Examines tensions in contemporary feminism based on theorizing difference. Mainstream feminist project's approach to questions of difference; Interlocking and varying hierarchies of domination; Proposed multiracial feminism in which difference can occupy center stage in women's studies.

Many anthropologists interpret neoliberalism as a radical break from and dangerous rupture in post-war societies that featured Keynesian economic policies and welfare provision. The allure of a mythic welfare state has boosted John Maynard Keynes’s popularity to many who embrace certain facets of socialism. Many critical social scientists have embraced Keynesianism in ways that overlook how the US used Keynesian policies to reengineer and redeploy state power. Keynes’s liberal synthesis inspired managers in the US Treasury Department to understand depression-era problems (...) of unemployment and poverty in ways that were consonant with the expansion of corporate power. For understanding Keynesianism, as it actually existed during the Cold War, we must analyse how the US Treasury and State Departments used Keynesian principles to rebuild the social reproductive capacities necessary for capitalist accumulation both domestically and in Western Europe. I focus on how the architects of postwar capitalism used full employment policies, labour laws and welfare provision to renovate the nexus of political practices and institutional structures in ways that formed a benevolent and caring image of ‘the state’ and the myth of a class compromise. Through these reforms, governmental planners and administrators used the ‘state idea’ to reorganize capital accumulation as if the post-war economy would represent ordinary people’s best interests. In the process, these sophisticated practices of power became reified as the ‘welfare state’ and the ‘Keynesian compromise’ in ways that endow these institutions and policies with a character divorced from practices of power. The post-war state embodied a dialectic of repression and reform that combined criminalizing dissent with full employment policies and welfare provision. Taking these aspects of power into account, we can see post-war Keynesianism in ways that inspire a robust and far-reaching criticism of the contemporary predicament of economic uncertainty, political instability and environmental degradation. (shrink)

Understanding academic gender gaps is difficult because gender-imbalanced fields differ across many features, limiting researchers’ ability to systematically study candidate causes. In the present preregistered research, we isolate two potential explanations—brilliance beliefs and fixed versus growth intelligence mindsets—by comparing two fields that have inverse gender gaps and historic and topical overlap: philosophy and psychology. Many more men than women study philosophy and vice versa in psychology, with disparities emerging during undergraduate studies. No prior work has examined the contributions of both (...) self-perceptions of brilliance and fixed versus growth mindsets on choice of major among undergraduate students. We assessed field-specific brilliance beliefs, brilliance beliefs about self, and mindsets, cross-sectionally in 467 undergraduates enrolled in philosophy and psychology classes at universities in the United States and Canada via both in-person and online questionnaires. We found support for the brilliance beliefs about the self, but not mindset, explanation. Brilliance beliefs about oneself predicted women’s but not men’s choice of major. Women who believed they were less brilliant were more likely to study psychology (perceived to require low brilliance) over philosophy (perceived to require high brilliance). Findings further indicated that fixed versus growth mindsets did not differ by gender and were not associated with major. Together, these results suggest that internalized essentialist beliefs about the gendered nature of brilliance are uniquely important to understanding why men and women pursue training in different academic fields. (shrink)

Feelings of belonging are integral in people’s choice of what career to pursue. Women and men are disproportionately represented across careers, starting with academic training. The present research focuses on two fields that are similar in their history and subject matter but feature inverse gender gaps—psychology (more women than men) and philosophy (more men than women)—to investigate how theorized explanations for academic gender gaps contribute to feelings of belonging. Specifically, we simultaneously model the relative contribution of theoretically relevant individual differences (...) (empathizing, systematizing, and intellectual combativeness) as well as life goals (prioritization of family, money, and status) to feelings of belonging and majoring in psychology or philosophy. We find that men report higher intellectual combativeness than women, and intellectual combativeness predicts feelings of belonging and majoring in philosophy over psychology. Although systematizing and empathizing are predictive of belonging and, in turn, majoring in psychology and philosophy, respectively, when other factors are taken into account, women and men do not differ in empathizing and systematizing. Women, more than men, report prioritizing having a family, wealth, and status in choosing a career, and these directly or indirectly feed into feelings of belonging and majoring in psychology, in contrast to prior theory. Together, these findings suggest that students’ perceptions of their own combativeness and the extent to which they desire money and status play essential roles in women’s feeling they belong in psychology and men’s feeling they belong in philosophy. (shrink)

