“Further Considerations of Alienation” attempts to expand upon an earlier essay entitled “Merleau-Ponty and a Reconsideration of Alienation.” From the point of view of Merleau-Ponty’s philosophy, this new essay considers modernist rationality and the postmodernist free play of language as forms of alienation. The essay attempts to show that Merleau-Ponty joins the company of Marx, Lukács, Habermas and Heidegger in order to make this case.

Interest in the Buddhist concept of mindfulness has burgeoned over the last few decades as a result of its application as a therapeutic strategy in mind-body medicine, psychotherapy, psychiatry, education, leadership and management, and a wide range of other theoretical and practical domains. Although many commentators welcome this extension of the range and application of mindfulness—drawing parallels between ancient contemplative traditions and modern secular interpretations—there has been very little analysis of either the philosophical underpinnings of this phenomenon or of its (...) implications for education. This article examines the new interpretations of mindfulness in the following areas—meaning and definition, ethical foundations and spiritual ethos—in an attempt to gain a clearer understanding of what is involved in the process of reconstructing the concept of mindfulness. In conclusion, some implications for learning and education are examined in the light of these recent re-interpretations of mindfulness principles and practices. A central thesis throughout is that—although there are many educational benefits of mindfulness in the areas of moral, affective and spiritual education—such potential gains require the maintenance of organic connections between contemporary practices and their foundations in secular Buddhism. (shrink)

While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides (...) over a meta-pedagogical injunction of where to attend to find that which society deems worthwhile. The deep curricular teachings thus begin in the question where knowledge of most worth exists and precede content. It is at this hidden level in which our spatial-temporal disposition towards life-meaning can be shaped. Following this typology, the article will suggest that beyond what may be critiqued as instrumental mindfulness-based curricular ‘interventions’ that cater to an economic educational narrative, lurks the trajectory of a contemplative educational turn that may be outwitting over-instrumentalisation through wisdom-traditions. (shrink)

Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’.The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western curriculum, such as O’Loughlin’s ‘Embodiment and Education: Exploring creatural existence’, constitute an important theoretical paradigm shift, (...) yet still fail to translate to substantial pedagogies which explore the ‘body’ and its relation to ‘mind’ directly. This article suggests a reorientation of philosophy teaching from its present disembodied pedagogy, towards an embodied-lived-philosophicalpractice. By the description and exemplification of modern postural yoga I will depict the twofold role of the ‘body’ in philosophy teaching: 1) The ‘body’ as pedagogical vehicle serving the emergence of philosophical discourse, and 2) The body as yielding livingness to mean embodied-lived-philosophy as opposed to disembodied-lofty-philosophical escape from life. It will thus be suggested that yoga be incorporated as an integral part of philosophy teaching reclaiming its educational ethos. (shrink)

In a move that has puzzled commentators, Derrida's The Animal that Therefore I Am rejects claims for continuity between the human and the animal, aligning such claims with the ideology of “biologistic continuism.” This problematization of the logic of the human-animal limit holds implications for how we are to understand life in relation to auto-affection, immanence in relation to transcendence, and naturalism in relation to phenomenology. Derrida's abyssal logic parallels the “strange kinship” described by Merleau-Ponty, though only if this strangeness (...) is intensified as “hetero-affection” by incorporating death into life. Following Merleau-Ponty and Elizabeth Grosz, we locate the creative moment of this abyssal intimacy in the transformative productions of sexual difference. This positive account of the excess of hetero-affection reconciles phenomenology with evolution and offers a figure for thinking the thickening and multiplying of the differences between human and non-human, living and nonliving, corporeal and cosmic. (shrink)

There has been much recent philosophical discussion concerning the relationship between emotion and feeling. However, everyday talk of 'feeling' is not restricted to emotional feeling and the current emphasis on emotions has led to a neglect of other kinds of feeling. These include feelings of homeliness, belonging, separation, unfamiliarity, power, control, being part of something, being at one with nature and 'being there'. Such feelings are perhaps not 'emotional'. However, I suggest here that they do form a distinctive group; all (...) of them are ways of 'finding ourselves in the world'. Indeed, our sense that there is a world and that we are 'in it' is, I suggest, constituted by feeling. I offer an analysis of what such 'existential feelings' consist of, showing how they can be both 'bodily feelings' and, at the same time, part of the structure of intentionality. (shrink)

After the moral framework of sustainable development, the focus on climate change appears to take a lead in the practice and theory of environmental education. Inherent in this perspective is an apocalyptic message: if we do not rapidly change our use of energy resources, we will severely harm the life conditions of our children and grandchildren. In this article we argue that environmental educators should liberate us from this highly instrumental dictate by taking their cue from our daily care for (...) our environment as revealed in child?s play in nature. Inherent in the interaction of the Homo ludens with nature is a spiral time experience. This time condition elicits a particular responsibility: rather than calculating which means are necessary to prevent future disasters, we should respond with care to the concentric circles of an open and indefinite future. Therefore, environmental education should not aim to prevent future disasters, but foster anticipating care for nature. (shrink)