Emotion Review, Volume 14, Issue 2, Page 121-131, April 2022. The aim of this article is to explore how some aspects of Gilbert Simondon's philosophy of individuation may contribute to outlining a posthumanist theory of emotions. According to Simondon, the relation between affection and emotion is a key case study for examining the transindividual character of psychosocial individuation. Affection and emotion appear to him not as a binary opposition, but as an example of a transductive operation. The article suggests the (...) concept of ‘transindividual affect’ as a way of challenging some key dualisms. From this perspective, Simondon can contribute to a redefinition of the human from the non-dualistic and non-anthropocentric perspective that characterises critical posthumanism. (shrink)

In this paper, we propose a methodology to maximize the benefits of interdisciplinary cooperation in AI research groups. Firstly, we build the case for the importance of interdisciplinarity in research groups as the best means to tackle the social implications brought about by AI systems, against the backdrop of the EU Commission proposal for an Artificial Intelligence Act. As we are an interdisciplinary group, we address the multi-faceted implications of the mass-scale diffusion of AI-driven technologies. The result of our exercise (...) lead us to postulate the necessity of a behavioural theory that standardizes the interaction process of interdisciplinary groups. In light of this, we conduct a review of the existing approaches to interdisciplinary research on AI appliances, leading to the development of methodologies like ethics-by-design and value-sensitive design, evaluating their strengths and weaknesses. We then put forth an iterative process theory hinging on a narrative approach consisting of four phases: definition of the hypothesis space, building-up of a common lexicon, scenario-building, interdisciplinary self-assessment. Finally, we identify the most relevant fields of application for such a methodology and discuss possible case studies. (shrink)

Slurs are derogatory terms targeting individuals and groups of individuals on the basis of race, nationality, religion, gender or sexual orientation. The aim of my paper is to propose an account of appropriated uses of slurs – i.e. uses by targeted groups of their own slurs for non-derogatory purposes, as in the appropriation of ‘nigger’ by the African-American community, or the appropriation of ‘queer’ by the homosexual community. In my proposal appropriated uses are conceived as echoic, in Relevance Theory terms: (...) in-groups echo derogatory uses in ways and contexts that make manifest the dissociation from the offensive contents. I will show that the echoic strategy has interesting advantages over alternative theories, and especially over Anderson and Lepore’s deflationary strategy. (shrink)

Book Description\n\nIn Aristotle's Ethics as First Philosophy, Claudia Baracchi demonstrates\nthe indissoluble links between practical and theoretical wisdom in\nAristotle's thinking. Baracchi shows how the theoretical is always\ninformed by a set of practices, and, specifically, how one's encounter\nwith phenomena, the world, or nature in the broadest sense, is always\na matter of ethos. \n\nAbout the Author\n\nClaudia Baracchi is a Professor of Moral Philosophy at the Universit...\ndi Milano-Bicocca, Italy and the author of Of Myth, Life, and War\nin Plato's Republic.

In this article I posit translation as philosophical operation that disrupts commonsense meaning and understanding. By defamiliarising language, translation can arrest thinking about a text in a way that assumes the language is understood. In recent work I have grappled with the phrase 'ways of knowing', which, for linguistic and conceptual reasons, confuses discussions about epistemological diversity. I here expand this inquiry by considering languages in which more than one equivalent exists for the English verb 'to know'. French, for example, (...) has both savoir and connaître , and German has wissen and kennen . This interlinguistic translation thus allows for a reconsideration of the inquiry into the phrase 'ways of knowing': do problems arise with 'ways of knowing-in-the sense-of connaître ', or with 'ways of knowing-in-the-sense-of savoir ', or both? Displacement is, more generally speaking, a method used by philosophers. Shifting the concept or phenomenon under consideration into a different context or discursive register allows one to defamiliarise it and see it in terms of something else. Through translation, whether interlinguistic or interdiscursive, philosophers ask what questions and understandings become possible when we see A in terms of B. (shrink)

It is possible to raise and solve philosophical problems with no very clear idea of what philosophy is, what it is trying to do, and how it can best do it; but no great progress can be made until these questions have been asked and some answer to them given ( Collingwood, 2005 , p. 1).

