Listening effort helps explain why people who are hard of hearing are prone to fatigue and social withdrawal. However, a one-factor model that cites only effort due to hardness of hearing is insufficient as there are many who lead happy lives despite their disability. This paper explores other contributory factors, in particular motivational arousal and pleasure. The theory of rational motivational arousal predicts that some people forego listening comprehension because they believe it to be impossible and (...) hence worth no effort at all. This is problematic. Why should the listening task be rated this way, given the availability of aids that reduce its difficulty? Two additional factors narrow the explanatory gap. First, we separate the listening task from the benefit derived as a consequence. The latter is temporally more distant, and is discounted as a result. The second factor is displeasure attributed to the listening task, which increases listening cost. Many who are hard of hearing enjoy social interaction. In such cases, the actual activity of listening is a benefit, not a cost. These people also reap the benefits of listening, but do not have to balance these against the displeasure of the task. It is suggested that if motivational harmony can be induced by training in somebody who is hard of hearing, then the obstacle to motivational arousal would be removed. This suggests a modified goal for health care professionals. Don’t just teach those who are hard of hearing how to use hearing assistance devices. Teach them how to do so with pleasure and enjoyment . (shrink)

Debate? To do this, it is necessary to doubt oneself and to listen to the other. This is what Kant called "judgment" (see the Critique of Judgment [1]): to be able to put oneself in the position of the other. For if we do not make the effort to imagine what the other is saying, if we are not able to put ourselves in the speaker's place in order to understand exactly the basis of what he is saying and (...) how he is saying it, how are we to consider and reason about the truth or falsity of this argument? (shrink)

༄༅ REVIEWS ༄༅ -/- « An exhilarating and lucid introduction to Buddhist thought. Sativihari begins with a sophisticated reading of the Four Noble Truths as a sacred poem and ends with a plea for more compassionate culture and politics. In between there is wisdom spiked on every page. »【Mark Kingwell, Department of Philosophy, University of Toronto】 -/- « I am deeply grateful for Rishi Sativihari's achievement in ‘Unlearning The Basics.’ Often, attempts to help Westerners understand Buddhism rely too heavily on (...) idealist philosophies, leading to a kind of mystification of the four noble truths. Because Dr. Sativihari appeals consistently to experience and is sophisticated in his understanding of Western philosophy and theology, he can present the four noble truths with profound spiritual realism. The work is very reader-friendly, showing the fruits of extensive reflection on pedagogical practice. There is genuine spiritual maturity at work in this text. »【Gilles Mongeau S.J., Regis College, University of Toronto】 -/- « ‘Unlearning The Basics’ might be understood as a sequel to the classic ‘Zen Mind, Beginner's Mind’ : gently nudging us back to what we thought we knew and helping us to discover something fresh and real — something suddenly self-evident. A rare and precious achievement. »【Kurt Spellmeyer, Department of English, Rutgers University】 -/- ༄༅༅༅༅ FROM THE FOREWORD BY MU SEONG ༄༅༅༅༅༅ « It is axiomatic that the teachings of the Buddha have found their integrity and authenticity in each generation in the lives as well as interpretative efforts of a handful of practitioners and thinkers. Rishi Sativihari’s is one of these new voices and it’s a pleasure to sit back and listen to it. Sativihari’s argument that — “the four truths were given in a certain order, not only for the sake of creating a logical system of thought, but because experientially they emerged in that way in the Buddha’s life, building progressively on one another” — never rang more true. » « If there is any “system” at all in the Buddha’s teachings, the Four Noble Truths are that system. These truths (or reflections, if you will) are secular, etiological, and universally human. They are free of the ontological promiscuities and speculative metaphysics in which so many religious systems get bogged down. Unlearning the Basics remains impeccably faithful to these orientations of the Four Noble Truths and this orientation is what makes his book an exciting read. » « This book is in many ways a model for how the teachings of the Buddha could and should be talked about in a psychologically mature and sophisticated manner, in a way congruent with recent findings in brain research and cognitive science. Sativihari touches upon these researches and findings to supplement his own innovative insights into what the Buddha was trying to convey to his audience in his explication of the Four Noble Truths. Sativihari’s commitment to using Pali and Sanskrit words as his primary frame of reference, rather than their often garbled and confusing English translations, lends a much-appreciated gravitas to his presentation. » « This is an important book… It adds much to the current discourses and also brings us much closer to a more nuanced understanding of the Buddha’s own thought processes. »【Mu Soeng, Scholar in Residence, Barre Center for Buddhist Studies】 . (shrink)

