When we witness a great actor, musician, or sportsperson performing, we share something of their experience. Only recently has it become clear just how this sharing of experience is realised within the human brain. 'Mirrors in the brain' provides an accessible overview of mirror neurons, written by the man who first discovered them.

In late nineteenth- and early twentieth-century Germany, the integration of product-evaluating certificates and reports ( Gutachten) into advertisements triggered repeated condemnations of “advertisement- Gutachten” ( Reklamegutachten), and scientists and science administrators introduced various restrictions to prevent the appearance of such documents. At the same time, the provision of Gutachten to private individuals and firms seemed crucial to the success of many private and public laboratories. Some chemical and other professionals, moreover, argued that the authoring and use of Reklamegutachten could represent (...) a “scientific” and, therefore, ethical practice. By examining the contested history of the advertisement- Gutachten, this article reveals how a previously tolerated knowledge service lost its legitimacy in a particular place and period of time, and highlights the challenges of eliminating this practice or restoring its legitimacy afterward. The article also explores how professional scientists’ approaches to maintaining a reputation for integrity in the face of commercial and competitive pressures related to the better-known efforts of professionals in other fields, particularly the medical. I emphasize that, in determining whether a Gutachten qualified as scientific, the nature and transparency of the underlying research process was only one of the criteria that were considered, and often not the most significant yardstick. At the same time, however, ideas about the personal and professional/institutional integrity of providers of Gutachten were inextricably connected with assessments of the honesty and objectivity of their research. (shrink)

In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate writing (...) and reading technologies. He argues that that the bodily gestures and disciplines that constitute literacy give rise to a particular space of experience, which comes down to a heavily embodied, first-hand sense of what it means to be able to produce script. Vlieghe contends that the advent of digital writing and reading technologies implies a fundamental shift in this sense of ability, and that in order to understand digital literacy we need to take into account the technosomatic aspects of learning to read and write with digital media. (shrink)

As artificial intelligence (AI) deployment is growing exponentially, questions have been raised whether the developed AI ethics discourse is apt to address the currently pressing questions in the field. Building on critical theory, this article aims to expand the scope of AI ethics by arguing that in addition to ethical principles and design, the organizational dimension (i.e. the background assumptions and values influencing design processes) plays a pivotal role in the operationalization of ethics in AI development and deployment contexts. Through (...) the prism of critical theory, and the notions of underdetermination and technical code as developed by Feenberg in particular, the organizational dimension is related to two general challenges in operationalizing ethical principles in AI: (a) the challenge of ethical principles placing conflicting demands on an AI design that cannot be satisfied simultaneously, for which the term ‘inter-principle tension’ is coined, and (b) the challenge of translating an ethical principle to a technological form, constraint or demand, for which the term ‘intra-principle tension’ is coined. Rather than discussing principles, methods or metrics, the notion of technical code precipitates a discussion on the subsequent questions of value decisions, governance and procedural checks and balances. It is held that including and interrogating the organizational context in AI ethics approaches allows for a more in depth understanding of the current challenges concerning the formalization and implementation of ethical principles as well as of the ways in which these challenges could be met. (shrink)

In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education (...) fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation. (shrink)

Through a case study on the Eastman Kodak Company, this article uncovers a long and multifaceted history of research and development (R&D) internationalization that began in the late nineteenth century. I examine Kodak’s reasons for forming photographic research laboratories in Britain, France, Australia, and Panama and explore its mechanisms for obtaining and transmitting proprietary knowledge and for shaping the internationalization of photographic science. My analysis demonstrates that, whereas Kodak’s R&D presence in Europe and Australasia was an almost natural corollary of (...) its acquisition of manufacturing facilities in these regions, the company founded a Tropical Research Laboratory in Panama to investigate the impact of environmental conditions that were of commercial, military, and scientific interest and could not be properly simulated domestically. I also highlight the importance of corporate mergers and acquisitions and in-person travel to the transnational movement of knowledge on an uneven playing field, and suggest that Kodak played a significantly more conservative role in outward-facing initiatives in the applied discipline of photographic science than in its own in-house investigations. (shrink)

