In the beginning was violence: Emmanuel Levinas on religion and violence

Continental Philosophy Review - It is the aim of this contribution to question the two conceptions of violence in the later Levinas. One of the face, the other the violence that must be overcome by...     

Wittgenstein and contemporary theories of word learning

Wittgenstein's positions on word learning, rules of use, and the impossibility of a private language, as expounded in his Philosophical Investigations, are examined in relation to issues of early child word learning. Current theoretical positions in the cognitivist mode are contrasted with the social cultural pragmatic approach, and each is compared to the principles that Wittgenstein advanced. Bloom's [(2000). How children learn the meanings of words. Cambridge, MA: MIT Press] version of the cognitivist theory rejects most of the principles that Wittgenstein advanced, relying on innate cognitive endowments to explain children's success in word learning, using the word-referent mapping paradigm. Nelson's “use without meaning” and Tomasello's [(2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press] social-pragmatic model of learning from use are presented as representative of Wittgensteinian principles that meaning exists in and is inferred from the uses of words within communal activities (“language games” in “forms of life”).     

Charting the map metaphor in theories of religion

The idea that scholars of religion produce ‘maps’ that represent the ‘territories’ of religion(s) is common and influential. This paper first discusses the role of the metaphor, with special reference to the work of J.Z. Smith, and some of the problems raised by the map metaphor (above all, its implicit reliance on a naive correspondence view of truth). It then draws two important distinctions: between different levels of representation; and between the representing and guiding function of maps (truth and use). It ends by comparing issues in the philosophy of science and the theory of religion in order to highlight some promising directions for more defensible semantic and epistemological groundwork in theory of religion.     

The roots of violence: converging psychoanalytic explanatory models for power struggles and violence in schools

This paper demonstrates that several psychoanalytic models taken together converge to collectively explain school violence and power struggles better than each does alone. Using my own experience in doing psychoanalytically informed community intervention, I approach the problem of school violence from a combination of Adlerian, Stollerian, dialectical social systems, and Klein-Bion perspectives. This integrated model is then applied to the Columbine High School massacre in Littleton, Colorado.     

The social and cultural roots of political violence in Central America

The paper suggests that there are specific features of violence, both personal and organized that have roots in the cultural formation of the Central American peoples. Its focus is on the three neighboring countries of Guatemala, Honduras, and El Salvador and on the ideological violence of the twentieth century. The paper considers various aspects of the social character of the Spanish Americans of this area, their concepts of manliness, and their religion, as these affect both rich and poor, and contrasts these features with the attitudes of the indigenous Indian community. Having established that political violence is endemic in the region, the paper considers the role of Hispanic culture in shaping this violence. Emphasis is placed on the notion of machismo, which is identified not with pleasure seeking but with defiance of death. The attitudes of the people of this area toward death shape their attitudes toward violence. They are shown to have a fascination with the instruments of death, especially the machete among the lower classes and the gun among the university students. These attitudes are contrasted with the relatively non-violent attitudes of the Indians. The studies cited in this paper show the Indians as less interested in competition and aggression that the Hispanic population. In the last analysis, the violence of the Central American is intensely personal and can be shown to derive from the basic social and cultural fabric of the society.     

The historical roots of the theories of local signs and labelled lines

The theories of labelled lines and local signs are commonly invoked to explain numerous perceptual phenomena. These theories postulate that perceptual systems use information about which nerve cells or which information channels are activated by the stimulus. The origins of this idea in nineteenth century German psychophysics are traced. From Descartes's idea of a dualistic mind, Kant's idea of a mental ability to conceive space, Da Vinci's ideas of pictorial 'signs', and Müller's idea of 'specific nerve energies' to explain perceptual qualities, Steinbuch, Lotze, and others derived the conclusion that neural-level signs exist that signal stimulus location to the mind. Helmholtz, Hering, and others soon suggested variations on this basic idea. By the time of James the theory had changed yet again. It was revived elsewhere in the 1920s and again in the 1970s, although used implicitly by many workers in between and since. Against a modern metaphysical background, however, a distinction between labels (hardware) and signs (symbols) is the minimum step needed towards an appropriate and comprehensive explanation of perceptual behaviour and experience.     

Revisiting rapprochement in the light of contemporary developmental theories

Margaret Mahler's thinking, revolutionary for its time, led to the observational study of mother-infant pairs, followed almost day by day as the preverbal infant developed into a toddler whose increasing cognitive capacities made new demands on the mother's presence and emotional availability. The rapprochement crisis, as formulated based on these observations, is reexamined in the light of contemporary theory, and the concept of co-construction is used to show how mother and toddler repair misunderstandings and inevitable conflicts. With the growth of new verbal capacities during rapprochement, the toddler moves from early, sensorimotor interactions to interactions governed by language, in the process gaining new understanding of his or her emotional life.     

Pure reason and contemporary philosophy of religion: the rational striving in and for truth

This essay urges contemporary philosophers of religion to rethink the role that Kant’s critical philosophy has played both in establishing the analytic nature of modern philosophy and in developing a critique of reason’s drive for the unconditioned. In particular, the essay demonstrates the contribution that Kant and other modern rationalists such as Spinoza can still make today to our rational striving in and for truth. This demonstration focuses on a recent group of analytic philosophers of religion who have labelled their own work ‘analytic theology’ and have generated new debates, including new arguments about Kant bridging philosophy and theology. Cultivation of a reflective critical openness is encouraged here; this is a practice for checking reason’s overly ambitious claims about God.