At the end of the essay “Silhouettes” in Either/Or , Kierkegaard writes, “only the person who has been bitten by snakes knows what one who has been bitten by snakes must suffer.” I interpret this as an allusion to Alcibiades' speech in Plato's Symposium. Kierkegaard invites the reader to compare Socrates to Don Giovanni, and Alcibiades to the seduced women. Socrates' philosophical method, in this light, is a deceptive seduction: just as Don Giovanni's seduction leads his conquests to unhappy love—what (...) Kierkegaard terms “reflective sorrow”—so the elenctic method leads Socrates' interlocutors to aporia, not to knowledge. I offer a critique of Socratic irony, a stance reflected in the theory of love Socrates presents in the Symposium, and suggest that philosophy should instead be modeled on Alcibiades' and the Silhouettes' approach to love. (shrink)
Although we find the idea of representation by similarities attractive as such, we have two main objections to the specific proposal of Edelman. First, he does not consider complexity issues in terms of storage and speed of recall for recognition. Related to this, the appearance of objects depends on far more factors than just shape, illumination, and pose. This requires an intermediate shape abstraction process that extracts category-specific shape properties from the mixed appearance of images.
This article explicates the meaning of the paradox from the perspective of sexual difference, as articulated by Simone de Beauvoir. I claim that the self, the other, and their becoming are sexed in Beauvoir’s early literary writing before the question of sexual difference is posed in The Second Sex (1949). In particular, Beauvoir’s description of Françoise’s subjective becoming in the novel She Came to Stay (1943) anticipates her later systematic description of ‘the woman in love’. In addition, I argue that (...) the different existential types appearing at the end of The Second Sex (the narcissist, the woman in love, the mystic, and the independent woman) are variations of a specific feminine, historically changing paradox of subjectivity. According to this paradox, women, in a different mode than men, must become what they ontologically “are”: beings of change and self-transcendence that have to realise the human condition in their concrete, singular lives. My interpretation draws on Kierkegaardian philosophy of existence, phenomenology, and early psychoanalysis. (shrink)
In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written (...) reflections and interviews. The study is based on the lived experiences of students. The analysis of the empirical data resulted in two themes: response in speech and action , and power relations . The comprehensive understanding of the results is that healthy relationships play an important ethical role in the school. Finally, we discuss how ways of listening to students' voices and appreciating practice can develop an ethical school. (shrink)
In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written (...) reflections and interviews. The study is based on the lived experiences of students. The analysis of the empirical data resulted in two themes: response in speech and action , and power relations . The comprehensive understanding of the results is that healthy relationships play an important ethical role in the school. Finally, we discuss how ways of listening to students' voices and appreciating practice can develop an ethical school. (shrink)