In this article, I argue that the concept of disposition is often unclear in teacher education programs, sometimes referring to general personal values and beliefs, and sometimes referring to professional commitments and actions. As a result, it is unclear whether teacher education programs should focus on selecting the right kind of person, or on educating the student for a profession. I suggest that a clearer distinction should be made between predispositions (value commitments that a person may or may not act (...) upon) and professional dispositions (characteristics attributed to a person based on actually observed actions), and that teacher education programs should focus their attention on the latter, not the former. The question is not whether student-teachers have the ?right? personal beliefs but whether, if the dispositions required by the profession are at odds with their personal beliefs, the former will override the latter. (shrink)

The perceptibility and intelligibility of queer students and teachers have been a central theme in queer politics in education. Can queer teachers be ‘out’ to their colleagues and students? Can queer relationships be seen at the school prom? Can queerness be seen and heard? At the same time, perceptibility and intelligibility are by no means uncontested political goals. This paper analyzes different school initiatives by and/or for queer students and asks how political these initiatives are from the perspective of Jacques (...) Rancière's conception of politics. In particular, it employs Rancière's work on the ‘distribution of the sensible’ (partage du sensible) to analyze conditions of visibility and sayability and the political risks and benefits that gaining visibility and sayability carries for queer students and teachers. The paper brings Rancière's distinction between identification and subjectification into conversation with Judith Butler's work on the governing of intelligibility by social norms, and the promise of ‘insurrectionary speech’. Finally, Rancière's work on the role of allies in political interventions that shift the distribution of the sensible provides a fresh reading of Gay‐Straight Alliances in schools and the work of queer allies more generally. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diacritics 31.1 (2001) 73-90 [Access article in PDF] The Leader's Two BodiesSlavoj Zizek's Postmodern Political Theology Claudia Breger Over the course of the last decade, Slavoj Zizek and his "Slovenian Lacanian school" have gained renown in the Western theory market. Academics are fascinated not only by Zizek's performances as a speaker, his nondogmatic approach to issues of genre and (inter)mediality, 1 and the "literary" character of his theoretical (...) texts [Laclau, Preface xii], but also by the political turn given to psychoanalysis by the "Slovenian school." Already in his preface to Zizek's The Sublime Object of Ideology (1989), Ernesto Laclau wrote that this school's work made Lacanian theory "one of the principal reference points of the so-called 'Slovenia spring'—that is to say the democratization campaigns that have taken place in recent years" [xi]. More than ten years later—after a decade of authoritarian rule, war, and genocide in former Yugoslavia—recent revolutionary events in Serbia once more allow one to hope for a thorough democratization of the region. In a newspaper article evaluating the uprising, however, Zizek warned that these hopes might be premature: while Milosevic could find his new role as "a Serbian Jesus Christ," taking upon him all the "sins" committed by his people, Kostunica and his "democratic" nationalism might represent "nothing but Milosevic in the 'normal' version, without the excess" [Zizek, "Gewalt"]. 2Zizek was not alone in warning that the new government in Yugoslavia might not bring an end to Serbian nationalist politics. The pessimistic scenario Zizek evoked on this occasion, however, was not simply the result of his evaluation of the current political constellation in Serbia. Rather, the fantasy of the necessary return of the leader is connected to his political theory—a theory that does not allow for more optimistic scenarios of democratization and the diminution of nationalism in society. My reading of Zizek's work thus argues for a reevaluation of his theory in terms of its implicit authoritarian politics. The need for such a reevaluation is also suggested by Laclau toward the end of his recent exchange with Judith Butler and Zizek when he admits that "the more our discussions progressed, the more I realized that my sympathy for Zizek's politics was largely the result of a mirage" [Laclau, "Constructing Universality" 292]. Laclau now criticizes Zizek's radical Marxist rhetoric by suggesting that he "wants to do away with liberal democratic regimes" without specifying a political alternative [289], and describes Zizek's discourse as "schizophrenically split between a highly sophisticated Lacanian analysis and an insufficiently deconstructed traditional Marxism" [205]. On [End Page 73] the other hand, he also problematizes Zizek's "psychoanalytic discourse" as "not truly political" [289]. My argument primarily starts from this latter point: the antidemocratic—and, as I will argue, both antifeminist and anti-Semitic—moment of Zizek's theory is to be located not only in the way he performs Marxism, but also in the way he performs Lacanian psychoanalysis. While, in other words, Zizek's skepticism vis-à-vis democracy is obviously informed by, and inseparable from, Marxist critiques of "liberal," "representative" democracy, his failure to elaborate alternative visions of political change towards egalitarian and/or plural scenarios of society cannot be explained solely by his Marxist perspective. Rather, it is Zizek's reading of Lacanian psychoanalysis that does not allow for revisions of the Marxist paradigm toward, for example, a "radical democracy" as suggested by Laclau and Chantal Mouffe in their Hegemony and Socialist Strategy.In a chapter entitled "Formal Democracy and Its Discontents" in Looking Awry (1992), Zizek notes that "Lacan predicted a new rise of racism for the coming decades" as early as the 1960s [162]. 3 Zizek interprets this statement in the context of a "fundamental impasse of democracy" [162] created by the fact that the abstraction proper to democracy can never dissolve the "substantial ties"—of ethnicity, nation, and so on—that it negates [164]. 4 According to Zizek, "this constitutive paradox" has to be assumed: "The democratic attitude is always based upon a certain fetishistic... (shrink)

