German jazz and the metronome of race -- The jazz paradox: race and totalitarian politics in German jazz reception -- The jazz machine: Brecht and the politics of jazz -- The monkey's trick: Herman Hesse and the music of decline -- The music of fascism: Adorno on jazz -- Jazz-Heinis: Klaus Mann and jazz ontology.

Rev. version of the author's Habilitationsschrift, Martin-Luther-Universitèat.

In the light of the modern idea of a sovereign and self-transparent subject, the paper evaluates the philosophical and ethical relevance of Bildung. As a first step, (the early) Nietzsche's and Adorno's criticism of Bildung is explicated, a criticism based upon the thinkers' critical stance towards the modern epistemological relation of subject and object. However, neither thinker abandons the concept of Bildung. The second part of the paper accordingly reconstructs Nietzsche's and Adorno's adherence to Bildung understood as a different relationship (...) of subject and object within Bildung. In the paper's concluding reflections there is an attempt to assess the systematic educational consequences, and to shed light on the ethical relevance, of a non-transparent subject of Bildung. (shrink)

Since the cognitive revolution, psychologists have developed formal theories of cognition by thinking about the mind as a computer. However, this metaphor is typically applied to individual minds. Humans rarely think alone; compared to other animals, humans are curiously dependent on stores of culturally transmitted skills and knowledge, and we are particularly good at collaborating with others. Rather than picturing the human mind as an isolated computer, we can imagine each mind as a node in a vast distributed system. Viewing (...) human cognition through the lens of distributed systems motivates new questions about how humans share computation, when it makes sense to do so, and how we can build institutions to facilitate collaboration. (shrink)

In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson (...) to rethink the significance of pedagogical relations in the second part of the essay. Referring to the notion of “educational authority” and Foucault's framework of power, Thompson argues that education is about the continuous re-institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's “authority” in terms of constituting a “community of inquiry”: specifically, the seminar is interpreted as a pedagogical setting that implies a different “being-with” than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice). (shrink)

While current literature on examination and testing mostly engages with the objectivity of exams and their procedural logic, this article is concerned with the ‘ethical dimension’ of examination: Examinations provoke a particular relation to oneself, possibly self-transformation. The praxis of examination entails self-confrontation in the light of the uncertainty regarding that which is expected of the self. Referring to an example taken from the field of early education, four ‘figures' – positional difference, exposition, identification, and representation – are used in (...) a heuristic manner to elaborate on the ethical dimension in examination. The aim of the paper is to view ‘examination’ from a theoretical point of view focusing on practices, on the one hand, and to analyze the ethical norms and expectations that the self is addressed with in the field of early education, on the other. (shrink)

What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices are brought (...) together with the invention and discovery of other or alternative possibilities. (shrink)

This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of Bildung – as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that Bildung has for the constitution of children's subjectivity. Does Bildung bring about a regime of individualization that obfuscates (...) modes of sociality and being with? Are there alternative ways to interpret the modes of subjection in observation? (shrink)

In the past years, there has been an intensive discussion on the topic of academic freedom in the university. More precisely, it has been criticized that the university is confronted with a growing intolerance and the request to limit free speech. This contribution takes a case at a German university as point of departure. It shows how the current discussions draw on central figures of the philosophy of Enlightenment. In the first part of the paper, the ideas of free speech (...) following Kant, Mill, and Popper are presented. The second part of the article shows how these positions can also lead to an inversion or instrumentalization of Enlightenment thought. This is illustrated using exemplary statements from the case presented in the beginning of the article. In the third part of the article, the concept of higher education or Bildung will be discussed in relation to academic freedom. The guiding principle is an openness toward a pluralistic discourse that is to be framed by societal analysis, civility, and critique. (shrink)

This paper is concerned with the educational‐philosophical implications of Michel Foucault's work: It poses the question whether Michel Foucault's remarks surrounding ‘limit‐experience’ can be placed in an educational context and provide an alternative view regarding the relationship that we maintain to ourselves. As a first step, the significance of ‘limit‐experience’ for Foucault's historicophilosophical investigations, his ‘critical ontology of the present’, is examined. Far from being an external marking point, it can be shown that limit‐experience lies at the centre of Foucault's (...) approaches to the history of thought. As a second step, the resistance of Foucault's work against its integration into the educational realm is examined: Coming from Foucault's ‘limit‐experience’, it is possible to problematize a specific way we speak about learning and education. As a subsequent step, this resistance is given a constructive turn: The practices of writing and reading (related to limit‐experience) could provide a valuable irritation for philosophers of education by exposing them to the challenges of ‘singularity’ in education. It is argued that specifically the writing practice could be helpful for educational studies in order to inquire into the complex relationship of subject, power, and truth within the educational realm. Finally, the possibilities and difficulties of provoking such a writing practice are mentioned. (shrink)