The paper is about H. Odera Oruka's Sage Philosophy project. Oruka interviewed rural sages of Kenya, saying that like Socrates, these wise elders had been philosophizing without writing anything down. Paulin Hountondji (at the time) criticized efforts of oral philosophizing, saying that Africa needed a written tradition of philosophizing. Some philosophers were representatives of an "individualist" position which says that philosophical ideas must be attributed to specific named individuals. Kwame Gyekye instead argued that anonymous community wisdom of Africans had indeed (...) been created by individuals, but individual names were not important to Africans at the time they created the wisdom. The paper then argues that hearing a certain bit of wise philosophy coming from a particular person in an interpersonal oral communication at a certain time and in a certain context can impress an idea upon this listener, commanding their attention in a way that a written text does not, due to the importance of presence in interpersonal communication. Respect for the speaker, and the way in which the speaker uses voice inflection and facial and bodily expressions while communicating all play a role in the message's reception. The paper does not argue that written philosophy or oral philosophy are superior to each other in all ways; rather, each has a strength that the other does not have. (shrink)

This essay undertakes a phenomenological inquiry into the ‘experiential structure of hip-hop’ – a structure that hip-hop artist Jay-Z (Shawn Carter) gestures towards in his text Decoded. In this book, Jay-Z argues that hip-hop has a particular power to act as the vehicle for the communication of a specific type of experience, i.e. contradictory experiences, or those which do not seem possible under the principle of non-contradiction. For instance, Tupac Shakur says of his mom that “…even as a crack fiend, (...) mama / You always was a Black Queen, mama.” The way in which hip-hop is a powerful vehicle for this communication lies, according to Jay-Z, in its very structure, which he describes using two sets of terms: rhythm/flow and music/rhyme. Using Jay-Z’s general outline, this essay attempts to complete a phenomenological analysis of hip-hop, in the effort to (1) isolate the experiential structure of hip-hop and (2) isolate, within this structure, the way in which hip-hop is able to communicate contradictory experiences. In the final analysis, the author isolates the experiential structure of hip-hop and shows how its multiple layers work to draw listeners in and induce them to experience-with the artist. (shrink)

Disability Justice in Public Health Emergencies is the first book to highlight contributions from critical disability scholarship to the fields of public health ethics and disaster ethics. It takes up such contributions with the aim of charting a path forward for clinicians, bioethicists, public health experts, and anyone involved in emergency planning to better care for disabled people—and thereby for all people—in the future. Across 11 chapters, the contributors detail how existing public health emergency responses have failed and still fail (...) to address the multi-faceted needs of disabled people. They analyze complications in the context of epidemic and pandemic disease and emphasize that vulnerabilities imposed upon disabled people track and foster patterns of racial and class domination. -/- The central claim of the volume is that the ethical and political insights of disability theory and activism provide key resources for equitable disaster planning for all. The volume builds upon the existing efforts of disability communities to articulate emergency planning priorities and response measures that take into account the large body of qualitative and quantitative research on disabled people’s health, needs, and experiences. It is only by listening to disabled people’s voices that we will all fare better in future public health emergencies. (shrink)

Guru Nanak reports that there are three cardinal principles for walking upon the path of truthful living. These are Kirat Karna, Vand Chakna and Nam Japna. Kirat Karna means to earn righteously through one's own efforts. Vand Chakna is to share one's abundance and talents with others. Nam Japna means the contemplation of Truth. In his hymns, Guru Nanak exhorts Sikhs to imbibe love of God and his creation in their life, earn their living by honest labour, and share it (...) with others as; “Sing, and listen, and let your mind be filled with love (for God and His Creation).”[SGGS, 2] “One who earns by honest labour, and shares some of what he has with others, - O Nanak, he knows the true way of life.” [SGGS: 1245] In this second part of the article further elaboration on the path of truthful living is described. (shrink)

Paul Ricoeur argues that narration is lived life. Therefore, human experience has a narrative dimension, ie, it has a narrative structure and every effort you want to make for the human need to consider the narrative. For this reason, the text theory is converted to Ricoeur in a general model for the study of human action, since this is conceived as an open work to anyone who can read it. Given this general framework for discussion, we have deepened the (...) notion of the patient as “text”, and described their richness for reflection of bioethics and medical act, rescuing the value of listening, prudence, responsibility and rediscovering a place for the principle of autonomy and casuistry. -/- Paul Ricoeur sostiene que la narración es vida vivida. Por lo tanto, la experiencia humana posee una dimensión narrativa, es decir, tiene una estructura narrativa y todo esfuerzo que quiera dar cuenta de lo humano tendrá que contar con lo narrativo. Por esta razón, la teoría del texto se convierte para Ricoeur en un modelo general para el estudio de la acción humana, pues esta es concebida como una obra abierta a cualquiera que pueda leer. Teniendo en cuenta este marco general de reflexión, hemos profundizado en la noción del paciente como “texto”, y describimos su riqueza para la reflexión de la bioética y el actuar médico, rescatando el valor de la escucha, la prudencia, la responsabilidad y redescubriendo un lugar para el principio de autonomía y la casuística. (shrink)

The author points out to the rehabilitation of listening which occurs in Lyotard's philosophy in the field of his aesthetic analysis. The philosophical grasping of time and especially the instant is being explained in Lyotard through the listening mode and in invoking the aural experiences and the experiences of sound. The author suggests that the category of listening is often used in place of the category of aesthetic and as metaphor of the aesthetic perception. In contrast to (...) seeing, listening can be undertaken together with other sensual experiences and thus it allows for a more polyphonic experience. Listening, author maintains, is a very special type of experience, on one hand it is open and welcoming, on the other discrete and prone to solitude, qualitatively changing its course. (shrink)

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...) argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)

What does it mean to listen to someone respectfully, that is, insofar as they are due recognition respect? This paper addresses that question and gives the following answer: it is to listen in such a way that you are open to being surprised. A specific interpretation of this openness to surprise is then defended.

