What are the actual practices of intellectual co-laboring? In the spring of 2006, we began an experiment in collaborative anthropology. There was a dual impetus to our efforts: a desire to deal head-on with inadequacies in our academic environment; and a strong feeling that the classic norms of qualitative inquiry needed to become contemporary. Collaboration struck us as potentially key to both. We drew a parallel to laboratory experiments. In the textbook version, one begins with a question, formulates a hypothesis, (...) then tests it by adapting or inventing techniques and practicing them. With a certain irony, we nicknamed our experiment the “labinar,” lab plus seminar. From the beginning, we understood the “labinar” as an experiment in venue construction and form. We understood it as an intervention into pedagogic practice, as well as anthropological inquiry. Our reasoning was that the world is different than it was when the standards of qualitative human or social science became codified in the heyday of traditional anthropological fieldwork. (shrink)

This special issue aims to explore what is educational in the seemingly humble gesture of making notes: not only how and why the practice of note-taking is educative in and of itself, but also what it says about education as such. The contributions to the issue each highlight different aspects of note-making and approach it differently, but all assume that note-making is an educational practice that merits philosophical study. Interestingly, they mostly focus on note-making as a non-digital practice (putting (...) aside the use of laptops for note-making in class), perhaps because most were written prior to the great digitisation ushered in by educational institutions’ responses to the COVID-19 pandemic. Let us first address how we see the different aspects of note-making highlighted by the contributions to the issue. (shrink)

Abstract A Note to Cogito Les Jones Blackburn College Previous submissions include -Intention, interpretation and literary theory, a first lookWittgenstein and St Augustine A DiscussionAreas of Interest – History of Western Philosophy, Miscellaneous Philosophy, European A Note on Cogito Descartes' brilliance in driving out doubt, and proving the existence of himself as a thinking entity, is well documented. Sartre's critique (or maybe extension) is both apposite and grounded and takes these enquiries on to another level. Let's take a look. 'I (...) think' somehow, for all its power, lacks something. What? Consider what one does when thinking (difficult, but we can try). Implicit in the word 'think', in fact the very essence of the word 'think', is that activity is going on, and if such activity is going on then it must be going on about something, an object, an emotion, a problem,or maybe some dreamlike state, but common to all these is that something is going on. Is that really so? Well, if that wasn't so we would be able to think in a pure state, wouldn't we? But what does a pure state of 'thinking' mean? It can't mean that there isnothing there, because if there were nothing there then no thinking would be taking place. Can it mean that we are thinking of nothing? Well no, because if we are thinking of nothing then we are thinking of something, we are contemplating the notion, or the nature, of nothing. In fact, one can argue that if we talk of something, inthis case nothing or nothingness, then in our head we have some notion of what that is, i.e. something exists in the mind for it to come out of our mouths. Thinking is a recognition of something outside the individual, for the very act of direction, which isan indispensable part of thinking, recognises, must recognise, that there are things to address outside the individual. Something else to bear in mind. According to Sartre human beings are condemned to freedom. Why condemned? Human beings did not choose to be born, but the act ofbeing born also imparts the freedom of which Sartre speaks. Freedom is something which we parrot off as being a sine qua non for the human condition. I believe that's true, but freedom in this sense isn't without its consequences for the individual humanbeing, for individual human beings handle freedom differently. To some it enables them to fly, to others it imparts immense pressures, anguish, heartbreak, unhappiness can all be associated with such freedom. Each individual is responsible for his destiny, for his direction. If someone says that God impelled him, that individual chose his or her God, and chose to obey his or her God. This believer has to sift through the multitude of things that his or her God desire of him or her. All this is fine, so long as we acknowledge what is going on here. Belief in God is, by definition, a belief. Belief, following Wittgenstein, is a language game with its rules and its boundaries. The essential feature of religion as language game are its boundaries, which can be summed up in the word belief. OK, belief has its practises which are its constituent parts, but belief is the boundary between religion and other language games, as the proof constituents are different. Our world is determined by the language used to describe everything that goes on within it. The boundaries of our world are set by the language we use. This might be better put as language gives access to ever expending boundaries. Ever expanding boundaries are only possible by ever expanding thought, and ever expanding thought is only possible by ever expanding directions to our thought brought about through language. It is a fact taken that to be conscious is to think. How could this be otherwise? Consciousness without thought just does not make sense. Imagine a state of consciousness without directional thought. What would it be like? It would be something never experienced, completely out of our understanding. Why? Because understanding itself is a directional thought process. If we say we are going outside our understanding then that is a world of void, and a world of void does not exist. Can such a world be contemplated in our thinking? Well, yes, but then it requires thinking, and thinking requires direction, and such direction requires language. Why does direction require language? Because there is no other way for human beings to articulate a directional thought. Could one point at an image without language? Well, one could have an image in mind, but the essence of saying something about it, of descriptive power, brings us back to the essence, to the power of language to direct. So what of this language of which we speak? Wittgenstein's private language argument points us towards the notion that language itself constantly develops and redevelops through human interaction. Descarte's cogito implies that thinking rules out doubt of one's own existence. But such thinking, to be valid, to make sense, to direct, must develop in a language that has developed, has been verified, by a plurality, by a plurality whose essence is social. Correct use of language symbols, i.e. words, requires that we verify and reverify the accuracy of such symbols. How do we do that? We do that in constant usage, in constant interaction, with other human beings. An individual using a private language could not be understood by others, his symbol system has not been verified by others, his meanings may not be your meanings. It follows from what we have said above that language is constructed, and is continually constructed, in a social context. Given our previous thoughts regarding verification this could not be otherwise. Language has a normative form. All language users are required, by their very use of the language, to verify the use of terms, grammar etc etc. As Wittgenstein cites (appropriately) games as a model, let us take a look. If I play e.g. Ludo, I am governed by the rules. It is not just that I may play dishonestly, for if I were to play at all that very dishonesty, to count as Ludo, would have to be rule governed. The rules of Ludo are Ludo, they are the essence and the constitution of it. Wittgenstein, particularly in his later writings, interweaves many concepts, and connects them in different and sometimes rather elusive ways. Wittgenstein sees concepts like emotions, sentiments and experiences in these interweaving maps. Of course these can be regarded as psychological concepts ** Language can be considered in another but related way, as embodying the elements of a cultural heritage. Language was seen as embodying the notion of higher culture in the arts, architecture etc. Over recent decades this has tended to shift to consider less tangible benefits, such things as oral traditions, cultural values and cultural identity. So language enables us to explore, through the achievements of past generations, cultural mores that may have laid unchallenged for many years. Many of these values and mores may be seen as independent of the language by which they are transmitted, but still this monumental accomplishment of mankind i.e. language, enables man to explore, to modify, to codify, to extend the boundaries of human experience. There are therefore massive implications for our Note on Cogito of Wittgenstein's work. Following Wittgenstein emotions and other psychological concepts can be termed depth grammar, and are distinguished by the fact that the third person of the present is recognised by observation, the first person is not. Taking Wittgenstein's well known pain example the sentence 'He is in pain' is a third person statement of an observational nature. The sentence 'I am in pain' is not derived from observation but from experience, it is an expression of that experience, it's essence is the experience. The asymmetry consists in the fact that predicting psychological attributes of others is warranted by what they do and say. By contrast, the use of such statements in the first person present tense does not rest on one's observation of one's own behaviour. (Hacker 2010:287) p 9 According to Wittgenstein 'I am in pain' is more like a cry of pain, an expression of pain, than a report of some pain. Of course this appertains for other similar statements. 'I feel good' etc. (shrink)

- uneducated in the field authors who defend a consensus they are being TOLD when they enter offices of Ed-Sci, teaching and writing works on learning-theory - but never checked the facts, PART I and PART II.

Tuesday evening, December 27, 1983 …I did go skiing today, though, which is what I want to write about. The temperature is down to –10°C again, on my thermometer, which probably means –12 to –13°C, in real terms. The visibility is still very poor though the wind has stopped. I set off at 2 pm and got home at about 4 pm, which meant skiing in the dark all the time. This wouldn’t have bothered me except that I had an (...) unpleasant adventure in Torssukataq fiord, on the intended route for me New Year’s hike. No more and no less but one of my ski poles went through the ice. I am not sure whether it would have continued all the way down, but it went in deeper than I liked, and I heard and saw water coming up around where it had gone in. I didn’t feel like probing any further, especially in the dark, [so I] just turned in my tracks and, carefully testing the ice with my ski poles, went back as fast as I could. (shrink)

Wittgenstein’s writings and lectures during the first half of the 1930s play a crucial role in any interpretation of the relationship between the Tractatus and the Philosophical Investigations . G. E. Moore’s notes of Wittgenstein’s Cambridge lectures, 1930-1933, offer us a remarkably careful and conscientious record of what Wittgenstein said at the time, and are much more detailed and reliable than previously published notes from those lectures. The co-authors are currently editing these notes of Wittgenstein’s lectures for (...) a book to be published by Cambridge University Press. We describe the materials that make up Moore’s notes, explain their unique value, review the principal editorial challenges that these materials present, and provide a brief outline of our editorial project. (shrink)

In an ideal, ordered world, answering metaethical questions (such as “what is goodness?” and “how can we tell the good from the bad”) would lead to statements about morality (principles set out for making decisions, having intentions and taking actions). However, the world is not ideal or ordered, and in life principles for moral action are based on various beliefs, religions and cultures and most of all by the background of the actor him/herself. -/- This corresponds to the view of (...) the great German philosopher Frederik Nietzsche, who Simon Blackburn (Blackburn, 2005) refers to as the “arch debunker”. Blackburn rates Nietzsche as “currently the most influential of the great philosophers” and there is certainly an arguable case for that assessment. Nietzsche is regarded as the bad boy of philosophy, the writer who speaks the unspeakable. But his ideas have been taken up by philosophers who came after him like no other. His views (along with Kierkegaard’s) lead to existentialism. Heidegger based much of his writing on Nietzsche, and the questions Nietzsche raises (but does not necessarily answer) about epistemology, ethics, religion, psychology, and the way we live our lives are profound and still puzzle modern philosophers and social scientists. -/- This article reviews Nietzsche's profound thoughts on these issues. -/- . (shrink)

