Volume 11, Issue 1-2, January–December 2024.

A simplistic image of twentieth century French philosophy sees Merleau-Ponty’s death in 1961 as the line that divides two irreconcilable moments in its history: existentialism and phenomenology, on the one hand, and structuralism on the other. The structuralist generation claimed to recapture the dimension of objectivity and impersonality, which the previous generation was supposedly incapable of. As a matter of fact, in 1962, Derrida’s edition of Husserl’s The Origin of Geometry was taken to be a turning point that announced the (...) structuralist revolution by introducing a reflection on the historicity and the materiality of impersonal idealities. And yet, the 1998 publication of Merleau-Ponty’s notes from his Collège de France lecture course on the same topic make manifest that he was already taking phenomenology in another direction. His 1959 reading of The Origin of Geometry shows how unexpectedly close the early Derrida is to the late Merleau-Ponty. By identifying the tension between archaeology and teleology as the basic problem of Husserlian phenomenology, Merleau-Ponty and Derrida each disclose the fundamental importance of history and of writing. Comparing the two readings in their specific context not only brings about a more complex picture of the intellectual debates of the time, but also shows how, with Merleau-Ponty’s interpretation of The Origin of Geometry, Derrida’s “différance” predates itself and receives another genealogy. (shrink)

This text explores the border between medical and social problems, the boundary between health and social change. The book studies the body as the mediator between individual and collective experience, finding that many health problems, for example the trauma of violence or depression in the course of chronic pain, are less individual medical problems than interpersonal experiences of social suffering. It argues for an ethnographic approach to moral practice in medicine, one that embraces the infrapolitical context of illness, responses to (...) it, the social institutions relating to it and the way it is configured in medical ethics. (shrink)

In this paper I aim to show that the creation and manipulation of written vehicles is part of our cognitive processing and, therefore, that writing transforms our cognitive abilities. I do this from the perspective of cognitive integration: completing a complex cognitive, or mental, task is enabled by a co-ordinated interaction between neural processes, bodily processes and manipulating written sentences. In section one I introduce Harris’ criticisms of ways in which writing has been said to restructure thought (Goody (...) 1968; McLuhan 1962, 1964; Ong 1982). This will give us a preliminary idea about possible pitfalls for a cognitive integrationist account. The second section outlines, firstly, how integrated cognitive systems function. Secondly, the model is applied to a hybrid mental act where writing allows us to complete complex cognitive tasks. The final section outlines the sense in which, following Harris, there is “a more realistic picture of how writing restructures thought” [Harris, R., 1989. How does writing restructure thought? Language and Communication 9 (2/3) 99–106] that is concealed by the ‘romantic fantasies’ of theorists such as the above. This picture is one of writing providing an autoglottic space in which a new form of theoretical thinking becomes prevalent. The cognitive integrationist understands this in terms of the nature of the written vehicles and how we manipulate them. (shrink)

There is now an increasing body of knowledge on creative practice-based doctorates especially in Australia and the United Kingdom. A particular focus in recent years has been on the written examinable component or exegesis, and a number of studies have provided important information about change and stability in the form and nature of the exegesis and its relationship to the creative project. However, we still know relatively little about the pedagogical practices that supervisors use to support these students’ development as (...) scholarly writers, nor of how supervisors view ‘writing’ in relation to the creative practice components of the degree endeavour. This paper draws on data from a recent study of supervision in creative practice higher research degrees and it highlights the transformative nature of writing for the development of creative practice research scholars in the context of competing discourses on research writing. In contrast to institutional silencing of writing, the study relates numerous examples of effective writing-rich supervisory pedagogies illustrating how successful supervisors work with their students to bring their creative projects into articulation. (shrink)