This paper is about dialogic listening as a precondition for meaningful engagement in Socratic dialogues and for music. In order to arrive at a better understanding of what constitutes dialogic listening in the context of educational philosophical dialogues, I first shed light on the practice of philosophy teaching based on Nelson & Heckmann’s neo-Socratic paradigm and link this practice to Plato’s dialogues. I then argue that the activity of listening to an interlocutor during Socratic dialogues on the (...) one hand, and listening to music on the other, may in both cases be understood as a precondition for the process of engagement and, consequently, the co-creation of meaning as a central objective to the philosophical practice. I show this by discussing both Buber and Gadamer, combining their insights into three interrelated features of dialogic listening: 1) openness, 2) reciprocity, and 3) awareness, which apply to both philosophical dialogues and music. Ultimately, I attempt to make a case for the complementary application of music in the philosophical educational practice. (shrink)

In this essay, the author considers intertextuality in contemporary musical work, conceptualizing it not only as a critical category and as an artistic convention, but also as an aesthetic strategy. Listening for texts, as it were, opens the work for influences and gives it new purposes. The multiple texts, which are mutually interdependent, alter each other’s meaning and are “read” and “re-read” during aesthetic experience. Depending on the listener, these meanings are more or less pronounced; some are seen as (...) primary, while others are seen as secondary. Sometimes they are co-dependent and meaningful together, but sometimes they shy each other out. The multilayered quality of the work is acknowledged and seen as important even before individual meanings can be discovered. The author proposes a look at intertextuality in reference to musical works by Steve Reich,. The author uses Ryszard Nycz’s definition of intertextuality and confronts it with Umberto Eco’s idea of interpretation and the structural openness of art. Putting forward a concept of listening-in as a necessary element of receiving and understanding certain musical works, she suggests accepting an intertextual aesthetic strategy for a satisfactory aesthetic experience. Assuming the presence of multiple texts, which are different in character and meaning, and accepting their interdependence, changes the reception of the work and colors its qualities. The challenge is not only to seek out different texts hidden behind the purely musical face of the work but to find out the way they influence each other, knowing full well that the major or minor role those texts play depend on the listener as much as on the author. (shrink)

Providing valid responses to a self-report survey requires cognitive effort. Subjects engaging in insufficient effort responding (IER) are unwilling to take this effort. Compared to psychologists, experimental philosophers so far seem to have paid less attention to IER. This paper is an attempt to begin to alleviate this shortcoming. First, I explain IER’s nature, prevalence and negative effects in self-report surveys in general. Second, I argue that IER might also affect experimental philosophy studies. Third, I develop recommendations (...) as to how experimental philosophers should (and should not) try to prevent IER. Fourth, I develop recommendations as to how experimental philosophers should (and should not) try to detect IER. Fifth, I sketch how experimental philosophers ought to proceed once a subject has been identified as an insufficient effort responder. And finally, I report the results of an online survey that addresses experimental philosophers’ current knowledge, consideration and assessment of IER. (shrink)

In a study that goes beyond the ego affirmed by Freudian psychology, David Levin offers an account of personal growth and self-fulfillment based on the development of our capacity for listening. Drawing on the work of Dewey, Piaget, Erikson, and Kohlberg, he uses the vocabulary of phenomenological psychology to distinguish four stages in this developmental process and brings us the significance of these stages for music, psychotherapy, ethics, politics, and ecology. This analysis substantiates his claim that the development of (...) our listening capacity is a process that fits Foucault's conception of a practice of the self, forming our character as social beings and moral agents. David Levin contends that our self- development as auditory beings is necessary for the achievement of a just and democratic society. (shrink)

Achievements have recently begun to attract increased attention from value theorists. One recurring idea in this budding literature is that one important factor determining the magnitude or value of an achievement is the amount of effort the achiever invested. The aim of this paper is to present the most plausible version of this idea. This advances the current state of debate where authors are invoking substantially different notions of effort and are thus talking past each other. While the (...) concept of effort has been invoked in the philosophical analysis of a number of important concepts such as desert, attention, competence, and distributive justice, it has hardly ever been analyzed itself. This paper makes headway in this regard by discussing three ambiguities in the everyday notion of effort. It continues to develop two accounts of effort and shows how both of them are achievement-enhancing. (shrink)

