_Imagination, Philosophy and the Arts_ is the first comprehensive collection of papers by philosophers examining the nature of imagination and its role in understanding and making art. Imagination is a central concept in aesthetics with close ties to issues in the philosophy of mind and the philosophy of language, yet it has not received the kind of sustained, critical attention it deserves. This collection of seventeen brand new essays critically examines just how and in what (...) form the notion of imagination illuminates fundamental problems in the philosophy of art. (shrink)

Imagine living in the future in a world already damaged by humankind, a world where resources are insufficient to meet everyone's basic needs and where a chaotic climate makes life precarious. Then imagine looking back into the past, back to our own time and assessing the ethics of the early twenty-first century. "Ethics for a Broken World" imagines how the future might judge us and how living in a time of global environmental degradation might utterly reshape the politics and ethics (...) of the future. This book is presented as a series of history of philosophy lectures given in the future, studying the classic texts from a past age of affluence, our own time. The central ethical questions of our time are shown to look very different from the perspective of a ruined world. The aim of "Ethics for a Broken" World is to look at our present with the benefit of hindsight - to reimagine contemporary philosophy in an historical context - and to highlight the contingency of our own moral and political ideals. (shrink)

Imaginez un homme ou une femme du futur, étudiant(e) en philosophie et assistant à ses premiers cours de philosophie morale et politique. Imaginez ce cours donné par un(e) professeur(e), les remarques des étudiant(e)s à propos de telle thèse, tel argument. Imaginez leurs sourires, leurs réactions de stupéfaction ou de scandale, leurs blagues… Imaginez à présent que ces réactions expriment aussi le fait qu’ils étudient ceux-là même qui ont ruiné leur monde, c’est-à-dire ceux qui ont causé un c..

Defines the cutting-edge of scholarship on ancient Greek history employing methods from social science.

Recreative Minds develops a philosophical theory of imagination that draws upon the latest work in psychology. This theory illuminates the use of imagination in coming to terms with art, its role in enabling us to live as social beings, and the psychological consequences of disordered imagination. The authors offer a lucid exploration of a fascinating subject.

Groundwork for the intellectual life: ontology, imagination, and praxis -- Radical knowledge: toward a critical contextual ontology of intellectual practice -- Embodied knowledge: intellectual practices as ways of life -- Radical world-building: notes toward a critical contextual aesthetic -- Geographies of the imagination: figurations of the aesthetic at the intersection of African and global arts -- Theses on the intellectual imagination.

Kant s view of the imagination is surrounded by one of the most salient and obscure discussions on his critical philosophy. Due to revisions and emendations and a seeming change in doctrine from the first to the third Critique, Kant s considered view of the imagination remains unclear. This collection of essays from Kant scholars illuminates the various treatments of imagination through its development in Kant s critical works. ".

Gaston Bachelard occupies a unique position in the history of European thinking. As a philosopher of science, he developed a profound interest in genres of the imagination, notably poetry and novels. While emphatically acknowledging the strength, precision and reliability of scientific knowledge compared to every-day experience, he saw literary phantasies as important supplementary sources of insight. Although he significantly influenced authors such as Lacan, Althusser, Foucault and others, while some of his key concepts are still widely used, his oeuvre (...) tends to be overlooked. And yet, as I will argue, Bachelard’s extended series of books opens up an intriguing perspective on contemporary science. First, I will point to a remarkable duality that runs through Bachelard’s oeuvre. His philosophy of science consists of two sub-oeuvres: a psychoanalysis of technoscience, complemented by a poetics of elementary imagination. I will point out how these two branches deal with complementary themes: technoscientific artefacts and literary fictions, two realms of human experience separated by an epistemological rupture. Whereas Bachelard’s work initially entails a panegyric in praise of scientific practice, he becomes increasingly intrigued by the imaginary and its basic images, such as the Mother Earth archetype. (shrink)

Philosophy evolves as the philosophical imagination of thinkers seek answers to emerging data and circumstances that inherited perspectives did not provide. This short history of philosophy shows how materialism, immaterialism, rationalism, empiricism, phenomenalism, historicism, existentialism, pragmatism, hermeneutics, the linguistic turn, and feminism developed to sharpen and enlarge the modern mind.

