We can find a common point between the Islamic peripatetic (of Al-Farabi, Ibn Sina (Avicenna), and Ibn Rushd (Averroes) (1126-98)) and Enlightenment philosophies based on their use of rationality. The overall objective of this paper is to present some of the different aspects of rationality in these two philosophies. We can find a kind of congruence between these philosophies. They commonly defend universality, unity, and permanence of reason. They do not accept a priori truths, and emphasize the limits of (...) rationality. On their respective views, rationality corrects its mistakes gradually. This suggests that we can have a dialogue between Western Enlightenment and Islamic cultures through rationality. This paper aims to reconstruct Islamic peripatetic and Enlightenment philosophies on the basis of their notion of the rationality. It tries to show this by referring to the major Muslim peripatetic philosophers and to Enlightenment philosophy as described by Ernst Cassirer (1874-1945). (shrink)

My purpose in this paper is to challenge the continued exclusion of Indian philosophies from the Western philosophical canon on the supposed basis that such philosophies are really religion, mysticism, and mythology. I argue that many schools of Indian philosophy, such as Advaita Vedānta, resist and problematize historically particular Euro-Western conceptions of both philosophy and religion, and the conceptual borders between them, where philosophy is understood as grounded in various substantive notions of reason and rationality, defined as (...) a purely theoretical enterprise. In addition, I question the predominant tendency to see philosophy as opposed to “religion”, which is often presumed to rest on faith in a Judeo-Christian conception of God: The singular and wholly other, creator of all souls, ex nihilo, the ultimate judge of humankind, where salvation is granted in proportion to the intrinsic value of faith. I suggest that Advaita challenges these prevailing conceptions. A part of my larger purpose is to dislodge the view that the Euro-Western philosophical enterprise constitutes the universal, neutral, and objective standard from which all other approaches to philosophy are to be judged as legitimate. My hope is to lay some of the groundwork required to re-think dominant historical and conceptual categories from a broader global perspective, with the aim of developing a deeper and more plural understanding of the diverse nature of both philosophical and religious inquiry. (shrink)

The article analyzes the views on the philosophy of Azerbaijan Enlightenment, the famous Azerbaijani historian of philosophy of the XX century, Enver Mirzekulievich Akhmedov (1920-1984). E.Akhmedov was one of the first scientists who studied the Azerbaijan philosophy of enlightenment in stages and systematically. He briefly referred to the legacy of almost every author, thoroughly studied by him during the period of Azerbaijan Enlightenment. E.Akhmedov managed to create a general philosophical picture of the era of (...) enlightenment in Azerbaijan, which was formed from the beginning of the XIX century and went through a difficult path of development until the 20s of the XX century. Despite the fact that in his works on the history of philosophy he tried to preserve scientific objectivity as much as possible, there is an ideological line of that time in his legacy, which is observed among most of our scientists who conducted research in the field of social sciences during the Soviet period. This moment makes it impossible, without a critical approach, to comprehend within the framework of the modern scientific paradigm, the rich legacy of E.Akhmedov and other historians of philosophy of the Soviet era. The obligatory Marxist-Leninist line of the Soviet era, the search for materialism and atheism in every period and thinker of the history of philosophy, unfortunately, undermines the scientific objectivity of research at this stage. The interpretation of such factors in the legacy of E.Akhmedov and our other scientists, based on scientific and philosophical critical analysis, allows the works of our historians of philosophy of the Soviet period to remain relevant in our time. (shrink)

This paper is a reaction to the book “Science and the Pursuit of Wisdom”, whose central concern is the philosophy of Nicholas Maxwell. I distinguish and discuss three concerns in Maxwell’s philosophy. The first is his critique of standard empiricism (SE) in the philosophy of science, the second his defense of aim-oriented rationality (AOR), and the third his philosophy of mind. I point at some problematic aspects of Maxwell’s rebuttal of SE and of his philosophy (...) of mind and argue in favor of AOR. (shrink)

Carnap and Twentieth-Century Thought: Explication as En lighten ment is the first book in the English language that seeks to place Carnap's philosophy in a broad cultural, political and intellectual context. According to the author, Carnap synthesized many different cur rents of thought and thereby arrived at a novel philosophical perspective that remains strik ing ly relevant today. Whether the reader agrees with Carus's bold theses on Carnap's place in the landscape of twentieth-century philosophy, and his even bolder (...) claims concerning the role that philosophy in Carnap's style should play in the thought of our century, does not matter so much as the excellent opportunity Carus's book offers to thoroughly rethink one's ideas about Carnap's philosophy. One reason why Carnap and Twentieth-Century Thought might change one's ideas is that Carus has unearthed much hitherto unknown material from the archives that sheds new light on Carnap's early life and thought. Indeed, the many archival findings presented in CTT for the first time suffice to make the book re warding reading for philosophers and historians of philosophy alike. CTT exhibits a high standard of historical scholarship, and the book itself is a beautiful example of high-quality academic publishing. Up to now, Carnap has remained a controversial figure on the philo sophical scene. On the one hand, he has a solid reputation as a leading figure of logical positivism . According to conventional wisdom, this was a school of thought characterized by its formal and technical philosophy, as well as being rather dismissive of other ways of doing philosophy, dogmatically sticking to its own theses. As a typical example of this arrogant logical empiricist attitude, one usually refers to Carnap's notorious Overcoming Metaphysics by Logical Analysis of Language , written when the Vienna Circle's Logical Empiricism had entered its most radical phase. Self-proclaimed postpositivist philosophers of science dismissed logical positivism, in particular Carnap's, as the dogmatic and orthodox “received view.” The tendency to portray logical empiricism as an obsolete doctrine centering around certain “dogmas” started with Quine's Two Dogmas of Empiricism and reached its somewhat ridiculous culmination in the early 1980s when allegedly “six or seven dogmas” were discovered . Thereby an allegedly un brid geable gap between classical “dogmatic” logical em pi ricism and its modern “enlightened” suc ces sors was construed. (shrink)