Dr. Zaslavsky’s Platonic Myth and Platonic Writing: A Philosophico-Literary Exploration addresses the thorny issue of precisely what is meant by mythos (myth) in the Platonic corpus of dialogues. Dr. Zaslavsky rejects the common notion that what makes a myth in Plato a myth (as opposed to a speech or logos) is its truth value. Therefore, after an analysis of why Plato wrote as he did and a cataloguing and examination of every occurence of mythos and its derivatives in the (...) Platonic corpus, he articulates the new linguistic and philosophical principle that a myth is a genetic or causal synagogic/synoptic account, in contradistinction to logos as a descriptive or calssificatory diairetic account. He tests this definition successfully through an examination of all those accounts in Plato that are explicitly designated as myths. (shrink)

This paper is a response to Theodore Sider's book, Writing the Book of the World. It raises some puzzles about Sider's favoured methodology for finding out about naturalness (or 'structure').

This text gives examples of how a different kind of human experience may be explored, and how the methods used for investigating phenomena may contribute to the process of human understanding.

Despite their creativity, cultural actions are not established out of nothing. They are based on previous actions, their passive or active memory, and extension. Sedimentation is the depositing of sediments that occurs during certain processes. They testify to the processes that have taken place and themselves become significant links or traces. Different layers of sediment are formed, which testify to past events, which have structures in the present. The best-known phenomenological concept of sedimentation was formulated in Husserl’s text The Origin (...) of Geometry. Husserl uses the specific geological term of sedimentation to describe the science of geometry as a linguistically (written) mediated genesis of conceptual knowledge. The human practice of knowledge can be transmitted to other generations only by expressing it linguistically and recording it in writing. Derrida used the phenomenological concept of sedimentation and created Grammatology. The main idea of documentality is that a particular kind of social objects, namely documents (records of social acts) are the ground of social reality. For all three philosophers, writing or recording becomes a model for reflecting on cultural-social reality. The purpose of this article is to discuss the writing as a model for cultural sedimentation and memory. Husserl understood writing as a sedimentation that must be reactivated. However, Derrida and Ferraris identify the written objects only with materialized writing and the repetition of what is written. They do not distinguish between imitative and comprehensive reading. (shrink)

In the wake of the digital, some have recommended that we abandon the tedium of teaching handwriting to children in service of promoting “more creative” digital literacies. Others worry that an early diet of keyboard and screen may have deleterious effects on children's social, emotional, and cognitive development, as well as their physical well-being. Yet in this debate, the algorithmic scripts and digital surfaces underwriting these new reading, writing, and mathematical practices are, with a few notable exceptions, almost exclusively (...) ignored. In this essay, Catherine Adams asks whether the digital, and the reading and writing spaces it affords, are of consequence to our habits of thinking and ways of being, particularly in light of the possible obsolescence of pen and paper in schools. She shows that writing using a word processor is no mere mechanical pressing of keys, but an intricate ballet of writerly reading eyes and readerly writing hands, caught up in a dynamic environment of algorithmic paratexts and copy-cut-paste thinking. (shrink)

Discourse connection is a challenging aspect of writing in a second language. This study seeks to investigate the effects of two classroom instructions on discourse connection in writing for EFL college students, focusing on their argumentative writing. Three classes were exposed to different pre-task conditions: receiving reading materials that provide content support for the writing, receiving planning instructions on effective outlining, and receiving no resources. The results showed that the instructions helped students attain better overall coherence (...) in writing. However, noticeable differences between the two experimental groups emerged in terms of cohesion features. The reading group was found to employ more lexical cohesion devices in writing than the outline group, which indicated a heightened genre awareness. This inquiry helped us identify the reading group’s alignment with content support materials, particularly the change in stance as a factor that contributes to a higher level of lexical cohesion in writing. (shrink)

Burton Dreben taught a generation of scholars the value of closely attending to the recent philosophical past. But the few papers he authored do little to capture his philosophical voice. In this article, I turn instead to an unpublished transcript of Dreben in conversation with his contemporaries. In addition to yielding insights into a transitional period in W.V. Quine’s and Donald Davidson’s thought, I argue that this document showcases Dreben in his element, revealing the way that he shaped the views (...) of key analytic philosophers. More broadly, I argue that by writing conversationalists like Dreben into our histories we can capture the collaborative nature of philosophy. (shrink)

