Despite the obvious duality of physical and non‐physical astral forms in Doctor Strange, the film can't avoid the numerous problems with interactionism and substance dualism in general. This chapter utilizes the good Doctor Stephen Strange to look at how some philosophers attempt to answer the question: Are we simply flesh and bone, as Strange seems to think, or is there more—especially when it comes to the nature of our minds and souls. In the process, the chapter gains some deeper (...) insights about philosophy itself. Some philosophers agree with the Ancient One that the spirit is a thing unto itself and can affect and influence the body, a view called substance dualism. Interactionism is the “explanatory glue” holding Cartesian dualism together, and without it, the Cartesian dualist cannot account for our experience of a unified wholeness of our physical and mental lives. (shrink)

In this article, I build on my recent conceptions of law as poetry and of justice as dance by articulating three new conceptions of the relationship between law and justice. In the first, “poetry-based justice”, justice consists of a rigid choreography to a kind of musical recitation of the law’s poetry. In the second, “dancing-based law”, justice consists of spontaneous, freely improvised movement patterns that the poetry of the law tries to capture in a kind of musical notation. And in (...) the third, “reciprocal-legal justice”, justice and law consist of a reciprocally determining artistic collaboration between the democratic dancing masses and the aristocratic poetising elites. Given that each of these predominates in one of three types of community, I then present a reclassification of right-leaning, centrist and leftist societies as dominated by “literalist”, “kinetic” and “mutualist” communities (respectively), and offer suggestions for legislators and activists working in each type. In conclusion, law and justice, qua poetry and dance, become more flexible, inclusive and open to creative improvising and collaboration, a new form that I name, after Astraea, Greek goddess of divine justice, “astral legal justice”. (shrink)

Cytokinesis in animal cells is accomplished by the active constriction of the equatorial regions of a cell by an actomyosin‐containing contractile ring. The mitotic apparatus specifies the position and orientation of the furrow such that the mitotic spindle is always bisected. Global cortical contractions occur in the cortex of a cell prior to cytokinesis that are independent of the presence of the mitotic apparatus. It was proposed some years ago that the asters of the mitotic apparatus could act to relax (...) the preformed cortical tension in their vicinity. This would produce a differential in tension between the equatorial regions and the adjacent regions of the cortex so that the equatorial regions would contract, forming a cleavage furrow. It can be shown that, as it stands, this theory cannot explain cleavage. However, if cortical contractile elements are assumed to be laterally mobile in the plane of the cortex, then the astral relaxation theory can account for many of the aspects of cleavage, including the formation of the contractile ring. Similar schemes may account for the behaviour of the lamellapodia of motile cells. (shrink)

Subtle-body practices are found particularly in Indian, Indo-Tibetan and East Asian societies, but have become increasingly familiar in Western societies, especially through the various healing and yogic techniques and exercises associated with them. This book explores subtle-body practices from a variety of perspectives, and includes both studies of these practices in Asian and Western contexts. The book discusses how subtle-body practices assume a quasi-material level of human existence that is intermediate between conventional concepts of body and mind. Often, this level (...) is conceived of in terms of an invisible structure of channels, associated with the human body, through which flows of quasi-material substance take place. Contributors look at how subtle-body concepts form the basic explanatory structure for a wide range of practices. These include forms of healing, modes of exercise and martial arts as well as religious practices aimed at the refinement and transformation of the human mindbody complex. By highlighting how subtle-body practices of many kinds have been introduced into Western societies in recent years, the book explores the possibilities for new models of understanding which these concepts open up. It is a useful contribution to studies on Asian Religion and Philosophy. (shrink)