My intention is to show that, starting from an empiricist philosophy of mind, it is possible to give a systematic account of aesthetic experience. I argue that empiricism involves a certain theory of meaning and truth; one problem is to show how this theory is compatible with the activity of aesthetic judgment. I investigate and reject two attempts to delimit the realm of the aesthetic: one in terms of the individuality of the aesthetic object, and the other in terms (...) of 'aesthetic properties'. I go on to argue that aesthetic descriptions must not be thought to ascribe properties to their objects, and I show how the suggestion that they are non-descriptive need not conflict with the empiricist view of meaning. The problem is then seen to lie with the analysis of the 'acceptance-conditions' of aesthetic descriptions. I counter certain idealist objections to this approach, and then present a theory of imagination, in terms of which the acceptance conditions of aesthetic judgments may be described. This theory attempts to explain how the element of thought in aesthetic appreciation may become inseparable from an experience of its object, and how the aesthetic emotions are both like and unlike their equivalents in life. The first part concludes with an analysis of the general conditions of aesthetic experience. I try to show that aesthetic experience can be described in terms of certain 'formal' properties, independently of its material object. In the second part I am concerned to show that this empiricist theory of aesthetics does not, like most empiricist theories, make nonsense of our appreciation of art. First, I attempt to show that 'understanding' art is not merely a cognitive process, but involves certain experiences that can be accounted for in terms of the previous theory. I then analyse the concepts of representation and expression, and in the course of this analysis I attempt to refute what I take to be the most serious rival analysis of our appreciation of art - the semantic theory. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ (...) is the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ (...) is the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

This volume of essays on the philosopher John Sallis assesses his wide ranging and genuinely original contribution to philosophy. Along with the response to the essays by Sallis, these essays indicate directions for the future of philosophy.

My aim in this article is to understand the role of imagination and practical judgment in Kant's moral philosophy. After a comparison of Kant with Rousseau, I explore Kant's moral philosophy itself — unlike Hannah Arendt, who finds in the enlarged mentality of the third Critique the ground for the activity of imagination in a shared world. Instead, I place the concept of moral legislation in its background, the reflection on particulars relevant to deliberation, and discuss (...) the mutual relation of reflection and determination. Not only reflection and determination work together; imagination and judgment imply one another essentially, as interpretation of what is relevant, and as a principle of orientation in the choice of the maxim against the backdrop of a uniform and ordered world. The concepts of analogy and symbolic exhibition turn out to be crucial for how reason represents to itself the reality of ideas in the world. (shrink)

Partant de l'hypothèse selon laquelle l'élaboration d'une théorie générale de l'imagination constitue l'une des visées centrales de la philosophie ricoeurienne et l'un de ses legs les plus prometteurs, ce livre se propose de travailler à une genèse rigoureuse de cette philosophie de l'imagination, en s'appuyant principalement sur les trois oeuvres qui composent la Philosophie de la volonté. A travers une analyse des dialogues de Ricoeur avec Sartre, Nabert, Bachelard, Merleau-Ponty, Jaspers, Cassirer, Husserl et Heidegger autour de la question (...) de l'imagination, il s'agit de montrer comment cette première grande oeuvre philosophique ricoeurienne esquisse une théorisation très novatrice de la fonction poético-pratique de l'imagination - capable tout à la fois de poser les bases d'une réhabilitation générale de la fonction de l'imagination dans l'agir humain et d'initier une réflexion critique sur les usages méthodologiques de l'imagination dans le discours philosophique. (shrink)

This collection provides the first in-depth introduction to the theory of the religious imagination put forward by renowned philosopher Douglas Hedley, from his earliest essays to his principal writings. Featuring Hedley's inaugural lecture delivered at Cambridge University in 2018, the book sheds light on his robust concept of religious imagination as the chief power of the soul's knowledge of the Divine and reveals its importance in contemporary metaphysics, ethics and politics. Chapters trace the development of the religious (...) class='Hi'>imagination in Christian Platonism from Late Antiquity to British Romanticism, drawing on Origen, Henry More and Samuel Taylor Coleridge, before providing a survey of alternative contemporary versions of the concept as outlined by Karl Rahner, René Girard and William P. Alston, as well as within Indian philosophy. By bringing Christian Platonist thought into dialogue with contemporary philosophy and theology, the volume systematically reveals the relevance of Hedley's work to current debates in religious epistemology and metaphysics. It offers a comprehensive appraisal of the historical contribution of imagination to religious understanding and, as such, will be of great interest to philosophers, theologians and historians alike. (shrink)