Palliative care seeks to provide holistic care to improve the quality of life for the sick, especially as they approach the end of their lives. Addressing the spiritual dimension of the human person is useful because it provides answers to the meaning of life. Spiritual care has been shown to be of great benefit to patients. Therefore, this paper explores the importance of the spiritual dimension in palliative care; highlight the act of listening as a key part of spiritual (...) care, showing that physician burnout is the main obstacle to improving listening as an appropriate service that is both comforting and healing. -/- Los cuidados paliativos buscan ofrecer una atención holística para brindar una mejor calidad de vida a los enfermos, especialmente cuando se aproximan al fin de su existencia. Profundizar en la dimensión espiritual de la persona humana resulta útil puesto que ofrece respuestas al sentido de la vida. Se ha constatado que la atención espiritual aporta grandes beneficios para el paciente. Es por eso que en este trabajo hemos querido profundizar en la importancia de la dimensión espiritual en los cuidados paliativos; se destaca la actitud de la escucha como pieza clave de dicha atención espiritual, lo que evidencia que el burnout de los médicos es el principal obstáculo para potenciar la escucha como una adecuada disposición que resulte consoladora y sanadora. (shrink)

In this lyrical meditation on listening, Jean-Luc Nancy examines sound in relation to the human body. How is listening different from hearing? What does listening entail? How does what is heard differ from what is seen? Can philosophy even address listening, écouter, as opposed to entendre, which means both hearing and understanding? Unlike the visual arts, sound produces effects that persist long after it has stopped. The body, Nancy says, is itself like an echo chamber, responding (...) to music by inner vibrations as well as outer attentiveness. Since “the ear has no eyelid” (Quignard), sound cannot be blocked out or ignored: our whole being is involved in listening, just as it is involved in interpreting what it hears. The mystery of music and of its effects on the listener is subtly examined. Nancy’s skill as a philosopher is to bring the reader companionably along with him as he examines these fresh and vital questions; by the end of the book the reader feels as if listening very carefully to a person talking quietly, close to the ear. (shrink)

It is increasingly common for philosophers to rely on the notion of an idealised listener when explaining how the semantic values of context-sensitive expressions are determined. Some have identified the semantic values of such expressions, as used on particular occasions, with whatever an appropriately idealised listener would take them to be. Others have argued that, for something to count as the semantic value, an appropriately idealised listener should be able to recover it. Our aim here is to explore the range (...) of ways that such idealisation might be worked out, and then to argue that none of these results in a very plausible theory. We conclude by reflecting on what this negative result reveals about the nature of meaning and responsibility. (shrink)

This paper explores some phenomenological consequences of the ontological affinity between films and pop songs. Given the central place of the recording technology in both films and pop songs, one can wonder whether pop songs can elicit from their listeners the same kind of experience that films elicit from their spectators. In other words, one can wonder whether pop songs encourage us to play a ‘game of make-believe’ analogous to that we play when we engage with films. The main part (...) of the paper is meant to provide a positive answer to this question. The remaining sections illustrate and test the proposed account by contrasting paradigmatic pop songs with borderline cases. (shrink)

[The two authors contributed equally to this work.] We often seek empathy from others by asking them to listen to our stories. But what exactly is the role of listening in empathy? One might think that it is merely a means for the empathizer to gather rich information about the empathized. We shall rather argue that listening is an embodied action, one that plays a significant role in empathic perspective-taking. We make our case via a descriptive analysis of (...) a paradigm case of empathy mediated by listening or what we can call empathy through listening. On our view, empathy through listening involves three distinctive features: (1) dynamic unfolding, (2) collaboration, and (3) mutual perspective reshaping. Listening contributes to this process by initiating and sustaining a feedback loop of receptivity that occurs between empathizing and empathized agents. (shrink)

Effort and the feeling of effort play important roles in many theoretical discussions, from perception to self-control and free will, from the nature of ownership to the nature of desert and achievement. A crucial, overlooked distinction within the philosophical and scientific literatures is the distinction between theories that seek to explain effort and theories that seek to explain the feeling of effort. Lacking a clear distinction between these two phenomena makes the literature hard to navigate. To (...) advance in the unification and development of this area, this article provides an overview of the main theories of the nature of effort and the nature of the feeling of effort, and then discusses how efforts and their feelings are related. Two key takeaways emerge. First, there is widespread agreement that efforts are goal-directed actions. Second, one of the main philosophical issues to be decided is whether feelings of effort should be defined by reference to efforts (effort-first approach), or whether efforts are defined by reference to the feeling of effort (feeling-first approach). (shrink)

