scholarly journals Different Voices, Perfect Storms, and Asking Grandma What She Thinks: Situating Experimental Philosophy in Relation to Feminist Philosophy

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Gaile Pohlhaus
Keyword(s):  
Experimental Philosophy ◽  
The Other ◽  
Feminist Philosophy ◽  
Philosophical Practice ◽  
Critical Literature

At first glance it might appear that experimental philosophers and feminist philosophers would make good allies. Nonetheless, experimental philosophy has received criticism from feminist fronts, both for its methodology and for some of its guiding assumptions. Adding to this critical literature, I raise questions concerning the ways in which “differences” in intuitions are employed in experimental philosophy. Specifically, I distinguish between two ways in which differences in intuitions might play a role in philosophical practice, one which puts an end to philosophical conversation and the other which provides impetus for beginning one. Insofar as experimental philosophers are engaged in deploying “differences” in intuitions in the former rather than the latter sense, I argue that their approach is antithetical to feminist projects. Moreover, this is even (and perhaps especially) the case when experimental philosophers deploy “differences” in intuitions along lines of gender.

Monolingual and bilingual children’s understanding of Moore-paradox sentences

2021 ◽  
Vol 25 (2) ◽  
pp. 129-155
Author(s):  
Krisztina Bartha ◽  
Keyword(s):  
Theory Of Mind ◽  
Cognitive Science ◽  
Experimental Philosophy ◽  
Overwhelming Majority ◽  
The Other ◽  
Bilingual Children ◽  
Central Topic ◽  
Experimental Findings

Research of the theory of mind (ToM) has long been a central topic in cognitive science and experimental philosophy. A preliminary example of a Moore-paradox sentence would be: It is raining, but I don’t think it is. Understanding the paradoxes in these sentences is considered part of ToM development. This study focuses on the recognition of Moore’s paradoxical sentences by monolingual and bilingual children. According to the first hypothesis, comprehension of Moore-paradoxical sentences is estimated to start at the age of 7. The second hypothesis assumes that balanced bilingual children develop the ability to understand Moore-paradoxical sentences earlier than Hungarian dominant bilinguals, and balanced bilinguals also outperform their monolingual peers. Romanian monolingual and Hungarian-Romanian bilingual children aged between 5 and 8 (N = 134) participated in the experiment. Balanced and dominant bilingual groups were established based on a questionnaire filled in by the children’s parents. During the experiment, children had to listen to a number of sentences. Each sentence that contained paradoxical statements had control sentences matching syntactically. Children had to choose the sentences they thought to be “silly”. According to the experimental findings, 5- and 6-year-old children performed poorly while the overwhelming majority of 7- and 8-year-olds could select the Moore-paradoxical sentences. There were differences between the performance of monolingual and balanced bilingual groups and between the two bilingual groups. Balanced bilinguals performed better, and their comprehension of understanding Moorean sentences developed earlier than those of the other groups.

scholarly journals Investigating nature within different discursive and ideological contexts: case studies of Chinese and Indian coal capitals

BJHS Themes ◽  
2016 ◽  
Vol 1 ◽  
pp. 199-220 ◽  
Author(s):  
PIN-HSIEN WU
Keyword(s):  
Comparative Analysis ◽  
Case Studies ◽  
Environmental Performance ◽  
Knowledge Construction ◽  
Modern Science ◽  
The Other ◽  
The Public ◽  
Indian Coal ◽  
Environmental Campaigns ◽  
Critical Literature

AbstractGiven that purely scientific accounts of ‘environmental performance’ and ‘development’ cannot fully explain the environment and its interactions with people, this paper investigates how nature has been historically and sociopolitically defined in different societies. The analyses and observations presented in this paper are based on a critical literature review and on case studies of two ‘coal capitals’, one in Guizhou in China and the other in Jharkhand in India. The study examines the historical representations of environmental campaigns (particularly from the 1950s to the 1990s) in the two countries, and discusses how historical, sociopolitical and ideological factors have affected conceptualizations of nature and how they are reflected nowadays in people's narratives concerning the environment. The paper concludes that the Chinese pattern of development, as well as of knowledge construction, reflects a greater intention of homogenizing the public with the language of development deployed by the centralized power; meanwhile, the Indian pattern allows a greater space for the representation of conflicts, including people's struggles against the state. The comparative analysis enriches our understanding of people's responses to official perceptions of the environment endorsed by modern science and governance.