Abstract: Of the five perspectives set forth in this essay, four of them specify obstacles that block experiential understandings of emotions. The obstacles in one way and another subvert the living body, whether presenting it as a mere face or as an ahistorical adult body, as an embodied phenomenon or as a brain unattached to a whole-body nervous system. Such accounts bypass the affective dynamics that move through bodies and move them to move. Being true to the truths of experience, (...) the fifth perspective, requires recognition of our infancy and even of our prenatal lives, both of which are tethered to developmental movement. It furthermore requires recognition of affective realties as subject-world relationships and recognition of the dynamic congruency of emotions and movement. In the end, the perspectives lead us to inquire about “the things themselves.” Keywords: Animate · Dynamic · Brain · Embodied · Infancy. (shrink)

Midwest Studies In Philosophy, Volume 44, Issue 1, Page 239-259, December 2019: -/- When people speak or write of “embodied” in one form or another, as in embodied mind, embodied cognition, embodied language, embodied self, and so on, they implicitly look past if not outright deny the realities of evolution. Animate life evolves on the basis of different morphologies. Animals with differing morphologies establish not merely different niches but different modes of living, which in the most fundamental sense means establishing (...) distinctive repertoires of movement—different ways of doing everyday things. Certain movements within one species’ repertoire may nevertheless coincide with certain movements within the repertoire of other species, as, for instance, the movement known as presenting, which occurs in multiple primate species in two different contexts: as a sexual invitation and as an aggression deterrent. That certain movements can have the same significance across species does not diminish the distinctiveness of any repertoire but attests to the evolutionary heritage of a species, namely its anchorage in morphology, that is, in bodily templates and possible variations of the same, all of which templates and possible variations translate into distinctive movement possibilities and definitive repertoires of movement. (shrink)

This paper explores philosopher of education Maxine Greene’s position on narratives in multicultural education. Moreover, this paper will look into notions of aesthetic education, social imagination, and “wide-awakeness”: three Greenean concepts that will be examined vis-à-vis multicultural narratives in educational contexts. This triad aims to help both the learner and the educator to emancipate multicultural narratives from the periphery, and to nurture an inclusive philosophy of education in class.

To what extent can film - or individual films - act as a vehicle of or forum for philosophy itself?. Many have responded that films can indeed do philosophy to a substantial degree. Furthermore, it has been claimed that this virtue does not belong solely to ‘art’ films, but that popular cinema too can do philosophy. A case in point is Spike Jonze’s 1999 film Being John Malkovich, the Oscar-winning screenplay of which was written by Charlie Kaufman. The outrageous premise (...) of this comic fantasy is summarised by the film’s protagonist, Craig Schwartz: "There's a tiny door in my office Maxine. It's a portal, and it takes you inside John Malkovich. You see the world through John Malkovich's eyes. And then, after about fifteen minutes, you're spit out into a ditch on the side of the New Jersey Turnpike." The philosophical issues that this scenario raises are manifold. My primary aim in this paper is to follow the film through its exploration of subjectivity, clarifying its insights with the aid of current philosophical work on the topic. Hopefully, this will enhance our understanding both of subjectivity, and of the philosophical relevance of the film. A secondary goal of this enquiry is to provide a clear example of film-as-philosophy, perhaps demonstrating how film contributes something to the philosophical forum that an academic text cannot. (shrink)

The nuclear engineer emerged as a new form of recognised technical professional between 1940 and the early 1960s as nuclear fission, the chain reaction and their applications were explored. The institutionalization of nuclear engineering—channelled into new national laboratories and corporate design offices during the decade after the war, and hurried into academic venues thereafter—proved unusually dependent on government definition and support. This paper contrasts the distinct histories of the new discipline in the USA and UK (and, more briefly, Canada). In (...) the segregated and influential environments of institutional laboratories and factories, historical actors such as physicist Walter Zinn in the USA and industrial chemist Christopher Hinton in the UK proved influential in shaping the roles and perceptions of nuclear specialists. More broadly, I argue that the State-managed implantation of the new subject within further and higher education curricula was shaped strongly by distinct political and economic contexts in which secrecy, postwar prestige and differing industrial cultures were decisive factors. (shrink)