What is the task of educational theory or philosophy if it is not merely conceived as specification of philosophical doctrines in the realm of education? In my view it is the particular task of educational-philosophical theory to work critically on the historically developed cultural constructs that shape our (educational) experience. Thus, the activity that educational theorists are to perform is the critical reflection of the “limits of our world” by drawing on philosophical references and theories. In this text I describe (...) this activity drawing from my own research practice with a particular focus on its relation to what is called thinking. (shrink)

In this paper, I address the question of how a philosophically enriched view of method might inform both educational theory and educational research. The first part of the paper elaborates recent discussions on “philosophical method” in the educational–philosophical discourse. These discussions point toward the importance of analyzing the conceptual or categorical frameworks of educational processes. The second part of the paper discusses Martin Heidegger’s work Being and Time to capture fully the challenges that a philosophical method faces in investigations of (...) subjectivity: The focus lies on Heidegger’s strategy to situate his philosophical work as a descriptive undertaking and simultaneously as a categorical outline of human existentiality (“ Dasein ”). This work serves to reflect a philosophical as well as empirical attitude or conduct in the final part of the paper, which briefly introduces “categorical research” with some examples. (shrink)

Since Dilthey we have become used to thinking of reason as having a cultural and historical setting. If we take this insight seriously, then critical rationality or critical thinking can no longer be conceived of as context-free skills. This paper takes up the line of thought that is elaborated by Christopher Winch in his ‘Developing Critical Rationality as a Pedagogical Aim’ and seeks to explicate it by drawing on Ludwig Wittgenstein's concept of ‘language games’ and on the re-evaluation of ‘thinking’ (...) by Theodor Ballauff (a German philosopher of education who was influenced by Martin Heidegger). The overcoming of a solipsistic and idealistic conception of thinking raises questions regarding the pedagogical settings and aims, as well as the problems over the limits of critique in education. A comparison of Ballauff's and Winch's positions reinforces the sense of the significance of critique: although the role of critical rationality within education is ambiguous and precarious, the investigation of autonomy (as an educational goal) shows that critique cannot be limited in any straightforward way. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Philosophers, writers, and artists throughout history have come to the conclusion that life and its pursuits are meaningless. In many ways, they are correct. Yet when life is considered in the light of the gospel message, you will find true and deep meaning."--Back cover.

Dostoevsky is one of Russia's greatest novelists and a major influence in modern debates about religion, both in Russia and the West. This collection brings together Western and Russian perspectives on the issues raised by the religious element in his work. The aim of this collection is not to abstract Dostoevsky's religious 'teaching' from his literary works, but to explore the interaction between his Christian faith and his writing. The essays cover such topics as temptation, grace and law, Dostoevsky's use (...) of the gospels and hagiography, Trinitarianism, and the Russian tradition of the veneration of icons, as well as reading aloud, and dialogism. In addition to an exploration of the impact of the Christian tradition on Dostoevsky's major novels, Crime and Punishment, The Idiot and The Brothers Karamazov, there are also discussions of lesser-known works such as The Landlady and A Little Boy at Christ's Christmas Tree. (shrink)

By closely examining the sources, movements, and persons of the Renaissance and the Reformation, Voegelin reveals the roots of today's political ideologies in this fourth volume of his _History of Political Ideas._ This insightful study lays the groundwork for Voegelin's critique of the modern period and is essential to an understanding of his later analysis. Voegelin identifies not one but two distinct beginnings of the movement toward modern political consciousness: the Renaissance and the Reformation. Historically, however, the powerful effects of (...) the second have overshadowed the first. In this book, Voegelin carefully examines both periods and their presence in modern thought. The Renaissance, represented by the works of Niccolò Machiavelli, Desiderius Erasmus, and Thomas More, is characterized by a struggle for balance. Machiavelli and Erasmus both looked to a virtuous prince to achieve order, one calling for brute force and the other for Christian spirituality to reach their goal. Also a participant in the first beginning of modernity, More was a complex thinker identified as a saint both of the church and of the communist movement. The issues he explored in _Utopia,_ as Voegelin demonstrates, indirectly gave rise to concepts that have profoundly affected Western history: colonization, imperialism, national socialism, and communism. Exploring the transition from the Renaissance to the Reformation is a brilliant chapter, "The People of God," which examines the sectarian movement. These pages contain the rich historical background that led to Voegelin's later conclusions about Gnosticism and its modern influences. Voegelin offers a controversial view of the Reformation as well as the political and religious situation directly preceding it. Yet he sheds light on the strengths and inadequacies of its key figures, Martin Luther and John Calvin. The driving force behind the Reformation stemmed solely from the powerful personality of Luther. What began as an abstract, purely technical discussion developed into a full-blown revolt. Later in the period, Calvin confronted the problems left behind by Luther and endeavored to create his own universal church to supplant the Catholic Church. His theory of a new elite would have a distinct impact on history. By examining the political ideas that first emerged during the Renaissance and Reformation, this fascinating volume provides a foundation for understanding the events of centuries to follow. (shrink)