The issue of the use of the Nachlass material has been much debated in Nietzsche scholarship in recent decades. Some insist on the absolute interpretative priority of his published writings over those unpublished and suggest that an extensive engagement with the Nachlass is harmful because it is something Nietzsche rejected. To verify this claim, they appeal to the story of Nietzsche asking his landlord in Sils-Maria to burn some of his notes. Since the notes that were ultimately retrieved (...) are purportedly incorporated into the compilation The Will to Power, the story also leads some to conclude that Nietzsche rejected his project on the will to power. However, the reliability of this story has been questioned. In this manuscript I first present the decisive piece of evidence that will settle the controversy over the story’s authenticity. After showing that it is true that in 1888 Nietzsche wanted some of his notes burned, I address the question of what we can conclude from this story. I argue that it neither suggests the abandonment of the will to power project, nor warrants a devaluation of the Nachlass. Finally, I will discuss the methodological problem of the use of Nietzsche’s Nachlass in general. (shrink)

Adorno’s use of the term “barbarism” has probably been most often referred to in the context of his much- cited dictum that “to write poetry after Auschwitz is barbaric” (Adorno 1983: 34). While, nowadays, the term is usually and fortunately presented within the broader context of his works, his intended meaning was frequently misunderstood particularly after Adorno had articulated it for the first time. For clarity, the aforementioned dictum was not a verdict intended to silence poets or artists. It was (...) rearticulated a few times by Adorno — specifically in response to Celan’s poetry — who calls for arts and culture to respond from within and in the face of an inescapable aporetic condition. Namely, to write poetry after Auschwitz means to write from within a differend—a radical chasm between the signifier and the signified that one neither ought nor could overcome via writing or aesthetic means in general. Yet, poetry (and also art and thinking, per se) as a form of active engagement with sociopolitical realities, has to respond to the ungraspable (i.e., the Holocaust); it cannot simply avoid doing so. It permanently has to speak whilst knowing that it will never reach the addressee; that it must fail in speaking. -/- . (shrink)

The main assumption and conclusion of this book is summarized by Nietzsche’s thought and his single sentence (Motto): "The tragic era for Europe: due to the struggle with nihilism. (Das tragische Zeitalter für Europa: bedingt durch den Kampf mit dem Nihilismus). " eKGWB/NF-1886, 7 [31]. I have translated the entire group of notes that start with a note giving Nietzsche’s location “Lenzer Heide” (Graubünden, Switzerland) dated June 10, 1887 (Lenzer Heide den 10. Juni 1887). From the first note, eKGWB/NF-1886. (...) 5 [71] and then subsection ending at the final note: eKGWB/NF-1886. 5 [110]. Also in this publication, Friedrich Nietzsche. Sämtliche Werke Kritische Studienausgabe in 15 Bänden (KSA). Volume information, KSA 12. Nachgelassene Fragmente 1885-1887, (1967). Section or notebook, five. 5 = NVÜ3. Sommer 1886—Herbst 1887. The Lenzer Heide subsection is from 5 [71] and goes to section 5 [110]. Pages for this subsection are p. 211-229 (KSA 12). The editor sometimes use letter spacing as way to emphasis what Nietzsche wrote, for example, “N i h i l i s m u s”; for the word ‘Nihilismus’. Over 190+ Nietzsche’s notes are translated in this text. Additional materials from his published writing are also included in the topics discussed. The general background is the context of Martin Heidegger’s Nietzsche interpretations. Principle conclusion: all of Nietzsche’s philosophical thought can be seen as his response to the urgent crisis of Nihilism. Countermovement to Nihilism. Additional topics and many more translations covering: the eternal return of the same, Will to Power, B. Spinoza (1632-1677), concept of meaninglessness, Nihilism and Nietzsche Thought, Stages or the outline of Nihilism, Chronological Nietzsche’s Thoughts on Nihilism, and Nietzsche on the Nihilist. Other topics covered are: Nietzsche Contra Metaphysics: Rejection of ontology and Being Rejection of God Rejection of metaphysicians Rejection of the idea of eternal Rejection of supersensuous Rejection of Platonism Rejection of the dignity of humanity (metaphysicians) Rejection of eternal values Rejection of immorality Possible Metaphysical Claims for the idea of Will-to-Power, Connection of Will to Power and Amor Fati, Anti-metaphysical and perspectivism, Nietzsche's Metahistory of philosophy, and Bibliographic sources. (shrink)

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate (...) to the live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

Ruminations is a collection of sundry notes and essays on Logic. These complement and enrich the author’s past writings, further analyzing or reviewing certain issues. Among the many topics covered are: the importance of the laws of thought, and how they are applied using the logic of paradox; details of formal logic, including some important new insights on the nesting, merger and splitting up of hypothetical propositions; details of causal logic, including analogical reasoning from cause to cause; a cutting-edge (...) phenomenological analysis of negation. Additionally, this volume is used to publish a number of notes and essays previously only posted in his Internet site, including a history of Jewish logic and an analysis of Islamic logic. (shrink)

A brief account of the first Russian translation of The Cantos of Ezra Pound is presented. The problems encountered during translation are considered, and the translator’s and editorial decisions are discussed. An overview of the references used during the work on the translation and commentaries is presented. The central problem of translating The Cantos is identified as a lack of poetic language and techniques in Russian literature that are comparable with those of Anglo-American modernism. The methods of creating the modernist (...) epic in Russian poetry are discussed and examples of similar attempts made by predecessors are mentioned. In particular, the translations made by N.I. Gnedich, M.L. Lozinsky, A.Ya. Sergeev, S.S. Khoruzhi and V.A. Hinkis, as well as translations of ancient Greek and Chinese literature are mentioned. Among all the various factors influencing the transition of the text from one literature to the other, authenticity, persuasiveness and laconism are stressed as the major reference points not only for translating the text, but also for commenting on the translation and writing the biographical notes. Every effort was made to ensure that the book would look and feel like an artifact of Pound’s lifetime. This is perfectly in line with the concept of Fortleben of the original text, as was suggested by Walter Benjamin. In this way, the translation is seen not only as an interpretation of the text, but as the renewal, survival and prolongation of the text’s life. (shrink)

Martin Heidegger Esoteric Writings: An Index. 1. Heidegger, Martin, -- 1889-1976. 2. Heidegger, Martin, -- 1889-1976 -- Concordances. 3. Heidegger, Martin, -- 1889-1976 -- Indexes. 4). Metaphysics. 5). Philosophy, German. 6). Philosophy, German – Greek influences. 7). Heidegger, Martin; -- Wörterbuch. I. Ferrer, Daniel Fidel, 1952-. -/- First step: 10 whole volumes from Martin Heidegger’s collect writings (Gesamtausgabe) were combined into one file and then indexed. The 10 volumes were selected for their emphasis on Heidegger’s later esoteric writings. It seems (...) that Zum Ereignis-Denken GA 73 may start around 1935. But the new philosophical language gets underway, GA 65 Beiträge zur Philosophie. Vom Ereignis. -/- What is so special about this group of Heidegger’s writings? Why are these writings called: esoteric? -/- How do use this index? Because of sorting problems it is best to use the FIND FUNCTION. Nota Bene: use umlauts because the letters sort different as well!! So, again use the FIND FUNCTION to look for words or names (Dignum memoria). Please note the German words that start with umlauts are at the end of the index because of machine sorting of the words. Starting with the German word “ßA” on page 958 page of this book (see in Main Index). -/- This is a machine created index for 10 volumes of Martin Heidegger’s collected writing (Gesamtausgabe, “Wege – nicht Werke”). -/- Gesamtausgabe (GA) indexed. This group of 10 GA volumes were combined into one file and indexed. -/- GA 65. Beiträge zur Philosophie (Vom Ereignis) (1936-1938). GA 66. Besinnung (1938/39). GA 70. Über den Anfang (1941). GA 71. Das Ereignis (1941/42). GA 73.1-GA 73.2 Zum Ereignis-Denken, ed. P. Trawny, 2013, 1496p. GA 94. Überlegungen II-VI (Schwarze Hefte 1931-1938), ed. P. Trawny, 2014, 536p. GA 95. Überlegungen VII-XI (Schwarze Hefte 1938/39), ed. P. Trawny, 2014, 456p. GA 96. Überlegungen XII-XV (Schwarze Hefte 1939-1941), ed. P. Trawny, 2014, 286p. GA 97. Anmerkungen I-V (Schwarze Hefte 1942-1948), ed, P.Trawny 2015, 528p. -/- Total pages of these 10 volumes is 4967 in the single file; the .pdf e-format of combining these 10 books. (shrink)

