The Subject’s New Clothes: Immanent Transcendence and the Moral Self in the Modern Confucian Discourses

In Modern Confucian philosophy the notion of the moral Self which is expressed through the natural moral substance (xingti 性體) represents both the foundation of each individual and the core of the universal reason. The indivisibility of the moral Self from its concrete activities within the social sphere differs in many various aspects from prevailing Western political and philosophical theories that are based on the separation of the empirical and transcendent subject. Hence, this holistic special feature of the moral Self is closely related to one of the basic paradigms of Chinese intellectual history, i.e. the paradigm of immanent transcendence, which is also known as the paradigm of ‘radical’ or ‘pure’ transcendence. The present article introduces and analyses both above-mentioned, mutually intertwined traditional notions through the lens of modern interpretations, focusing upon the philosophical work written by the representatives of the second generation of Taiwanese Modern Confucians.     

The Science and Art of Integrating Psychodrama and Bernard’s Discrimination Model

This article presents the useful technique of Jacob L. Moreno’s psychodrama in counselor education supervision training. This article addresses how psychodrama can be used with student supervisors who are not sure which of Bernard’s discrimination model roles they are using in supervision. Bernard’s model uses three roles that help supervisors function successfully in their relationships with supervisees. Psychodrama may help student supervisors decide what action would be the most appropriate in a given supervision session. Student supervisors may also benefit from psychodrama in processing internal conflict they may experience in their supervisory role. Faculty members training new supervisors may use these techniques to help their student supervisors gain more awareness on how they view their relationships with supervisees.     

Camus’s Absurd and the Argument against Suicide

There are striking differences between Camus’s early and late philosophical essays, but Camus often claimed that his works were part of one consistent project. This paper argues that, although Camus had a significant change in his views on the consequences of the absurd, throughout his life he also had a common concern with the relation of the absurd to morality. Showing this requires us to clarify what Camus meant by the “absurd,” and identify at least three different uses of the term by Camus: lacking a purpose; lacking an explanation; and a tension between purpose and purposelessness. Clarifying the meaning of “absurd” allows one to show that Camus’s late argument against suicide, often dismissed as inadequate, is valid. This also illustrates the consistency of his concerns over time.

     

Heroes and Mentors: A Consideration of Relational-Cultural Theory and “The Hero’s Journey”

Derived from mythology around the world and over the ages, Campbell’s “The Hero’s Journey” provides a conceptual roadmap for confronting life’s challenges. The way in which clients navigate these challenges may also have a profound effect on their relational development. This article examines The Hero’s Journey through the lens of relational-cultural theory and illustrates ways in which counselors can aid clients in making sense of the struggles they face on their own personal journeys.     

Christ’s Love,Peace, Justice,and Freedom Seen against the Challenges of the Modern World

This is an edited version of an address given in Paralimni at the Open University of Cyprus in January 2019 during a meeting of the assembly planning committee of the World Council of Churches (WCC), hosted by the Archdiocese of Constantia and Ammochostos. It is a reflection on the theme set for the WCC’s 11th Assembly in Karlsruhe, Germany, in 2021, “Christ’s love moves the world to reconciliation and unity.”     

The Modern Religious Language of Education: Rousseau’s Emile

The Republican education, its concepts, theories, and form of discourse belong to the shared European heritage of the pre-modern Age. The pedagogy of humanism and its effects on the early Modern Age are represented by Republicanism. Even if Republicanism found a political continuation in liberalism and democratism of the Modern Age, the same cannot be said of pedagogic continuity without some reservations. In pedagogy of the Modern Age an alternative to Republicanism prevails that builds onto a body of concepts, discourse, and theory; it goes back to an old theological tradition. Rousseau chooses this alternative exclusively for his concepts of education. He is neither the inventor nor the one who builds up this language in contrast to pedagogical Republicanism. Nonetheless, the pedagogical canonization of Rousseau as one of the co-founders of pedagogical Modernity, marks the specific development that this theological language of pedagogy undergoes at the turn of the nineteenth century. Originally it is closely linked to specific theological, dogmatic lines of thought, namely, to the respective Piety movements within the two Christian denominations of Western Europe. Yet at the turn of the nineteenth century, this theological language of pedagogy increasingly loses that exclusive link to this particular context and becomes thus freely available to any form of pedagogy, which puts at its centre the child??s soul, absolute inwardness, and introspection as both holy and also threatened by a basically decadent social environment and outward world.     