This paper investigates the epistemic assumptions that David Lewis makes in his account of social conventions. In particular, I focus on the assumption that the agents have common knowledge of the convention to which they are parties. While evolutionary analyses show that the common knowledge assumption is unnecessary in certain classes of games, Lewis’ original account (and, more recently, Cubitt and Sugden’s reconstruction) stresses the importance of including it in the definition of convention. I discuss arguments pro et contra to (...) argue that, although the assumption might be relevant to a descriptively adequate account of social convention, it is not required for its rational reconstruction. I then point out that Lewis’ account, properly speaking, is of common reason to believe, rather than of common knowledge, and argue that, in order to formalize aptly the distinction between reason to believe and belief, standard formal epistemic models need to be supplemented with so-called awareness structures. Finally, I stress that the notion of knowledge implicit in Lewis’ text involves interesting elements that cannot be captured in the standard propositional formalizations, but need the full expressive force of quantified epistemic logic. (shrink)

Negotiation and deliberation are two context types or genres of discourse widely studied in the argumentation literature. Within the pragma-dialectical framework, they have been characterised in terms of the conventions constraining the use of argumentative discourse in each of them. Thanks to these descriptions, it has become possible to analyse the arguers’ strategic manoeuvres and carry out more systematic, context-sensitive evaluations of argumentative discussions. However, one issue that still must be addressed in the pragma-dialectical theory—and other contextual approaches to argumentation—is (...) how to distinguish negotiation and deliberation in practice. In this paper, I seek to develop criteria that can help the analyst identify them in discourse. To this end, I characterise the felicity conditions of the superordinate speech acts defining and structuring deliberation and negotiation encounters. (shrink)

This article deals with the educational challenge of responding to the pending ecological crisis (and many other future apocalyptic scenarios that haunt our imagination). It seems we are living in a time when we have given up on the idea that progress is possible or desirable, and this questions education at its roots. In order to find a proper educational response that befits our time, it is requested that we gain a new sense of orientation (which is no longer aimed (...) at progress). This is an idea I pick up from the recent work of Bruno Latour, which is the focus of the first part of the paper. In the second part, I start fleshing out what this new orientation could look like by turning to the work of Immanuel Kant (usually regarded as one of the most outspoken defenders of education geared to progress). Nonetheless, I try to read Kant against himself, so as to show how orientation can be understood in a non-modernist manner. I connect this in the third part to the radically immanent and empiricist work of William James, and draw out in the final section how a combined reading of Kant and James offers the orientation we need. (shrink)

Cet article présente Nietzsche comme un héritier du courant Illuministe, qui perpétue la Tradition spirituelle, confluent des différentes traditions ésotériques et qui s'est développé dans l'ombre des Lumières triomphantes. Sous une carapace d'athéisme, on trouve dans l'œuvre du philosophe allemand des éléments hermétiques ou gnostiques qui permettent d'appréhender différemment son Dionysos ou sa volonté de puissance. Par ces aspects et au travers de l'ascétisme transvalué qu'il propose, Nietzsche est proche des conceptions du soufisme, la mystique qui a été développée à (...) partir des sources scripturaires de l'Islam. C'est ce que montre ensuite cet article en proposant une comparaison entre le surhomme nietzschéen et la figure de l'homme partait, « el insan el kamil » d'Ibn Arabi, un des plus célèbres théoriciens du soufisme. En conclusion, l'auteur se pose la question des écrits qui auraient pu mettre le philosophe allemand en contact avec la mystique musulmane. (shrink)

The aim of this collection of essays on legal positivism is to complete the already easily available English material on this subject. This is not a collection of writings by legal positivists, but about legal positivism.

This volume explores the relevance of decline within the republican tradition. The essays in this volume focus on the Dutch Republic during the revolutionary era, as well as early modern Spain and Venice, the German Enlightenment, and the Weimar Republic.

On the basis of a close reading of three authors , I try to elucidate what the growing presence of digital technologies in our lives implies for the sphere of schooling and education. Developing a technocentric perspective, I discuss whether what is happening today concerns just the newest form of humankind's fundamental dependency on a technological milieu or that it concerns a fundamental shift. From Flusser, I take the idea that the practice of writing shapes human subjectivity, as well as (...) our very sense of history and progress, and that with the advent of digital technologies the possibility of a posthistorical era is granted. I confront this idea with Stiegler's analysis of technological tools and practices as strongly materialized memories, which amounts to a plea for securing the link with the particular history behind the technologies we use. Here, education should play a conservative role and take responsibility for using technologies in a correct way. I argue that Stiegler is not wholly consistent on this point and, moreover, that his view precludes the possibility to rethink the very meaning of education under present conditions. This possibility is opened if we turn to a philosopher which is ruthlessly criticized by Stiegler for being a technophobe: Agamben. I argue, however, that a more detailed reading of Agamben—n combination with Flusser—might show a completely different and far more positive appreciation for digital technology and that this view offers an opening for rethinking what education is all about. (shrink)