The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...) however, forces us to rethink the relation between university and world. Indeed, an easy nstrumentalization of the university for the purposes of society is no longer possible in troubled times when the future of society itself seems to be at stake. Nevertheless, urgent societal concerns do need to be addressed by the university. Hence, the disinterested position seems a highly irresponsible option. The aim of this dissertation is to reconsider the relation between the university and the world from an educational perspective by addressing the question “How to situate study in the relation between university and society?” The dissertation consists of three parts. In Part One, the existing literature on the relation between university and society will be discussed. The first chapter discerns two main approaches to this issue, namely the transcendental-philosophical approach (cf. the idea of the university) and the critical-sociological approach (cf. academic capitalism) that conceive of the university, respectively, as an idea and as an organization. By means of an excursus on the emergence of the university in the Middle Ages, the case is made for an ecological approach to the university. In the second chapter, the work of two authors who have recently adopted such an ecological approach is briefly presented. Whereas Ronald Barnett’s theory of the ecological university is situated more in the transcendental-philosophical tradition, Susan Wright’s investigations of the university in the knowledge ecology can be placed in the critical-sociological tradition. Both conceptions, however, are hinged on an institutional understanding of the university. In line with recent developments in social theory, namely the focus on practices, it is proposed to work towards an ecology of study practices. Part Two presents Isabelle Stengers’ idea of the ecology of practices. The third chapter elucidates Stengers’ work on scientific practices by first situating it within the so-called Science Wars, which provided the impetus to elaborate a theoretical framework for a civilized dialogue between scientists and the broader public. The basic tenets and concepts of her approach, such as the understanding of practice as a set of requirements and obligations, are presented, explained, and discussed. In the fourth chapter, the focus shifts from scientific practices to study practices. Assisted by Stengers’ writings on Whitehead’s speculative philosophy, this chapter aims to flesh out Whitehead’s description of the university as a ‘home of adventures’ in order to come to an educational understanding of the study practices of the university. A conceptual inquiry into how study practices activate certain worldly problems and turn them into matters of study is presented. Part Three develops the conceptual work on study practices further in relation to the activities of the Palestinian experimental university Campus in Camps. Chapter Five presents the work of Campus in Camps and explains how it relates to the theoretical discussion offered in the second part. On the basis of Stengers’ conception of practice, which discerns requirements and obligations as vital ingredients, this chapter argues that life in exile is what drives the study practices of Campus in Camps, and hence, that it is the issue of life in exile that participants are obligated to when they study. Whereas Chapter Five is focused on what is being studied in Campus in Camps, Chapter Six inquires in to the specific requirements its activities need to fulfill in order to be study practices; in other words, how the participants study. Four requirements are discerned that, taken together, seem indispensable to understand the study practices of Campus in Camps; namely, storytelling, comparing, mapmaking, and using. The concluding chapter returns to the research question and again takes up the main ideas developed in the dissertation, such as the adventure of study and the cohabitation of scientific and study practices in the university. The last two sections of the conclusion deal with two remaining issues of a more practical nature; namely, how to relate to institutionalization when working from a practice-theoretical point of view, and lastly the question of what can be done. In all, and returning to the initial problem, the dissertation asks what it means to conceive of the university as situated by and engaged with worldly questions. (shrink)

The main assumption and conclusion of this book is summarized by Nietzsche’s thought and his single sentence (Motto): "The tragic era for Europe: due to the struggle with nihilism. (Das tragische Zeitalter für Europa: bedingt durch den Kampf mit dem Nihilismus). " eKGWB/NF-1886, 7 [31]. I have translated the entire group of notes that start with a note giving Nietzsche’s location “Lenzer Heide” (Graubünden, Switzerland) dated June 10, 1887 (Lenzer Heide den 10. Juni 1887). From the first note, eKGWB/NF-1886. (...) 5 [71] and then subsection ending at the final note: eKGWB/NF-1886. 5 [110]. Also in this publication, Friedrich Nietzsche. Sämtliche Werke Kritische Studienausgabe in 15 Bänden (KSA). Volume information, KSA 12. Nachgelassene Fragmente 1885-1887, (1967). Section or notebook, five. 5 = NVÜ3. Sommer 1886—Herbst 1887. The Lenzer Heide subsection is from 5 [71] and goes to section 5 [110]. Pages for this subsection are p. 211-229 (KSA 12). The editor sometimes use letter spacing as way to emphasis what Nietzsche wrote, for example, “N i h i l i s m u s”; for the word ‘Nihilismus’. Over 190+ Nietzsche’s notes are translated in this text. Additional materials from his published writing are also included in the topics discussed. The general background is the context of Martin Heidegger’s Nietzsche interpretations. Principle conclusion: all of Nietzsche’s philosophical thought can be seen as his response to the urgent crisis of Nihilism. Countermovement to Nihilism. Additional topics and many more translations covering: the eternal return of the same, Will to Power, B. Spinoza (1632-1677), concept of meaninglessness, Nihilism and Nietzsche Thought, Stages or the outline of Nihilism, Chronological Nietzsche’s Thoughts on Nihilism, and Nietzsche on the Nihilist. Other topics covered are: Nietzsche Contra Metaphysics: Rejection of ontology and Being Rejection of God Rejection of metaphysicians Rejection of the idea of eternal Rejection of supersensuous Rejection of Platonism Rejection of the dignity of humanity (metaphysicians) Rejection of eternal values Rejection of immorality Possible Metaphysical Claims for the idea of Will-to-Power, Connection of Will to Power and Amor Fati, Anti-metaphysical and perspectivism, Nietzsche's Metahistory of philosophy, and Bibliographic sources. (shrink)

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate (...) to the live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

Edmund Burke, known for his full condemnation of the French Revolution, has ascribed to the French philosophes the making of that turn of mind which eventually created the conditions for the total subversion of France. This paper aims at investigating Burke’s interpretation of Rous- seau: in fact, him he considers to be the father of that disposition – which he calls vanity – that has inflamed the spirits of an entire population. «A silent revolution in the moral world preceded the (...) political, and prepared it», Burke writes. Hence, by delving into A Letter to a Member of the National Assembly (1791), known to be Burke’s most extensive critique of Rousseau’s thought, and by constantly referring to his broader intellectual production, this paper tackles the question on the charges Burke imputes to Rousseau in fermenting that very disposition of mind which prepared the ground for the Revolution. Not political doctrines, but examples derived from Rousseau’s very life and his proper pedagogic reflections, according to Burke, have had the great- est responsibility in shaping the revolutionary mind. (shrink)

This is a short scholarly note about my retrieval an original copy of the Daily Post-Boy issue no. 7024 from September 9th,1732 from a private seller. In this issue we find an anonymous letter addressed to Berkeley which gave rise to him writing the Theory of Vision Vindicated. While Berkeley Berkeley appended a copy of the anonymous critic’s letter to TVV, until now an original copy of The Daily Post-Boy issue had yet to be discovered. -/- I have donated (...) the original copy to the Marsh's Library in Dublin, but you will find a scan of the original document attached to the note. -/- . (shrink)

In questo saggio si propone una lettura congetturale delle brevi note sulla questione dell’utilità del pensiero filosofico che Hans Jonas appunta in chiusura della conferenza Sulle cause e gli usi della filosofia (1955). A tal fine mi rivolgo innanzitutto alla ricostruzione dell’etica socratica che Jonas elabora nello scritto Virtù e saggezza in Socrate e in seconda battuta alla discussione della dottrina della scienza di Bacon abbozzata in Prospettive filosofiche sulla rilevanza della conoscenza per l’uomo e poi ripresa in scritti successivi. (...) In conclusione offro una ricostruzione dell’idea jonasiana dell’utilità della filosofia come scienza dell’immagine dell’uomo e mostro come tale approccio possa essere significativo anche e soprattutto nell’attuale età tecnologica. -/- English: In this essay I submit an hypothetical reading of the short notes concerning the practical use of phi-losophy which Hans Jonas wrote down at the end of the manuscript Of the causes and uses of phi-losophy. In order to do that, I focus the attention on Socratic Wisdom and Virtue first, where Jonas discussed Socrate’s ethics, and secondly on Jonas’s critique to Francis Bacon's doctrine of science, which he sketched in Some philosophers’ views on the human relevance of knowledge and devel-oped in later writings. My aim is to try and reconstruct Jonas’s ideas concerning the practical value of philosophy as the science of the image of man and to show how this may be relevant to our technological age. (shrink)

I respond further to an undergraduate philosophy essay writing guide which tells readers that they are studying philosophy not creative writing. I note an obvious disadvantage of the claim.

A department where you study creative writing is a paradox, given the following assumption: creativity is something natural to creative people and they do not need to study it. I try to formulate the paradox more clearly and note a logical gap.

The study of John Locke’s theological thought has yet to be combined with emerging historical research, pioneered by Jean-Louis Quantin, into the apologetic uses of Christian antiquity in the Restoration Church of England. This article will address this historiographical lacuna by making two related arguments. First, I will contend that Locke’s Paraphrase and Notes on the Epistles of St. Paul (1705–1707) marked a definitive shift in his critique of the appeal to Christian antiquity. Prior to 1700, Locke had largely (...) contested these references to the precedent of the early Christian Church by making a narrowly philosophical case against arguments from authority in general. However, the controversial reception of Locke’s theological writings in the 1690s, compelled him to develop historical and methodological arguments in the Paraphrase against the witness of Christian antiquity. Secondly, I will argue that Locke’s repudiation of the witness of Christian antiquity was the primary motivation for the diverse responses to the Paraphrase by early eighteenth-century Anglican writers, such as Robert Jenkin, Daniel Whitby, William Whiston, Winch Holdsworth and Catharine Cockburn. (shrink)

