As we explore panentheism, what can we learn from Rāmānuja's Viśiṣṭādvaita? Although widely acknowledged as a panentheist, in the contemporary debate on how to characterize panentheism, Rāmānuja barely features. But Rāmānuja's position is worth studying not just because it bears on taxonomical questions. Among its interesting features is a conception on which devotional love, bhakti, serves an epistemic function that is also of crucial soteriological relevance. This chapter addresses both these topics. First, Rāmānuja's Viśiṣṭādvaita is used to cast doubt on (...) a characterization of panentheism recently proposed by Mikael Stenmark. Second, Rāmānuja's conception of bhakti is juxtaposed with two conceptions of love that serve an analogous dual function: Weil's conception of supernatural love and Murdoch's conception of love as just attention. Rāmānuja's position, it is argued, is distinct, partly due to his panentheist commitments, but it also shares a number of features with the other two. In closing, it is suggested that for further comparative work on these three, ample room remains. (shrink)

This book draws on Iris Murdoch's philosophy to explore questions related to the importance of attention in ethics. In doing so, it also engages with Murdoch's ideas about the existence of a moral reality, the importance of love, and the necessity but also the difficulty, for most of us, of fighting against our natural self-centred tendencies. Why is attention important to morality? This book argues that many moral failures and moral achievements can be explained by attention. Not only our actions (...) and choices, but the possibilities we choose among, and even the meaning what we perceive, are to a large extent determined by whether we pay attention, and what we attend do. In this way, the book argues that attention is fundamental, though often overlooked, in morality. While the book's discussion of attention revolves primarily around Murdoch's thought, it also engages significantly with Simone Weil, who introduced the concept of attention in a spiritual context. The book also engages with contemporary debates concerning moral perception and motivation, empirical psychology, animal ethics, and Buddhist philosophy. The Ethics of Attention will be of interest to researchers and advanced students working on Iris Murdoch, Simone Weil, ethics and moral psychology, and the philosophy of attention. (shrink)

For Simone Weil the invocation of ‘rights’ to address extreme human suffering–what she calls ‘affliction’–is ‘ludicrously inadequate’. Rights, Weil argues, invite a response, whereas what the affli...

This paper identifies and offers commentary upon a previously un-remarked consonance between Nietzsche and Weil when it comes to the idea of a universal love of the world. The discussion focuses on five features of the Nietzschean account of affirmation, which are as follows: that the possibility of affirmation has the form of a fundamental question at the heart of human life, which has an all-or-nothing character ; that genuine affirmation is rare, difficult or traumatic in an existentially revealing way, (...) primarily because affirmation means facing up to the lack of finality in the world, and in particular the problem of meaningless suffering, which means that affirmation is tied up with a fundamental revaluation. The first half of the paper outlines the parallels between Nietzschean affirmation and Weilian ‘consent to necessity’ in relation to the first three of these, which are also the most general. The second half of the paper explores the fourth and fifth, so as to suggest a way of reading the underlying similarity between these two projects: both are attempts to rediscover the possibility of an all-embracing affirmation of reality in the absence of any existential teleology, and when eschatology has been presumed to be impossible. In other words, both Nietzsche and Weil are compelled to find a way of achieving a transfigured perspective on ‘the whole’ in the absence of any transformation of ‘the whole’. (shrink)

Does one’s love for a particular person, when it is pure, also constitute a love of life? The significance of speaking about leading a passionate life, I submit, is found in the spontaneous, embodied character of opening up to and finding meaning in one’s life rather than in heightened fleeting feelings or experiences of meaning that help one forget life’s meaninglessness. I contrast this view with Simone Weil’s suspicion that our passionate attachment to another person is an obstacle to attending (...) to him or her from the distance proper to love and friendship. From that perspective it appears as if the meaning with which personal love endows life is mostly illusory, including the loss of meaning characteristic of grief. I question whether Weil’s view should be seen as an unconditional, though for most unattainable, ideal of love, or if it is rather expressive of a rejection of one of the central features of love: the vulnerability that ensues from the recognition that when we love there are times where we stand in need of the other’s love to be able to embrace life as meaningful. (shrink)