The poet’s school and the parrot’s cage: the educational spirituality of Rabindranath Tagore

Rabindranath Tagore (1861–1941), Asia’s first Nobel laureate, was a man of myriad gifts, but he sought to articulate a single global vision. He believed that for our flourishing we must strive towards ‘the other and the beyond’. In so doing we discover that, as we seek, we are ourselves being sought. Tagore believed that we find our meaning and fulfilment relationally; in our relationships one with another, to be sure, but fundamentally in our kinship with all that is. We must be liberated, Tagore believed, from the bounds of our separateness and so discover a wholeness larger than our individual well‐being. That wholeness is ultimately realised in our union with the eternal Divine Spirit. In the establishment of his ‘poet’s school’ at Shantiniketan Tagore sought to make his ideals come true. This paper will focus on Tagore’s understanding of childhood and on the pattern of education by which, he believed, the spirit of the child may be nurtured. It will also enter a plea that we return to someone whose neglect in the West has been much to its loss.     

Inferentialism and knowledge: Brandom’s arguments against reliabilism

I take issue with Robert Brandom’s claim that on an analysis of knowledge based on objective probabilities it is not possible to provide a stable answer to the question whether a belief has the status of knowledge. I argue that the version of the problem of generality developed by Brandom doesn’t undermine a truth-tracking account of noninferential knowledge that construes truth-tacking in terms of conditional probabilities. I then consider Sherrilyn Roush’s claim that an account of knowledge based on probabilistic tracking faces a version of the problem of generality. I argue that the problems she raises are specific to her account, and do not affect the version of the view that I have advanced. I then consider Brandom’s argument that the cases that motivate reliabilist epistemologies are in principle exceptional. I argue that he has failed to make a cogent case for this claim. I close with the suggestion that the representationalist approach to knowledge that I endorse and Brandom rejects is in principle compatible with the kind of pragmatist approach to belief and truth that both Brandom and I endorse.

     

Gender Differences in Children’s Hero Attributions: Personal Hero Choices and Evaluations of Typical Male and Female Heroes

The current study investigated gender differences in the personal hero choices, hero attributions, and characteristics attributed to “typical” male and female heroes of children living in the Midwestern United States (N = 103; mean age = 10 years). Questionnaires were completed in a school setting. The majority of girls chose heroes personally known to them; boys chose personal and public figures equally often. Most boys chose same gender heroes; girls’ nominations were mixed. Gender differences were also seen in the characteristics children attributed to their own heroes and in their conceptions of “typical” male and female heroes. Children rated same-gender “typical” heroes more positively on many attributes, except for stereotypically masculine characteristics. Gender socialization, stereotypes, and in-group favoritism were used to explain these findings. Portions of this project were presented at the 2003 Society for Research on Child Development Biennial Meeting. We wish to thank Anna V. Persson and Sara E. Goldstein for their assistance on the early development of this study. We also appreciate the children, teachers, guidance counselors and principals at Leipsic Local School and Pandora-Gilboa Elementary School for making this study possible. Inquiries about this study should be addressed to Shayla Holub, .     