Following one of Jacques Derrida’s early questions — namely, How is writing involved in speech? — this essay reconsiders the role of the tongue and the sense of taste in the oral phenomena of speaking and saying. The contact the tongue makes with the mouth or teeth is just as much a materialization of language as what is commonly called “writing.” The tongue acts as a pen and the mouth, as a blank page (or palimpsest). Mouthed writing (...) is accompanied by sense experiences. There are various selftastes to the tastes of speaking, the tastes of words, or, even, the tastes of thoughts. Freud’s notes on speaking in one’s sleep, telepathy, the mystic writing-pad, and memory are revisited and supplemented with the writings of Hélène Cixous on the taste of words, telephoning, saying-to-oneself, and forgetting. The auto-affection of tasting-oneself-speakwriting is offered as an alternative to the metaphysical presumptions Derrida implicates in Husserl’s understanding of speech based on the auto-affection of hearing-oneself-speak. As such, writing (haunted by the trace of death) and speech (invested with living presence) is now confronted with the selftastes of speakwriting with one’s stylangue in and on the mouth as the scene of writing (ever accompanied by tastes of life-death). (shrink)

The focus of this study was to investigate "principals' administrative competence and teachers work performance" in Calabar Education zone. Four null hypotheses were tested in the course of the study. Correlational research design was adopted, while purposive sampling technique was used in selecting a sample of 800 teachers. Two instruments were used for data collection including "Principals' Administrative Competence Questionnaire (PACQ)," and Teachers' Work Performance Questionnaire (TWPQ)." Pearson Product Moment Correlation Analysis (r) and multiple regression (R) analysis were employed to (...) test the hypotheses at.05 level of significance were applicable, with the aid of SPSS v21. Findings from the study revealed that; principals' supervisory, leadership and communication competences are significantly related to teachers' work performance in terms of instructional delivery, attendance to classes, notes writing, and record keeping respectively. It was also revealed that; principals' supervisory, leadership and communication competences have significant composite influence on teachers' work performance in terms of instructional delivery (p <.05; F = 26.764), attendance to classes (p <.05; F = 109.122), notes writing (p <.05; F = 228.118), and record keeping (P <.05; F = 468.793). Based on these findings, it was recommended amongst others that; such techniques as close supervision of teachers, good leadership styles, and effective communication should be jointly practiced by secondary school principals in order to improve teachers' work performance. (shrink)

If an AI makes a significant contribution to a research paper, should it be listed as a co-author? The current guidelines in the field have been created to reduce duplication of credit between two different authors in scientific articles. A new computer program could be identified and credited for its impact in an AI research paper that discusses an early artificial intelligence system which is currently under development at Lawrence Berkeley National. One way to imagine the future of artificial intelligence (...) is that it will be much less expensive to develop new technologies than to create new ways of thinking. Now we have done this technology, and now we go and ask why in the end it is the artificial intelligence that takes over? Well, it is not that artificial intelligence is bad, but it is not as effective as human minds or as intelligent as machine minds. Even in the past, when computers were more intelligent than humans, not all the AI programs have been so intelligent as to be intelligent enough to be called intelligent. (shrink)

[Author note: There is a video explainer of this paper on youtube at the new work in philosophy channel (search for surname+deepfakes).] -/- It is widely thought that deepfake videos are a significant and unprecedented threat to our epistemic practices. In some writing about deepfakes, manipulated videos appear as the harbingers of an unprecedented _epistemic apocalypse_. In this paper I want to take a critical look at some of the more catastrophic predictions about deepfake videos. I will argue for (...) three claims: (1) that once we recognise the role of social norms in the epistemology of recordings, deepfakes are much less concerning, (2) that the history of photographic manipulation reveals some important precedents, correcting claims about the novelty of deepfakes, and (3) that proposed solutions to deepfakes have been overly focused on technological interventions. My overall goal is not so much to argue that deepfakes are not a problem, but to argue that behind concerns around deepfakes lie a more general class of social problems about the organisation of our epistemic practices. (shrink)

The archive discovery, manuscript «Notes for the history of Malorossia» («Zapiski dla istorii Malorossii») composed by Ilia Fedorovich Timkovskii (Илья Федорович Тимковский, 1773–1853), was initiated by its author in 1849, yet it was never finished. Like the majority of Timkovskii’s compelling written heritage, the «Notes» were overpassed by the researchers, even though such prominent figures in social science as Ilia Fedovorich’s own nephew Mikhail Maksimovich, Nikolai Shugurov, and Vladimir Naumenko wrote about Timkovskii. Unlike his impressive intellectual and social (...) activity that surpassed the boundaries of his professional mandate (as lawyer, educator, literary scholar, etc.), his historiographical image remains fragmented and partial. Specifically, historiography is scarce as to the role Timkovskii played in facilitating the emergence of Ukrainian historical-cultural space, historical consciousness and knowledge, as well as in creating conditions for development of Ukrainian historic writing. Meanwhile, persisting documentary sources from Tikovskii’s archive, along with his egodocuments that were published in the 19th century, allow to fill this void. The structure of this publication is determined by aforementioned historiographical factors and the intent to introduce new historical sources into scholarly practice. This article includes only the first part of the publication. As such, it provides the introduction into the biographic context of the author of the «Notes», and focuses on his vision of the meaning of history and heritage. It follows the evolution of his idea to write a historical composition through the documents, as well as «external» reasons that caused him to stop working on the «Notes». The second part of the publication (in the next issue of Kyivan Academy), along with the original text of «The Notes for the history of Malorossia», will include the analysis of the sociocultural and source study context within which the «Notes» were created, as well as historical views of the author, and the relationship between his memoirs and historical writing. (shrink)