The central thesis defended here is that modernity can best be understood as a struggle between two main traditions of thought: the Radical or “True” Enlightenment celebrating the world and life as creative and promoting the freedom of people to control their own destinies, and the Moderate or “Fake” Enlightenment which developed to oppose the democratic republicanism and nature enthusiasm of the Radical Enlightenment. While the Radical Enlightenment has promoted democracy, the central concern of the Moderate (...) Enlightenment has been to promote “possessive individualism” and the control of nature and people by discovering their laws of behaviour. While it has on occasion promoted religious tolerance and freedom of expression, the greater concern of the Moderate Enlightenment has always been defence of property rights and the power of those with property. It is argued here that process philosophy is the highest development of the philosophy of the Radical Enlightenment and needs to be appreciated as such if the Radical Enlightenment is to be revived and process philosophy advanced. (shrink)

Inspired by the philosophy of Wittgenstein and his idea that the purpose of real philosophical thinking is not to discover something new, but to show in a strikingly different light what is already there, this book provides philosophical readings of a number of ‘arthouse’ and Hollywood films. Each chapter contains a discussion of two films—one explored in greater detail and the other analyzed as a minor key which reveals the possibility for the book's ideas to be applied across different (...) films, registers, and genres. The readings are not only interpretive, but they offer a way of thinking and feeling about, with, and through films which is genuinely transformative. Rupert Read’s main contention is that certain films can bring about a change in how we see the world. He advocates an ecological approach to film-philosophy analysis, arguing that film can re-shape the viewer’s relationship to the environment and other living beings. The transformative 'wake-up call' of these films is enlightenment in its true sense. The result is a book that ambitiously aims to change, though film, how we think of ourselves and our place in the world, at a time when such change is more needed than ever before. (shrink)

En este ensayo planteo una dificultad que encuentro en la última propuesta de Quine sobre las oraciones observacionales. Argumento que esta dificultad impide que tales oraciones cumplan el rol que él les asigna en su filosofía y socavan su empirismo ilustrado. Luego exploro tentativamente un resquicio que encuentro en la propia filosofía quineana que eventualmente podría evitar los problemas derivados de dicha dificultad. El precio de seguir el camino apuntado por ese resquicio es, sin embargo, una cierta reinterpretación del espíritu (...) empirista de la filosofía de Quine. In this paper I set out a problem I find in Quine's last proposal on observation sentences. I argue that this problem prevents those sentences to play the role he ascribes to them in his philosophy and undermines his enlightened empiricism. Then I tentatively explore an option I find in Quine's own philosophy which can eventually avoid the issues raised by that problem. The price to pay in following this option, though, is a certain reinterpretation of the empiricist spirit of Quine's philosophy. Apresenta-se uma dificuldade na última proposta de Quine sobre as orações observacionais. Argumenta-se que essa dificuldade impede que essas orações cumpram o papel que ele concede a elas em sua filosofia e debilitam seu empirismo ilustrado. Explora-se tentativamente um resquício na própria filosofia quineana que eventualmente poderia evitar os problemas derivados dessa dificuldade. O preço de seguir o caminho indicado por esse resquício é, contudo, certa interpretação do espírito empirista da filosofia de Quine. (shrink)

By reconstructing the eighteenth-century movement of the Italian Enlightenment, I show that Italy’s political fragmentation notwithstanding, there was a constant circulation of ideas, whether on philosophical, ethical, political, religious, social, economic or scientific questions—among different groups in various states. This exchange was made possible by the shared language of its leading illuministi— Cesare Beccaria, Ludovico Antonio Muratori, Francesco Maria Zanotti, Antonio Genovesi, Mario Pagano, Pietro Verri, Marco Antonio Vogli, and Giammaria Ortes—and resulted in four common traits. First, the absence (...) of a radical trend, such as the French materialist-atheist trend and British Deism, or religious reformation. Second, the rejection of inhumane laws and institutions, capital punishment, torture, war and slavery. Third, the idea of public happiness as the goal of good government and legislation. And fourth, the conception of the economy as a constellation where social capital, consisting of education, morality, and civility, plays a decisive role. I conclude that the Italian Enlightenment, not unlike the Scottish Enlightenment, was both cosmopolitan and local, which allowed its leading writers to develop a keen awareness of the complexity of society alongside a degree of prudence regarding the possibility and desirability of its modernization. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...) global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