The subject of the study is the mystical experience as a kind of altered states of consciousness. The purpose of the article is to solve at the conceptual level the problem of distinguishing genuine mystical experience and various kinds of surrogate states with quasi-mystical content. The theoretical basis for solving this problem was the study of the panorama of moments of divergence and convergence of discourses of the humanities and natural sciences, as well as theology. In the course of the (...) conducted research, the infra-personal processes going on in the vector of the dissolving and spreading "I" were revealed. They correspond to both mystical (dissolution in the Deity, in emptiness, in cosmic consciousness, etc.) and clinical states (confused or floating consciousness). The authors also consider in detail the ultrapersonal processes occurring within the framework of the dissemination of personal consciousness and which correspond to both mystical (the scattering of reality into many spirits, souls, astral projections and quasi-persona) and clinical conditions (schizophrenic type disorders). The novelty of the article lies in revealing the diverse directions of inauthentic mystical experience based on the systematic study of altered states of consciousness, as well as in determining the range in which an outlet to authentic forms of mystical experience can open. It has been established that in the spectrum of infra-personal and ultra-personal states there is such a feature of mystical and occult practices with the prefix "neo" as the achievement of mystical states according to the "accelerated course" programs. However, due to the inversion of the view characteristic of modern consciousness, in the ideology of neo-mysticism, destructive processes are often perceived as a new, higher stage in the evolution of mankind. With this interpretation, conditions arise for the perception of science as a "new religion", as well as the desire to find in scientific concepts a support for modern occultism and neo-mysticism. (shrink)

From the early years of the Common Era to 1700, Indian intellectuals explored with unparalleled subtlety the place of emotion in art. Their investigations led to the deconstruction of art's formal structures and broader inquiries into the pleasure of tragic tales. _Rasa_, or taste, was the word they chose to describe art's aesthetics, and their passionate effort to pin down these phenomena became its own remarkable act of creation. This book is the first in any language to follow the evolution (...) of rasa from its origins in dramaturgical thought--a concept for the stage--to its flourishing in literary thought--a concept for the page. _Reader on Rasa_ incorporates primary texts by every significant thinker of classical Indian aesthetics, many never translated before. The arrangement of the selections captures the intellectual dynamism that has powered this debate for centuries. Headnotes explain the meaning and significance of each text, a comprehensive introduction summarizes major threads in intellectual-historical terms, and critical endnotes and an extensive bibliography add further depth to the selections. The Sanskrit theory of emotion in art is one of the most sophisticated in the ancient world, a precursor of the work being done today by critics and philosophers of aesthetics. This volume's conceptual detail, historical precision, and clarity will appeal to any scholar interested in a full portrait of global intellectual development. __Reader on Rasa___ is the inaugural book in the Historical Sourcebooks in Classical Indian Thought series, edited by Sheldon Pollock. These text-based books guide readers through the most important forms of classical Indian thought, from epistemology, rhetoric, and hermeneutics to astral science, yoga, and medicine. Each volume provides fresh translations of key works, headnotes to contextualize selections, a comprehensive analysis of major lines of development within the discipline, and exegetical and text-critical endnotes, as well as a bibliography. Designed for comparativists and interested general readers, Historical Sourcebooks is also a great resource for advanced scholars seeking authoritative commentary on challenging works._. (shrink)

This is the first book to examine the Subtle Body- a model of subjectivity found in esoteric, eastern and western religious and philosophical traditions from a transdisciplinary and cross-cultural perspective. It considers this radical form of self as enabling an innovative reconsideration of the dualisms at the heart of western discourse: mind-body, divine-human, matter-spirit, reason-emotion, I-other. Emerging from this consideration is an interrelated aestheticethic that promotes an understanding of embodiment that is not exclusively tied to materiality. This perspective posits (...) an individual as inherently intersubjective, creative and open. It presents subjectivity as relation: a dynamic relation that does not erase individuality while being inclusive of relations with radical alterity. The text considers subtle bodies as found in various traditions including Yoga and Tantra traditions, The Theosophical Society, Renaissance Hermeticism, Sufism and even within the work of contemporary philosopher Luce Irigaray. Conceptual interrelations are traced across the disciplines of religion, philosophy and art history/theory, with a particular focus on its relevance to contemporary feminist religious studies/philosophy, mysticism and theories of desire. (shrink)