PLEASE NOTE: This is the corrected 2nd eBook edition, 2021. ●●●●● _Critique of Impure Reason_ has now also been published in a printed edition. To reduce the otherwise high price of this scholarly, technical book of nearly 900 pages and make it more widely available beyond university libraries to individual readers, the non-profit publisher and the author have agreed to issue the printed edition at cost. ●●●●● The printed edition was released on September 1, 2021 and is now available through (...) all booksellers, including Barnes & Noble, Amazon, and brick-and-mortar bookstores under ISBN 978-0-578-88646-6. ●●●●● In light of the length of this book, readers who would like to have a more detailed description of the book's objectives and method may find it helpful to read the detailed and clearly written Wikipedia entry about this work: From the Wikipedia search page, use the search phrase "Critique of Impure Reason". At least at the time of this writing (11/29/2021), the Wikipedia entry is well-researched and accurate. ●●●●● In addition, a "Primer on Bartlett's CRITIQUE OF IMPURE REASON" has been made available by the author. It is available under its title through PhilPapers and other philosophy online archives. ●●●●● COMMENDATIONS OF THIS WORK, from the back cover of the published edition: ●●●●● “I admire its range of philosophical vision.” – Nicholas Rescher, Distinguished University Professor of Philosophy, University of Pittsburgh, author of more than 100 books. ●●●●● “Bartlett’s _Critique of Impure Reason_ is an impressive, bold, and ambitious work. Careful scholarship is balanced by original analyses that lead the reader to recognize the limits of meaning, knowledge, and conceptual possibility. The work addresses a host of traditional philosophical problems, among them the nature of space, time, causality, consciousness, the self, other minds, ontology, free will and determinism, and others. The book culminates in a fascinating and profound new understanding of relativity physics and quantum theory.” – Gerhard Preyer, Professor of Philosophy, Goethe-University, Frankfurt am Main, Germany, author of many books including _Concepts of Meaning_, _Beyond Semantics and Pragmatics_, _Intention and Practical Thought_, and _Contextualism in Philosophy_. ●●●●● “[This work’s] goal is of a unique and difficult species: Dr. Bartlett seeks to develop a formal logical calculus on the basis of transcendental philosophical arguments; in fact, he hopes that this calculus will be the formal expression of the transcendental foundation of knowledge.... I consider Dr. Bartlett’s work soundly conceived and executed with great skill.” – C. F. von Weizsäcker, philosopher and physicist, former Director, Max-Planck-Institute, Starnberg, Germany. ●●●●● “Bartlett has written an American “Prolegomena to All Future Metaphysics.” He aims rigorously to eliminate meaningless assertions, reach bedrock, and place philosophy on a firm foundation that will enable it, like science and mathematics, to produce lasting results that generations to come can build on. This is a great book, the fruit of a lifetime of research and reflection, and it deserves serious attention.” — Martin X. Moleski, former Professor, Canisius College, Buffalo, NY, studies of scientific method, the presuppositions of thought, and the self-referential nature of epistemology. ●●●●● “Bartlett has written a book on what might be called the underpinnings of philosophy. It has fascinating depth and breadth, and is all the more striking due to its unifying perspective based on the concepts of reference and self-reference.” – Don Perlis, Professor of Computer Science, University of Maryland, author of numerous publications on self-adjusting autonomous systems and philosophical issues concerning self-reference, mind, and consciousness. ●●●●● ●●●●● The _Critique of Impure Reason: Horizons of Possibility and Meaning_ comprises a major and important contribution to philosophy. Thanks to the generosity of its publisher, this massive 885-page volume has been published as a free open access eBook (3.75MB) as well as an open access printed edition. It inaugurates a revolutionary paradigm shift in philosophical thought by providing compelling and long-sought-for solutions to a wide range of philosophical problems. In the process, the work fundamentally transforms the way in which the concepts of reference, meaning, and possibility are understood. The book includes a Foreword by the celebrated German philosopher and physicist Carl Friedrich von Weizsäcker. ●●●●● In Kant’s _Critique of Pure Reason_ we find an analysis of the preconditions of experience and of knowledge. In contrast, but yet in parallel, the new _Critique_ focuses upon the ways—unfortunately very widespread and often unselfconsciously habitual—in which many of the concepts that we employ _conflict_ with the very preconditions of meaning and of knowledge. ●●●●● This is a book about the boundaries of frameworks and about the unrecognized conceptual confusions in which we become entangled when we attempt to transgress beyond the limits of the possible and meaningful. We tend either not to recognize or not to accept that we all-too-often attempt to trespass beyond the boundaries of the frameworks that make knowledge possible and the world meaningful. ●●●●● The _Critique of Impure Reason_ proposes a bold, ground-breaking, and startling thesis: that a great many of the major philosophical problems of the past can be solved through the recognition of a viciously deceptive form of thinking to which philosophers as well as non-philosophers commonly fall victim. For the first time, the book advances and justifies the criticism that a substantial number of the questions that have occupied philosophers fall into the category of “impure reason,” violating the very conditions of their possible meaningfulness. ●●●●● The purpose of the study is twofold: first, to enable us to recognize the boundaries of what is referentially forbidden—the limits beyond which reference becomes meaningless—and second, to avoid falling victims to a certain broad class of conceptual confusions that lie at the heart of many major philosophical problems. As a consequence, the boundaries of _possible meaning_ are determined. ●●●●● Bartlett, the author or editor of more than 20 books, is responsible for identifying this widespread and delusion-inducing variety of error, _metalogical projection_. It is a previously unrecognized and insidious form of erroneous thinking that undermines its own possibility of meaning. It comes about as a result of the pervasive human compulsion to seek to transcend the limits of possible reference and meaning. ●●●●● Based on original research and rigorous analysis combined with extensive scholarship, the _Critique of Impure Reason_ develops a self-validating method that makes it possible to recognize, correct, and eliminate this major and pervasive form of fallacious thinking. In so doing, the book provides at last provable and constructive solutions to a wide range of major philosophical problems. ●●●●● CONTENTS AT A GLANCE ▪▪▪▪▪ Preface ▪▪▪▪▪ Foreword by Carl Friedrich von Weizsäcker ▪▪▪▪▪ Acknowledgments ▪▪▪▪▪ Avant-propos: A philosopher’s rallying call ▪▪▪▪▪ Introduction ▪▪▪▪▪ A note to the reader ▪▪▪▪▪ A note on conventions ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART I ▪▪▪▪▪ ▪▪▪▪▪ WHY PHILOSOPHY HAS MADE NO PROGRESS AND HOW IT CAN ▪▪▪▪▪ 1 Philosophical-psychological prelude ▪▪▪▪▪ 2 Putting belief in its place: Its psychology and a needed polemic ▪▪▪▪▪ 3 Turning away from the linguistic turn: From theory of reference to metalogic of reference ▪▪▪▪▪ 4 The stepladder to maximum theoretical generality ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART II ▪▪▪▪▪ THE METALOGIC OF REFERENCE ▪▪▪▪▪ A New Approach to Deductive, Transcendental Philosophy ▪▪▪▪▪ 5 Reference, identity, and identification ▪▪▪▪▪ 6 Self-referential argument and the metalogic of reference ▪▪▪▪▪ 7 Possibility theory ▪▪▪▪▪ 8 Presupposition logic, reference, and identification ▪▪▪▪▪ 9 Transcendental argumentation and the metalogic of reference ▪▪▪▪▪ 10 Framework relativity ▪▪▪▪▪ 11 The metalogic of meaning ▪▪▪▪▪ 12 The problem of putative meaning and the logic of meaninglessness ▪▪▪▪▪ 13 Projection ▪▪▪▪▪ 14 Horizons ▪▪▪▪▪ 15 De-projection ▪▪▪▪▪ 16 Self-validation ▪▪▪▪▪ 17 Rationality: Rules of admissibility ▪▪▪▪▪ ▪▪▪▪▪ ▪▪▪▪▪ PART III ▪▪▪▪▪ PHILOSOPHICAL APPLICATIONS OF THE METALOGIC OF REFERENCE ▪▪▪▪▪ Major Problems and Questions of Philosophy and the Philosophy of Science ▪▪▪▪▪ 18 Ontology and the metalogic of reference ▪▪▪▪▪ 19 Discovery or invention in general problem-solving, mathematics, and physics ▪▪▪▪▪ 20 The conceptually unreachable: “The far side” ▪▪▪▪▪ 21 The projections of the external world, things-in-themselves, other minds, realism, and idealism ▪▪▪▪▪ 22 The projections of time, space, and space-time ▪▪▪▪▪ 23 The projections of causality, determinism, and free will ▪▪▪▪▪ 24 Projections of the self and of solipsism ▪▪▪▪▪ 25 Non-relational, agentless reference and referential fields ▪▪▪▪▪ 26 Relativity physics as seen through the lens of the metalogic of reference ▪▪▪▪▪ 27 Quantum theory as seen through the lens of the metalogic of reference ▪▪▪▪▪ 28 Epistemological lessons learned from and applicable to relativity physics and quantum theory ▪▪▪▪▪ ▪▪▪▪▪ PART IV ▪▪▪▪▪ HORIZONS ▪▪▪▪▪ 29 Beyond belief ▪▪▪▪▪ 30 _Critique of Impure Reason_: Its results in retrospect ▪▪▪▪▪ ▪▪▪▪▪ SUPPLEMENT ▪▪▪▪▪ The Formal Structure of the Metalogic of Reference ▪▪▪▪▪ APPENDIX I ▪▪▪▪▪ The Concept of Horizon in the Work of Other Philosophers ▪▪▪▪▪ APPENDIX II ▪▪▪▪▪ Epistemological Intelligence ▪▪▪▪▪ References ▪▪▪▪▪ Index ▪▪▪▪▪ About the author. 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After noting the absence of a mutual confrontation, the aim of this research has been redefined in reconstructing the influence of Habermas’ writings on the work of Zygmunt Bauman – an aspect known to scholars of the Polish sociologist but not very well recognized in the international sociological community. Following a philological and critical literary approach, the Baumanian interpretations – selective, discontinuous and, often, erroneous – have been systematized into two main topics: 1) the epistemological foundations of social theory; 2) (...) the normative foundations of critical theory (and the relationship with praxis). Bauman; Habermas; sociology; (post)modernity; praxis Dopo aver constatato l’inesistenza di un reciproco confronto, lo scopo della ricerca si è ridefinito nel ricostruire l’influenza degli scritti di Habermas sull’opera di Zygmunt Bauman – un aspetto noto agli studiosi del sociologo polacco ma poco conosciuto nella comunità socio-logica internazionale. Seguendo un approccio filologico e critico letterario, le interpretazioni baumaniane – selettive, discontinue e, spesso, erronee – sono state sistematizzate in due principali temi: 1) i fonda-menti conoscitivi della teoria sociale; 2) i fondamenti normativi della teoria critica (e il rapporto con la prassi). -/- Parole chiave: Bauman; Habermas; sociologia; (post)modernità; prassi -/- In "Zygmunt Bauman. I cancelli dell’acqua", a cura di Riccardo Mazzeo. Maria Caterina Federici, Editoriale. Bauman e dell’incertezza Riccardo Mazzeo, Premessa. I cancelli dell’acqua Riccardo Mazzeo, Introduzione. Il pendolo di Zygmunt Bauman - Mauro Magatti, Siamo ancora nella modernità liquida? Un esercizio di sociologia baumaniana - Benedetto Vecchi, La missione impossibile di Zygmunt Bauman - Vanni Codeluppi, Bauman: il consumo come compito - Raffaele Federici, Forme e impressionismo nel disagio della postmodernità - Vincenzo Romania, Zygmunt Bauman e la modernità dell’Olocausto: fra crucialità delle domande e debolezza delle risposte - Daniele Francesconi, Zygmunt Bauman. L’intellettuale sulla scena - Claudio Tugnoli, La morte di "terzo grado" come stile di vita. Esorcismi della paura nell’opera di Zygmunt Bauman - Sabina Curti, Paura liquida e ruolo degli intellettuali in Zygmunt Bauman - Luca Corchia, Bauman e Habermas su teoria e prassi. Alle origini di un confronto incompiuto - Marta Carlini, Jakub Pichalski, Bibliografia ragionata degli scritti italiani di e su Zygmunt Bauman - Federico Batini, Giulia Toti, Una scuola per tutti? Riflessioni a margine di "Conversazioni sull’educazione" Recensioni. (shrink)

Writing a college-application essay has become a rite of passage for high-school seniors in the U.S., one whose importance has expanded over time due to an increasingly competitive admissions process. Various commentators have noted the disturbing evolution of these essays over the years, with an ever-greater emphasis placed on obstacles overcome and traumas survived. How have we gotten to the point where college-application essays are all too frequently competitive-victimhood displays? Colleges have an understandable interest in the disadvantages their applicants (...) may have suffered, but this interest—and the awareness of it among both applicants and their advisors—has led to a “race to the bottom”: in order to thrive (or even survive) in a particular competitive context, participants are forced to continuously lower relevant standards in a game of one-upmanship. With college essays, the competition is among high-school seniors for admission, the one-upmanship is an ever-escalating effort to persuade admission committees of one’s greater disadvantage, and the relevant standards being lowered are honesty, privacy, and dignity—or so I shall argue. As we shall see, this particular race to the bottom imposes unequal costs on certain groups and has implications stretching well beyond collegiate admissions. (shrink)

The notes for Theodor Adorno’s courses in the 1960’s are important resources not only for an understanding of his magnum opus, Negative Dialectics, but also for developing critical responses to this problematic philosophical heir of idealism. Particularly noteworthy among the volumes that have appeared so far is from Adorno’s 1965 course on metaphysics where he engages in a sustained reading of Aristotle’s Metaphysics and explicitly connects it with the project of Negative Dialectics. Adorno’s chief concern is to demonstrate, by (...) way of Eduard Zeller’s work, that Aristotle is indeed a proto-idealist and that his ontology is comprised of a fundamental dualism. Adorno is not an informed reader of Aristotle, as his reliance on Zeller makes clear, but he succeeds in drawing the reader’s attention to the organizing force exerted by  upon . The interest in this organizing force is motivated by an interest in the ethics that is consequent upon it: an ethics that ignores the sufferings of the concrete in the name of a rational ideal. While there are echoes of this in Aristotle’s ethical writings, his account of imagination in De Anima ought to give pause to an account as reductive as Adorno’s. In De Anima, Aristotle provides an account of the imagination () that makes it a power reducible neither to  nor to . The imagination, a power of the bodily senses, and especially sight, is a power that grants to thinking its power but is itself the unmotivated actualization of the purely potential. This essay argues that such a power resists interpretation into any dialectical schema insofar as it constitutes a distinct power of the human animal. At the same time, such an interpretation provides a possible route out of the ethical impasse of the unthinkable concrete. (shrink)