Many instructors see the use of LLMs like ChatGPT on course assignments as a straightforward case of cheating, and try hard to prevent their students from doing so by including new warnings of consequences on their syllabi, turning to iffy plagiarism detectors, or scheduling exams to occur in-class. And the use of LLMs probably is cheating, given the sorts of assignments we are used to giving and the sorts of skills we take ourselves to be instilling in our students. But (...) despite legitimate ethical and pedagogical concerns, the case that LLMs should never be used in academic contexts is quite difficult to see. Many primary and secondary schools are cutting back their writing instruction in an effort to teach to the test; at the same time, many high-end knowledge workers are already quietly expected to leverage their productivity with LLMs. To prepare students for an ever-changing world, we probably do have to teach them at least a little bit about writing with ChatGPT. (shrink)

In _influx & efflux_ Jane Bennett pursues a question that was bracketed in her book _Vibrant Matter_: how to think about human agency in a world teeming with powerful nonhuman influences? “Influx _& _efflux”—a phrase borrowed from Whitman's "Song of Myself"—refers to everyday movements whereby outside influences enter bodies, infuse and confuse their organization, and then exit, themselves having been transformed into something new. How to describe the human efforts involved in that process? What kinds of “I” and “we” can (...) live well and act effectively in a world of so many other lively materialities? Drawing upon Whitman, Thoreau, Caillois, Whitehead, and other poetic writers, Bennett links a nonanthropocentric model of self to a radically egalitarian pluralism and also to a syntax and style of writing appropriate to the entangled world in which we live. The book tries to enact the uncanny process by which we “write up” influences that pervade, enable, and disrupt us. (shrink)

Root kit -- Buffer overflow: the space and time of cyberwar -- Injection attack: writing and the information catastrophe -- Distributed denial of service: cybernetic sovereignty -- Spear phishing: nodal subjects -- Firmware vulnerabilities.

Long before Jacques Derrida undertook a critique of phonocentrism as a form of ethnocentrism, a few teachers of deaf pupils rose to the challenge of working on a sign language independent of the structures of speech. For Derrida, this critique encompassed a reappraisal of Western limitations, while reflecting upon the boundaries and linearity of alphabetical versus ideographic writing. What I explore in this article is how the development of a pedagogy for deaf pupils went hand in hand with an (...) examination of language itself, including the dominance of alphabetical language, and led thinkers to question its role in the development of thought. The context of the development of a writing proper to sign language was one of the ferments in which this critique took shape, making writing practice the threshold of a critical investigation into the expressive qualities specific to sign language. My aim here is to sketch out the epistemological challenges and stakes of some of these conflicting approaches between the 1760s and the 1850s. This article analyzes some of the most radical linguistic conceptualizations about the potential of sign language to recreate the relationship between users and their language. I consider how teachers’ positionings led them to conceptualize sign language in distinct ways, ranging from a temporary, intermediary tool to an autonomous language with a writing of its own. After considering de Michel de l’Épée’s methodical signs and how far removed they are from the conception of a language of its own, as well as a discussion of them by deaf writer Pierre Desloges, I will investigate how Roch-Ambroise Bébian’s and Joseph Piroux’s conceptions of a writing specific to sign language led each of them to position it as a complete and independent language. (shrink)

George Perkins Marsh (1801-1882), first US Minister to the Kingdom of Italy, is also known as a father of environmentalism, due to his book, Man and Nature; or, Physical Geography as Modified by Human Action (1864). The book includes environmental changes George witnessed during his New England years and as he and his wife Caroline lived and traveled abroad. Caroline’s diaries written in Italy attest to her partnership in the book’s composition and to its role among their ambassadorial duties.