By reference to the Aristotelian meditation, this essay undertakes to articulate an understanding of phronesis and sophia, praxis and theoria, in their belonging together. In so doing, it strives to overcome the traditional opposition of these terms, an opposition preserved even by those thinkers, such as Gadamer and Arendt, who have emphasized the practical over against the theoretical simply by inverting the order of the hierarchy.What is at stake, ultimately, is thinking ethics as first philosophy, i.e., seeing the philosophical articulation (...) of scientific knowledge, even of ontology, as resting on (belonging in) living-in-action, as phenomenologically, phenomenally, sensibly grounded. Of course, “ethics as first philosophy” here can mean neither a normative-prescriptive compilation nor a self-founding, autonomous discourse. Rather, the phrase names the comprehensiveness of ethics vis-à-vis all mannerof human endeavor and the openness of ethics vis-à-vis that which exceeds it, that which is irreducible to discourse and in which the ethical discourse belongs. (shrink)

Aquí argumento que algunas propuestas recientes de caracterizar una noción de lo innato teóricamente útil usando conceptos de la biología padecen serios problemas conceptuales. También defiendo una propuesta propia, de inspiración biológica, la cual pretende capturar las formas en que se usa el término 'innato' en algunas disciplinas cognitivas.

INTRODUCTIONPhilosophical investigations of the concept of responsibility, mirroring its most common function in ordinary language and thought, have been geared for the most part to clarifying intuitions concerning moral and legal accountability for actions. But the resurgence of interest in ethical theories concerned with human virtues has resurrected old questions about our responsibility for our character, attitudes, and emotions. The philosophical tradition that takes virtues as a central moral category has taught us to think of virtues not only as involving (...) dispositions to actions, but also dispositions to desires and emotions. It has also taught us to think of actions as only one of the proper objects of moral evaluation, alongside, for example, motives, intentions, beliefs, desires, and emotions. So it is natural that interest in ethical theories concerned with the virtues would yield interest in responsibility for our attitudes and emotions.Robert Adams has already done much to draw our attention to the different concept of responsibility we are forced to define if we focus on our intuitions about moral accountability for emotions, attitudes, and beliefs, rather than for actions. See R. Adams, “The Virtue of Faith,” in Adams, The Virtue of Faith (Oxford University Press, 1987), pp. 9–24; and “Involuntary Sins,” Philosophical Review 94 (1985): 3–31. I disagree with his account of responsibility for such states, but I am indebted to his illuminating discussions of the topics. Thomas Aquinas, who of course is one of the most important architects of the tradition that takes virtues to be central moral categories, holds a very complex set of views about our responsibility for our emotions. My aim in this essay is to develop and explain Aquinas’s views about whether and when, why, and to what extent we can be responsible for our emotions. I hope to show, in so doing, that his view is plausible, and fits well with some of our own conflicting intuitions about the question. (shrink)