My central research focus over the past 30 years has been the articulation of what I call a radically temporal approach to philosophy. In the papers below, written between 2001 and 2022, I treat the varying ways in which radically temporal thinking manifests itself in the phenomenological perspectives of Edmund Husserl, Martin Heidegger and Eugene Gendlin. I also discuss Jacques Derrida's deconstructive project and George Kelly's personal construct theory as examples of radically temporal thinking. With the aim of clarifying and (...) further defining the nature of this family of orientations, I have delineated the important ways in which it differs from a range of interlinked approaches in philosophy and psychology that includes hermeneutic and radical constructivisms, social constructionism, 4EA (Embodied, Embedded, Enactive, Extended, and Affective) cognition, Merleau-Ponty's phenomenology of corporeal intersubjectivity, autopoietic self-organizing systems theory and American pragmatism. Among the authors whose work I have submitted to critique from the radically temporal perspective are: Francisco Varela (autopoietic self-organizing systems), Shaun Gallagher, Evan Thompson, Matthew Ratcliffe, Maxine Sheets-Johnstone, Dan Zahavi, Hanne De Jaegher, Michel Bitbol, Thomas Fuchs (enactive, embodied ('4EA') cognition), Gilles Deleuze (Deleuzian biopolitics), Ken Gergen and John Shotter ( social constructionism), Kym Maclaren ( critical phenomenology) and Jan Slaby (critical neuroscience). I argue that these authors' accounts of the relation between affect, motivation and intention, attention , reflective and pre-reflective self-consciousness, the basis of mathematical naturalism and sensori-motor models of behavior, and the relation between the body, language and culture remain burdened by traditional presuppositions that the radically temporal philosophies of Heidegger et al put into question. (shrink)

Welcome to my philosophy page. My central research focus is the elucidation of what I call the radically temporal approach to philosophy. In the papers below I endeavor to articulate the varying ways that radical temporality manifests itself in the phenomenological perspectives of Edmund Husserl, Martin Heidegger and Eugene Gendlin. I also discuss Jacques Derrida’s deconstructive project and George Kelly’s personal construct theory as examples of radically temporal thinking. With the aim of clarifying and further defining the nature of this (...) orientation , I have delineated the important ways in which it differs from a range of interlinked approaches in philosophy and psychology that includes hermeneutic and radical constructivisms, 4EA (Embodied, Embedded, Enactive, Extended, and Affective) cognition, Merleau-Ponty’s phenomenology of corporeal intersubjectivity, autopoietic self-organizing systems theory and American pragmatism. Among the authors whose work I have submitted to critique from the radically temporal perspective are: Francisco Varela (autopoietic self-organizing systems), Shaun Gallagher, Evan Thompson, Matthew Ratcliffe, Maxine Sheets-Johnstone, Dan Zahavi, Hanne De Jaegher, Thomas Fuchs (enactive, embodied ('4EA') cognition), John Protevi (Deleuzian biopolitics), Kym Maclaren ( critical phenomenology) and Jan Slaby (critical neuroscience). -/- I argue that these authors’ accounts of intersubjectivity and empathy, and their integration of affect, motivation, intentionality and will, remain burdened by traditional presuppositions that the radically temporal philosophies of Heidegger et al put into question. -/- . (shrink)

The vulgar democracy of the USA. Texts from Thoreau, Emerson, Whitman, Zinn.

