[The title in English: "The Concept of Life in Spinoza's Philosophy."] Tarkastelen tässä kirjoituksessa elämän käsitteen merkitystä Spinozan filosofian eri vaiheissa, ja selvitän, miksi käsitteellä ei enää hänen Etiikkansa ontologiassa ole keskeistä asemaa. Samalla piirtyy esiin joitakin Spinozan ajattelun olennaisia aspekteja.

Although Deleuze’s work on Spinoza is widely known, it remains poorly understood. In particular, Deleuze’s interpretation of Spinoza’s immanentism has not been treated sufficient care; that is, with an eye to the context of its elaboration and the way in which it gradually takes on different characteristics. With this paper, I offer a synoptic analysis of Deleuze’s views on immanence in Spinoza and examine how these change over the course of Deleuze’s career. There are three ascending stages here: a first (...) one, where Deleuze’s attention is drawn to more recognizable issues in understanding Spinoza’s views on the deep metaphysical structure of reality; a second, more experimental one, where Deleuze questions what it means to be a reader of Spinoza in light of Spinoza’s theory of the body and affects; and a third, particularly iconoclastic stage, where Deleuze develops the theory of “the plane of immanence” as a way of articulating a meta-philosophical story about the place of non-philosophy at the heart of all philosophy. I trace each of these accounts, tie them together to tell a coherent and comprehensive narrative, and show what may be learned from this Spinoza that Deleuze portrays as drunk on immanence. (shrink)

Is the education of citizens a private matter or is it primarily a concern for the state? Throughout the history of political and educational philosophy, this question has remained central. Different philosophers have answered the question in different ways and different periods have witnessed different ways of organizing public education in response to it. At the root of this question is another question. This question concerns how we understand the state and how we construe the relation between the state and (...) the well-being of its citizens. How we understand the state, in turn, depends on if we consider it the natural extension of the will and striving of its individual citizens or if we consider its main purpose to be to protect its citizens from each other and from external threats. (shrink)

Contributors: Steven Barbone, Laurent Bove, Edwin Curley, Valérie Debuiche, Michael Della Rocca, Simon B. Duffy, Daniel Garber, Pascale Gillot, Céline Hervet, Jonathan Israel, Chantal Jaquet, Mogens Lærke, Jacqueline Lagrée, Martin Lin, Yitzhak Y. Melamed, Pierre-François Moreau, Steven Nadler, Knox Peden, Alison Peterman, Charles Ramond, Michael A. Rosenthal, Pascal Sévérac, Hasana Sharp, Jack Stetter, Ariel Suhamy, Lorenzo Vinciguerra.

In this paper I suggest that Spinoza’s understanding of virtue and collective flourishing, rooted in his psychological and ethical egoism, offers a fresh perspective on the question of egoism in education. To this end, I suggest an understanding of the teacher as egoist, where the self-seeking of the teacher is conditioned by – and runs parallel to – the flourishing of his or her students. The understanding of the egoistic teacher is offered as a productive counter-image to the altruistic ideal (...) in education as well as to the commonplace conception of the teacher as primarily a provider of services and the student as a consumer on an educational market. (shrink)

ArgumentThis article investigates the reasons behind the disappearance of Francis Glisson's theory of irritability during the eighteenth century. At a time when natural investigations were becoming increasingly polarized between mind and matter in the attempt to save both man's consciousness and the inert nature of theres extensa, Glisson's notion of a natural perception embedded in matter did not satisfy the new science's basic injunction not to superimpose perceptions and appetites on nature. Knowledgeofnature could not be based on knowledgewithinnature, i.e., on (...) the very knowledge that nature has of itself; or – to look at the same question from the point of view of the human mind – man's consciousness could not be seen as participating in forms of natural selfhood. Albrecht Haller played a key role in this story. Through his experiments, Haller thought he had conclusively demonstrated that the response given by nature when irritated did not betray any natural perceptivity, any inner life, anysentiment interiéur. In doing so, he provided a less bewildering theory of irritability for the rising communities of experimental physiology. (shrink)