Mary Wollstonecraft argues that women must be independent citizens, but that they cannot be that unless they fulfill certain duties as mothers. This is problematic in a number of ways, as argued by Laura Brace in a 2000 article. However, I argue that if we understand Wollstonecraft's concept of independence in a republican, rather than a liberal context, and at the same time pay close attention to her discussion of motherhood, a feminist reading of Wollstonecraft is not only possible but (...) enriching. I will attempt to show, in particular, that the seeds of a feminist argument for co-parenting are to be found in the Vindication of the Rights of Woman. (shrink)

In Logique du Fantasme, Lacan argues that the compulsion to repeat does not obey the same discharge logic as homeostatic processes. Repetition installs a realm that is categorically different from the one related to homeostatic pleasure seeking, a properly subjective one, one in which the mark “stands for,” “takes the place of,” what we have ventured to call “an event,” and what only in the movement of return, in what Lacan calls a “thinking of repetition,” confirms and ever reconfirms this (...) point of no return, which is also a qualitative cut and a structural loss. The kind of “standing for” Lacan intends here with the concept of repetition is certainly not something like an image or a faithful description. No, what Lacan wishes to stress is that this mark is situated at another level, at another place, it is “entstellt,” and as such, it is punctually impinging upon the bodily dynamics without rendering the event, without having an external meta-point of view, but cutting across registers according to a logics that is not the homeostatic memory logics. This paper elaborates on this distinction on the basis of a confrontation with what Freud says about the pleasure principle and its beyond in Beyond the Pleasure Principle, and also takes inspiration from Freud’s Project for a Scientific Psychology. We argue that Lacan’s theory of enjoyment takes up and generalizes what Freud was after in Beyond the Pleasure Principle with the Wiederholungszwang, and pushes Freud’s thoughts to a more articulated point: to the point where a subject is considered to speak only when it has allowed the other, through discourse, to have impacted and cut into his bodily pleasure dynamics. (shrink)

In 2011 we proposed that the modern advances in neurosciences would eventually push the field of psychology to an hour of truth as concerns its identity: indeed, what is psychology, if psychological functions and instances can be tied to characterized brain patterns (Bazan, 2011)? As Axel Cleeremans opens this Grand Challenge with a comparable question1, and as there is growing disagreement with the “I am my brain” paradigm, we think that the topic is indeed, 5 years later, crucially at stake. (...) We had, in 2011, contextualized this question, as one driven by the advances in biology—anatomy in the sixteenth century, (neuro-)physiology in the nineteenth century and neurosciences today. Indeed, with each major advance, decisive moments came for psychology: in the sixteenth century, the name psychologia was launched, in the nineteenth century, psychology became a full-blown scientific field, and today, its specific identity is being questioned (Bazan, 2015). It now appears indeed that it is neuroscientists themselves, who formulate the possibility of a science of representational life, which is autonomous as regards to its biological substrates. For example, the neuroscientist Etienne Koechlin in a conference in Paris on February 2nd, 2016, gave as an alternative definition for neuroscience “the mechanisms and computational operations which govern the mental representations independently from their material substrate and its content2”. We will further propose that this autonomy is to be regarded as an organizational autonomy. (shrink)

This paper focuses on how building human potentialities in education can enhance learning competencies in students for the development of the self and the society. Human potential refers to a possibility human beings are capable of achieving. Montessori believes that the traditional system of education directs students to learn through memorization and recitation techniques and does not lay much emphasis on helping students to bring out their maximum potential. What goal can we attribute to education today? Our focus shall be (...) to answer the questions, what are the favorable conditions under which education can help to build human potentialities? Is Montessori’s view essential in enhancing creativity and building the necessary competencies of the learners in our society today? Education is a natural process carried out by the human individual. It is not what the teacher gives and is not acquired by listening to words but by experiences upon the environment. Montessori opts that education should help the learners develop confidence in their emerging abilities and offer them the opportunity to gain independence in daily tasks. The pedagogic significance of this work serves as a guide for the educational system in Africa and Cameroon in particular. It serves as a guide for curriculum developers and policy makers to bring out programs that will enhance the building of individual competencies for eventual development. Thus Montessori’s idea of education to build human potentialities is indispensible to our educational system today. (shrink)

Book Information: Occasions of Identity: The Metaphysics of Persistence, Change, and Sameness. By André Gallois. Clarendon Press. Oxford. 1998. Pp. xiii + 296. Hardback, £35.00.

ABSTRACT An apparent objection against my theory of instantiation as partial identity is that identity is necessary, yet instantiation is often contingent. To rebut the objection, I show how it can make sense that identity is contingent. I begin by showing how it can make sense that identity is temporary. I rely heavily on Andre Gallois’s formal theory of occasional identity, but argue that there is a gap in his explanation of how his formalisms make sense that needs to (...) be filled by appeal to my theory of Aspects. (shrink)

When the necessity of identity (NI) is combined with composition as identity (CAI), the contingency of composition (CC) is at risk. In the extant literature, either NI is seen as the basis for a refutation of CAI or CAI is associated with a theory of modality, such that: either NI is renounced (if counterpart theory is adopted); or CC is renounced (if the theory of modal parts is adopted). In this paper, we investigate the prospects of a new variety of (...) CAI, which aims to preserve both NI and CC. This new variety of CAI (CCAI, contingent composition as identity) is the quite natural product of the attempt to make sense of CAI on the background of a broadly Kripkean view of modality, such that one and the same entity is allowed to exist at more than one possible world. CCAI introduces a world-relative kind of identity, which is different from standard identity, and claims that composition is this kind of world-relative identity. CCAI manages to preserve NI and CC. We compare CCAI with Gibbard’s and Gallois’ doctrines of contingent identity and we show that CCAI can be sensibly interpreted as a form of Weak CAI, that is of the thesis that composition is not standard identity, yet is significantly similar to it. (shrink)