Existing interpretations of Kant’s appeal to the spontaneity of the mind focus almost exclusively on the discussion of pure apperception in the Transcendental Deduction. The risk of such a strategy lies in the considerable degree of abstraction at which the argument of the Deduction is carried out: existing interpretations fail to reconnect adequately with any ground-level perspective on our cognitive lives. This paper works in the opposite direction. Drawing on Kant’s suggestion that the most basic picture we can have of (...) our cognitive capacity already makes reference to its state of excellence, or health (“sound understanding”), I set out by assembling Kant’s normative ground-level view of our cognitive lives, and then search for the fundamental condition of its possibility. This leads me to Kant’s conception of reflection as a normative requirement of judgment. Through examination of Kant’s remarks on reflection, I connect Kant’s preoccupation with the enlightenment ideal of originality (thinking for oneself) with his central appeal to the spontaneity of the mind. (shrink)

Sudden enlightenment is awakening to be attained all at once. Hyun-Eung, a Korean Buddhist monastic, has proposed a new interpretation that sudden enlightenment is the revolutionary awakening of the dynamical and indivisible structure of cognitive subject and objects. I argue that Hyun-Eung’s ‘revolutionary enlightenment’ is achieved through a ‘paradigm shift’ in Thomas Kuhn’s sense as presented in his The Structure of Scientific Revolutions. Enlightenment is obtained when one’s essentialist and realist worldview is replaced, through a revolutionary (...) change of paradigm shift, by a new perspective based on the Buddhist teaching of dependent arising and emptiness. Prior to enlightenment, each person views oneself as a separate and independent individual who has her own essence. However, when our perspective on self and the world changes with the understanding of dependent arising and emptiness, it becomes clear that no one and nothing can exist independently of conditions. Everything comes into existence, abides, and passes out of existence only in dependence on conditions. Sudden enlightenment requires a revolutionary change in one’s perspective of self and the world. I conclude that this concept of revolutionary enlightenment aptly explains the features of sudden enlightenment. (shrink)

Buddhist philosophy asserts that human suffering is caused by ignorance regarding the true nature of reality. According to this, perceptions and thoughts are largely fabrications of our own minds, based on conditioned tendencies which often involve problematic fears, aversions, compulsions, etc. In Buddhist psychology, these tendencies reside in a portion of mind known as Store consciousness. Here, I suggest a correspondence between this Buddhist Store consciousness and the neuroscientific idea of stored synaptic weights. These weights are strong synaptic connections (...) built in through experience. Buddhist philosophy claims that humans can find relief from suffering through a process in which the Store consciousness is transformed. Here, I argue that this Buddhist 'transformation at the base' corresponds to a loosening of the learned synaptic connections. I will argue that Buddhist meditation practices create conditions in the brain which are optimal for diminishing the strength of our conditioned perceptual and behavioural tendencies. (shrink)

A revolt against the Enlightenment’s legacy has marked the academic culture of a generation. Leftists today often criticize the Radical Enlightenment thesis, arguing that those who advance it privilege the force of ideas in history over material forces. They accuse its proponents of elevating philosophy written by elite European men over the sacrifices made by ordinary people in the course of mass struggle.

Examining the significance of the General’s enlightenment in the Platform Sutra, this article clarifies the fundamental role that emotions play in the development of one’s spiritual understanding. In order to do so, this article emphasizes that the way to enlightenment implicit in the story of the General and the Master involves first granting negative emotions a means for productive expression. By acting as a preparatory measure for calming the mind and surrendering control over it, human passions become a (...) necessary, antecedent condition to wisdom—a conclusion that this article argues is a major, and sometimes underappreciated, lesson embedded in the teachings of the Sixth Patriarch. (shrink)

When attempting to capture the concept of enlightenment that underlies and motivates philosophical (and political and scientific) developments in the 18th century, historians of philosophy frequently rely upon a needlessly but intentionally exclusive account. This, namely, is the conception of enlightenment first proposed by Kant in his famous essay of 1784, which takes enlightenment to consist in the “emergence from the self-imposed state of minority” and which is only possible for a “public” to attain as a (...) result of the public use of reason, a privilege enjoyed by citizens and exemplified in the activity of the scholar. That women, among other groups, did not hold the status of citizens and did not enjoy access to the institutions or training that might gain them recognition as scholars is apparently not a concern for Kant, as he notes that the enlightened condition is likely out of reach anyway for “by far the greatest part of humankind (including the entire fair sex)” (AA 8:35). This naturally leads one to wonder what a history of this period could look like when considered from the perspective of a different, more inclusive conception of enlightenment, and in this chapter I propose to conduct an experiment of sorts just along these lines. As opposed to Kant’s exclusionary conception, I will instead take that proposed by his distinguished contemporary, Moses Mendelssohn, as my starting point. In addition to offering a conception of enlightenment distinctive both for its wide scope and progressive character, Mendelssohn’s has the advantage, or so I will show, of bringing the manifold intellectual contributions of a diverse set of women into focus, though it does more than this in that it also reveals these women to actively and critically engage with key aspects of Mendelssohn’s and others’ philosophical views. (shrink)

Mimesis and the portrayal of reflective life in action : Aristotle's Poetics and Sophocles' Oedipus the King -- The portrayal of reflective life in action in poetry : Shakespeare's dramatization of the poet in Sonnets 1-126 -- The portrayal of reflective life in action in music : Bach's Prelude and Fugue in B flat minor (The Well-Tempered Clavier, Book 1) and Beethoven's String Quartet in A minor, opus 132 -- The portrayal of reflective life in action in painting : discovery (...) of the inner life of sensory perception in watercolours by Turner and oil paintings by Cézanne. (shrink)