This article explores the uses of Agamben’s philosophy for understanding the educational meaning of practices that typically take/took place at school, such as the collective rehearsal of the alphabet or the multiplication tables. More precisely, I propose that these forms of ‘practising’ show what schooling, as a particular and historically contingent institution, is all about. Instead of immediately assessing the ‘practice of practising’ in terms of learning outcomes, I turn to Bollnow’s attempt to analyze this phenomenon in a substantially educational (...) way, which for him essentially consists in opposing practising and learning. I show that his analysis is superficial and that we need Agamben’s notion of ‘potentiality’ in order to come to grips with the sense of this phenomenon. This will allow to see that practising concerns an uncommon way to relate to a subject matter that makes possible a transformation of individual and collective existence. The main objective of this investigation is not to hold a plea for reintroducing obsolete pedagogical methods, but to rethink the very meaning of education. (shrink)

This article is part of a special issue which builds on Italo Calvino’s memos for the next millennium. More specifically, this paper gives an educational reading of the quality of exactitude. This quality is at the heart of what education is all about, viz. learning to give an adequate response to what things in the world demand of us – students and teachers. This demands the collective building of a capacity to see the world in the same way. Hence, an (...) education under the banner of exactitude is an education of the senses. It is argued for that such an education is an apt way to respond to the societal and ecological challenges we are increasingly faced with. This is made more concrete by fleshing out an alternative account of STEAM education. (shrink)

The main purpose of this exploratory analysis is to understand whether, based on evidence gathered from international best practices selected among corporations which adopt the Global Reporting Initiative guidelines in sustainability reporting (SR), stakeholders are significantly consulted and involved—as international literature would indicate—by assurance providers, during assurance processes of SR. We aim at verifying if this practice—known as stakeholder assurance—is in fact widespread in SR assurance by carrying out empirical research, through content analysis, into a sample of 161 assurance statements (...) of international corporations, in order to test characteristics of any stakeholder assurance implemented. (shrink)

In this article, we explore the possibilities that works of art might possess for looking in original and unforeseen ways into something that, at first sight, has little to do with arts and artistic practice. To be more precise, we present here three artistic representations, taken from various times and style periods, that depict a well-known figure in art history: angels. A detailed description and analysis of these images give us the opportunity to figure out something about another figure, which (...) is fascinating to us as philosophers of education: the teacher. Our basic intuition is that the way in which three important artists—Albrecht Dürer, William Hogarth, and Paul Klee—have tried to capture and trace out... (shrink)

People narrating the experience of dysregulated anger after a brain injury call upon metaphor in patterned ways to help them make sense of their situation. Here, I analyze the use of the metaphor of the doubled self in a personal narrative of brain injury, and I situate this metaphor in its cultural history by analyzing Dr Jekyll and Mr Hyde and The Incredible Hulk as landmark moments in its development. A pattern of thought reflecting Seneca’s philosophy on the incompatibility of (...) anger with rational selfhood emerges. I discuss implications for the way we care for people struggling with post-brain-injury anger. (shrink)

This article explores the resurgence and application of John Dewey’s concept of “inquiry” within Francophone literature, particularly in the context of education and training. Dewey’s “Theory of Inquiry,” first introduced in 1938, is examined through a comprehensive lexicographical analysis of 291 French- language scientific publications. The study identifies six main classes of pub- lications that utilize Dewey’s concept in diverse ways, ranging from philosophical analyses to practical applications in education and professional training. The analysis highlights the varied and evolving uses (...) of the concept, reflecting a dynamic interplay between theoretical foundations and practical implementations. The findings suggest that while Dewey’s theory is increasingly referenced, its applications remain fragmented, necessitating a deeper understanding of its integration into different research contexts. The study provides insights into the scientific dynamics within the Francophone educational research community and proposes further exploration of these trends in the English literature. Résumé en français: Cet article explore la résurgence et l’application du concept de “l’enquête” de John Dewey dans la littérature francophone, en particulier dans le contexte de l’éducation et de la formation. La “Théorie de l’enquête” de Dewey, introduite pour la première fois en 1938, est examinée à travers une analyse lexicographique approfondie de 291 publications scientifiques en langue française. L’étude identifie six principales classes de publications qui utilisent le concept de Dewey de diverses manières, allant des analyses philosophiques aux applications pratiques dans l’éducation et la formation professionnelle. L’analyse met en lumière les utilisations variées et évolutives du concept, reflétant une interaction dynamique entre les fondements théoriques et les mises en œuvre pratiques. Les résultats suggèrent que, bien que la théorie de Dewey soit de plus en plus référencée, ses applications restent fragmentées, nécessitant une compréhension plus approfondie de son intégration dans différents contextes de recherche. L’étude fournit des éclairages sur les dynamiques scientifiques au sein de la communauté de recherche éducative francophone et propose d’explorer davantage ces tendances dans la littérature anglo-saxonne. (shrink)