The Normative Body and the Embodiment of Norms

2017 ◽  
Vol 2017 (2) ◽  
Author(s):  
Maren Wehrle
Keyword(s):  
Social Norms ◽  
Habit Formation ◽  
The Other ◽  
Feminist Philosophy ◽  
Individual Level ◽  
Other Hand ◽  
The Individual ◽  
Habitual Body

AbstractPhenomenologically speaking, one can consider the experiencing body as normative insofar as it generates norms through repeated actions and interactions, crystallizing into habits. On the other hand according to Foucauldian approaches, the subjective body does not generate norms but is itself produced by norms: Dominant social norms are incorporated via repeated practices of discipline. How is the individual level of habit formation in phenomenology related to this embodiment of supra-individual norms? In what sense can we differentiate between a habit formation that results in a skill and one that disciplines a body? To address these questions the paper will analyze examples of the embodiment of norms in Foucault and feminist philosophy and show how they rely on the phenomenological concept of the actual and habitual body.

scholarly journals XII. Abstract of a letter from Monsieur De Bozes, Professor of Experimental Philosophy, at the Academy of Wirtemberg, to Monsieur De Maizau. Communicated by Mr. Baker from Mr. Ellis, and translated out of the Latin by Mr. Baker

1744 ◽  
Vol 43 (476) ◽  
pp. 419-421 ◽  
Keyword(s):  
Electric Power ◽  
Experimental Philosophy ◽  
The Other ◽  
Usual Manner ◽  
Woolen Cloth ◽  
Large Wheel ◽  
As If

A hollow globe of glass, of six or eight inches diameter, being swiftly turned round upon its Axis , by means of a large Wheel, in the manner Mr. Haukesby formerly advised; and being rendered as electrical as possible by the application of a dry woolen cloth, or rather of a very dry hand; if, whilst in this swift rotation, it be brought near the end of an iron bar, suspended by strings of silk that are exceedingly well dried, such an electric power will be communicated to the the Iron, that, upon touching the other end of it with one's finger, not only sparks of fire, in the usual manner, will be emitted very briskly, but even blood will be drawn from the finger; the skin of which will be burst, and a wound appear as if made by a caustic.

scholarly journals The significance of educational activeness among the elderly in a social and psychological context

2019 ◽  
Vol 10 (1) ◽  
pp. 68-75
Author(s):  
Aleksandra Marcinkiewicz-Wilk
Keyword(s):  
Information Society ◽  
Technological Progress ◽  
The Elderly ◽  
The Other ◽  
Social Aspect ◽  
The Social ◽  
The Subject ◽  
The One ◽  
Critical Literature ◽  
Changing Society

Aim. The aim of this article is to show the significance of educational activeness among the elderly in the context of its adaptation to the ageing process itself (the psychological aspect), as well as to a rapidly changing society defined by technological progress (the social aspect). Method. The article has been formulated with the aid of critical literature on the subject Conclusion. Educational activeness is crucial in late adulthood. On the one hand it is an important element in allowing the elderly to adapt to a new stage of life, and on the other hand to keep up with a rapidly changing society, defined in the literature as the information society.

scholarly journals some ethical implications of practicing philosophy with children and adults

2021 ◽  
Vol 17 ◽  
pp. 01-16
Author(s):  
David Kennedy ◽  
Walter Omar Kohan
Keyword(s):  
Hidden Curriculum ◽  
Public Policies ◽  
The Other ◽  
Political Agenda ◽  
Socratic Method ◽  
Educational Settings ◽  
Philosophical Practice ◽  
Ethical Implications ◽  
Three Generations ◽  
Ethical Responsibilities

This paper acts as an introduction to a dossier centered on the ethical implications of Practicing Philosophy with Children and Adults. It identifies ethical themes in the P4C movement over three generations of theorists and practitioners, and argues that, historically and materially, the transition to a “new” hermeneutics of childhood that has occurred within the P4C movement may be said to have emerged as a response to the ever-increasing pressure of neoliberalism and a weaponized capitalism to construct public policies in education on an over-regulated, prescribed, state-monitored, model. Could a new relationship to childhood provide the ethical and political agenda that our times require for doing philosophy with children with integrity? Could a radical listening and openness to childhood—which has been an intrinsic confessional characteristic of P4C pedagogy from the beginning--sustain the movement through these dark times? Finally, the paper presents a set of articles written in response to these questions: What, if any, should the ethical commitments of the P4C facilitator be? Is political/ideological neutrality required of the P4C facilitator?  Is political neutrality possible? What constitutes indoctrination in educational settings? Are children more vulnerable to indoctrination than adults, and if so, what are the implications of that fact for the practice of P4C?  What are the uses of P4C in the dramatically polarized ideological landscape we currently inhabit? What, if any, are the ethical responsibilities of a teacher engaging in philosophical practice?   Are the philosophical practitioner’s ethical responsibilities similar or different when the subjects are children or adults? Does every methodology have a “hidden curriculum”? If so, what is the hidden curriculum of P4C? What distinguishes dialogical from monological practice? May one have the appearance of the other? Is the “Socratic method” (Elenchus) as we conceive it dialogical?  What, if any, are the uses of irony in philosophical practice? Should Socrates (or any other philosopher) be considered a model for P4C practitioners?