Thomas Aquinas seems to suggest, though implicitly, that in their ethical conduct the majority of women is much more conditioned by the movements of the stars than men. Although he frequently maintains that the stars solely move the body of all human beings (men and women alike), not the rational powers of their souls, they may have an impact on the human soul indirectly and occasionally ( indirecte et occasionaliter ). Only a few, to wit, the wise (i.e., those who (...) exercise reason properly and are able to govern righteously) are independent of the influence of the celestial bodies. Even if women and men are both the image of God according to Aquinas, from an Aristotelian perspective, the female is considered a 'deficient man' ( mas occasionatus ). Therefore, the physical and psychic constitution of women is in principle much more susceptible to be governed by passions, and thus to be subject to a form of astral determinism. This, I argue, may compromise the freedom of choice and moral responsibility of most women. (shrink)

The mind is not structured anatomically, as emphasized by modern pathology. Instead, it is expanded as a whole in a subtle form behind the physical body. In the Indian system of medical philosophy, the mind is considered as the astral nerves made third body, which identified as the ‘Manomaya-sharira’ (subconscious mind). The mind is composed of millions of astralnadis, through which Pranic-energies circulate freely into the astral anatomy of mind. Seven-chakras are found parallel to the spine, serving (...) as the major seven innovation centres in the body. These Chakras facilitate the connection of the mind with the seven dimensions of the inner world. From these dimensions the Pranic-energies including Sattva, Raja, Tama are exported to the mind and its Nadi-tantras, influencing both the outer and inner subconscious minds. Subsequently, these elements, viz., Sattva, Raja and Tama are thrown from the mind to the outer world through the seven sense organs, manifesting as either constructive or destructive activities. Thus the mind exists due to ‘Prana’, (energy of Omkara) which increases through deeper meditation, sound sleep, and breathing exercises (O2). The positional behaviour of the mind shifts according to the physical and mental temperament, namely Triguna and Tridosha, or Panchavikara. The negative energy (Tama-guna) of the fourth dimension enters the astral Nadis-system of the mind via the interspace of the solar plexus, which crushes the mind’s structures, and consequently, all the Chakras are corrupted and the Nadis are blocked, so it generates a break in the circulation of ‘Prana’ into the Nadis. As a result, many socio-economic challenges and psychosomatic disorders occur. (shrink)

The Upanishads reveal that in the beginning, nothing existed: “This was but non-existence in the beginning. That became existence. That became ready to be manifest”. (Chandogya Upanishad 3.15.1) The creation began from this state of non-existence or nonduality, a state comparable to (0). One can add any number of zeros to (0), but there will be nothing except a big (0) because (0) is a neutral number. If we take (0) as Nirguna Brahman (God without any form and attributes), (...) then from where and how did the universe come into existence? -/- The neutral power (0) cannot produce anything without having an element of duality in it. Although Nirguna Brahman is neutral, it has a positive, negative, and neutral pole, constituting its Prakriti or nature. Prakriti has three latent Gunas (modes or qualities): Satva, Rajas, and Tamas. They are related to Gyana Shakti (the power of knowledge) Sankalpa Shakti (the power of ideation), and Kriya Shakti (the power of action). Science says that Atom is the basic element from which the universe evolved. The Atom has three nuclei- electron, pluton, and neutron. The Satva, Rajas, and Tamas in Indian spirituality are nothing but the mystical names for the nuclei of an atom. -/- According to Bhagavata Purana, Prakriti is also constituted of the elements of Time, Karma (action/destiny) and Swabhava (innate nature). Time disturbs the equilibrium of Gunas. From the aspect of Karma is produced an entity called Mahat, in the form of intelligence. Mahat is dominated by Satva and Rajas. From Mahat manifests the next evolute dominated by Tamas with three predominant qualities – Dravya (substance), Kriya (action), as well as intelligence. It forms to become the Ego principle (Ahamkara). -/- Ahamkara has three modes – Satvic, Rajasic and Tamasic. Satvic is Jnana oriented, Rajasic action-oriented and Tamasic Dravya (substance) oriented. From the Tamasic Ahankara, five gross elements are produced (ether, air, fire, water, and earth - Akash, Vayu, Agni, Jal and Prithvi). From the Satvic Ahamkara, guardian deities (the sun and moon, deities of sense organs, and organs of action) and from Rajasic Ahamkara, ten senses (Indriyas), five senses of perception, five organs of action, the faculties of intellect and Prana (life breath) are produced. -/- Bhagavata says that since these energies, elements, and faculties remained disassociated, they were combined to form a Cosmic Egg. The egg floats in the primal waters for a thousand years. Then God enters this Cosmic Egg and manifests himself as the Cosmic Purusha. He is the first nucleus, the God particle equivalent to the number (1) which is the embodiment of everything in the universe. The concept of creation and dissolution in Hinduism can be compared to the waves in an ocean that appear and disappear incessantly. The Manvantaras are such successive episodes of creation emerging from the Cosmic Person, the Manu who is embodied God-Consciousness, God himself. These episodes of creation are measured in Hinduism in terms of Manvantaras, the epochs of Manus. -/- Manu is the ‘First-Born’ (1) of God, the Cosmic Purusha from whom the world has originated. This Cosmic Person (Purusha) has been described as having fourteen biospheres (heavens) that are inhabited by various life forms in the order of evolution of consciousness. If we begin from the human biosphere (Bhuloka), there are ten astral biospheres that a man must transcend to attain liberation or Mukti from the cycle of births and deaths. -/- The number (1) produces the primary numbers up to (9) through the transmutation of the creational energies and qualities. The process can be related to the descent and cyclical evolution of (1) through ten spiritual stages, finally merging with the nondual (0). The number (10) marks the merger of (1) with (0). The Hindu worldview is that all life forms in an episode of creation must evolve to become one with the non-dual state (0) to attain liberation from the cycle of births and deaths in a cyclical process. -/- . (shrink)