What do you do when it seems like everybody else is getting their dreams and you're not? Heather Thompson Day shows us what we can do to shape ourselves while waiting, so we are ready when it's our turn. Unpacking comparison and instant gratification, she teaches how we can cultivate perspectives and practices that help us trust God while we're waiting for our turn to come.

This paper examines four central issues prompted by Thompson's recent critique of the Buddhist modernism phenomenon: (i) the suitability of evolutionary psychology as a framework of analysis for Buddhist moral psychological ideas; (ii) the issue of what counts as the core and main trajectory of the Buddhist intellectual tradition; (iii) the scope of naturalism in the relation between science and metaphysics, and (iv) whether a Madhyamaka-inspired anti-foundationalism stance can serve as an effective platform for debating the issue of progress (...) in science. The main argument of this paper is that while the mind sciences may corroborate some aspects of the Buddhist model of mind, they also call into question some core Buddhist ideas. Hence, if Buddhism is to enter into a fruitful dialogue with the mind sciences, it must be shown to complement the empirical claims to knowledge for which scientific naturalism so far provides the most viable basis. (shrink)

The papers gathered here were first presented at an “Author Meets Critics” invited session that I organized for the Pacific Division of the American Philosophical Association meeting, held in Vancouver, April 1–5, 2015, on Evan Thompson’s book Waking, Dreaming, Being: Self and Consciousness in Neuroscience, Meditation, and Philosophy. Thompson opened the session with a précis of his book, which was followed by critical commentaries from John Dunne, Owen Flanagan, and Jay Garfield; Jennifer Windt was also an invited contributor (...) to this symposium although she was not able to attend the session. Together with Thompson’s reply, these papers are presented here in their final, revised format.Thompson’s... (shrink)

This paper is a response to Christian Coseru, ‘The Middle Way to Reality: On Why I Am Not a Buddhist and Other Philosophical Curiosities.’ I address Coseru’s critical comments about naturalism, evolutionary psychology, scientific realism, and Madhyamaka philosophy. I argue that scientific naturalism is not the right framework for relating Buddhism to science; rather, the proper framework is the ethics of knowledge. I argue that Coseru’s defence of evolutionary psychology is unconvincing and rests on a misunderstanding of the issues concerning (...) the relations between evolutionary theory, evolutionary psychology, and Buddhist philosophy. Finally, I argue that there are considerable tensions between scientific realism and Buddhist philosophy. (shrink)

Christian List and Philip Pettit have recently developed a model of group agency on which an autonomous group agent can be formed, by deductive inference, from the beliefs and preferences of the individual group members. In this paper I raise doubts as to whether this type of group agent is a moral agent. The sentimentalist approach to moral responsibility sees a constitutive role for moral emotions, such as blame, guilt, and indignation, in our practices of attributing moral responsibility. These moral (...) emotions are important for the alignment of moral understandings, and for valuing other members of the moral community. I argue that while the intentional objects of beliefs and preferences are propositions, the intentional objects of moral emotions are other agents. Because agents are not subject to rules of inference, we cannot generate group agent emotions—such as guilt—in the same way as we can generate group agent beliefs and preferences. And because the group agents lack moral emotions, we have reason to resist treating them as moral agents. (shrink)

This symposium devoted to Christian Coseru's book, Perceiving Reality: Consciousness, Intentionality, and Cognition in Buddhist Philosophy, stems from an invited 'Author Meets Critics' session that I organized and chaired at the annual meeting of the Pacific Division of the American Philosophical Association, which was held in Vancouver, 1-5 April 2015. Coseru began the session with a précis of his book; this was followed by critical commentaries from Laura Guerrero, Matt MacKenzie, and Anand Jayprakash Vaidya, as well as Coseru's response. The (...) revised versions of these five presentations make up this symposium. (shrink)