Kant’s views about the nature and value of enlightenment have been discussed very much since 1784, and without ever losing any of their relevance and importance. I will discuss a topic that has not been discussed quite that extensively: Kant’s conception of enlightenment as it relates to the idea of perfection (Vollkommenheit) in particular. Is the project of enlightenment also a project of perfection (and vice versa), and if yes, in what sense and to what degree? My (...) aim is twofold here: not just to present a sketch of Kant’s views but also to do so in the light of contemporary, systematic questions and ideas concerning the idea of perfection. (shrink)

Although there is no consensus about the exact span of time that corresponds to the American Enlightenment, it is safe to say that it occurred during the eighteenth century among thinkers in British North America and the early United States and was inspired by the ideas of the British and French Enlightenments. Based on the metaphor of bringing light to the Dark Age, the Age of the Enlightenment (Siècle des lumières in French and Aufklärung in German) shifted allegiances (...) away from absolute authority, whether religious or political, to more skeptical and optimistic attitudes about human nature, religion and politics. In the American context, thinkers such as Thomas Paine, James Madison, Thomas Jefferson, John Adams and Benjamin Franklin invented and adopted revolutionary ideas about scientific rationality, religious toleration and experimental political organization—ideas that would have far-reaching effects on the development of the fledgling nation. Some coupled science and religion in the notion of deism; others asserted the natural rights of man in the anti-authoritarian doctrine of liberalism; and still others touted the importance of cultivating virtue, enlightened leadership and community in early forms of republican thinking. At least six ideas came to punctuate American Enlightenment thinking: deism, liberalism, republicanism, conservatism, toleration and scientific progress. Many of these were shared with European Enlightenment thinkers, but in some instances took a uniquely American form. (shrink)

Karl Popper is famous for having proposed that science advances by a process of conjecture and refutation. He is also famous for defending the open society against what he saw as its arch enemies – Plato and Marx. Popper’s contributions to thought are of profound importance, but they are not the last word on the subject. They need to be improved. My concern in this book is to spell out what is of greatest importance in Popper’s work, what its failings (...) are, how it needs to be improved to overcome these failings, and what implications emerge as a result. The book consists of a collection of essays which dramatically develop Karl Popper’s views about natural and social science, and how we should go about trying to solve social problems. Criticism of Popper’s falsificationist philosophy of natural science leads to a conception of science that I call aim-oriented empiricism. This makes explicit metaphysical theses concerning the comprehensibility and knowability of the universe that are an implicit part of scientific knowledge – implicit in the way science excludes all theories that are not explanatory, even those that are more successful empirically than accepted theories. Aim-oriented empiricism has major implications, not just for the academic discipline of philosophy of science, but for science itself. Popper generalized his philosophy of science of falsificationism to arrive at a new conception of rationality – critical rationalism – the key methodological idea of Popper’s profound critical exploration of political and social issues in his The Open Society and Its Enemies, and The Poverty of Historicism. This path of Popper, from scientific method to rationality and social and political issues is followed here, but the starting point is aim-oriented empiricism rather than falsificationism. Aim-oriented empiricism is generalized to form a conception of rationality I call aim-oriented rationalism. This has far-reaching implications for political and social issues, for the nature of social inquiry and the humanities, and indeed for academic inquiry as a whole. The strategies for tackling social problems that arise from aim-oriented rationalism improve on Popper’s recommended strategies of piecemeal social engineering and critical rationalism, associated with Popper’s conception of the open society. This book thus sets out to develop Popper’s philosophy in new and fruitful directions. The theme of the book, in short, is to discover what can be learned from scientific progress about how to achieve social progress towards a better world. (shrink)

According to recent scholarship, Kant’s "An Answer to the Question: What is Enlightenment?" and the introductory section to "The Conflict of the Faculties" are masterpieces of philosophical rhetoric. The philosophical significance of these texts lies in establishing the free public use of reason as a tool to discipline political power through pure practical reason, and the rhetorical mastery consists in presenting the free public use of reason as a means to satisfy the ruler’s pragmatic practical reason. Elaborating on this (...) interpretation, I flesh out three further aspects of the writings in question. First, I examine the four types of arguments that Kant crafts in defence of the public use of reason and show how their pragmatic practical character is fully in keeping with the foundation of politics on pure practical ideas. Second, contrasting Kant’s notion of the public use of reason with the classical liberal conception of free speech, I argue that the distinctive character of Kant’s notion of the public use of reason consists in adding to the liberal demand for freedom from state censorship the requirement of the self-discipline of the participants in the public use of reason. Third, I contend that Kant’s notion of the public use of reason goes beyond a mere non-coercive discursive procedure and conclude that, to qualify as public in the distinctive Kantian sense, publicly presented positions must uphold theoretical and moral criteria informed by critical philosophy. (shrink)

For anyone with an interest in the philosophical teachings of Ch’an (Zen Buddhism), the Platform Sutra is arguably the classic source of philosophical as opposed to religious Ch’an. The text is exclusively concerned with expounding the nature of Ch’an and its key feature: enlightenment achieved by the mind alone or by pure understanding without the assistance of textual authority, religious devotion, charitable acts, meditative practices or monastic discipline. Yet, despite its centrality in Zen Buddhism, the book presents one account (...) of enlightenment that has received very little attention: the story of the General. It is commonly thought that emotions are to be repressed in order to attain enlightenment. The argument I would like to present is that one case of attaining enlightenment recounted in the Platform Sutra shows that one ought to take a very different attitude to desire and emotions than annihilation, tranquilization or repression. From the account of the General, it would appear that desires and emotions are not to be simply eradicated or repressed. Rather, they must first be expressed and then acknowledged as possessed before one can attain enlightenment. (shrink)