In On Liberty, John Stuart Mill argues that free speech possesses value because listening is valuable: it can advance one’s own thinking and action. However, listening becomes difficult when one finds the views of a speaker to be wrong, repellant, or even simply naïve. Everyday wisdom would have it that such cases present the greatest opportunities for growth. Is there substance to this claim? In particular, is there radical political value to be found in listening to others (...) at the very times one is most disinclined to do so? I contend that there is. This paper explores the political potential of what I call “radical listening.” What characterizes radical listening? How can it serve politically transformative purposes? To what extent are the powers of radical listening strategic, and to what extent is it valuablefor more conceptual reasons? Under what circumstances is it appropriate? What are the limits to, and dangers of, radical listening? (shrink)

In this paper, I present an alternative account of action that improves upon what has come to be known as the standard story. The standard story depicts actions as events that are caused by and made intelligible through the appropriate combinations of the agent’s beliefs, desires, decisions, intentions and other motivational factors. I argue that the standard story is problematic because it depicts the relation between the agent and their bodily actions as causally mediated by their motivational factors. On the (...) alternative account that I present, whenever an agent performs a bodily action, they do so by exerting a distinctive kind of effort so as to initiate, sustain, and control their own bodily capacities, an essential feature of bodily action that is absent from the standard story. (shrink)

In bioethics vaccine refusal is often discussed as an instance of free riding on the herd immunity of an infectious disease. However, the social science of vaccine refusal suggests that the reasoning behind refusal to vaccinate more often stems from previous negative experiences in healthcare practice as well as deeply felt distrust of healthcare institutions. Moreover, vaccine refusal often acts like an exit mechanism. Whilst free riding is often met with sanctions, exit, according to Albert Hirschman’s theory of exit and (...) voice is most efficiently met by addressing concerns and increasing the quality and number of feedback channels. If the legitimate grievances responsible for vaccine refusal are not heard or addressed by healthcare policy, further polarization of attitudes to vaccines is likely to ensue. Thus, there is a need in the bioethics of vaccine refusal to understand the diverse ethical questions of this inflammable issue in addition to those of individual responsibility to vaccinate. (shrink)

In philosophical work on the ethics of conversational exchange, much has been written regarding the speaker side—i.e., on the rights and duties we have as speakers. This paper explores the relatively neglected topic of the duties pertaining to listeners’ side of the exchange. Following W.K. Clifford, we argue that it’s fruitful to think of our epistemic resources as common property. Furthermore, listeners have a key role in maintaining and improving these resources, perhaps a more important role than speakers. We develop (...) this idea by drawing from Hugo Mercier and Dan Sperber’s “interactionist” picture of reason, which suggests that reasoning is essentially dialogical and relies on the epistemic vigilance of listeners. The paper defends an imperfect, prima facie duty to listen, one that is sufficiently strong to place substantial demands on individuals, but not so overly demanding as to be implausible. (shrink)

In this chapter I focus on listening as a potentially revolutionary pedagogical activity. I argue that listening should not be understood as an essentially passive state, and focus on pedagogical situations where the educator can be misled by prejudices regarding the abilities, or lack thereof, of the individuals that the educator is interacting with in a pedagogical context. While the claims which I argue for apply to pedagogues in formal classrooms, I will be mostly concerned with pedagogy in (...) the context of political and social movements. In the first section, I argue that there is a direct relationship between the manner in which dominant social groups , especially ruling classes in societies stratified along class lines, accumulate social power in a given society and the manner in which the conceptual tools that are available for the interpretation of social reality make it difficult for members of oppressed social groups to interpret social reality in a way that accords with their interests, either because the adequate conceptual tools are not part of the conceptual repertoire of their society, or because they do not have access to them due to their material conditions (grinding poverty, illiteracy, etc.). I argue that the revolutionary pedagogue must be aware of this structural problem. In the second section, I draw on the methods of participatory action research in an attempt to specify what the revolutionary pedagogue must be like as a listener in order to compensate for the existence of this deficiency in adequate conceptual tools for the analysis of social reality and the identification of objective social interests on the part of members of oppressed social groups. In other words, I specify the qualities that revolutionary pedagogues must possess as listeners in order to fulfill their task. In the third and concluding section, I argue that in order to compensate for the structural problem that I identify in the first section, pedagogues must be willing to identify with the members of the oppressed groups that they are attempting to teach (in a dialogical manner). They must be willing to commit what Amilcar Cabral called class suicide and its analogues in relation to other forms of oppression (Cabral 1979a, 126). (shrink)

Although widely used across psychology, economics, and philosophy, the concept ofeffort is rarely ever defined. This article argues that the time is ripe to look for anexplicit general definition of effort, makes some proposals about how to arrive at thisdefinition, and suggests that a force-based approach is the most promising. Section 1presents an interdisciplinary overview of some chief research axes on effort, and arguesthat few, if any, general definitions have been proposed so far. Section 2 argues thatsuch a (...) definition is now needed and proposes a basic methodology to arrive at it, whosefirst step is to make explicit the various tacit assumptions about effort made acrosssciences and ordinary thinking. Section 3 unearths 4 different conceptions of effortfrom research on effort so far:primitive-feelings accounts,comparator-based accounts,resource-based accountsandforce-based accounts. It is then argued that the first 2kinds of accounts, although interesting in their own right, are not strictly speaking abouteffort. Section 4 considers the 2 most promising general approaches to efforts: re-source-based and force-based accounts. It argues that these accounts are not only compatible but actually extensionally equivalent. This notwithstanding, it explains why force-based accounts should be regarded as more fundamental than resource-basedaccounts -/- . (shrink)