Diving into the life of the tropical coral reefs and Amadou Hampâté Ba’s reflections on the person conjoin in this work, which is at once philosophical and poetic. The permeable parameters of philosophy, which enable thought to hover between unstable contours rather than to prioritize secure foundations, open to a porous imagination, tracing and retracing panoramic geographies and contemporary tensions of globalization and development. Porous imagination slips, glides, between archipelagos of clay rooftops and refuge dotting the Sudan (...) and the smallest of creatures, source of half the earth’s oxygen and base of the global food chain, the plankton. Concomitantly, ideational codes of nation, continent, humanity, nature, land and water interactively stretch and unwind, shaping a polymetrics of sites and an aesthetics of nourishment. In an epoch beset by the treacherous fractals of overpowering domination and luminous liberation, the morphosis of philosophy through transdisciplinary and transcultural interpretation offers new ways of listening to and retuning songs of sorrow and lament. Pp. 429-435. (shrink)

Un grand nombre de philosophes contemporains de langue anglaise accordent un rôle eminent à l'imagination dans le raisonnement moral. S'inspirant de sources historiques variées ou des développements récents de la psychologie de l'empathie, ces auteurs cherchent à élargir la conception de la rationalité morale et de ce qui compte légitimement comme un argument. Cet article précise deux usages fondamentaux de la notion d'imagination : se mettre à la place d'autrui et imaginer l'avenir. Tout en soulignant la fécondité de (...) la notion d'imagination morale, on en relève également les limites épistémologiques et morales : processus exigeant, coûteux en temps et toujours faillible, l'imagination permet de comprendre pourquoi la narration et la fiction sont des ressources morales véritables mais de portée limitée. Many contemporary anglophone philosophers assign imagination an important role in moral reasoning. Relying on various historical sources as well as on recent developments in the psychology of empathy, their aim is to enlarge our conception of moral rationality and of what counts legitimately as an argument. This paper focuses on two fundamental uses of imagination: putting oneself in someone else's shoes, and imagining future scenarios. While underlining the importance of the notion of moral imagination, it highlights its epistemological and moral limits: because it is a demanding, time-consuming and always fallible process, imagination allows us to understand why narration and fiction are authentic moral resources and why they are limited in scope. (shrink)

Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’ (‘P4T’), a 24-hour residential approach to community philosophy. Piloted originally in England, a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western Cape. Significant new insights to emerge included greater clarity on the respective contributions (...) of P4T and other initiatives already applying ‘P4C’ to address professional ethics within teacher education. In particular, P4T re-framed within this new context can be seen to create shared space for reflection on teacher identity and the complexity of difference and ‘otherness’ in classroom practice. (shrink)

This chapter examines the imagination, its relationship to “common sense,” and its recent development in the notion of the social imaginary in Western philosophy and the contributions Miki Kiyoshi and Nakamura Yūjirō can make in this regard. I trace the historical evolution of the notion of the productive imagination from its seeds in Aristotle through Kant and into the social imagination or imaginary as bearing on our collective being-in-the-world, with semantic and ontological significance, in Paul Ricoeur, (...) Cornelius Castoriadis, and Charles Taylor. The two Japanese philosophers, when brought into dialogue with the above contemporary Western thinkers, can contribute to this recent development of the imagination’s creativity into the collective sphere. Miki shows a connection between the imagination and a certain form-formlessness dynamic he inherits from Nishida. Nakamura in turn points to a connection between imagination and place via his development of the Aristotelian notion of common sense. Both have implications on how we understand the social imaginary. (shrink)

I argue that the imagination plays a central role in the thought of the Cambridge Platonist Henry More. First, physiological descriptions of melancholy and imagination were at the heart of his attack against enthusiasm and atheism. Second, in order to defend his metaphysical dualism, he had to respond to traditional accounts of the imagination as a mediating faculty between body and soul. Third, More also opposed the traditional view that the imagination was a material faculty, because (...) in the context of 17th century philosophy and medicine, such ideas could lead to materialism. More's metaphysics led him to propose a novel view in which the imagination was part of the immaterial soul and at the same level as reason. In his physiological descriptions, however, he retained a gradualist view on the imagination that suggested intermediate stages between material and immaterial substances. Although his metaphysical and physiological descriptions seem to conflict, I suggest that the conflict can be mitigated by his interpretation of the body as the instrument of the soul. (shrink)

In order to understand the essence of COVID-19 pandemic, it is necessary to take a step back and question the hierarchy of emergency in relation to other emergencies that are not addressed. This will also allow us to imagine a “philosophy of warnings” capable to interpret absent emergencies.