The present research was designed to investigate the absolute and relative levels of ethical convictions of executive search consultants, or "headhunters", in regard of their search practices. Executive search consultants were defined as trained specialists who helped client organizations identify and evaluate the suitability of job candidates for top, senior, and middle-level management and executive positions. Despite frequent reports of unethical search practices in the media, results based on a sample of 184 headhunters and non-headhunter executives showed that headhunters were (...) inclined to adhere stringently to a selected set of ethical values, both in absolute terms and in comparison with the expectations of non-headhunter executives. The differences had implications not only for the integrity and continued existence of the headhunting profession, but also for the ethical development of new executive search consultants. Future research directions were suggested. (shrink)

This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those limitations bring (...) to a fair evaluation of higher education. Through this analysis we intend to contribute to a better understanding of the mechanisms of evaluation in higher education and the way these may lead to the promotion of better quality assessment practices and institutional management. (shrink)

(2008). B Is For Burqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse. Educational Studies: Vol. 43, No. 1, pp. 17-28.

As most engineering design proceeds by modifying past designs and reusing and adapting existing components and solution principles, a significant part of the knowledge engineers employ in design is encapsulated in the past designs they are familiar with. References to past designs, as well as encounters with them, serve to invoke the knowledge associated with them and constructed from them. This chapter argues that much of this knowledge is tacit consisting in and/or made available by the perceptual recognition of features (...) and situations, using a discussion of design margins to illustrate how engineers use tacit knowledge in reasoning about the properties of new designs. (shrink)

We argue that Dienes & Perner's (D&P's) proposal needs to specify independent criteria when a subject explicitly represents factuality. This task is complicated by the fact that people typically “tacitly” believe that each of their beliefs is a fact. This problem does not arise for comparative evidence on monkeys, for they presumably lack the capacity to represent factuality explicitly. D&P suggest that explicit visual processing and declarative memory depend on explicit representations of factuality, whereas the analogous implicit processes do not (...) require such representations. Many of the implicit/explicit findings are also found in monkeys, however, and D&P's account needs to explain this striking parallel. (shrink)

Understanding the components of clinical care that work best is a cornerstone of improving health care. And yet, the more we improve the quality of quality improvement and move to continuous learning about clinical care more broadly, the more we find ourselves in a regulatory environment that makes evaluation more difficult, expensive, and, in some situations, impossible. In their paper on the ethical underpinnings of the distinction between research and treatment, Ruth Faden and colleagues raise important implications for a wide (...) array of situations. These points give reason to rethink the definition of routine clinical operations to include evaluation of the processes and outcomes of care and dissemination of findings. We concur with the assertion by Faden and colleagues, and with previous work from The Hastings Center, that conducting continuous improvement activities such as these is an obligation of health systems and clinicians. We believe that rigorous, systematic evaluation should be considered part of normal, expected operations, rather than exceptional behavior that requires extraordinary regulatory control. (shrink)

The work of Paulo Freire, while remaining important to many educators, has been challenged by some postmodernist arguments. In particular, the pursuit of justice becomes difficult, or at least more complicated, when the concept of difference is taken seriously. This paper reconsiders the Freirean commitment to justice in the light of ideas from Young (1990, Justice and the politics of difference, New Jersey: Princeton University Press) and Pavlich and Ratner (1996 Justice and the Postmodern, In M. Peters, W. Hope, J. (...) Marshall, & S. Webster (Eds.), Critical theory, poststructuralism and the social context, Palmerston North: Dunmore Press). How might the work of Paulo Freire accommodate these ideas and what demands do they place on his philosophy? In addressing this question, I focus on three key themes in contemporary debates over pedagogy and justice: (i) the notion that the individual is produced; (ii) the significance of difference; and (iii) the idea that justice is context dependent and multiple. I argue that given Freire’s emphasis in later publications on the produced and unfinished self and his recognition of the multilayered nature of oppression, Freirean theory continues to have much to offer to these debates. (shrink)