In the faculty of arts at the University of Padua in the years around 1600 professors debated the reliability of astrology, the existence of occult celestial influences, and the idea that celestial heat is present in living bodies. From the 1570s to the 1620s many professors in the faculty of arts pushed back against astrology and Jean Fernel's theories surrounding astral body. Girolamo Mercuriale, Alessandro Massaria and Eustachio Rudio thought that some forms of astral causation and Fernel's ideas (...) were incompatible with their observations of disease, Aristotle's philosophy and Hippocratic theories. Later, Santorio Santorio and Cesare Cremonini, who were allied to the political circle of Paolo Sarpi, polemicized against astrology. Their writings show that at Padua medical theory was linked to Aristotelian cosmology, which emphasized the incommensurability between celestial and terrestrial elements. Their rejection of astrology, however, did not lead to the complete marginalization of astrology at Padua. By the middle of the 1620s, as the political climate changed in Venice, the University of Padua hired professors who promoted astrology and Fernel's theories about the celestial nature of innate heat. The diversity of opinions about astrology reflected Venice's divided politics and multiple approaches to interpreting Aristotle and other authorities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:142 HISTORY OF PHILOSOPHY Das literarische und kiinstlerische Werk. By Rudolf Steiner. Eine bibliographische Uebersicht, 1961. (Dornaeh: 1961. Pp. 277.) This is a complete list of the writings, lectures, and artistic creations of the founder of Anthroposophy, Dr. Rudolf Steiner (1861-1925). It is, in addition, a description of the Temple of Anthroposophy, the "Goetheanum" in Dornach built after the ideas of Steiner, of his "mystery-plays," of his ideas on (...) "eurhythmy," of his designs of furnishings for the "Goetheanum," of his sculptural suggestions, etc. Thus, the booklet encompasses the whole life-work of Steiner and was published in 1961 at the 100th anniversary of his birth. It is prefaced by a biographical sketch based on Steiner's "Autobiography." Rudolf Steiner was the son of a railway employer from Lower Austria. He studied first in technical high schools (Realschule) in the neighborhood of the Austrian capital and then in the Technical University of u In the high school, he was already most impressed by the study of geometry and arithmetic because they seemed to show that there is an independent realm of thought not connected with the world of senses. This conviction led him to a lifelong search for a spiritual world beyond and above the visible world. While this impulse was rather scientific than religious, it led him also into the theosophical movement, then headed by Mrs. Annie Besant in London. But this connection was broken when Mrs. Besant wanted to appoint a young Hindu to be a reincarnation of Christ. This was unacceptable to Steiner and he founded the independent anthroposophical movement in Germany where he spent most of his life writing, teaching, and lecturing. His first writings were commentaries to the work~ of Goethe oa natural sciences. Goethe thus became the "heros eponymus" of Anthroposophy. In 1913, Steiner started to build the Temple of Anthroposophy at Dornaeh (Switzerland) which he called "Goetheanum." This temple, the details of the structure, its style, its furniture were supposed to be symbolical of.the ideas contained in Anthroposophy. In a cycle of lectures entitled "What was the purpose of the Goetheanum?" and "What is the purpose of Anthroposophy?" he states that this aim was the "exaltation of the human cognitive power into imagination, inspiration, and intuition." The results of this exaltation were a somewhat complicated and phantastic mysticism. The Goetheanum, which, for symbolical reasons, was built of wood, burned to the ground in 1922. Starting in 1924, it was replaced by a building in concrete. Steiner did not live to see the reconstructed Temple because he died in 1925. Steiner tried to invent new forms of art in his Goetheanum, new forms of dramatic poetry in his mystery-plays, and new forms of a spiritualized symbolic dance in his "eurhythmy." His life-work is prodigious. Apart from his writings he gave some 6,000 lectures. MAx RIESER New York City Gegenw~rtiges und Vergangenes im Menschengeiste. By Rudolf Steiner. (Dornach: 1962. Pp. 308.) This is a new printing in the framework of the Collected Works of Rudolf Steiner of twelve lectures given during World War I in Berlin in 1916. These lectures are historically interesting since they refer to contemporary publications in Germany and Austria, but they also offer in nuce the main elements of "Anthroposophy" in the form of an anthroposophical anthropology and also of an anthroposophical philosophy of cosmic and human history. The whole is based on the assumption of the existence of a spiritual world paralleling the physical world. This anthropology is aimed at the refutation of the materialistic conceptions based on the natural sciences of that time. Steiner thinks that a man built according to the ideas of the natural sciences would not be a living being but a sort of "homunculus," i.e., an automaton. Apart from the physical body, man has an "ethereal body," an "astral body," and an "Ego." These three entities do not die a physical death. In addition they represent the world of animals, of plants, and of minerals, respectively, incorporated in man. There are also different epochs of human development in which the relationship of the spiritual parts of the human being were not related to each other in the same... (shrink)