Recent literature has argued that what makes certain activities ranging from curing cancer to running a marathon count as achievements, and what makes achievements intrinsically valuable is, centrally, that they involve great effort. Although there is much the difficulty-based view gets right, I argue that it generates the wrong results about some central cases of achievement, and this is because it is too narrowly focused on only one perfectionist capacity, the will. I propose a revised perfectionist account on which (...) an achievement is an activity that fully exercises or expresses any number of a range of perfectionist capacities. (shrink)

Philosophers of music and psychologists have examined the various ways in which music is capable of arousing emotions in a listener. Among philosophers, opinions diverge as to the different types of music-induced emotions and as to their relevance to music listening. A somewhat neglected question concerns the possibility of developing a general criterion for the artistic relevance of music-induced emotions. In this paper, I will try to formulate such a criterion. In whatever way music may induce emotions and regardless (...) of the sorts of emotion music is taken to arouse, a given emotion will qualify as artistically relevant if and only if it is caused by appropriate listening, it is dependent on features of the piece of music as a work of art and is capable of further directing our attention to such features. (shrink)

In a 1995 interview, contemporary American composer John Zorn stated: ‘I got involved in music because of fi lm […] There’s a lot of fi lm elements in my music’ (Duckworth, 1995, p. 451). Scholars and critics have since widely noted these cinematic elements, with emphasis being placed on Zorn’s genre of so-called ‘fi le card compositions’. Whilst these studies have primarily concentrated on how the arrangement of sound blocks – the disjointed segments of Zorn’s compositions – can be compared (...) to cinematic montage, this article instead focusses on how sound blocks suggest the visual aspects of cinema. To delve deeper into the visuo-cinematic qualities of Zorn’s fi le card compositions, an idealised cinematic listener will be constructed, aided by various psychological, semiotic, philosophical and fi lm theories. I will suggest that a listener occupying a hypnogogic state projects moving images, akin to those of cinema, onto what Bernard Lewin fi rst called a ‘dream screen’. These projections occur due to intertextual associations made between fi le card compositions and the artistic fi gures to whom they are dedicated. These images combine with the sounds that brought them into being to form an audio-visual diegesis, which can be considered a type of half-imagined fi lm. The cinematic listener then actively draws out of this diegesis a narrative, via the semi-conscious process Boris Eikhenbaum called ‘inner speech’. I will conclude by giving some broader justifi cation for the methodology that brought this cinematic listener into being and suggest how the cinematic listener may be further utilised to provide musical analyses for fi le card works. (shrink)

What is the distinctive character of musical experiences? An answer: musical experience is distinctive because it is of music. I argue, however, that the difference between musical and nonmusical experience cannot be explained with an ontological account of music per se. Instead, we have musical experiences of sounds whenever we listen and attend to sounds in a particular kind of way. I call this special kind of attention “musical listening.” One can explain why musical experiences are distinctive by explaining (...) what makes musical listening distinctive. This account of musical listening suggests an anti-realist stance towards music; there is no kind of thing “music” and no musical works that are its instances. Ultimately, I give a kind of account of music as a function of an activity of listening that more fully explains our lives with music and sound than do accounts that focus on describing the ontological status of music. (shrink)

Performance is increasingly important to the poet, which is evidenced by the growing numbers of videos and audio recordings online including YouTube, the National Poetry library, and Poetry Archive. As a result, there are greater opportunities to engage with poets reading their own work and consequently, there is a need to move away from thinking of poetry as primary something that takes shape on the page. Furthermore, by refocusing attention to poetry as an oral artform, in particular to poetry performance, (...) different ways of understanding the value of poetry come to the fore. The live poetry performance, I argue, offers an attempt to reclaim the personal individual expression of language in contemporary society and demands attention by the audience because of the role of voice and body in the performance. Through awareness of ‘uniqueness of voice,’ the performed poem becomes a site of collective meaning making with individual identity intact as a shared endeavour between performer and audience, and necessarily resists appropriation (in the sense that the words experienced cannot be divorced from the performer or the performance space to serve as a proxy for meaning elsewhere). This chapter therefore makes an argument for the need to engage with spoken word and performance poetry in the live performance space. (shrink)