For Kant, the ideal of enlightenment is most fundamentally expressed as a self-developed soundness of judgment. But what does this mean when the judgment at issue is practical, i.e., concerns the good to be brought about through action? I argue that the moral context places special demands on the ideal of enlightenment. This is revealed through an interpretation of Kant’s prescription for moral pedagogy in the Critique of Practical Reason. The goal of the pedagogy is to cultivate the (...) moral disposition, and the method consists of training in judgment. Unfortunately, Kant seems to wind up somewhere short of this goal, leaving the young person with only an idle wish for a properly cultivated moral disposition. In this paper, I argue that when we address the special issues that arise when the enlightenment ideal is brought to bear on practical judgment — issues that stem from the intrinsic connection between practical judgment and agency — we will see that there is no lacuna in Kant’s account. (shrink)

Natural science, properly understood, provides us with the methodological key to the salvation of humanity. First, we need to acknowledge that the actual aims of science are profoundly problematic, in that they make problematic assumptions about metaphysics, values and the social use of science. Then we need to represent these aims in the form of a hierarchy of aims, which become increasingly unproblematic as one goes up the hierarchy; as result we create a framework of relatively unproblematic aims and methods, (...) high up in the hierarchy, within which much more problematic aims and methods, low down in the hierarchy, may be improved as scientific knowledge improves. Then, we need to generalize this hierarchical, aims-and-methods-improving methodology so that it becomes fruitfully applicable to any worthwhile endeavour with problematic aims. Finally, we need to apply this methodology to the immensely problematic task of making progress towards as good a world as feasible. (shrink)

In this essay I revise, based on the notion of the ‘enlightened ruler’ or mingzhu and his critique of the literati of his time, the common belief that Han Fei was an amoralist and an advocate of tyranny. Instead, I will argue that his writings are dedicated to advising those who ought to rule in order to achieve the goal of a peaceful and stable society framed by laws in accordance with the dao.

This essay will explore three main themes. Firstly, I shall explore Adorno and Horkheimer’s Dialectic of Enlightenment in order to illustrate how the initial aftermath and destruction of World War Two required the necessity for western philosophy to become critical of Enlightenment’s negative side affects. Secondly, I shall illustrate how in consumerism and global capitalism the human subject becomes reduced to a commodity object that strives for social acceptance through economic activity. Thirdly, by analyzing Derrida’s account of (...) western global domination and its ‘autoimmunity’ as an account of western self destruction, I shall be able to declare the necessity for philosophy to transcend from its ‘ivory tower’ role to that of an international agency capable of rejuvenating the flawed political systems of today into systems that promote world peace, stability and most importantly heightening the awareness of individual subjects. (shrink)

Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a (...) blatantly obvious way, those institutions, organizations, corporations, businesses, endeavours, and activities of humanity that cause the crises and global problems we face, do so because of the aims they pursue (profit perhaps, or power, or heat and light for homes), and the methods adopted in pursuit of those aims – the philosophy in other words, built into the institution, organization, business, human activities, or whatever it may be. It is the philosophy of these institutions, organizations and activities that we need to change to put a stop to, or at least lessen the severity of, the crises we face, the global problems that confront us, above all the climate and nature crises. One institution has an especially crucial role in this respect: our universities. They are dominated in a multitude of ways by a particularly disastrous philosophy, a philosophy of inquiry which may be called knowledge-inquiry. This holds that the basic aim of the university is to acquire and apply knowledge. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems. But this philosophy of knowledge-inquiry is an intellectual disaster. As a result, universities are, in devastating and almost entirely unrecognized ways, humanitarian disasters too. Judged from the standpoint of helping to promote human welfare, the university shaped by the philosophy of knowledge-inquiry violates THREE of the four most elementary rules of rational problem solving conceivable in a wholesale, structural fashion, and it is this gross, wholesale, structural irrationality of the university, unnoticed by all but a few scientists and scholars, that is in part responsible for the creation of our grave global problems, and our current incapacity to learn how to solve them. The pursuit of knowledge, conducted in universities, within the framework of knowledge-inquiry over the decades and centuries, has produced much of great benefit to humanity. It has made the modern world possible. It has led to modern power production, modern industry and armaments, modern agriculture, modern hygiene and medicine, modern travel and communications, and the internet. But these very successes have also created many of our most serious current global problems: the climate crisis; the destruction of natural habitats, the catastrophic loss of wild life, and impending mass extinction of species (the nature crisis); the lethal character of modern war; the impact on the natural world of the rapid growth of the human population; the menace posed by nuclear weapons; pollution of earth, sea and air; threats to democracy caused in part by the internet and social media. All these grave global problems have been made possible by modern science and technology, pursued largely in universities within the framework of knowledge-inquiry. Nevertheless, it is not science and technology as such that are the problem, but science pursued in a way that is dissociated from a more fundamental task of the university to help humanity resolve conflicts and problems of living in increasingly cooperatively rational ways, so that progress may be made to a better world. Science and technology, pursued within the framework of knowledge-inquiry, create for some of us the power to act, but not the power to act wisely – not the power to learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways. For that, we need our institutions of learning, above all our universities, to take as their primary task to help humanity learn how to do it. In order to do that, the philosophy of inquiry put into practice by universities needs to be dramatically transformed. We urgently need to bring about a revolution in the overall aims and methods of academic inquiry – a revolution in the philosophy of the university, all around the world, wherever possible, so that the basic aim becomes to seek and promote wisdom, construed to be the capacity, active endeavour, and perhaps desire, to realize what is of value in life, for oneself and others, wisdom in this sense including knowledge, understanding and technological know-how, but much else besides, methods being dramatically modified too so as to help achieve the new academic aim. The basic task of the university would be, not to solve problems of knowledge, but rather to help people in the social world beyond the university to resolve conflicts and problems of living so that what is of value in life may be realized by everyone, insofar as that is possible. The pursuit of knowledge would be vital, but not intellectually fundamental. The intellectual and institutional revolution we so urgently need in our universities would affect every discipline and aspect of the university; it would dramatically affect both research and education, and the whole way the university is related to the rest of the social world. The revolution, from knowledge-inquiry to wisdom-inquiry would dramatically enhance the intellectual integrity and rationality of natural science, social inquiry, the humanities and technology, the character of these disciplines and the relationships they have with one another. University education throughout the university would be dramatically improved. And academic inquiry as a whole would do what, on the whole, it fails to do at present: it would help humanity resolve conflicts and problems of living in increasingly cooperatively rational and, as a result, increasingly successful ways, progress at last being made to a genuinely good, civilized world – a world in which there is peace, justice, liberal democracy, individual freedom, education, reasonable equality, sustainable prosperity and worthwhile opportunities in life, all of these for everyone, insofar as this is possible. Why, it may be asked, has academic philosophy not noticed that we urgently need to transform the current bad philosophy of inquiry of knowledge-inquiry into the far more intellectually rigorous and humanly valuable philosophy of wisdom-inquiry, so that we can begin to do what so far we have failed to do so lamentably: learn how to avoid impending disasters, and even make progress to a better world, something that seems at present almost unthinkable given the horrors of war, poverty, political enslavement of the 20th century, and the horrors of this century so far too? The answer is that academic philosophy is in a particularly pitiful state, as philosophers themselves, are just beginning to realize and lament. That is why academic philosophers are blind to the intellectual and humanitarian disaster of the bad philosophy that dominates universities today, and inconceivable to them to them that they might have, as a disciplinary task, to ensure academic inquiry implements a good philosophy of inquiry, and advocate and argue for change if it does not. Once upon a time, in Europe at least, philosophy was an intellectual power in the world. In the 17th century it created modern science which massively increased and improved our knowledge and understanding of the world, which in turn led to the Enlightenment, the industrial revolution, and the modern world. Philosophy was once so intellectually powerful and influential that it changed the course of history. But philosophy also made in the past three disastrous intellectual blunders: the post-Cartesian blunder, the post-Newtonian blunder, and the Enlightenment blunder. Never acknowledged and corrected by subsequent philosophy right down to the present, these unrecognized intellectual blunders rendered academic philosophy the esoteric, pathetic, and powerless discipline it is today, so that throughout the last century and, so far, throughout this one, academic philosophy has remained blind to the intellectual disaster of knowledge-inquiry, and thus failed entirely to take up its proper disciplinary task of warning fellow academics of the structural irrationality of the philosophy that prevails in the university, and of proposing what steps need to be taken to put things right. Instead of performing such an urgently needed philosophical task, so-called analytic philosophy was reduced to analysing the meaning of words. Since then, there has been hardly any discernible improvement, even if analysis of concepts no longer dominates the scene. Bad academic philosophy is indeed responsible for intellectual and humanitarian failures of the university. What the three past intellectual blunders of philosophy are, why their persistence so dramatically reduces academic philosophy to a triviality, and why, furthermore, this results in the failure of scientists and scholars to see what is so blatantly bad about the philosophy prevailing in universities around the world – the failure to see what so urgently needs to be done to put right what has been wrong for so long: all this is made clear in this book. A new kind of philosophy emerges during the course of the argument, critical fundamentalism, which has as its task to keep alive imaginative and critical – that is rational – thinking about our fundamental problem: How can our human world, the world we experience and live in – the world of living things, people, consciousness, free will, meaning and value – how can all of this exist and best flourish embedded as it is in the physical universe? That problem encompasses all others of life, science and thought. Critical fundamentalism tries to improve answers to aspects of this problem; but it also seeks to encourage everyone to think about the problem, from time to time, and think about how it interacts, in both directions, with more urgent particular and specialized problems of life and thought. Critical fundamentalism sets out to help improve bad philosophy wherever it is to be found: in social, political, commercial, legal, financial, and international life; and especially in academia, in institutions of learning, so that they become devoted to enhancing the capacity of people to learn how to achieve what is of genuine value in this brief life of a few decades if we are fortunate. Critical fundamentalism does everything it can to bring about the revolution in our universities we so urgently need. If taken up by mainstream philosophy, it might really have an impact, and begin to transform universities for the better, in both intellectual and humanitarian terms, and thus, enable humanity to learn how, after the grim failures and horrors of the last century and this one, to make progress to a better world. -/- . (shrink)