The Dialogical Form of Philosophical Practice: Structuring the Discursive Flow in Socratic Dialogue

2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 25-31
Author(s):  
Alexandru Cosmescu
Keyword(s):  
Discourse Analysis ◽  
The Other ◽  
Main Mechanism ◽  
Socratic Dialogue ◽  
Practice Session ◽  
Philosophical Practice ◽  
Shared Objects ◽  
Dialogic Interaction

"Based on the transcript of a fragment from a philosophical practice session carried by Oscar Brenifier, I flesh out several aspects of this dialogical form of philosophical practice. First, it is a form of interaction grounded in the interlocutors’ interaffection. Second, the main mechanism of carrying through the dialogic interaction is the practitioner’s repeating the other’s words, writing them down, and then questioning them, thus extracting them from the other’s discursive flow and making them shared objects for an intersubjective gaze. Third, this form of dialogue is asymmetrical: while the other is providing the “content”, the practitioner is responsible for explicating it. Keywords: Socratic Dialogue; Philosophical Practice; Dis-cursive Flow; Discourse Analysis; Intersubjectiv-ity "

scholarly journals HERALDRY AND THE ARCHITECTURAL IMAGINATION: JOHN CARTER’S VISUALISATION OFTHE CASTLE OF OTRANTO

2016 ◽  
Vol 96 ◽  
pp. 291-313 ◽  
Author(s):  
Peter Lindfield
Keyword(s):  
Large Scale ◽  
The Other ◽  
Horace Walpole ◽  
Gothic Revival ◽  
Other Hand ◽  
Manuscript Illustrations ◽  
The Relationship ◽  
Critical Literature ◽  
Architectural Imagination

Horace Walpole (1717–97) is well known for two important Gothic projects: his villa, Strawberry Hill, Twickenham (1747/8–80), and his novel,The Castle of Otranto(1764). These two manifestations of Walpole’s ‘Gothic imagination’ are frequently linked in critical literature on the Gothic Revival and medievalism more broadly; the relationship between Strawberry Hill,Otrantoand manuscript illustrations visualisingOtranto’s narrative has, on the other hand, received far less attention. This paper brings together a number of important and hitherto overlooked sources that help address this imbalance. In particular, it examines two large-scale watercolours by John Carter (1748–1817) that narrate some ofOtranto’s pivotal scenes, allowing critically overlooked subtleties in their iconographies to emerge. The work establishes how Carter’s pre-existing interests – in particular, in Gothic architectural forms and heraldry – are harnessed to govern his representations ofOtranto. These paintings, together with Carter’s other illustrations, demonstrate Walpole’s authorship ofOtranto, expressed through codes hidden in plain sight. Unlike the frequently touted link between Strawberry Hill andOtrantoin secondary criticism, Carter’s illustrations, the argument reveals, do not explicitly make this connection.

Dissidence, Richard K. Ashley, and the politics of silence

2010 ◽  
Vol 36 (04) ◽  
pp. 1005-1019 ◽  
Author(s):  
KYLE GRAYSON
Keyword(s):  
Case Studies ◽  
The Other ◽  
International Studies ◽  
Political Practice ◽  
Entire Spectrum ◽  
Critical Scholarship ◽  
Empirical Case Studies ◽  
Critical Literature

AbstractWithin the academy we are taught to look for silence – as a noun. We are counselled to find gaps in the literature or empirical case studies that have yet to be researched in order to bring our own voice to the issues that they raise. But, there is a tension with the other face of silence, when it assumes the form of a verb. Silence and silencing have therefore been integral motivators for the entire spectrum of ‘critical’ literature within international studies, not only to show what cannot be spoken or thought about within international studies but also, at times, how this can be a deliberate political practice. But there remains a hope. The hope is that the catalyst for transformation – not merely change – is within that which we already know and that which we already have the ability to articulate or to speak. But should we take these assumptions for granted? It is at this precise point where the concerns of Richard K. Ashley with dissidence can combine with the conceptual provocations of the case of the Pirahã people of western Amazonia to generate some uncertainty about the revelations that ‘critical’ scholarship often wants to provide.

What Is (Feminist) Philosophy?

Hypatia ◽  
2000 ◽  
Vol 15 (2) ◽  
pp. 115-132 ◽  
Author(s):  
Rosalyn Diprose
Keyword(s):  
The Other ◽  
Feminist Philosophy ◽  
Feminist Thought ◽  
The Creation

What makes us think, and what makes us think as feminists? In seeking to answer these questions, this paper draws on both Deleuze and Guattari's account of the creation of concepts, and feminist thought on feminist thinking, before suggesting with Levinas that our relation to ideas is primarily affective. Via further engagement with Levinas, I argue that it is the relation to the other which provokes and produces thought; models of autonomous theorizing are thereby supplanted by the teaching of the other.

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