7 lectures, Torquay, UK, August 12-20, 1924 (CW 311) These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their (...) teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). ∞ ∞ ∞ SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England. (shrink)

Bion de Borysthène, qui a fréquenté l’école académicienne (Xénocrate), cynique (Cratès) et cyrénaïque (Théodore), ne faisait pas partie des listes traditionnelles d’athées en circulation dans l’Antiquité, mais on lui attribue pourtant la formule athée d’après laquelle « il n’y a pas de dieux » (Diogène Laërce, IV, 55). L’examen des témoignages montre qu’il pouvait être qualifié d’athée à deux niveaux. Tout d’abord, aussi bien au niveau théorique que pratique, il adoptait une attitude très critique à l’égard des pratiques religieuses et (...) des récits mythiques traditionnels dont il mettait en valeur les contradictions et plus largement contestait la partition du réel entre sacré et profane (Sénèque, Des bienfaits, VII 7, 1-2). Par ailleurs, Bion s’est également opposé à la théologie philosophique épicurienne et, en particulier, à son anthropomorphisme. Il s’appuyait, entre autres, sur une thèse (« chaque genre de vivants a une forme particulière dans son genre particulier », Démétrius Lacon, De la forme du dieu, XIX, 13), compatible avec l’épicurisme. Pour cette raison, Démétrius Lacon entreprit d’y répondre en montrant que cette prémisse, pouvant aussi servir à contester les théologies astrales (platoniciennes ou stoïciennes), ne vaut que pour les êtres accessibles par la sensation, ce qui n’est pas le cas des dieux. Cette polémique, dont l’enjeu est la limite de l’application du principe d’isonomie, a laissé des traces jusque dans le De signis de Philodème. (shrink)