This paper will contend that we, in the first quarter of the 21st century, need an enhanced Age of Reason based on global epistemology. One reason to legitimize such a call for more intellectual enlightenment is the lack of required information on non-European philosophy in today’s reading lists at European and North American universities. Hence, the present-day Academy contributes to the scarcity of knowledge about the world’s global history of ideas outside one’s ethnocentric sphere. The question is whether (...) we genuinely want to rethink parts of the “Colonial Canon” and its main narratives of the past. This article argues that we, if we truly desire, might create “a better Enlightenment.” Firstly, by raising the general knowledge level concerning the philosophies of the Global South. Thus, this text includes examples from the global enlightenments in China, Mughal India, Arabic-writing countries, and Indigenous North America—all preceding and influencing the European Enlightenment. Secondly, we can rebuild by rediscovering the Enlightenment ideals within the historiography of the “hidden enlightenment” of Europe’s and North America’s past. In Part I, of two parts of this paper, a comparative methodology will be outlined. In addition, examples will be given from the history of ideas in India and China to argue that we need to study how these regions influenced the European history of ideas in the 16th and 17th centuries. Finally, towards the end of this text, a re-reading of the contributions from Egypt and Greece aspires to give a more global and complex context for Western Europe’s so-called Age of Reason. (shrink)

Robert Brandom's "The Pragmatist Enlightenment" describes the advent of American pragmatism as signaling a sea-change in our understanding of human reason away from the top-down Euclidian models of reasoning, warrant and knowledge inspired by the physical sciences, toward the far more bottom-up, narrative, inherently fallible and dialogical forms of reasoning of the life and human sciences. It is against this backdrop that Talmudic Judaism emerges not only as an early anticipation of the pragmatist enlightenment, but as going a (...) substantial and radical step beyond it, that in the context of religious commitment and reasoning, is unprecedented. (shrink)

Against several recent interpretations, I argue in this chapter that Immanuel Kant's support for enlightened absolutism was a permanent feature of his political thought that fit comfortably within his larger philosophy, though he saw such rule as part of a transition to democratic self-government initiated by the absolute monarch himself. I support these contentions with (1) a detailed exegesis of Kant’s essay "What is Enlightenment?" (2) an argument that Kantian republicanism requires not merely a separation of powers but (...) also a representative democratic legislature, and (3) a demonstration that each stage of a democratic transition can potentially be in an absolute monarch’s short-run self-interest. (shrink)

Geoffrey V. Sutton, Science for a Polite Society: Gender, Culture, and the Demonstration of Enlightenment (Boulder, CO: Westview Press, 1995), xiii + 391 pp., ISBN 0-8133-1575-1. -/- Christian Licoppe, La formation de la pratique scientifique: le discours de l’expe´rience en France et en Angleterre (1630–1820) (Paris: Editions de la de´ couverte, 1996), 346 pp., ISBN 2-7071-2530-X.

The aim of this paper is to show that the French philosopher and historian of science Abel Rey played a more influential role in the formative phase of the Vienna Circle than hitherto supposed. On the whole, it will be argued that Rey's contribution had political impact. His interpretation of "modern physics" in 1907 in the face of the alleged "bankruptcy of science" should be appreciated as a masterpiece of applied enlightenment thought. As such, it was especially paradigmatic for (...) Philipp Frank's "positivist" defense of the theory of relativity and quantum mechanics against the irrationalist tendencies of the 1920s and 1930s. (shrink)

The Age of Enlightenment is more global and complex than the standard Eurocentric Colonial Canon narrative presents. For example, before the advent of unscientific racism and the systematic negligence of the contributions of Others outside of “White Europe,” Raphael centered Ibn Rushd (Averroes) in his Vatican fresco “Causarum Cognitio” (1511); the astronomer Edmund Halley taught himself Arabic to be more enlightened; The Royal Society of London acknowledged the scientific method developed by Ibn Al-Haytham (Alhazen). In addition, if we study (...) the Transatlantic texts of the late 18th century, it is not Kant, but instead enlightened thinkers like Anton Wilhelm Amo (born in present-day’s Ghana), Phillis Wheatley (Senegal region), and Toussaint L’Ouverture (Haiti), who mostly live up to the ideals of reason, humanism, universalism, and human rights. One obstacle to developing a more balanced presentation of the Age of the Enlightenment is the influence of colonialism, Eurocentrism, and methodological nationalism. Consequently, this paper, part II of two, will also deal with the European Enlightenment’s unscientific heritage of scholarly racism from the 1750s. It will be demonstrated how Linnaeus, Hume, Kant, and Hegel were among the Founding Fathers of intellectual white supremacy within the Academy. Hence, the Age of Enlightenment is not what we are taught to believe. This paper will demonstrate how the lights from different “Global Enlightenments” can illuminate paths forward to more dialogue and universalism in the 21st century. (shrink)

