In the early post-Enlightenment period, informed by the history of Scottish and European thought, Thomas Carlyle and Sir William Hamilton alerted readers to a melancholy future emerging from mechanical theories of the mind. Opposing a Lockean strand in British and French philosophy, their concerns involved predictions about, among other things, a descent into pessimism/ nihilism and the end of metaphysics and moral philosophy. Arguably influenced by Carlyle and Hamilton, William James’s much later Varieties of Religious Experience evinces a similar opposition (...) to medical materialist psychology. Confronting a profound shift within Enlightenment thought, towards the increasing dominance of mechanical theories, Carlyle, Hamilton, and James were variously resisting the mechanization of the human condition and an agency-eradicating instrumentalism. Part of that resistance involved humour and certain indications of hope for humanity that, as Carlyle put it, ‘Mechanism is not always to be our hard taskmaster’. Once immensely influential, Carlyle, Hamilton, and James are presently marginalised figures. However, Jürgen Habermas’s distinction between communicative and instrumental rationality suggests that what was at stake for these thinkers is of continuing relevance. Their work deserves to be explored to recover nineteenth-century Scottish philosophy’s participation in a discourse of transnational status and significance. (shrink)

This book initiates a new interdisciplinary approach in the literary and philosophical treatment of Carlyle, challenging the long-held notion that his work was solely influenced by German idealism. Tracing Carlyle's intellectual inheritance through Hume, Reid, and Hamilton, Jessop argues that Carlyle was crucially influenced by Scottish philosophy and that this philosophical discourse can in turn be used to inform critical readings of his texts. The book will be of interest to readers of Carlyle, philosophers, and specialists in the literature and (...) intellectual history of the eighteenth and nineteenth centuries. (shrink)

A major strand of opposition to the West's/Global North's scientificising hegemony has recently been retrieved through Santos’ reinterpretation of Cusanus’ 15th-century doctrine of learned ignorance. Though Cusanus has been marginalised, his doctrine imbues a profound epistemic humility conducive to our present need to reconfigure education. Contributing to this retrieval, I define learned ignorance as an epistemic principle of humility, adherence to which conduces towards reconditioning learning and teaching as non-finalised, processual activities within a genuinely intercultural pluriverse of knowledges. Agreeing with (...) Santos’ marginalisation thesis and his advocacy of recovering similarly silenced voices from within Western discourse, I argue that learned ignorance in some works of English literature and philosophy has also been marginalised. One of the most famous lines from Pope—‘A little Learning is a dang'rous Thing’—has been widely misunderstood through failing to recognise the poem's learned ignorance elements. My reinterpretation of Pope suggests a possibly more extensive literary form of opposition to the scientificisation of knowledge. I also examine another marginalised, educationally significant retrieval of learned ignorance by Hamilton. His learned ignorance standpoint fundamentally opposes the scientificisation and instrumentalisation of knowledge and learning. The discussion identifies the counterhegemonic status of this epistemic principle of humility and intimates its paradigm-shifting opportunities through some brief closing suggestions concerning how learned ignorance enriches Freire's emphases on the importance of ‘love, humility and faith’ as essential to the ‘horizontal relationship’ between teacher and student of an educational dialogue founded on trust. (shrink)