A group of the last notebooks that Nietzsche wrote from 1888 to the final notebook of 1889. -/- Translator Daniel Fidel Ferrer. See: "Nietzsche's Notebooks in English: a Translator's Introduction and Afterward". pages 265-272. Total pages 390. Translation done June 2012. -/- Nietzsche's notebooks from the last productive year of life, 1888. Nietzsche's unpublished writings called the Nachlass. These are notebooks (Notizheft) from the year 1888 up to early January 1889. Nietzsche stopped writing entirely after January 6, 1889. -/- (...) The German notebooks of Nietzsche's included in these English translations: 12[1-2] Anfang 1888 13[1-5] Anfang 1888 - Fruhjahr 1888 14[1-227] Fruhjahr 1888 (first note says: Nizza, den 25. Marz 1888) 15[1-120] Fruhjahr 1888 16[1-89] Fruhjahr - Sommer 1888 17[1-9] Mai - Juni 1888 18[1-17] Juli - August 1888 19[1-11] September 1888 20[1-168] Sommer 1888 21[1-8] Herbst 1888 22[1-29] September - Oktober 1888 23[1-14] Oktober 1888 24[1-10] Oktober - November 1888 25[1-21] December 1888 - Januar 1889. (shrink)

NOTE TO READERS: My current research program is firmly grounded in the technical aspects of this dissertation. That said, my views have evolved significantly since writing it, e.g. I've flipped my views on the best working definition of 'determinism', and I no longer defend the viability of incompatibilist-impossibilism (I still grant the superficial logical consistency of the two views, but now contend that there is no way to defend one without rejecting the other). I have also given up on (...) the general project of rehabilitating the terms 'compatibilism' and 'incompatibilism', as I now see them as unhelpful hangovers from a degenerated research program. (shrink)

I formulate an account, in terms of essence and ground, that explains why atomic Russellian propositions have the truth conditions they do. The key ideas are that (i) atomic propositions are just 0-adic relations, (ii) truth is just the 1-adic version of the instantiation (or, as I will say, holding) relation (Menzel 1993: 86, note 27), and (iii) atomic propositions have the truth conditions they do for basically the same reasons that partially plugged relations, like being an x and a (...) y such that Philip gave x to y, have the holding conditions they do. The account is meant to be mainly of intrinsic interest, but I hope that it goes some distance toward answering an objection to classical theories of propositions put forward by King (2014), who writes that ‘since the classical conception of propositions as things that have truth conditions by their very natures and independently of minds and languages is incapable of explaining how or why propositions have truth conditions, it is unacceptable’ (2014: 47). Propositions do have their truth conditions ‘by their very natures’ and ‘independently of minds and languages’. But a fact about a given entity can hold by the very nature of that entity without being a fundamental fact. I argue that this is plausibly the case for atomic Russellian propositions and the facts about their truth conditions. A fact about the truth conditions of such a proposition holds by the very nature of the given proposition but is metaphysically grounded in facts about that proposition’s parts and their essences. If my account is correct, then the supposedly intractable problem of explaining why the given propositions have the truth conditions they do reduces to the problem of explaining why relations have the holding essences they do, which few seem to have found worrisome . (shrink)

The chapter focuses on attributions of the transparency of thought to early modern figures, most notably Descartes. Many recent philosophers assume that Descartes believed the mind to be “transparent”: since all mental states are conscious, we are therefore aware of them all, and indeed incorrigibly know them all. Descartes, and Berkeley too, do make statements that seem to endorse both aspects of the transparency theses (awareness of all mental states; incorrigibility). However, they also make systematic theoretical statements that directly countenance (...) “unnoticed” thoughts or mental states, that is, thoughts or mental states of which the subject is unaware and has no knowledge. Descartes, having identified the essence of mind with thought or representation, distinguishes bare states of mind from states of which we have reflective awareness, thereby providing a theoretical tool for understanding both his seeming endorsement of transparency and his actual denial of it: Descartes distinguished between a basic perceptual state, or a basic awareness, and reflectively conscious states that involve explicit noticing and cognizing on the part of the subject. Leibniz (as is better known) directly endorsed a similar distinction between bare perception and reflective consciousness, using the term “perception” for the first and “apperception” for the second. In these cases, bare perceptions are not transparently available to the subject, and so in fact the subject does not have knowledge, hence does not have incorrigible knowledge, of all its occurrent mental states. This chapter gives evidence to support these claims; elaborates the complex psychology of the subject found in Descartes and other early moderns; and notes some ways in which these early moderns contributed to the genesis of the modern subject. Finally, it compares McDowell’s conception of the Cartesian mind with the conceptions of mind found in the writings of Descartes, Berkeley, and Leibniz, finding that his characterization caricatures the positions of early modern philosophers. McDowell's characterization has four elements: consciousness as essence of mind; intentionality as exclusively mental; the veil of perception; and the transparency of mind. Only the second point, about intentionality, fully fits Descartes. As a consequence of his own misdirection, McDowell misses the actual basis of his difficulty in connecting mind with world, which arises from a point of agreement between him and Descartes: the removal of intentionality from material sensory systems. But whereas Descartes could relocate (nonconceptual) sensory intentionality in mental states, McDowell is left to account for it with his overly cognitivized scheme of perceptual content as exclusively conceptual. (Paper first given at the European Society for Early Modern Philosophy, 2007.). (shrink)

Dear Editors, -/- I found the content of your editorials to be highly intriguing [1,2]. Scientific journals are witnessing a growing prevalence of publications related to artificial intelligence (AI). Three letters to the editor were recently published in your journal [3-5]. The renowned journal Nature has dedicated approximately 25 publications solely to the subject of ChatGPT. Moreover, a quick search on Pubmed using the term "ChatGPT" yields around 900 articles, with the vast majority originating in 2023. These statistics underscore the (...) substantial interest of the scientific community in this area. -/- AI, especially the ChatGPT tool and the recent Bard, have faced criticism and been portrayed as significant adversaries of science. It is evident that many authors or researchers, who may not be well-versed in writing, can greatly benefit from these tools, as mentioned earlier. Without taking a contrarian stance, one should consider the potential advantages of such technologies for researchers in less privileged regions, where access to new technologies is limited, and local or regional challenges abound [6]. AI cannot be confounded with other technologies, as it specifically focuses on replicating human-like intelligence and decision-making processes, rather than simply automating tasks or improving performance based on data patterns. -/- The translation into English poses challenges due to the dominance of English in worldwide publications, with over 95% of articles being published in this language, and even reaching 98% in some fields. Although this manuscript was partially translated using AI, it can still benefit researchers from non-native English regions. Even simple tasks like text editing can be problematic for researchers in underprivileged areas. AI can play a crucial role in the evolution of online lectures and classes, providing valuable support for African maxillofacial surgeons who lack the luxury of taking breaks from work to update their knowledge, as they may be the only available option [7]. One of the remarkable features of AI is its ability to discover knowledge gaps. The use of simple tools like reference organizers is rapidly evolving and can become automated or semi-automated through AI. However, we must carefully consider whether we should refrain from relying too heavily on AI in certain cases, as this could be seen as a significant regression. -/- On the other hand, we must be cautious about freely allowing AI tools to circulate in scientific journals and books without proper regulation [8]. Currently, accurately identifying texts generated by AI is challenging, and their effectiveness remains relatively low, at less than 30%. This means that only about 30 out of every 100 texts can be confidently classified as AI-generated. The technology must advance further to increase detection accuracy or at least raise suspicion. Academic journals no longer view authors acknowledging artificial intelligence tools as co-authors in their research favorably. This is crucial to prevent certain unscrupulous individuals, such as "false prophets," charlatans, and flat-earthers, from infiltrating the realm of science, potentially impeding the progress of serious research conducted by professionals dedicated to advancing humanity through science. -/- It is essential to keep in mind that AI does not generate anything novel. Human authors can not be fully substituted [9]. In research involving groundbreaking concepts, innovations, case reports, or technical notes, the use of AI tends to be less frequent due to its lack of capability in creating innovative outcomes. On the other hand, reviews, whether narrative, systematic, or scoping, are based on existing publications. To address potential fraudulent practices, editors, reviewers, and journals themselves should exercise greater vigilance and apply more stringent filters for this type of publication. -/- An article from over a decade ago already discussed the professions most susceptible to replacement by computerization [10]. Maxillofacial surgeons, physicians, dentists, and psychologists are among the professions that are less likely to be displaced. This position can be attributed to the significant level of patient-professional interaction, the development of specific manual skills over time, and the ability to make adaptable decisions during procedures. These intricacies pose formidable challenges for AI to grasp, regardless of its level of advancement. -/- We should maintain a composed yet vigilant stance at this juncture. Just as Portuguese navigators feared encountering serpents and sea monsters when they ventured into uncharted waters, the uncertainty and novelty of AI can evoke apprehension in us all. Nonetheless, we must embrace the benefits that AI can offer while imposing strict regulations and appropriate penalties to prevent any potential abuses carried out "in the name of science." -/- Sincerely yours,. (shrink)