Horwich memberikan analisis baik Wittgenstein (w) dan merupakan sarjana W terkemuka, tetapi dalam pandangan saya, mereka semua jatuh pendek dari apresiasi penuh, seperti yang saya jelaskan di length dalam tinjauan ini dan banyak lainnya. Jika seseorang tidak mengerti W (dan sebaiknya Searle juga) maka saya tidak melihat bagaimana seseorang bisa memiliki lebih dari pemahaman yang dangkal filsafat dan urutan yang lebih tinggi berpikir dan dengan demikian dari semua perilaku kompleks (psikologi, Sosiologi, antropologi, sejarah, sastra, masyarakat). Singkatnya, W menunjukkan bahwa ketika (...) Anda telah menunjukkan bagaimana kalimat digunakan dalam konteks kepentingan, tidak ada lagi yang dapat dikatakan. Saya akan mulai dengan beberapa kutipan penting dan kemudian memberikan apa yang saya pikir adalah pertimbangan minimum yang diperlukan untuk memahami Wittgenstein, filsafat dan perilaku manusia. -/- Pertama mungkin dicatat bahwa menempatkan "meta" di depan kata apapun harus tersangka. W berkomentar misalnya, bahwa metamathematics adalah matematika seperti yang lain. Gagasan bahwa kita dapat melangkah keluar filsafat (yaitu, psikologi deskriptif pemikiran yang lebih tinggi) adalah dirinya sendiri kebingungan yang mendalam. Iritasi lain di sini (dan di seluruh akademik menulis selama 4 dekade terakhir) adalah bahasa yang konstan sebaliknya seksisme dari "dia" dan "miliknya" dan "dia" atau "dia/dia" dll, di mana "mereka" dan "mereka" dan "mereka" akan melakukan dengan baik. Demikian pula, penggunaan kata Perancis ' repertoar ' di mana bahasa Inggris ' Repertory ' akan cukup baik. Kekurangan utama adalah kegagalan lengkap (meskipun sangat umum) untuk mempekerjakan apa yang saya lihat sebagai sangat kuat dan intuitif dua sistem pandangan HOT dan Searle's kerangka yang telah saya diuraikan di atas. Hal ini terutama pedih dalam bab tentang makna p111 et seq. (terutama di catatan kaki 2-7), di mana kita berenang di air yang sangat berlumpur tanpa kerangka benar otomatis hanya S1, disposisional proposisional S2, cos dll Satu juga bisa mendapatkan pandangan yang lebih baik dari dalam dan luar dengan membaca misalnya, Johnston atau Budd (Lihat ulasan saya). Horwich namun membuat banyak komentar tajam. Saya terutama menyukai ringkasan nya dari impor w's anti-teoritis sikap pada P65. Dia perlu memberikan penekanan lebih untuk ' pada kepastian ', baru-baru ini subjek banyak usaha oleh Daniele Moyal-Sharrock, Coliva dan lain-lain dan diringkas dalam artikel baru-baru ini. -/- Horwich adalah tingkat pertama dan pekerjaannya layak usaha. Satu harapan bahwa ia (dan semua orang) akan mempelajari Searle dan beberapa psikologi modern serta Hutto, baca, Hutchinson, Stern, Moyal-Sharrock, berjalan, hacker dan Baker dll untuk mencapai pandangan modern yang luas perilaku. Sebagian besar kertas mereka berada di academia dot edu dan philpapers dot org, tetapi untuk PMS Hacker. -/- Dia memberikan salah satu ringkasan yang paling indah di mana pemahaman Wittgenstein meninggalkan kita yang pernah saya lihat. -/- "Tidak boleh ada upaya untuk menjelaskan linguistik/kegiatan konseptual kita (PI 126) seperti Frege pengurangan aritmatika untuk logika; tidak ada upaya untuk memberikan fondasi epistemologis (PI 124) seperti dalam arti rekening berdasarkan pengetahuan apriori; tidak ada upaya untuk mencirikan bentuk ideal itu (PI 130) seperti dalam pengertian Logics; tidak ada usaha untuk mereformasi (PI 124, 132) seperti teori kesalahan Mackie atau intuisi Dummett; tidak ada upaya untuk merampingkan itu (PI 133) seperti dalam laporan quine keberadaan; tidak ada usaha untuk membuatnya lebih konsisten (PI 132) seperti dalam tanggapan Tarski terhadap paradoks pembohong; dan tidak ada upaya untuk membuatnya lebih lengkap (PI 133) seperti dalam penyelesaian pertanyaan identitas pribadi untuk skenario aneh ' teleportasi '. -/- Akhirnya, izinkan saya menyarankan bahwa dengan perspektif saya telah mendorong di sini, W adalah di pusat filsafat dan psikologi kontemporer dan tidak jelas, sulit atau tidak relevan, tapi gemilang, mendalam dan jernih dan bahwa untuk merindukannya adalah untuk melewatkan salah satu petualangan intelektual terbesar mungkin. -/- Mereka yang ingin komprehensif up to date kerangka perilaku manusia dari dua systems tampilan modern dapat berkonsultasi buku saya 'struktur Logis filsafat, psikologi, mind dan bahasa dalam Ludwig wittgenstein dan John Searle ' 2nd Ed (2019). Mereka yang tertarik pada tulisan saya lebih mungkin melihat 'berbicara monyet--filsafat, psikologi, ilmu, agama dan politik di planet yang ditakdirkan--artikel dan review 2006-2019 3rd ed (2019) dan bunuh diri utopian delusi di 21st Century 4th Ed (2019) . (shrink)

This thesis contends that the possession of a sense of humour would contribute considerably to the quality of human life. It is an exploration and discussion of some of the difficulties involved in justifying the development of humour in terms of a philosophy of education. In light of developments in the digital age with consequent changes in science, technology and society, the educated person of the future will have to be less concerned with the accumulated knowledge of the past than (...) with the development and interplay of social and natural environments. Such a person will need to have, more than ever, a sense of what is truly real and what is truly valuable in human life. If the primary purpose of education is the preparation of students for their future lives, educators are now faced with some challenging problems. Apart from the high social value of laughter, there is a recognized relationship between humour and intelligence. Knowing that the two are related proves to be a key factor in understanding the learning process and assuring that the development of a sense of humour in education is worthy of consideration. (shrink)