Role as Norm,Role and Norm: Homer’s Hero,Hesiod’s Just City,and Plato’s Kallipolis

Role as Norm, Role and Norm: Homer’s Hero, Hesiod’s Just City, and Plato’s Kallipolis     

Saint and Countersaint: Catholic Triumphalism and Jewish Resistance in Baroque Prague’s Abeles Affair

In late seventeenth-century Prague, Simon Abeles, a Jewish boy of about eleven or twelve, left the Jewish quarter, studied for conversion to Christianity, returned home without converting, and then died. The boy’s father, Lazar Abeles, was charged with his murder and hanged himself in jail. Löbl Kurtzhandl, a young man who had lived with the family, was accused of being an accomplice and sentenced to death. The case became a cause célèbre as the boy came to be regarded as an unofficial local saint acclaimed in broadsides, pamphlets, and even music. A single Yiddish source, a historical song, tells the story from a Jewish point of view but, surprisingly, does not take up the question of the guilt or innocence of either Kurtzhandl or the elder Abeles, focusing instead on Kurtzhandl’s actions in his final days, hours, and moments. Burning polemics between local Christians and Jews centered on this very question, each population seeking saint-like heroes for its young members to emulate. On the Catholic side, such activity fit within a much broader context of Catholic renewal and triumphalism that capped a decades-long process of ridding Bohemia of Protestant influence. On the Jewish side, it represented active resistance against such trends.     

The Tailor-Made Analysis: The Analyst’s Adaptation to the Patient and the Question of Time

The American Journal of Psychoanalysis - This paper considers Ferenczi’s views about the need for an adaptation of the analyst to the patient through a flexible management of time during some...     

Europe’s “New Jews”: France,Islamophobia, and Antisemitism in the Era of Mass Migration

Are Muslims the “new Jews” of Europe? The spectacle of Middle Eastern and African refugees shuttled by train from camp to squalid camp has understandably drawn parallels to the darkest pages in twentieth-century continental history. Such a historical comparison between Islamophobia and antisemitism, however, risks missing their ongoing interrelation. This article examines that interrelation, arguing that Islamophobia and antisemitism now most resemble each other as complementary mechanisms for diverting the anxieties bred by the global economic order. Antisemitism has long scapegoated the Jews for capitalism’s tendency to produce outsized winners. But there has been no comparably global shorthand for the anxiety prompted by capitalism’s losers—until now. Muslim refugees help give a name, Islam, to the masses seemingly encroaching from the margins of the world system. The result, I argue, is the hardening of Islamophobia and antisemitism into the inextricable poles of a reactionary worldview. Taking France as a case study, the article reads the burkini bans prompted by the July 2016 terror attack in Nice as an expression of middle-class fear about downward mobility. Targeted at both internal Muslim leisure and external Muslim encroachment, the bans evoke how European unease about globalization increasingly takes Islamophobic form. Such intolerance threatens not only to lodge Islamophobia at the heart of a reconstituted Europe but also to erode the vigilance against antisemitism once characteristic of the postwar European project.     

Defending the piggyback principle against Shapiro and Sober’s empirical approach

Jaegwon Kim’s supervenience/exclusion argument attempts to show that non-reductive physicalism is incompatible with mental causation. This influential argument can be seen as relying on the following principle, which I call “the piggyback principle”: If, with respect to an effect, E, an instance of a supervenient property, A, has no causal powers over and above, or in addition to, those had by its supervenience base, B, then the instance of A does not cause E (unless A is identical with B). In their “Epiphenomenalism: The Dos and the Don’ts,” Larry Shapiro and Elliott Sober employ a novel empirical approach to challenge the piggyback principle. Their empirical approach pulls from the experiments of August Weismann regarding the inheritance of acquired characteristics. Through an examination of Weismann’s experiments, Shapiro and Sober extract lessons in reasoning about the epiphenomenalism of a property. And according to these empirically drawn lessons, the piggyback principle is a don’t. My primary aim in this paper is to defend the piggyback principle against Shapiro and Sober’s empirical approach.     

Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization

Studies in Philosophy and Education - This article assesses Bernard Stiegler’s critique of infantilization. Contemporary education—and society in general—would no longer develop...