Let me begin by thanking my commentators for taking the time to read my book and to write such constructive commentaries. I would also like to thank Christian Coseru for organizing and chairing the panel at the International Society for Buddhist Philosophy at the 2015 meeting of the Pacific Division of the American Philosophical Association, at which three of the commentaries were originally presented together with my response. Finally, I am grateful to Philosophy East and West for publishing this exchange. (...) Philosophy East and West published my first academic paper, so I am especially happy to have this exchange appear here.1In what follows, I have arranged my response according to the topics and issues raised by... (shrink)

This paper examines two central issues prompted by a recent critique of this Buddhist modernist phenomenon in Evan Thompson’s Why I Am Not a Buddhist: (i) the suitability of evolutionary psychology as a framework of analysis for Buddhist moral psychological ideas; and (iv) whether a Madhyamaka-inspired anti-foundationalism stance can serve as an effective platform for debating the issue of progress in science. The main argument of this paper is that if Buddhism is to enter into a fruitful dialogue with (...) the mind sciences, it must be shown to complement the empirical claims to knowledge for which scientific naturalism so far provides the most viable basis. (shrink)

The question whether Buddhism can enter a fruitful dialogue with modern science has come under critical scrutiny in recent years. This paper considers Evan Thompson's appraisal of that dialogue in Why I am Not a Buddhist, focussing on four areas of disagreement: (i) the suitability of evolutionary psychology as a framework of analysis for Buddhist moral psychological ideas; (ii) the issue of what counts as the core and main trajectory of the Buddhist intellectual tradition; (iii) the scope of naturalism (...) in the relation between science and metaphysics, and (iv) whether a Madhyamaka-inspired anti-foundationalist stance can serve as an effective platform for debating the issue of progress in science. My main argument is that while Buddhist ideas about mind and cognition can expand the range of conceptual possibilities in framing core debates in the mind sciences, they cannot supplant the empirical claims to knowledge for which scientific naturalism so far provides the most viable basis. (shrink)

Transhumanism promises us freedom from the biological limitations inherent in our nature. It aims to enhance physical, emotional and cognitive capacities thus opening up new possibilities and horizons of experience. Since many transhumanist aspirations resemble those within the domain of religion, this paper compares Christian ethics to transhumanist ethics with respect to the body and the environment and offers a critique of transhumanism. Three areas of contention are discussed: the modification of our given human nature, the radical extension of our (...) lifespans and our relationship to the natural environment. It argues that in these three areas, the underlying values being transmitted to future generations about the body and the environment are incompatible with Christian principles. (shrink)

In this informed and comprehensive assessment of current issues in international policies, Kenneth W. Thompson addresses the role that traditions and values play in shaping change and in helping us to understand its implications. He challenges the idea that the enormous changes in contemporary national and international life have rendered the consideration of traditions and values obsolete. Thompson’s purpose is to illuminate the problems we face and to set forth general principles directed toward an informing theory on traditions (...) and values as they affect politics and diplomacy, while at the same time warning of the pitfalls and limitations of theory. In the first section of this book, Thompson draws on classical and Judaeo-Christian traditions in defining the relationship between philosophy, religion, and politics. He then examines the application of abstract values to such political realities as national interest, and goes on to consider the question of moral values in international diplomacy and politics. In a series of case studies, Thompson reflects on human rights, disarmament and arms control, and human survival. Maintaining that the implementation of traditions and values is sometimes uniquely the task of the American presidency, he studies the administrations of four postwar presidents—Dwight D. Eisenhower, John F. Kennedy, Lyndon B. Johnson, and Richard M. Nixon—in the light of the executives’ attitudes toward ethics and politics. Finally, Thompson considers the implications of national decline and the breakdown of international order for the future of the United States. The vast knowledge of international affairs and the literature of politics that Kenneth W. Thompson brings to this timely and reflective books makes it exceptionally readable as well as intellectually challenging. (shrink)

