedom. Because it is membership of an organized group that best enhances the individual’s practical freedom, I conclude by arguing that Sartre implicitly holds that the individual’s practical and political activity should be directed towards the establishment of a group formation that has the characteristics of an organized group. (shrink)

It is typically held that Sartre is a thinker of transcendence, inasmuch as he retains a subject–predicate structure via intentional consciousness and ruptures an otherwise insular domain through his dialectic of the self. Against such interpretations, this article argues that in following the progression of Sartre’s thought, we will come to see a deepening engagement with, and development of, immanence in the spirit of Deleuze. Specifically, Sartre steadily develops a dialectic in which consciousness, while relating to an ‘outside’, is construed (...) as also thoroughly embedded in that outside through the subject-body of the flesh and relations of desire. From this comes a conceptualisation of the in-itself and for-itself as simulacra or topological variations of a more primordial intertwining or fabric of univocal Being. In this sense, we are immediately taken away from the subject of social contract theory, insofar as this presumes an asocial self, and the notion of identity as the sine qua non of politics, insofar as this presumes the terrain of an inexplicable transcendent Other. This brings with it a take on politics that prefigures and is concomitant with Deleuzian micropolitics, while also serving to complement it through the retention of the ego as a practical function. (shrink)

Proceeding from a phenomenological perspective, the present study investigated the experiences of seven homeless women who had lived through childhood trauma and subsequent substance abuse, with specific focus on the recovery process experienced by each. Applying the analytical protocol of Giorgi to the written accounts obtained from the participants, 15 constituent themes of the recovery process were identified. In order to illuminate the participants’ experiences with minimal influence of any possible researcher bias, the researcher refrained from labelling, judging or diagnosing (...) the women’s life circumstances. Consequently, no treatment paradigm was applied to help explain, predict or judge the behaviour of the participants during the course of this research. (shrink)

This essay, using works by Maurice Merleau-Ponty, Hazel Barnes, and Elizabeth Fallaize, documents the correspondence between the philosophical content of Beauvoir's She Came to Stay and Sartre's Being and Nothingness. After reviewing the existential/phenomenological philosophical method, this paper examines the two philosophers’ letters and diaries to show that Beauvoir wrote her book before Sartre wrote his and that the distinctive ideas and arguments the two works share originated with Beauvoir.

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)