The Hopefull Leviathan: Hope, Deliberation and the Commonwealth

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Christopher Bobier

AbstractAccording to a common reading of Thomas Hobbes, fear is the most philosophically important passion, responsible for the founding and sustaining of the commonwealth. I argue that this common reading is incorrect by focusing on the necessary and important role of hope in human action as well as in the founding and sustaining of the commonwealth. Life in the Hobbesian commonwealth, on the reading defended in this paper, is less fearful and more hopeful than scholars have noticed.

Author(s):  
Christopher Evan Franklin

This chapter explains the differences between agency reductionism and nonreductionism, explains the varieties of libertarianism, and sets out the main contours of minimal event-causal libertarianism, highlighting just how minimal this theory is. Crucial to understanding how minimal event-causal libertarianism differs from other event-causal libertarian theories is understanding the location and role of indeterminism in human action, the kinds of mental states essential to causing free action, the nature of nondeterministic causation, and how the theory is constructed from compatibilist accounts. The chapter argues that libertarians must face up to both the problem of luck and the problem of enhanced control when determining the best theoretical location of indeterminism.


2021 ◽  
Vol 43 (2) ◽  
pp. 395-411
Author(s):  
Steve Fuller

Abstract William Lynch has provided an informed and probing critique of my embrace of the post-truth condition, which he understands correctly as an extension of the normative project of social epistemology. This article roughly tracks the order of Lynch’s paper, beginning with the vexed role of the ‘normative’ in Science and Technology Studies, which originally triggered my version of social epistemology 35 years ago and has been guided by the field’s ‘symmetry principle’. Here the pejorative use of ‘populism’ to mean democracy is highlighted as a failure of symmetry. Finally, after rejecting Lynch’s appeal to a hybrid Marxian–Darwinism, Carl Schmitt and Thomas Hobbes are contrasted en route to what I have called ‘quantum epistemology’.


Author(s):  
Rebekah Sheldon

In the conclusion of The Child to Come, the book asks, ‘What happens when the life figured by the child--innocent, self-similar human life at home on a homely Earth--no longer has the strength to hold back the vitality that animates it?’ This chapter looks at two kinds of texts that consider this question: Anthropocene cinema and Young Adult Fiction. By focusing on the role of human action, the Anthropocene obscures a far more threatening reality: the collapse of the regulative. In relation, both children’s literature and young adult literature grow out of and as disciplinary apparatuses trained on that fraught transit between the presumptive difference of those still in their minority and the socially necessary sameness that is inscribed into fully attained adulthood.


Author(s):  
William Bain

This chapter presents Thomas Hobbes as a theorist of imposed order. The central claim is that Hobbes’s conception of political order, an artificial arrangement arising from will and consent, reflects the intellectual commitments of nominalist theology. Uncovering the theological presuppositions of his thought opens space for an understanding of international order that is quite different from what the ‘Hobbesian’ tradition portrays as a domain of endemic violence. Hobbes is correctly imagined as a theorist of interstate society. The chapter examines the unity of philosophy and theology in Hobbes’s thought, focusing on a recurring analogy between divine action and human action. Human beings make and unmake their world, including the commonwealth, as God created the universe. Modern theorists reproduce these theological ideas when they invoke Hobbes to illustrate the character and consequences of anarchy. Hobbes, conceived as a theorist of imposed order, exemplifies what has become the dominant discourse of international order. The implication is that modern theories of international order might not be as uniquely modern or purely secular as contemporary theorists typically assume.


2016 ◽  
Vol 12 (4) ◽  
pp. 867-884 ◽  
Author(s):  
RICARDO F. CRESPO

AbstractThis paper introduces Aristotle's conception of agency, habits and institutions as a way of contributing to some current discussions about the definition, nature and theory of institutions. Aristotle developed a theory of human action, where we can find a place for ‘agency’. His views on habits are linked to his theory of virtue and art (skill). Concerning institutions, Aristotle provides a sound social and political philosophy that encompasses the nature and role of institutions. The paper will subsequently present Aristotle's ideas on these three notions – agency, habits and institutions – and will finally establish which of the current accounts of institutions involved in the discussion sparked by Hindriks and Guala's recent paper (2005a) he would support. Given that some realities tackled in the paper are nowadays radically different from Aristotle's times, the paper tries to keep an ‘Aristotelian-minded’ point of view – that is, analysing current topics based on Aristotelian concepts.


2010 ◽  
Vol 90 (12) ◽  
pp. 1860-1867 ◽  
Author(s):  
Linda Fetters

Humans are designed not only with variability but for variability. This article explores the important contribution of variability to successful human action. Human systems for action have abundant variability of tissues and processes. This plasticity provides for the necessary flexibility when humans encounter the metric and dynamic changes of growth, development, and adaptation of action across the life span. However, variability must have definable limits. The reduction of possible solutions to probable solutions and the reduction of variability appear to be common assumptions of most theories of human action. The lack of variability of action is a hindrance to the development of skilled, functional action, and excessive variability interferes with the production of automatic, dependable, and typical functional action. The lack of variability and excessive variability are hallmarks of the movement patterns produced by people across the life span following neurological insult. Active problem solving as therapy, with its inherent error as a part of the therapeutic process, is critical to the successful learning of functional actions. The role of the physical therapist is to create movement environments and provide personal and environmental constraints that elicit and support self-produced functional actions.