This paper addresses the question whether we can conceive of music cognition in ecosemiotic terms. It claims that music knowledge must be generated as a tool for adaptation to the sonic world and calls forth a shift from a structural description of music as an artifact to a process-like approach to dealing with music. As listeners, we are observers who construct and organize our knowledge and bring with us our observational tools. What matters is not merely the sonic world in (...) its objective qualities, but the world as perceived. In order to make these claims operational we can rely on the ecological concept of coping with the sonic world and the cybernetic concepts of artificial and adaptive devices. Listeners, on this view, are able to change their semantic relations with the sonic world through functional adaptations at the level of sensing, acting and coordinating between action and perception. This allows us to understand music in functional terms of what it affords to us and not merely in terms of its acoustic qualities. There are, however, degrees of freedom and constraints which shape the semiotization of the sonic world. As such we must consider the role of event perception and cognitive economy: listeners do not perceive the acoustical environment in terms of phenomenological descriptions but as ecological events. (shrink)

Our thesis is that reasoning plays a greater—or at least a different—role in understanding oral discourse such as lectures and speeches than it does in understanding comparatively long written discourse. For example, both reading and listening involve framing hypotheses about the direction the discourse is headed. But since a reader can skip around to check and revise hypotheses, the reader’s stake in initially getting it right is not as great as the listener’s, who runs the risk of getting hopelessly (...) lost. We also consider how representing the content of discourse and dealing with its pragmatic logic differs in reading and listening. (shrink)

Cognitive effort is thought to be familiar in everyday life, ubiquitous across multiple variations of task and circumstance, and integral to cost/benefit computations that are themselves central to the proper functioning of cognitive control. In particular, cognitive effort is thought to be closely related to the assessment of cognitive control’s costs. I argue here that the construct of cognitive effort, as it is deployed in cognitive psychology and neuroscience, is problematically unclear. The result is that talk of (...) cognitive effort may paper over significant disagreement regarding the nature of cognitive effort, and its key functions for cognitive control. I highlight key points of disagreement, and several open questions regarding what causes cognitive effort, what cognitive effort represents, cognitive effort’s relationship to action, and cognitive effort’s relationship to consciousness. I also suggest that pluralism about cognitive effort – that cognitive effort may manifest as a range of intentional or non-intentional actions the function of which is to promote greater success at paradigmatic cognitive control tasks – may be a fruitful and irenic way to conceive of cognitive effort. Finally, I suggest that recent trends in work on cognitive control suggests that we might fruitfully conceive of cognitive effort as one key node in a complex network of mental value, and that studying this complex network may illuminate the nature of cognitive control, and the role of consciousness in cognitive control’s proper functioning. (shrink)

The voices of children and young people have been largely neglected in discussions of the extent to which the internet takes into account their needs and concerns. This paper aims to highlight young people’s lived experiences of being online.

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks (...) out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts. (shrink)

Clearings of the Forest (Claros del Bosque, 1977), one of the most poetic and challenging works of María Zambrano’s thought, cannot be approached from a breathless paradigm. For the immersion in these clearings take us into the breathing of being that we contemplate alongside the more obvious physiological breathing, the breathing of life. In this work, Zambrano proposes a poetic and mystical phenomenology of the breathing of being through the breathing of its word. Thus, to recover contact with this inner (...) breathing could be to recover the lost chant of the word. This essay does not pretend to be a detailed analysis of Zambrano’s thought as a whole, nor of the vibrant mystery that her clearings reveal. The purpose is to uncover the fundamental role that breathing plays in this poetic-philosophical journey, along with other symbols such as light or love, with the question of what place this type of philosophical exercise occupies today in the classrooms of contemporary universities. (shrink)

The present study originates from an ongoing research on the potential of human voice and on the possibilities of intervention afforded by the Tomatis method for the development of such potential. The discussion on vocal sonority is framed within the horizon of linguistic geography. In particular, the essay revisits Tomatis’ theory of languages in the light of more recent studies on the close relationship between linguistic background and melodic-intonation profile. The essay highlights the results of experimental research based on the (...) comparison of languages, studies which show that, with respect to intonation, every language puts different interpretative strategies into effect. These studies appear to be confirming the importance of Tomatis’ intuitions on factors which might determine varying expressive strategies between languages. (shrink)

One of the leading cognitive models of auditory verbal hallucinations (AVHs) proposes such experiences result from a disturbance in the process by which inner speech is attributed to the self. Research in this area has, however, proceeded in the absence of thorough cognitive and phenomenological investigations of the nature of inner speech, against which AVHs are implicitly or explicitly defined. In this paper we begin by introducing philosophical phenomenology and highlighting its relevance to AVHs, before briefly examining the evolving literature (...) on the relation between inner experiences and AVHs. We then argue for the need for philosophical phenomenology (Phenomenology) and the traditional empirical methods of psychology for studying inner experience (phenomenology) to mutually inform each other to provide a richer and more nuanced picture of both inner experience and AVHs than either could on its own. A critical examination is undertaken of the leading model of AVHs derived from phenomenological philosophy, the ipseity disturbance model. From this we suggest issues that future work in this vein will need to consider, and examine how interdisciplinary methodologies may contribute to advances in our understanding of AVHs. Detailed suggestions are made for the direction and methodology of future work into AVHs, which we suggest should be undertaken in a context where phenomenology and physiology are both necessary, but neither sufficient. (shrink)