In his book, Simon Franklin investigates various writings attested in Rus. This, however, does not automatically mean “Russian writings.” As the author himself states in the first sentence of his work, “This book is about the origins and early uses of writings in a particular society (Rus), but it may also serve as a case-study for those with a broader interest either in medieval uses of writing or—still more broadly—in the cultural history of information technology” (p. 1).

When I cruise the forty-three television channels available to me (and that's basic cable), simultaneously being enchanted and disgusted by much that I see (a kind of Kantian sublime), I cannot help but think that the culture in which I find myself is less articulate than ever. For this situation perhaps the 43rd President of the United States could serve as a useful emblem—a joke that is all too easy to make. But such a diagnosis of the low standard of (...) my culture's literacy might also be too easy to make. For it is the case that America's traditional anti-intellectualism reaches new heights in our current, hypermediated milieu: we now have more venues than ever to disseminate undisciplined, uncreative thought (think, for example, of all the burgeoning blogs). On the other hand, such hypermediation amounts to an explosion of symbolization. Language is everywhere, and hence there is the demand to use it instrumentally well. Again, an image from the U.S. presidency is emblematic. Think of President Clinton's infamous line to the intrepid Independent Counsel: "It depends on what your definition of the word 'is' is." Such a line could represent the pervasive urge to absolutely precise articulation, controlling one's words to an extreme degree. Another emblem could be the common academic paper where a writer has masterfully summarized and explained the words of another thinker, rendering them more accessible but probably not more desirable. One could read this situation dialectically: the moment when concern for the value of language seems lowest is also the moment when the demand for controlling language is highest. Beyond dialectics, however, I take the demand for absolute articulation as a jumping-off point for considering an idea that might appear to have nothing to do with this implicit yet persistent demand—the concept of presence. More specifically, I want to consider how a particular rendering of this concept affects what we might call the divine and its relationship to an ostensibly secular culture, and I also want to consider some lines from Emerson and how they can lead one to think of the divine as presence, a presence that requires an absence, a presence that to some extent is an absence. According to this encounter with Emerson, thinking about the presence and absence of the divine has to do with the way one takes up writing. (shrink)

This article discusses the representation of AIDS in Guibert's posthumously published novel Le Paradis. The novel is situated in relation to Guibert's better known previous AIDS writings. The article proposes that Guibert's AIDS works fall in to three related categories: writings about other peoples' AIDS; autobiographical writings about AIDS, and, in the third, terminal stage in which Le Paradis fits, writing AIDS. As such the article suggests that Le Paradis manages to reflect and communicate some of the trauma of (...) living with AIDS by specifically trying not to write about it. The article raises issues related to constructions of sexualized and AIDS identities in fiction, and presents the novel as a form which represents a loss of self. The novel, it is argued, becomes a self-mourning for a healthy past which is memorialized in a fictional present, itself always-already haunted by the nostalgia for a lost future. (shrink)

Every healthcare organisation enacts a multitude of policies, but there has been no discussion as to what procedural and substantive requirements a policy writing process should meet in order to achieve good outcomes and to possess sufficient authority for those who are asked to follow it.Using, as an example, the controversy about patient’s refusal of blood transfusions, I argue that a hospital wide policy is preferable to individual decision making, because it ensures autonomy, quality, fairness, and efficiency.Policy writing (...) for morally controversial medical practices needs additional justification compared to policies on standard medical practices and secures legitimate authority for HCO members by meeting five requirements: all parties directed by the policy are represented; the deliberative process encompasses all of the HCO’s obligations; the rationales for the policy are made available; there is a mechanism for criticising, and for evaluating the policy. (shrink)