For the past 20 years or so the literature on noncooperative games has been centered on the search for an equilibrium concept that expresses the notion of rational behavior in interactive situations. A basic tenet in this literature is that if a “rational solution” exists, it must be a Nash equilibrium. The consensus view, however, is that not all Nash equilibria can be accepted as rational solutions. Consider, for example, the game of Figure 1.

The question of the basis of human equality has recently gained increasing attention. However, much of the literature has focused on whether persons—understood as fully competent adults—have equal moral status, while relatively less attention has been devoted to the analysis of what grounds the equal moral status of those human beings who are not fully competent adults. This paper contributes to this debate by addressing the question of the equality of moral status between adults and children. Specifically, this paper has (...) three aims. First, it provides a conceptual map of this complex issue. Second, it argues that the challenges that have been raised against standard accounts of persons’ equal moral status are even more forceful when applied to the question of adults and children’s moral equality. Finally, it examines what a commitment to adults and children’s moral _inequality_ entails and what it does not, thereby showing that the justificatory role of the principle of moral equality is not as far-reaching as commonly assumed. (shrink)

Famously, Kripke has argued that the central portion of the Philosophical Investigations describes both a skeptical paradox and its skeptical solution. Solving the paradox involves the element of the community, which determines correctness conditions for rule-following behavior. What do such conditions precisely consist of? Is it accurate to say that there is no fact to the matter of rule following? How are the correctness conditions sustained in the community? My answers to these questions revolve around the idea that a rule (...) is followed insofar as a convention is in place. In particular, I consider the game-theoretic definition of convention offered by David Lewis and I show that it illuminates essential aspects of the communitarian understanding of rule-following. Make the following experiment: say “It’s cold here” and mean “It’s warm here”. Can you do it?Ludwig Wittgenstein, Philosophical Investigations, 1953, §510.I can’t say “it’s cold here” and mean “it’s warm here”—at least, not without a little help from my friends.David Lewis, Convention. (shrink)

In this review of empirical studies we aimed to assess the influence of religion and world view on nurses' attitudes towards euthanasia and physician assisted suicide. We searched PubMed for articles published before August 2008 using combinations of search terms. Most identified studies showed a clear relationship between religion or world view and nurses' attitudes towards euthanasia or physician assisted suicide. Differences in attitude were found to be influenced by religious or ideological affiliation, observance of religious practices, religious doctrines, and (...) personal importance attributed to religion or world view. Nevertheless, a coherent comparative interpretation of the results of the identified studies was difficult. We concluded that no study has so far exhaustively investigated the relationship between religion or world view and nurses' attitudes towards euthanasia or physician assisted suicide and that further research is required. (shrink)

Among the many possible approaches to dealing with logical omniscience, I consider here awareness and impossible worlds structures. The former approach, pioneered by Fagin and Halpern, distinguishes between implicit and explicit knowledge, and avoids logical omniscience with respect to explicit knowledge. The latter, developed by Rantala and by Hintikka, allows for the existence of logically impossible worlds to which the agents are taken to have access; since such worlds need not behave consistently, the agents’ knowledge is fallible relative to logical (...) omniscience. The two approaches are known to be equally expressive in propositional systems interpreted over Kripke semantics. In this paper I show that the two approaches are equally expressive in propositional systems interpreted over Montague-Scott (neighborhood) semantics. Furthermore, I provide predicate systems of both awareness and impossible worlds structures interpreted on neighborhood semantics and prove the two systems to be equally expressive. (shrink)