During the course of his lengthy career, Edward Schillebeeckx has developed a series of epistemological frameworks which inform his theology. Using the metaphor of “circle” to describe these frameworks, the article will argue that Schillebeeckx in his earlier theology describes experience and knowledge within the framework of an ontological circle of subject and object. In his later work, Schillebeeckx develops a second, hermeneutical circle and finally a critical circle of theory and praxis. Later developments in his thought both depend upon (...) and radically re-interpret the earlier circles of epistemology. Since all theological language and practice must originate within the boundaries of human knowledge and experience, only by this reinterpretation of epistemology, Schillebeeckx argues, can Christian theology begin to meet the challenge of the understanding of faith in the modern and postmodern world. (shrink)

On the eve of the 2016 election, which ushered in the Trump era, an article by Alan Jacobs in Harper's Magazine lamented the decline of the Christian public intellectual and noted the need for such figures today—what Jacobs describes as the "'Where Is Our Reinhold Niebuhr?' Problem." Jacobs has in mind the Christian social and political thinkers of the early and mid-twentieth century, such as Niebuhr, T. S. Eliot, C. S. Lewis, "and their fellow travelers," who were willing to challenge (...) the prevailing social order of the time. He characterizes Christian public intellectuals—what others might call public theologians—as follows: "They should be intellectuals who speak the language of other intellectuals, including the... (shrink)

According to Hegel, the determinations of the absolute are conceptual properties that identify what the absolute is, and are related through logical entailments. The shapes of the absolute are historical configurations that religion takes as it appears in the domain of contingent existence. This essay claims that Stewart’s interpretation does not observe this distinction, and as a result transforms the determinations of the absolute into projections of a people’s self-understanding. I argue that Hegel himself takes a history of religions to (...) be a logically necessary sequence in which the determinations of the absolute are articulated and proved, rather than a history of the cultural forms that the divine happens to have taken in the movement of human history. I examine as a test case the proper place of Islam in Hegel’s schema of determinate religions in order to show how Stewart’s conflation of determinations and shapes affects the possibility of determinate world-religions arising after what Hegel takes to be the consummate religion, Christianity. (shrink)

This article examines three early writings of Hans L. Martensen, Søren Kierkegaard’s teacher and the target of his criticisms. The writings focus respectively on self-consciousness, mysticism, and freedom. They each make important claims about religion, and together they disclose the young Martensen’s systematic understanding of the epistemological, mystical, and moral-ethical dimensions of human experience as shaped by the representations of Christian faith and life. The analysis reveals an agile thinker, whose creative philosophical and theological ideas are the product of imaginative (...) speculation growing out of passionate religiosity. Some connections will be drawn from these essays to the writings of Søren Kierkegaard. (shrink)

Montaigne is generally portrayed either as a principal proponent of the mix of scepticism, neo-Stoicism and Tacitism that feeds the early-modern reason-of-state literature or as a thoroughgoing political moralist who rejects this literature's politics of necessity and princely deception in favour of a politics of classical or Christian virtue. I argue that Montaigne inhabits neither of these positions exclusively. Instead, he argues in utramque partem, both for and against reason of state, in order to educate > his readers about the (...) perils of following elites who would use either political necessity or religious moralism as pretexts for violence in pursuit of political gain. (shrink)

I am now sitting in La Antigua, Guatemala. It's 6:00 a.m. Ancient church bells compete with their clanging. Some with a clear ringing, others of dead metal. For centuries this tiny town of some 20 square blocks was the very center of Christianity in the "new" world. Its philosophy was brought to this place, lock, stock, and barrel. And, from here it was funneled south to Peru and north to Mexico. Not a philosophy of "liberation." Just ask the Maya who (...) remain. (shrink)

Preachers who discover the distance between the ancient text and the contemporary church may find that words addressed to vulnerable Christians in a pre-Christian era leap over the distance of the centuries to address Christians in a post-Christian era.

The problem of faith and knowledge is one form of this basic problem which has been especially congenial and troublesome to the Western mind since the beginning of the Christian era. For Western civilization is a marriage of two very different outlooks on life, Hebrew fideism and Greek rationalism. Neither has absorbed the other and neither has been able to dispense with the other. Like an unstable chemical bond, our society is a synthesis which is constantly threatened by unpredictable imbalances. (...) Instability is intensified by the fact that both Hebrew and Greek components of Western culture were themselves arenas of conflict between the stable and the dynamic. When Palestine and Greece came together in Philo and Augustine the old problem arose in new forms, the most distinctive intellectual form of which is the problem of faith and knowledge. (shrink)

A model is presented to show how the existence of physical law could be a reasonable consequence of Divine Immanence in the world of natural phenomena. Divine Immanence is seen as the continual production of the principal causes or dispositions which enable created things to act and change. It..