Starting from the Age of Enlightenment, a person’s ability of self-improvement, or perfectibility, is usually seen as a fundamental human feature. However, this term, introduced into the philosophical vocabulary by J.-J. Rousseau, gradually acquired additional meaning – largely due to the works of N. de Condorcet, T. Malthus and C. Darwin. Owing to perfectibility, human beings are not only able to work on themselves: by improving their abilities, they are also able to change their environment (both social and natural) (...) and create favorable conditions for their existence. It is no coincidence that perfectibility became the key concept of the idea of social progress proposed by French thinkers in the Age of Enlightenment, despite the fact that later it was criticized, above all, by English authors, who justified its organic and biological nature and gave a different evolutionary interpretation to this concept, without excluding perfectibility from the philosophical vocabulary. In this article, we address the opposition and mutual counterarguments of these two positions. Beyond that, we draw a parallel with some of the ideas of S. Kapitsa, who proved to be not only a critic of Malthusianism but also a direct disciple of Condorcet. In the modern age, the ideas of human self-improvement caused the development of transhumanist movement. Condorcet is more relevant than ever, and today his theory of the progress of the human mind, which influenced the genesis of modern historical science, needs a re-thinking in the newest perspective of improving the mental and physical human nature with the help of modern technologies. (shrink)

A review of a 2010 translation of the inaugural address of Dr Jaap Klapwijk as professor of Philosophy at the Vrije Universiteit, Amsterdam in 1976.

The philosophy of biomimicry, I argue, consists of four main areas of inquiry. The first, which has already been explored by Freya Mathews, concerns the “deep” question of what Nature ultimately is. The second, third, and fourth areas correspond to the three basic principles of biomimicry as laid out by Janine Benyus. “Nature as model” is the poetic principle of biomimicry, for it tells us how it is that things are to be “brought forth”. “Nature as measure” is the (...) ethical principle of biomimicry, for it tells us that Nature places ethical limits or standards on what it is possible for us to accomplish. And “Nature as mentor” is the epistemological principle of biomimicry, for it affirms that Nature is the ultimate source of truth, wisdom, and freedom from error. Within this overall framework, I argue that seeing Nature as physis—understood as “self-production” or “self-placing-into-the-open”—constitutes the requisite ground for the poetic, ethical, and epistemological principles of biomimicry, and that biomimicry thus conceived involves a new philosophical paradigm, which I call “enlightened naturalism”. (shrink)

This chapter outlines an alternative interpretation of Hume’s philosophy, one that aims, among other things, to explain some of the most perplexing puzzles concerning the relationship between Hume’s skepticism and his naturalism. The key to solving these puzzles, it is argued, rests with recognizing Hume’s fundamental irreligious aims and objectives, beginning with his first and greatest work, A Treatise of Human Nature. The irreligious interpretation not only reconfigures our understanding of the unity and structure of Hume’s thought, it also (...) provides a radically different picture of the way in which Hume’s philosophy is rooted in its historical context. By altering our understanding of the fundamentals of Hume’s philosophy in this way, the irreligious interpretation also challenges the adequacy of the familiar and entrenched framework of “British Empiricism.”. (shrink)

I present some key ideas for reckoning with nihilism today in light of Nietzsche's conception of nihilism and Sloterdijk's Enlightened False Consciousness.

This paper documents a dispute involving the freedom of the press that captivated the attention of the Berlin intelligentsia in the 1780s. The dispute provides the socio-historical background for the section in Hegel’s Phenomenology of Spirit entitled “The Struggle of the Enlightenment with Superstition.” (GW, VI.B.II.488-522) The section can also be read as Hegel’s critique of Jacobi. The latter’s presence in the Phenomenology, although not pervasive, is at least conspicuous.

This paper considers the aporia in Dialectic of Enlightenment in two aspects of the self-destruction and self-critique of enlightenment and then emphasizes the dual vision which Horkheimer and Adorno hold on rationality. Firstly, it traces the explanation of the self-destruction of enlightenment so as to make explicit that it results in another form of the aporia, the self-critique of enlightenment. This is followed by formulating the criticism into two aspects, that Horkheimer and Adorno’s aporia leads them (...) to be confronted by a self-contradiction. I argue that the criticism neglects their narrative strategy of history as critique and the methodology of immanent critique of Horkheimer and Adorno. In conclusion, it is elucidated that Horkheimer and Adorno rightly posit their aporia and suggest a proper solution, by which we could take the dual vision on rationality and their own model of immanent critique as its significances. (shrink)

This essay traces the central role played by the notion of seeds and germs for understanding the complex metaphysics at work in both Ficino's reinterpretation of Greek philosophy for a Humanist audience, and in Kant's own efforts to describe the moral shaping of humankind that he took to be the heart of the Enlightenment project.

Di er ci Qimeng (The second Enlightenment), by Wang Zhihe and Fan Meijun, is a timely book in Chinese about constructing a philosophical and practical way to contend with China's postmodernization. It combines Whitehead's process philosophy with a focus on Chinese modernity in order to map out a desirable postmodern society. It addresses the problem on several dimensions from policy making to basic value systems. The range of themes can be seen from the topics of the book's twelve (...) chapters: (1) Reverence for Land—Toward a Constructive Postmodern Agriculture; (2) Becoming Fully Human—Toward a Postmodern Organic Education; (3) Survival of the Harmonious-Toward a Constructive Postmodern Harmonious Culture; (4) Beauty .. (shrink)

The self-fashioning of French Newtonianism Content Type Journal Article DOI 10.1007/s11016-010-9511-3 Authors Charles T. Wolfe, Unit for History and Philosophy of Science, University of Sydney, Sydney, NSW 2006, Australia David Gilad, Unit for History and Philosophy of Science, University of Sydney, Sydney, NSW 2006, Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.