Human society is unique in the animal kingdom in the degree to which it depends upon its members reflective awareness of self and society. Whereas much has been learned about the sense of self, little is known about the sense of society. This paper develops three points about the human sense of society: First, this sense is a feeling of life, what German writers have called Lebensgefuhl. The paper begins by defining feeling as a psychical moment or‘phase’of bodily activity. The (...) paper later develops die idea mat what is felt of society is always an embodiment of its vital form; its social life. Second, die sense of society is a feeling of society, as distinct from a feeling in society and from a feeling of self. The middle third of die paper distinguishes these concepts and links die feeling of society to writings of Freud and Durkheim in which elements of this feeling are found. And third, feelings of society prominently include participation, love, and play. These feelings, which are embodiments of vital social form, are illustrated and discussed in die penultimate section of die paper. Having registered these three points, die paper concludes with a brief summary and discussion of implications for expanding die scope of inquiry in social science. (shrink)

This paper reclaims the idea that human society is a form of life, an idea once vibrant in the work of Toennies, Durkheim, Simmel, Le Bon, Kroeber, Freud, Bion, and Follett but moribund today. Despite current disparagements, this idea remains the only and best answer to our primary experience of society as vital feeling. The main obstacle to conceiving society as a life is linguistic; the logical form of life is incommensurate with the logical form of language. However, it is (...) possible to extend our conceptual reach by appealing to alternative symbolisms more congenial to living form such as, and especially, art. (shrink)

One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another language (L2) (...) is comparable to the process of learning a scientific discipline. (shrink)

The essay distils from Badiou's writing a pedagogy based on his theories of knowledge and truth, as brought to bear on poetry and the arts. By following Badiou's implicit ontology of learning, which presupposes a dynamic and passionate engagement with a concrete situation, the essay argues that Badiou's view of modernity, in particular, contributes greatly to the educational topic, and offers an alternative teaching paradigm to the outmoded schools of criticism of the 20 th century. It also argues that the (...) concept of universalism in education, as against identitarian particularism, is further evinced from a discussion of Badiou's study of St. Paul. (shrink)

Life is a constant search for meaning, and reflective minds need to find deeper and more comprehensive meaning than that normally proffered by the orthodox teaching of any creedal religion. When this book was initially published in 1964, religion had begun to recognize the importance of psychology and psychology had considered a spiritual principle in man. Miss Isherwood’s purpose in writing this book is to relate science and religion more closely. Her theme is that the evolution of consciousness from protozoa (...) provides a link which not only gives grounds for faith in life and an inspiration for carrying development forward, but which reveals that, as we continuously work at deepening our insight into the realms of spirit, the life process appears to us as steadily more meaningful. Her engaging writing style makes this a fascinating glimpse at a philosophy of religion starting to engage with science. (shrink)