The present discussion contribution argues that O. Müller not only suppresses Goethe’s declared intentions with regard to the latter’s Theory of Colors and ignores his place in what in any case is a different scientific culture than his own or Newton’s, namely a premodern culture of “narrative knowledge” in the sense specified by Lyotard. Moreover, Müller entangles himself in the paradox of wanting on the one hand to back up Goethe on the level of fact when the latter opposes the (...) militant selfrighteousness of the Newtonian school, but doing so on the other hand by constructing an epic-heroic narrative of Newtonian militance, not to say eristic belligerence contradictory to Goethe’s own “tolerant enlightenment” in Lakatos’ sense. Thus, we are confronted with one of those cases where, as Paul de Man puts it, a multidimensional critical reading on the semiological as well as rhetorical levels shows “that the text does not practice what it preaches”. (shrink)

Jeffrey A. Mason has written an informative, accessible guide to today's most popular form of philosophical writing, the journal-length essay. The Philosopher's Address does what no other book on the market has attempted: it takes the reader behind the scenes of the writing process to expose the rhetorical underpinnings of philosophical texts. Mason argues that readers need to understand why philosophical writing is constructed as it is, and to be aware of the rhetorical devices by which authors (...) seek to persuade them if they are to engage fully with these texts. This book is intended for a broad audience of specialists and students alike. Professional scholars will appreciate Mason's astute discussion of current trends within analytic philosophy, while students will benefit greatly from his comprehensive understanding of the social context in which philosophical discourse is produced, its various and competing schools of thought, and the theoretical concepts that inform them. (shrink)

This article examines how the textual rendering of the non-Western Other in Business Ethics in the West often remains a misrepresentation. Informed by the Derridean ethico-political project on writing/violence and ethics, the article analyzes the writing of this Other in Western academic production of Business Ethics, through a consideration of writing on the Buddhist doctrine of karma. It shows that this writing makes the Other’s presence in (writing) Business Ethics an absence–presence. The article argues that (...) what is absent in such writing/text is not the Other, but the context in which the Other exists. Calling this absence–presence the “contextual violence of text”, the article shows how the Orientalist or arche-violence/writing amalgamates with Business Ethics where the latter appears to be an apparatus of founding mythic violence. Nevertheless, it does not claim that the present aporia of writing the non-Western Other in Western academic production of Business Ethics makes ethics impossible. Rather, it shows that this same writing/violence opens up a passage to ethics/the Other that is nevertheless a non-ethical opening of ethics. In conclusion, the article argues that writing the non-Western Other in writing Business Ethics in the West appears more ethico-political than epistemic and linguistic. (shrink)

Kant’s philosophy is often treated as a closed system, without reference to how it was written or how Kant arrived at its familiar form, the critique. In fact, the style of the critique seems so artless that readers think of it as an unfortunate by-product—a style of stylelessness. In _Constituting Critique_, Willi Goetschel shows how this apparent gracelessness was deliberately achieved by Kant through a series of writing experiments. By providing an account of the process that culminated in his (...) three _Critiques_, this book offers a new perspective on Kant’s philosophical thought and practice. _Constituting Critique_ traces the stages in Kant’s development to reveal how he redefined philosophy as a critical task. Following the philosopher through the experiments of his early essays, Goetschel demonstrates how Kant tests, challenges, and transforms the philosophical essay in his pursuit of a new self-reflective literary genre. From these experiments, critique emerges as the philosophical form for the critical project of the Enlightenment. The imperatives of its transcendental style, Goetschel contends, not only constitute and inform the critical moment of Kant’s philosophical praxis, but also have an enduring place in post-Kantian philosophy and literature. By situating the _Critiques_ within the context of Kant’s early essays, this work will redirect the attention of Kant scholars to the origins of their form. It will also encourage contemporary critical theorists to reconsider their own practice through an engagement with its source in Kant. (shrink)

Sartre's Les Mots has given rise to widely divergent competing readings in the philosophical literature, which tend to view it either as a simple continuation of his earlier, radical libertarianism, or as part of an alleged wholesale renunciation of the position we find in his early texts. I argue that most of these readings ignore the very real tensions in Words between the freedom of consciousness and the weight of circumstances. I further argue that Les Mots is a performative text (...) whose double writing (originally composed 1954-1957; rewritten 1963) demonstrates for us that, whereas we cannot simply renounce our past and the original meanings mediated to us in childhood through our families, we do have the power to take it up in ways that skew those meanings in somewhat different directions. No matter what we do, however, the blurred outlines of those original meanings will always remain. (shrink)