Some popular views of Ernst Mach cast him as a philosopher-scientist averse to imaginative practices in science. The aim of this analysis is to address the question of whether or not imagination is compatible with Machian philosophy of science. I conclude that imagination is not only compatible, but essential to realizing the aim of science in Mach’s biologico-economical view. I raise the possible objection that my conclusion is undermined by Mach’s criticism of Isaac Newton’s famous “bucket experiment.” (...) I conclude that Mach’s issue lies not with thought experimentation, tout court, but with the improper use of thought experimentation as it relates to the aim of the biologico-economical development of science. (shrink)

The essays in this 1996 volume explore the ways in which traditional philosophical problems about self-knowledge, self-identity, and value have migrated into literature since the Romantic and Idealist periods. How do so-called literary works take up these problems in a new way? What conception of the subject is involved in this literary practice? How are the lines of demarcation between philosophy and literature problematised? The contributors examine these issues with reference both to Romantic and Idealist writers and to some (...) of their literary and philosophical inheritors and revisers. Their essays offer a philosophical understanding of the roots and nature of contemporary literary and philosophical practice, and elaborate, powerful and influential, but rarely decisively articulated, conceptions of the human subject and of value. (shrink)

All religion and much philosophy has been concerned with the contrast between the ephemeral and the eternal. Human beings have always sought ways to overcome time, and to prove that death is not the end. This book consists then in an exploration of certain closely related ideas: personal identity, time, history and our commitment to the future, and the role of imagination in life.

Recent philosophy of mind has had a mistaken conception of the nature of psychological concepts. It has assumed too much similarity between psychological judgments and those of natural science and has thus overlooked the fact that other people are not just objects whose thoughts we may try to predict and control but fellow creatures with whom we talk and co-operate. In this collection of essays, Jane Heal argues that central to our ability to arrive at views about others' thoughts (...) is not knowledge of some theory of the mind but rather an ability to imagine alternative worlds and how things appear from another person's point of view. She then applies this view to questions of how we represent others' thoughts, the shape of psychological concepts, the nature of rationality and the possibility of first person authority. This book should appeal to students and professionals in philosophy of mind and language. (shrink)

This chapter contains sections titled: Introduction: Not Philosophy‐as‐Usual An Overview of Feminisms in Relation to Philosophy (of Education) Two Personal Narratives of Identity and Philosophy of Education A Joint Preoccupation with Social Justice and Politics in Education Women in Public (and Noticing Them When They are There) An Indeterminate Ending.

What role does the imagination play in scientific progress? After examining several studies in cognitive science, I argue that one thing the imagination does is help to increase scientific understanding, which is itself indispensable for scientific progress. Then, I sketch a transcendental justification of the role of imagination in this process.

This paper asks: What is philosophy and what are some current challenges and future prospects for pursuing and teaching it? What role can and should students’ imagination, interests, and circumstances play in addressing these challenges and prospects? It argues, first, that there are at least six senses of the term “philosophy”: the personal, social, branch of inquiry, theory, school of thought, and wise sayings senses; second, that a variety of stimuli contribute to motivate philosophy in all (...) of its senses. Third, it argues that teaching philosophy involves not just teaching one or more philosophies historically held, nor just partially or totally defending one or another of these philosophies; but also engaging in the third sense of “philosophy” above listed: philosophy as a branch of inquiry. Finally, the paper argues that by relying on the interests of philosophy learners that match the stimuli motivating philosophy, philosophy teaching sensitizes philosophy learners to the grounds that make this investigation viable and promising, and motivates them to engage in it. (shrink)

The imagination has a central place in Hume’s science of human nature: he attributes numerous important features of our mental and social lives to this faculty. However, few studies of his thought have made it their focal topic. The Imagination in Hume’s Philosophy is intended to address “this lack in the literature” (x).

This book explains how P4C can facilitate young people's exploration of key ethical concerns of our time, such as sustainability, justice and intercultural and ...

For philosophers such as Kant, the imagination is the starting point for all thought. For others, such as Wittgenstein, what is important is only how the word 'imagination' is used. In spite of the attention the imagination has received from major philosophers, remarkably little has been written about the radically different interpretations they have made of it. _The HypoCritical Imagination: Between Kant and Levinas_ is an outstanding contribution to this vaccuum. Focusing on Kant and Levinas, John (...) Llewelyn takes us on a dazzling tour of the philosophical imagination. He shows us that despite the different treatments they accord to the imagination, there is much to be gained from comparing these two key thinkers. From Kant, Llewelyn shows how the imagination is the common root of all understanding. He contrasts this with the thought of Emmanuel Levinas, for whom the imagination plays an ambivalent role both as necessary for and a threat to recognition of the other. John Llewelyn also introduces the importance of the work of Heidegger Schelling, Hegel, Arendt and Derrida on the imagination and what this work can tell us about the relationship between the imagination and ethics, aesthetics and literature. _The HypoCritical Imagination: Between Kant and Levinas_ is a brilliant reading of a neglected but important philosophical theme and is essential reading for those in contemporary philosophy, art theory and literature. (shrink)