It has often been noted that Margaret Cavendish discusses God in her writings on natural philosophy far more than one might think she ought to given her explicit claim that a study of God belongs to theology which is to be kept strictly separate from studies in natural philosophy. In this article, I examine one way in which God enters substantially into her natural philosophy, namely the role he plays in her particular version of teleology. I conclude that, while Cavendish (...) has some resources with which to partially alleviate this tension, she is nonetheless left with a significant difficulty. (shrink)

Mathematics is everywhere and yet its objects are nowhere. There may be five apples on the table but the number five itself is not to be found in, on, beside or anywhere near the apples. So if not in space and time, where are numbers and other mathematical objects such as perfect circles and functions? And how do we humans discover facts about them, be it Pythagoras’ Theorem or Fermat’s Last Theorem? The metaphysical question of what numbers are and the (...) epistemological question of how we know about them are central to the philosophy of mathematics. These and related philosophical questions are of particular interest because of mathematics’ unusual status. Mathematics is exceptional in that, on the one hand, it appears unhesitatingly true—no one doubts that 2 + 3 = 5—but on the other, as just noted, it is not about the physical world. This ambivalent status is what gives the philosophy of mathematics its special interest. The philosophy of mathematics is also one of the oldest academic fields, more or less coeval with philosophy itself. But contemporary philosophy of mathematics is rather different from its pre-twentieth-century antecedents, largely for three reasons. The first is that since the seventeenth century, mathematics has become integral to science. Science has over the past few centuries become increasingly mathematical, and indeed the fundamental science of nature, physics, is today recognised as a branch of applied mathematics. The second is that mathematics underwent a transformation in the course of nineteenth century: having started the century as a rather traditional-looking science of quantity it emerged a hundred years later a radically transformed abstract theory of structure. The final factor in the transformation of the philosophy of mathematics is the rise of modern logic. Developed by Frege, Cantor and others in the late nineteenth century, modern logic pervades contemporary mathematics, philosophy and computer science, and has had an immeasurable effect on the philosophy of mathematics. These volumes will collect the major works in this major field, with a focus on the last few decades. The anthology will include technical work, which interprets philosophically significant mathematical results or subfields of mathematics, as well as purely philosophical writing, aimed at those without advanced mathematics. The collection should be of interest to both philosophers and mathematicians, as well as to anyone who is susceptible to wondering what the main intellectual tool used in science, economics and finance, and indeed everyday life is ultimately about. (shrink)

PREFACE WORD -/- Hilmi Ziya Ülken was born in Istanbul during the last period of the Ottoman Empire, was educated during this period and worked in many areas of the intellectual life of the newly established Republic. Although he was interested in many fields of social sciences, he gained fame in philosophy, sociology, history of thought and literature. Again, he undertook important tasks in revealing and introducing medieval Islamic thinkers and post-Tanzimat Turkish thought, and due to his deep knowledge of (...) Eastern and Western philosophies, he made comparative studies in these fields and tried to reveal the similarities and differences in both cultures. Many graduate studies, book chapters and articles have been written about such an important thinker whose works are also recognized abroad. Among the thinkers of the Republican Era, Ülken is one of the most studied names. In this study, Ülken's biography, his intellectual adventure, his understanding of philosophy and his ideas about the life of thought are discussed panoramically, and the bibliographic information obtained about his articles and other works that have not yet been fully revealed has been added to the study. Another important document added to this study is Ülken's biography written in his own handwriting. Our hope is that with the completion of the information missing in this study, a complete portrait of Ülken will be revealed. When Ülken's works are taken into consideration, it is understood that he wrote works in many fields of social sciences. The fact that he did not concentrate on a certain field but worked in many fields has been a frequently criticized aspect of him. In this sense, we think that the phrase "A Thinker of Mütebahhir", which we wrote as a subtitle to the title of our study, defines him very well. Many names have used the adjective mütebahhir, which means ocean and depth in Ottoman Turkish, about Ülken. While Necati Öner used it in a positive sense, names such as Cemil Meriç (1916-1987) and İsmail Tunalı (1923-2015) used it in a sense that includes negative connotations, such as saying words in every field, his knowledge is unlimited but formless and non-systematic, and Salâh Birsel (1919-1999) wrote on every subject. On the other hand, scholars such as Kurtuluş Kayalı and Ali Utku, who have recently conducted competent studies on Ülken, have emphasized that Ülken - contrary to popular belief - thought and worked within a system and was very sensitive about his system of thought. When Ülken's works are examined in general, it is seen that many of them were formed by turning lecture notes into books, and this situation caused many problems. This situation led to problems such as the disorganization of his works, the lack of a certain systematization, the lack of the necessary methodological sensitivity in footnotes and citations, and the use of some terms in their original language instead of their Turkish equivalents. When we look at the life stories of important thinkers in the history of thought, we observe that they were not only influenced by the social, political, economic, etc. conditions of the period in which they lived, but also that they influenced these conditions in the period in which they lived. The best example of this situation among the thinkers of the early years of the Republic is Ülken. When his works are examined in chronological order, it is noticeable that his ideas constantly changed, that he had to defend the ideas he criticized from time to time, and that he was in a constant search. He explained his works in many fields by saying that he wrote works that would be a source for his own works and that he served as a bridge to the past. The fact that he was a doyen in many fields of social sciences despite having a Mülkiye education can be explained by his self-education. Ülken, who set an example for academics and thinkers with his hard work, diligence, and lifestyle of constantly reading, researching and writing, carried out very important works in his 73 years of life. As Öner, a student of his who knew him closely, says: "In his daily life, Ülken was either reading, writing or philosophizing." Again, Tunalı says about his diligence that "when he was finishing a book, he would have written another book!" It can be said that one of Ülken's efforts was to establish a tradition of sociology and philosophy in Turkey by recognizing the disconnect in our world of thought. Ülken expressed this to his student Necati Öner by saying, "We are a quarter in philosophy, you will be half, and then we will be complete!" While the influence of philosophers and sociologists who came to our country with the educational reforms was quite limited, Ülken succeeded in establishing a tradition in Istanbul Sociology and Ankara Theology. For this reason, important sociologists and philosophers of our country, such as Baykan Sezer (1938-2002) and Kurtuluş Kayalı (born 1949), admitted that "we are students of the Ülken tradition" even though they were not his direct students. Ülken provided an important opening in the social sciences with his methodology that analyzed the problems he dealt with in depth, tried to deal with all aspects of the issues and made synthesis attempts between different ideas. In addition, with the newly established Republic, he made great efforts to collect and translate sources in many fields, especially philosophy, and to carry out activities on a philosophical basis. The fact that his works continued to attract attention in every period after him and were reprinted and read again and again reveals the centrality of his role in the intellectual life of the Republican period. In this study, in which the life, philosophy and thoughts of Hilmi Ziya Ülken, whose valuable contributions to Turkish-Islamic thought are undeniable, have been tried to be presented in general terms, the articles and book chapters I have written about Ülken in various journals and book chapters and whose titles I have given in the bibliography and bibliography section have also been utilized. I hope that this monographic study will make a small contribution to the studies on Ülken, who deserves to be remembered with mercy and gratitude. -/- . (shrink)

Consulting early and medieval Christian thinkers, I theologically analyze the question of how we are to construe and live well with the sociable robot under the ancient theological concept of “glory”—the manifestation of God’s nature and life outside of himself. First, the oft-noted Western wariness toward robots may in part be rooted in protecting a certain idea of the “person” as a relational subject capable of self-gift. Historically, this understanding of the person derived from Christian belief in God the Trinity, (...) an eternally relational and self-giving God who has created all other things. According to this trinitarian anthropology, the “glory” of God is the manifestation of his life outside of himself, especially in human relationships of self-possessed empathic self-giving. Second, the material world can be drawn into this glorification of God by the invention of technologies, including robots. For Christianity, the personal transcends the material, and matter cannot simply be recombined to make a person. Nonetheless, the material world is a lesser glory that echoes fragmentarily the primal self-gift by which God exists. Human persons can marshal these material powers to serve the personal by the invention of technology, which extends the possibilities of human self-giving and, therefore, of God’s “glory.” Third, this Christian account of creation and technology shapes medieval Christian writings on humanoid robots. These “automata” uniquely draw together nature’s deep powers, but they lack true personal interiority and so cannot give themselves. Instead, they are instruments by which humans’ own relational personhood can be developed or degraded. At best, a robotic image of personhood can serve as an “icon,” directing us back to the relationality by which humans echo God. At worst, robots serve as “idols” when they become substitutes for human companions, drawing their users into a utilitarian frame that excludes self-gift by simply mirroring back to the user his or her own aims. I illustrate these outcomes by two medieval legends. In one, robots function iconically as social facilitators; in the other, as ambiguous romantic partners. And fourth, looking to an actual renaissance-era “praying” robot, I will propose that the non-subjective robot might yet “glorify God” within the religious community by representing the prayers of particular humans—thus iconically standing for rather than idolatrously standing in for the relational subject. (shrink)

Anscombe’s published writings, lectures and notes on sensation point toward a sophisticated critique of sense-data, representationalist and direct realist theories of perception (in both their historical and contemporary forms), and a novel analysis of the concept of sensation. Her philosophy of perception begins with the traditional question, ‘What are the objects of sensation?’, but the response is a grammatical rather than ontological enquiry. What, she asks, are the characteristics of the grammatical object of sensation verbs? Anscombe’s answer is: sensation (...) verbs take ‘intentional objects’, where an ‘intentional object’ is a description which has the characteristics of the concept of intention—characteristics elucidated in great detail in her Intention. This simple manoeuvre allows Anscombe to reject two opposing positions in the philosophy of perception - that the objects of sensation are sense-data and that the objects of sensation are tables and chairs (etc). Both views, she argues, fail to recognise the grammatical fact that the verbs of sensation take intentional objects. This chapter outlines the case for a grammatical methodology in philosophy of perception, by framing an analysis of the ways in which the sense-data and direct-realist theories of perception arise out of the theoretical demands that are generated when the grammar of the concept of sensation is left unexplored. Along the way, it will be shown that Anscombe’s philosophy of perception should not be read as fore-running contemporary representationalism, and that reading it as such in fact runs counter not only to the letter but the spirit of Ancombe’s proposal. (shrink)