Establishing Dispositionalism as a viable theory of modality requires the successful fulfilment of two tasks: (i) showing that all modal truths can be derived from truths about actual powers, and (ii) offering a suitable metaphysics of powers. These two tasks are intertwined: difficulties in one can affect the chances of success in the other. In this paper, I generalise an objection to Dispositionalism by Jessica Leech and argue that the theory in its present form is ill-suited to account for de (...) re truths about merely possible entities. I argue that such difficulty is rooted in a problem in the metaphysics of powers. In particular, I contend that the well-known tension between two key principle of powers ontology, namely Directedness (all powers are “for” their manifestation) and Independence (some powers might fail to bring about their manifestation) has received an unsatisfactory solution so far, and that it is this unsatisfactory solution concerning the status of “unmanifested manifestations” that makes it hard for Dispositionalism to account for mere possibilia. I develop a novel account of the status of unmanifested manifestations and an overall metaphysics of powers which allows to better respond to Leech's objection and handle mere possibilia. The central idea of the proposal is that unmanifested manifestations are akin to mere logical existents, and are best characterised as non-essentially non-located entities. (shrink)

Taking the inspiration from some points made by Scott Sturgeon and Albert Casullo, I articulate a view according to which an important difference between undermining and overriding defeaters is that the former require the subject to engage in some higher-order epistemic thinking, while the latter don’t. With the help of some examples, I argue that underminers push the cognizer to reflect on the way she formed a belief by challenging the epistemic worthiness of either the source of justification or the (...) specific justificatory process. By contrast, overriders needn’t pose any such challenge. I also consider some problems for the proposed view, and I put forward some possible solutions. Finally, I provide some details on how undermining defeat works in different cases. (shrink)

While restating the correct interpretation of the prologue to the Hecyra of Terence in CQ 32 , 134 F. H. Sandbach has this to say: ‘Possibly the widespread view which the translators and I reject has been encouraged by disbelief that the theatre could be used for gladiatorial combat. It is true that there is no reliable evidence for such use at Rome, for Donatus' statement “hoc abhorret a nostra consuetudine uerumtamen apud antiquos gladiatores in theatro spectabantur” may be no (...) more than inference from Terence's text.’ There is, in fact, a certain amount of evidence for gladiatorial combats in the theatres at Rome, that is at venues where ludi scaenici were performed, which it is difficult to regard as unreliable and which is consistent with what we know of the relationship between the theatre and gladiatorial games. (shrink)

Pluralism as Inability to Choose In this article I locate Justifying Contract in Europe’s most unique contribution in its rhetorical and methodological commitment to pluralism, which, although Hesselink may disagree, is also a normative and political commitment. Starting from this observation, I then discuss the normative implications of this type of pluralism for the ways in which different reasons are reconciled and reflected in the law. As I argue, it may not be necessary, desirable, or even possible to choose the (...) precise reasons why we support a certain normative answer – say consumer protection is desirable – nor to discard all concerns coming from those supporting the opposite answer – no consumer protection. This implies that ‘reconciliation’ describes better than ‘compromise’ what we need to shape contract law in Europe. In the conclusions, I reflect on what this may mean for the EU and EU Law. As I suggest, the type of pluralism the book evokes and celebrates, if not explicitly theorizes, offers a powerful rejection of accounts that see EU law as dominated by a narrow set of values and normative commitments. (shrink)

While growing empirical evidence suggests a continuity between human and non-human psychology, many philosophers still think that only humans can act and form beliefs rationally. In this paper, we challenge this claim. We first clarify the notion of rationality. We then focus on the rationality of beliefs and argue that, in the relevant sense, humans are not the only rational animals. We do so by first distinguishing between unreflective and reflective responsiveness to epistemic reasons in belief formation and revision. We (...) argue that unreflective responsiveness is clearly within the reach of many animals. We then defend that a key demonstration of reflective responsiveness would be the ability to respond to undermining defeaters. We end by presenting some empirical evidence that suggests that some animal species are capable of processing these defeaters, which would entail that even by the strictest standards, humans are not the only rational animals. (shrink)