In this essay, I discuss a few ways in which songs are used, ways in which listeners engage with and find meaning in music. I am most interested in sad songs—those that typically feature narratives about lost love, separation, missed opportunity, regret, hardship, and all manner of heartache. Many of us are drawn to sad songs in moments of emotional distress. The problem is that sad songs do not always make us feel better; to the contrary, they often make us (...) feel worse. So, why do we listen to sad songs? I argue that we seek out sad songs, partly, to intensify distress, which helps us reflect on situations of profound personal significance. (shrink)

This article argues for an epistemology of music, stating that dealing with music can be considered as a process of knowledge acquisition. What really matters is not the representation of an ontological musical reality, but the generation of music knowledge as a tool for adaptation to the sonic world. Three major positions are brought together: the epistemological claims of Jean Piaget, the biological methodology of Jakob von Uexküll, and the constructivistic conceptions of Ernst von Glasersfeld, each ingstress the role of (...) the music user rather than the music. Dealing with music, in this view, is not a matter of representation, but a process of semiotization of the sonorous environment as the outcome of interactions with the sound. Hence the role of enactive cognition and perceptual-motor interaction with the sonic environment. What is considered a central issue is the way how listeners as subjects experience their own phenomenal world or Umwelt, and how they can make sense out of their sonic environment. Umwelt-research, therefore, is highly relevant for music education in stressing the role of the listener and his/her listening strategies. (shrink)

Richard Wright gave a series of lectures in Europe from 1950 to 1956, collected in the following year in the volume, White Man, Listen! One dominant theme in all four essays is that expanding the moral imagination is centrally important in repairing our racism-benighted globe. What makes Wright’s version of this claim unique is his forthright admission that expanding the moral imagination necessarily involves pain and suffering. The best place to hear Wright in regard to the necessary pain of expanding (...) the moral imagination, I would argue, is his poetry collection, This Other World: Projections in the Haiku Manner. To wit, for Wright the necessary pain of expanding one’s moral imagination is the loneliness that results from delegating to others—in the etymological sense of “deputizing or committing”—one’s whiteness qua privilege or social capital. In conclusion, lonely delegation constitutes an imperative template from Wright regarding the painful expansion of our own moral imagination, in the service of social justice for economically oppressed communities of color across the globe. (shrink)

John Tomasi's new book, Free Market Fairness, has been well-received as "one of the very best philosophical treatments of libertarian thought, ever" and as a "long and friendly conversation between Friedrich Hayek and John Rawls—a conversation which, astonishingly, reaches agreement". The book does present an authoritative state-of-the-debate across the spectrum from right-libertarianism on the one side to high liberalism on the other side. My point is not to question where Tomasi comes down with his own version of "market democracy" as (...) a remix of Hayek and Rawls. My point is to use his sympathetic restatements of views across the liberal spectrum to show the basic misframings and common misunderstandings that cut across the liberal-libertarian viewpoints surveyed in the book. As usual, the heart of the debate is not in the answers to carefully framed questions, but in the framing itself. (shrink)

The discussions of conatus – force, tendency, effort, and striving – in early modern metaphysics have roots in Aristotle’s understanding of life as an internal experience of living force. This paper examines the ways that Spinoza’s conatus is consonant with Aristotle on effort. By tracking effort from his psychology and ethics to aesthetics, I show there is a conatus at the heart of the activity of the ψυχή that involves an intensification of power in a way which (...) anticipates many of the central insights of early modern and 20th century European philosophy. The first section outlines how Aristotle’s developmental conception of the soul as geometrically ordered lays the foundation for his understanding of effort. The developmental series of powers of the soul are analogous to the series of shapes in mathematics. The second section links the striving of the soul to the gradual acquisition of virtues as a directed activity unifying multiplicity. The third examines the paradigm of self-awareness that Aristotelian effort involves. In the final section I show how ancient Greek theories of music were founded on the experience of striving. The “nature” of music is defined by Aristoxenus, and Theophrastus, in relation to the passion and intentionality of the soul. The geometrical order, as a synthesis of elements in geometry, music, or ethics, is a generative process in which past elements are retained and reintegrated in later stages of development. It requires effort to think geometrically, and the progress of knowledge itself is an integral aspect of all effort. Effort is the lived and self-aware cause which, moving step by step in an orderly and deliberate way, grows and advances upon itself. For both Spinoza and Aristotle, effort is the immanent intelligence which accomplishes what is in the purview of its understanding. Thus, will, in this conception of effort, is not something we already possess innately, but emerges gradually by an effort aimed at improvement. (shrink)

A fun piece discussing the challenges to and prospects of building machines that are able to produce and understand natural language.