This discussion note aims to address the two points which Lizza raises regarding my critique of his paper “Defining Death: Beyond Biology,” namely that I mistakenly attribute a Lockean view to his ‘higher brain death’ position and that, with respect to the ‘brain death’ controversy, both the notions of the organism as a whole and somatic integration are unclear and vague. First, it is known from the writings of constitutionalist scholars that the constitution view of human persons, a theory which (...) Lizza also holds, has its roots in John Locke’s thought. Second, contrary to Lizza’s claims, the notions of the organism as a whole and somatic integration are both more than adequately described in the biomedical and biophilosophical literature. (shrink)

In a note to G.R.S. Mead’s "Quests Old and New", where he found a section devoted to Hans Vaihinger’s main ideas, Fernando Pessoa reflects on the consequences of the fictionalist approach to both our perception of the I and the value of consciousness. These questions correspond to some statements that we find in Nietzsche’s writings, which in particular Vaihinger refers to in his Die Philosophie des Als-ob. Our aim is thus to compare Nietzsche’s and Pessoa’s view of the I and (...) consciousness, and to deal with their psychology by making reference to Vaihinger’s fictionalism. (shrink)

Wittgenstein responds in his Notes on Logic to a discussion of Russell's Principles of Mathematics concerning assertion. Russell writes: "It is plain that, if I may be allowed to use the word assertion in a non-psychological sense, the proposition "p implies q" asserts an implication, though it does not assert p or q. The p and the q which enter into this proposition are not strictly the same as the p or the q which are separate propositions." (PoM p35) (...) Wittgenstein replies: "Assertion is merely psychological. In not-p, p is exactly the same as if it stands alone; this point is absolutely fundamental." (NB p95) Wittgenstein's response is intriguing, not least because of the centrality to his Tractatus of the idea that a proposition says something. This paper will examine that idea, distinguishing it from 'merely psychological' assertion, and explore in this context how we should understand the occurrence of a Tractarian proposition within another. (shrink)

Nietzsche’s Ecce homo, Notebooks and Letters: 1888-1889 / Translation by Daniel Fidel Ferrer. ©2023 Daniel Fidel Ferrer. All rights reserved. -/- Ecce homo: How One Becomes What One Is (Ecce homo: Wie man wird, was man ist). -/- Who should read Nietzsche? You can disagree with everything Nietzsche wrote and re-read Nietzsche to sharpen your attack. Philosophy. Not for use without adult supervision (required). Philosophy is a designated area for adults only. Read at your own risk. You have the pleasure (...) of reading and of course disagree with all philosophy. Warning philosophical ideas are present. Reading Nietzsche does not mean you will gain anything, in fact, you might lose your previous ideas. -/- Nietzsche does not call this book an autobiography (he has written many short autobiographical sketches before); but rather, uses the expression “I tell myself my life”. -/- Nietzsche was the past philosopher who wrote about our future, “The time is coming when the struggle for the domination of the earth will be waged - it will be waged in the name of basic philosophical doctrines.” KGWB/NF-1881, 11[273]. The world has seen plenty of wars and death, since 1881. The process of the domination of the earth and world is still on-going. -/- What is Nietzsche’s overall project with Ecce homo? -/- Main Leitmotifs in Ecce homo. -/- Christianity as the denial of the will to life, revaluation of all values (Umwerthung aller Werthe), Amor fati, Dionysus as a god and his philosophy (future project for Nietzsche), overthrowing idols, two worlds (“true world" finally became a fable) against Plato eternal world and forms, eternal recurrence or the eternal return of the same (Nietzsche heaviest thought, also his most abysmal thought “abgründlichsten Gedanken”), opposite and counterpart to type of person decadent (décadent), “I count the overcoming of pity among the noble virtues”, against the concept of God (Christian), overman or superman (Übermensch), Will to Power (Wille zur Macht), great politics, immoralist, morality of the Christian church, and Declaration of war (“Kriegserklärung”). -/- Table of Contents -/- Motto [page 3]. Epigraph [pages 4-6]. -/- Preface to the Translation of Ecce homo [pages 7-16] -/- Major Leitmotifs in Nietzsche [pages 17-24]. -/- Translations from Nietzsche’s German to English include. -/- 1). Ecce homo: How One Becomes What One Is (Ecce homo: Wie man wird, was man ist. [pages 25-113]. -/- 2). This poem was included in the first publications of Ecce homo (1908). Glory and Eternity (Ruhm und Ewigkeit). [pages 114-124]. -/- 3). These are all of Nietzsche’s last notebooks (complete) they are numbered 21, 22, 23, and 24. There are a total of 82 notes. Final notes by Nietzsche from the Nachlass (Nachlaß). Sometime in German called the Notizheft. Nietzsche’s notebooks that include some drafts for Ecce homo and other topics he was thinking during his last writings. Dating from October 1888 until early Janurary 1889. [pages 125-191]. -/- 4). Nietzsche’s Letters Regarding Ecce homo. Nietzsche’s letters starting at the end of October 1888 discussing Ecce homo. These are not always the complete letters but include all of the passages of Nietzsche discussing Ecce homo. Complete translation of the last letter Nietzsche wrote. Dated until BVN-1889. #1256. Letter to Jacob Burckhardt in Basel. Turin, about 6 January 1889. [pages 192-223]. -/- Bibliographies [pages 224-254]. -/- Nietzsche’s Philosophy Final Thoughts [pages 255-259]. -/- Enjoy reading Nietzsche's last book. (shrink)

This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing. Are the media employed in university study practices mere accessories, or rather constitutive of these practices? While this seems to be a purely theoretical question, its practical implications are wide and concern whether such a thing as a ‘digital university’ is possible. The 'digital university' has been, for a long time, a (...) theoretical construct. However, in the aftermath of the Covid-19 pandemic, moving the university into the digital realm has become a necessity. The difficulties in transitioning to an online university during the 2020 pandemic showed the increased urgency of the questions explored in this book. -/- The book describes lecturing and academic writing through the lens of a phenomenology of gestures and arrives at a description of the experience of university thinking as expanding the subject’s range of experiences about the world and about one’s modes of thinking about the world. The media configuration characteristic for university study practices is a movement of rendering inoperative one medium through another medium so that thinking can emerge, a movement called ‘mediatic displacement’. The question of the digital university becomes then a question whether mediatic displacement is possible on a digital screen. Although this is conceivable, digital technologies are still relatively new, and we are not used to playing with them in a profanatory way as the book discusses through the example of videoconferencing and MOOCs. The promise of the digital university seems to remain utopian until we figure out how to enact the techniques of mediatic displacement currently flourishing at the physical university. (shrink)

While historians of pragmatism often present William James as the founder of the “subjectivist” wing of pragmatism that came back into prominence with the writings of Richard Rorty, Hilary Putnam has argued that James’s views are actually much closer to Peirce’s (and Putnam’s own). Putnam does so by noting that James distinguishes two sorts of truth: “temporary truth,” which is closer to a subjective notion of warranted assertibility, and “absolute truth,” which is closer to Peirce’s own comparatively objective notion of (...) truth as what would be believed at some idealized end of inquiry. Putnam then argues that the temptation to read James as a precursor to Rorty requires privileging his talk of temporary truth, when, in fact, it was always absolute truth that was the primary sense of the term for James. This paper will argue that James’s views on truth are, in fact, much less tied to the absolute notion than Putnam suggests, and, indeed, that James’s account of the relations between our concepts and reality leave open the possibility that no claim of ours could ever be “absolutely” true, and thus that “temporary” truth would be all we could ever expect to have. (shrink)

What is faith? Lara Buchak has done as much as anyone recently to answer our question in a sensible and instructive fashion. As it turns out, her writings reveal two theories of faith, an early one and a later one (or, if you like, two versions of the same theory). In what follows, we aim to do three things. First, we will state and assess Buchak’s early theory, highlighting both its good-making and bad-making features. Second, we will do the same (...) for her later theory, noting improvements on the early one. Third, we will mark various choice points in theorizing about faith, and we will argue for specific choices at those points, culminating in what we regard as a better, alternative theory of faith. Our critical aims, therefore, are ultimately constructive. By theorizing about faith with Lara Buchak, we aim to contribute to our common understanding of what faith is. (shrink)

This paper accomplishes two goals. First, I present a distinct interpretation of the inception of the phenomenology of feelings. I show that Husserl’s first substantial discussion of intentional and non-intentional feelings is not from his 1901 Logical Investigations, but rather his 1893 manuscript, “Notes towards a Theory of Attention and Interest”. Husserl there describes intentional feelings as active and non-intentional feelings as passive. Second, I show that Husserl presents a somewhat unique account of feelings in “Notes”, which is (...) partly different from his later theories of feelings found in Lectures on Ethics and Value Theory and Studies Concerning the Structures of Consciousness. In contrast to those mature writings, in “Notes”, Husserl describes intentional feelings while avoiding cognitivism and he analyses non-intentional feelings without employing the content-apprehension schema. On this basis, I argue that “Notes” is an important untapped resource for constructing original phenomenologies of feelings. (shrink)