1999 ◽  
Vol 2 (1) ◽  
pp. 35-55 ◽  
Author(s):  
Emma Blake

The aim of this paper is to locate in the emergence and elaboration of Sardinia's Nuragic society, a narrative of cultural identity formation. The Nuragic period is typically defined in terms of economic, social, and demographic characteristics, and a Nuragic identity is implicitly taken to be a passive byproduct of these material circumstances. Such an account overlooks the role of identity in enabling and characterizing human action. The disjointed and contradictory Nuragic period transition preceded the formation of a coherent cultural identity. This identity, it will be argued, underwent a retrospective rearticulation to establish a distinct boundary between the Nuragic society and its antecedents. The material record illustrates clearly that the history of the Nuragic identity is implicated in social development on Sardinia in the second millennium BC.


Comunicar ◽  
2021 ◽  
Vol 29 (68) ◽  
Author(s):  
Elisenda Ardèvol ◽  
Sandra Martorell ◽  
Gemma San-Cornelio

Images are part of the communication strategies of both the hegemonic powers and political activism. Images have recently been the focus of studies on social movements, highlighting the importance of visual activism in social media. However, the relationship between these visual narratives and mythological structures and how they operate to mobilize social change has not been significantly explored. This study analyses the role of environmental activism memes on social media and how, in anthropological terms, they can be understood as myths or narratives that offer a model for perceiving, understanding, judging and acting in the world. We draw from ongoing research into eco-influencers on Instagram, taking environmental memes characterized by binary oppositions of “before” and “after” as the study subject. This contrast establishes a temporal narrative and future prediction, involving a cause-and-effect relationship and a moral judgement of our actions. We argue that, in the case of the environmental meme, the myth-based approach helps in understanding its role in articulating the cosmic, social and personal orders as it brings human action into harmony with the cosmic order while projecting its images onto the human experience. Las imágenes forman parte de las estrategias y prácticas comunicativas de los poderes hegemónicos y del activismo político. Recientemente se ha incorporado la imagen al estudio de los movimientos sociales, destacando la importancia del activismo visual en las redes sociales y sus nuevas formas narrativas. Sin embargo, se ha explorado con menor profundidad la relación entre estas narrativas visuales y las estructuras mitológicas y cómo operan para movilizar al cambio social. En este artículo analizaremos el papel de las imágenes meméticas en el activismo medioambiental en las redes sociales y cómo podemos entenderlas desde una perspectiva antropológica como mitos o narraciones que proponen un modelo para percibir, comprender, juzgar y actuar en el mundo. Nos basaremos en una investigación en curso sobre los «eco-influencers» en Instagram, tomando como objeto de análisis memes medioambientales caracterizados por plantear oposiciones binarias entre un «antes» y un «después». Este contraste establece una narrativa temporal y una proyección de futuro, que conlleva una relación de causa y efecto y una valoración moral de nuestra acción en el mundo. Argumentaremos que, en el caso del meme medioambiental, la aproximación desde el mito nos ayuda a comprender su agencia en la articulación del orden cósmico, social y personal en cuanto armoniza las acciones humanas con un orden cósmico a la vez que proyecta imágenes del orden cósmico al plano de la experiencia humana.


Author(s):  
Priscila Monteiro Chaves ◽  
Gomercindo Ghiggi

Resumo: Considerando o avanço das tecnologias bem como o binômio indissociável formado por ela e pela ciência – e consequentemente atrelados à educação –, configurando práticas enraizadas culturalmente na sociedade atual, o presente artigo traz como objetivo central discutir a relação da técnica (tékhné) com a concepção de homem que se quer formar, à luz das críticas adornianas. Ponderando o imperativo de subverter a ideologia utilitarista da educação, tal reflexão se justifica pela necessidade de compreensão do papel do educador, bem como da instituição escolar, mediante tal avanço nos últimos tempos. Concluindo que esta relação não pode suceder de maneira alienada, acrítica e indiferente, pois uma educação após Auschwitz deve certamente estar receptiva à relevância essencial da tecnologia em um mundo contemporâneo. No entanto, não é o sujeito que está a serviço dela e sim a relação contrária, em que o educando possa valer-se dos recursos tecnológicos como mais uma dimensão do agir humano. Como potente braço prolongado do operari humano, pensada como acontecimento paradigmático na história do ser. Palavras-chave: Theodor Adorno; tecnologia; educação; professor. TECHNOLOGY, SCIENCE AND THE ROLE OF EDUCATION: A CRITICAL CONSIDERATION OF THEODOR W. ADORNO Abstract: Considering the advancement of technologies as well as the inseparable duo formed by her and science - and thus tied to education - setting culturally rooted practices in today's society, this paper aims at discussing the relationship of technique (tékhné) with the concept of man constructed in the light of adornian criticism. Given the imperative to subvert the utilitarian ideology of education. Such reflection is justified by the necessity of understanding the role of the educator as well as the school, by this advance in recent times. Concluding that this relationship can not succeed in an alienated, uncritical and indifferent way, since an education after Auschwitz should certainly be receptive to the special importance of technology in a contemporary world. However, it is not the subject who is in her service, but the opposite relationship, in which the student can make use of technological resources as another dimension of human action. A powerful extended arm of human operari, thought as paradigmatic event in the history of being. Keywords: Theodor Adorno; technology; education; teacher.  


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