This paper introduces Simone Weil’s notion of reading and some of its implications to education. Weil’s philosophy, in particular her notion of attention has caught interest of some education scholars; however, the existing studies are still underdeveloped. Introducing Weil’s notion of reading, which has not been studied almost at all by educationists but its significance is well-recognized by Weil scholars, I intend to set forth a more nuanced understanding of Weil’s attention that is necessary to further discuss Weil’s potential contribution (...) to education research. Attention to other people, hence love of others, is reframed as “reading better.” We read better not simply by purifying our reading through detachment and self-negation, which is how the notion of attention is often understood and thus found problematic, but by incorporating multiple perspectives and finding balance among them. Learning to read better, then, is not merely inward effort of detachment done through introspection, but it also necessarily involves outward effort of working with other people and the world. It is through interacting with others, we may learn our own readings, recognize others’ readings, and seeking for just balance among them. This latter element which has been greatly dismissed is indispensable for any serious discussions of Weil’s philosophy in education. (shrink)

Philosophers of religion have distinguished between ‘negative’ and ‘positive’ atheism. This article considers further conceptions of atheism, especially the idea that atheism can facilitate a faith in God purified of idolatrous assumptions. After introducing Bultmann’s contention that a ‘conscious atheist’ can find something transcendent in the world, this contention is interpreted through reflection on Ricoeur’s claim that the atheisms of Nietzsche and Freud serve to mediate a transition to a purified faith – a faith involving heightened receptivity to agapeic love. (...) The troubling question of what differentiates atheism from belief in God is then discussed in the light of Simone Weil’s meditations on God’s secret presence. (shrink)

A study of the nature of philosophical reason, architecture, and politics as they are shaped by the influence of port cities and by the eternally returning movement of entry and exit through those cities. The examples of Piraeus, Venice, Rome, Marseilles, Königsberg and New York are considered.

The French philosopher Simone Weil (1909-1943) thought of geometry and algebra not as complementary modes of mathematical investigation, but rather as constituting morally opposed approaches: whereas geometry is the sine qua non of inquiry leading from ruthless passion to temperate perception, in accord with the human condition, algebra leads in the reverse direction, to excess and oppression. We explore the constituents of this argument, with their roots in classical Greek thought, and also how Simone Weil came to qualify it following (...) her exchange with her brother, the mathematician André Weil. (shrink)

This paper attempts to explicate and compare the ideas of John Dewey and Simone Weil on wisdom. It is a conceptual analysis which proceeds on the assumption that cultivating a love of wisdom in a student is a teacher’s highest calling. The comparison is focussed around two main questions: 1) How is wisdom connected to experience from a psychological perspective? 2) How is wisdom connected to the social dimension of experience?

سیمون وی بیش از هر فیلسوف و عارفی به توجه التفات داشته است. تفکرات او درباره توجه صرفاً یک مسئله شناختی، علمی یا روان‌شناختی نیست، بلکه تأثیرات مستقیم و دامنه‌داری در آموزش، الهیات و حتی سیاست دارد. او توجه را به عنوان یک روش زندگی چه در سطح فردی و چه در سطح سیاسی-اجتماعی معرفی می‌کند. به باور سیمون وی، هرچند انسان چیزی را با توجه کردن خلق یا ایجاد نمی‌کند، اما موجب حیات بخشیدن به چیزی می‌شود که مورد توجه (...) واقع شده است، و البته آن توجهی به امور پیرامون حیات می‌بخشد که «ناب» باشد. توجه ناب عاری از هر گونه دلبستگی است و انسان از طریق آن خود را از امور تخیلی و توهمی می‌رهاند و به حقیقت نائل می‌گردد. به همین خاطر آنچه آدمی را به توجه ناب رهنمون می‌سازد تمنای بدون مقصود است. از سوی دیگر سیمون وی از تعلیق اندیشه به عنوان وضعیتی از توجه ناب نام می‌برد که همان تاب آوردن خلأ و در انتظار نشستن است. در نظر سیمون وی، توجه ناب می‌تواند به مثابۀ عشق در نظر آید، زیرا همان طور که توجه رضایت دادن به چیزی غیر از خود است، عشق نیز نیازمند شناسایی واقعیت با روی‌گردانی از خود است. سیمون وی اخلاق مبتنی بر توجه را مطرح می‌کند و با معطوف کردن توجه به سمت پروردگار، نه تنها اخلاق فردی، بلکه معرفت‌شناسی و فلسفه سیاسی-اجتماعی‌اش را بنا می‌کند و توجه را، در کنار لطف الهی، همچون پادزهری برای نجات انسان ضروری می‌داند. (shrink)

Alice Hertz was a woman who, in 1965, burned herself in protest against the Vietnam War. I first became aware of her through studying the writings of Dorothy Day, the founder of the Catholic Worker Movement and a central figure in the history of nonviolence. In this essay I reflect on how Alice Hertz's action and Dorothy Day's vision of nonviolent commitment can each illuminate the other.