The article propose a new way of looking at the relationship between content elaboration and formulation during the production of written argumentative texts. It is hypothesized, that younger students elaborate contents by formulating them, whereas in older students both processes are clearly distinguished. 8 pairs of students aged 10 and 14 and adults with academic background produce a text in a collaborative situation. Three aspects of the production of the first and the last sentence are analyzed in looking at the (...) recorded dialogues: elaboration of argumentative plans; the independant elaboration of contents; the variation of linguistic forms. The results gives the hypothesis credit and show a deep reorganisation of the production process of argumentative texts in ontogenesis. (shrink)

This book provides philosophical grounds for an emerging area of scholarship: the study of religion and dance. In the first part, LaMothe investigates why scholars in religious studies have tended to overlook dance, or rhythmic bodily movement, in favor of textual expressions of religious life. In close readings of Descartes, Kant, Schleiermacher, Hegel, and Kierkegaard, LaMothe traces this attitude to formative moments of the field in which philosophers relied upon the practice of writing to mediate between the study of (...) “religion,” on the one hand, and “theology,” on the other.In the second part, LaMothe revives the work of theologian, phenomenologist, and historian of religion Gerardus van der Leeuw for help in interpreting how dancing can serve as a medium of religious experience and expression. In so doing, LaMothe opens new perspectives on the role of bodily being in religious life, and on the place of theology in the study of religion. (shrink)

The book explores three specific areas: the practice of writing with respect to orality; the interpretive modes of poetic and philosophical discourse as self ...

The technology for the digitized text creates fluid meaning, representing its culture in transition from the dominance of the single-authored text with its hierarchically ordered system. This new architecture for the digitized word has been making explicit the shift from human consciousness reflecting the interiority of the self to a human consciousness reflecting self in relation to others. Educators using the technology of networked writing environments need to understand how the technology functions and intervenes for pedagogical processes during models (...) of asynchronous and synchronous collaborative writing. Both models support a constructivist view of learning; however, for each, educators need to consider the ethos of the writer as inhabiting a negotiated, shared space with readers during text production. As a consequence, cocognition may occur when writers share ideas and engage in the process of collaboration. (shrink)

Teachers' adaptive expertise has received increasing attention in the current English as foreign language teaching field, however, it has seldom been examined with adaptive practices by teachers in on-going classes among existing literature. Adopting a mixed-method design with data triangulation, this study was conducted to explore the complexity of teachers' adaptive expertise and adaptive teaching practices that an EAP writing teacher demonstrated in academic writing courses, from a Complex Dynamic Systems Theory perspective. Semi-structured interviews, classroom observations, and questionnaires (...) were arranged to collect qualitative and quantitative data from an EAP writing teacher and 43 EFL learners in a Chinese university. Thematic analysis and SPSS were mainly used in the current work for data analysis. Our findings confirmed the complexity of TAE and ATP with specific features of non-linearity, interconnectedness, and self-organization, which are classic CDST characteristics; the TAE evolved with meta-cognitive, cognitive, affective and social components that are intertwined and contributed to the teacher's adaptive teaching practices in her academic writing course; being facilitated by TAE, the teacher's adaptive teaching practices significantly enhanced EFL learners, learning motivation of academic writing and their learning efficiency. Findings of the current work pave the way for future studies in researching TAE and ATP with a thorough consideration of language teachers, students and contexts from the CDST perspective. Moreover, pedagogical contributions are highlighted through the detailed examinations of the EAP writing teacher's ATP, including the class design, teaching plans, and methods, which would be fruitful for the development of tertiary EAP writing research. (shrink)