The fictional worlds of science fiction can stimulate philosophical speculation towards socio-technical scenarios and trends that are extrapolated from our physical reality. This widely accepted observation highlights but one of the ways to pursue philosophy with the aid of fiction and science fiction in particular. In this paper, we argue that fiction can in itself constitute a philosophical, academic work and need not merely represent the subject about which such work speculates. This idea questions the currently predominant, institutional paradigm which (...) identifies philosophical works with written texts and specifically with a single kind of text: the paper-format (§1). To suggest an alternative way of doing philosophy, we analyse the structure and content of the recent, experimental science fiction book, The Clouds, and propose that its hybrid textuality – which leverages at once fiction, theory, and meta-commentary – offers a possible corrective to the cognitive closure and rigidity of expression encouraged by the institutionally accepted approach to philosophical work (§ 2). (shrink)

This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach, in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims the (...) literacy hypothesis makes. Bringing together insights from both the literacy hypothesis approach and Stiegler's work, I defend the view that there exists an essential difference between traditional and digital literacy, and I try to argue for the introduction of a spelling and grammar of the digital in the educational curriculum. (shrink)

Perfect adaptation in a dynamical system is the phenomenon that one or more variables have an initial transient response to a persistent change in an external stimulus but revert to their original value as the system converges to equilibrium. With the help of the causal ordering algorithm, one can construct graphical representations of dynamical systems that represent the causal relations between the variables and the conditional independences in the equilibrium distribution. We apply these tools to formulate sufficient graphical conditions for (...) identifying perfect adaptation from a set of first-order differential equations. Furthermore, we give sufficient conditions to test for the presence of perfect adaptation in experimental equilibrium data. We apply this method to a simple model for a protein signalling pathway and test its predictions in both simulations and using real-world protein expression data. We demonstrate that perfect adaptation can lead to misleading orientation of edges in the output of causal discovery algorithms. (shrink)

In this article I try to conceive a new approach towards laughter in the context of formal schooling. I focus on laughter in so far as it is a bodily response during which we are entirely delivered to uncontrollable, spasmodic reactions. To see the educational relevance of this particular kind of laughter, as well as to understand why laughter is often dealt with in a very negative way in pedagogical contexts, this phenomenon should be carefully distinguished from humor or amusement. (...) I build my argument for a smaller part on the basis of conceptual analysis, and to a greater extent on Bakhtin’s work on the transition from Medieval folk culture to Modern civilized culture, in which he claims that a reduction from laughing as a strongly physical experience to mere forms of amusement or humor actually implies that laughter no longer possesses its inherent equalizing and communizing potential. In a sense, laughter forms a threat to any organization of social existence according to similarities and differences in identity and position, and this explains why we usually try to suppress it, or why we try to render it functional in view of the continuation of a societal regime or pedagogical order. More positively formulated, laughter may be said to have an intrinsic educational meaning, because it allows a significant transformation of individual and collective existence. (shrink)

In this article, I go deeper into the educational meaning of tiredness. Over and against the mainstream view that tiredness is an impediment for education, I show that this phenomenon is intrinsically meaningful. My arguments are based, first, on a detailed phenomenological analysis of tiredness, as proposed by Buytendijk. Tiredness can be defined as the point where lack of willpower and lack of ability become utterly indistinguishable. Second, I turn to Agamben’s genealogy of the will, which shows that willpower was (...) invented in order to control a more original, but also more arcane sense of what it means to be able to do something: potentiality. I argue that tiredness, as analysed by Buytendijk, is a state of potentiality. As such it has the power to interrupt the contemporary ordering of society and of the realm of education, which is fully predicated upon individual wilful self-commandment. More positively speaking, tiredness has an important educational value in that it grants the opportunity of beginning anew with the world. This article is also an attempt to show how phenomenological work and genealogical approaches can inform one another. (shrink)

The background of the argument Joris Vlieghe develops in this article is the idea, proposed by neopragmatic scholars, that a way of aptly dealing with the societal issues that have come about in the wake of a global ecological crisis consists of engaging in practices of study. This involves thinking, a concept that needs to be reconsidered from an educational perspective. Hence the article turns to John Dewey's classical pragmatic account of thinking, so as to show that this Deweyan approach (...) could be enriched by reading it together with Giorgio Agamben's reflections on this matter. This allows for rendering with greater accuracy certain aspects of thinking that unearth its properly educational meaning: that thinking is necessarily a collective endeavor that is driven by an interruption of our habitual ways of living together with a view toward envisaging truly alternative futures. Thinking is a risky experience in which the foundational subject disappears. Such a view allows, furthermore, for the reconceptualization of thinking in a posthumanist key. (shrink)