This essay deals with two seventeenth-century intellectuals, the Aristotelian philosopher at Padua, Cesare Cremonini, and the Jesuit controversist, Robert Bellarmine. In the years of the cosmological affair of 1616, both defended their cosmological conceptions by relying on the principle of authority. However, they embraced different sources of legitimation in matters of natural philosophy. While the Padua professor stick to (what he considered to be) the letter of Aristotle, basically a secular interpretation of his world conception, Cardinal and Inquisitor Bellarmine understood (...) the cosmos against a theological background. In particular, Bellarmine subordinated natural philosophy to exegesis and the authority of the Scriptures, and this allowed him to depart from Aristotle to some extent (for instance on the fluidity and possibly the corruptibility of the heavens). Yet, the two thinkers also shared the criticism of the major astronomical novelty of their time, namely the planetary system of Copernicus and his followers. But their objections rested on different worldviews and authorities (Aristotle and the Scriptures, respectively). Cremonini also supported a vision of celestial animation which was received with much preoccupation by religious authorities as they feared that his views might revive forms of astral worshipping. This essay discusses the manner in which Cremonini and Bellarmine received geocentrism and cosmology in very different, even opposite, manners, especially concerning the relation between natural philosophy and theology, and the reconcilability of cosmology with the Scriptures. (shrink)

For thousands of years voyagers of inner space - spiritual seekers, shamans and mystics - have returned from their inner travels reporting another level of reality that is more real than the one we inhabit in 'waking life'. Others have claimed that under the influence of mysterious substances, known as entheogens, the everyday human mind can be given glimpses of this multidimensional realm of existence that is usually hidden from us by our five basic senses. Using information from the leading (...) edges of modern science, this book presents a startling new hypothesis that these 'inner worlds' are as real, or possibly even more real, than the 'reality' we experience in waking life. The Infinite Mindfield uses as its starting point the widespread historical belief that the pineal gland - the 'third eye' - is a profoundly important organ. It links this to the various myths, originating in ancient Sumer, that 'dragons' or 'serpents' have guided humanity and presents evidence that these beings are symbolic of DNA. It is now known that DNA gives off a form of light known as bioluminescence. This information-rich 'inner light' needs an organ of sight to process it - that organ is the pineal gland. It is through this small organ that we "perceive" the inner worlds of lucid dreaming, out-of-body experiences, hypnagogic imagery, near-death experiences, astral travel and the kundalini experience. The book ends with the mind-blowing proposition that all living beings are one unitary consciousness experiencing itself subjectively. This book is genuinely revolutionary and will cause both interest and controversy in equal measure. Its science is watertight as is its logic. Be ready to be stunned - you will never have read anything like this before. (shrink)

In a letter to Lorenzo di Pierfrancesco dei Medici, dating from 1477 to 1478, the Platonist philosopher Marsilio Ficino develops the classical theme of the correspondence between man and cosmos on the basis of the astrological techniques. The inner heaven, a term of the relationship between macrocosm and microcosm, takes the form of what astrologers call the birth theme: the series of astral positions at the moment of birth and related to its place. Taking up Origen’s theme of (...) the inner heavens, he systematically applies the theory of planet-signs to deciphering underlying themes of individual personality. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:142 HISTORY OF PHILOSOPHY Das literarische und kiinstlerische Werk. By Rudolf Steiner. Eine bibliographische Uebersicht, 1961. (Dornaeh: 1961. Pp. 277.) This is a complete list of the writings, lectures, and artistic creations of the founder of Anthroposophy, Dr. Rudolf Steiner (1861-1925). It is, in addition, a description of the Temple of Anthroposophy, the "Goetheanum" in Dornach built after the ideas of Steiner, of his "mystery-plays," of his ideas on (...) "eurhythmy," of his designs of furnishings for the "Goetheanum," of his sculptural suggestions, etc. Thus, the booklet encompasses the whole life-work of Steiner and was published in 1961 at the 100th anniversary of his birth. It is prefaced by a biographical sketch based on Steiner's "Autobiography." Rudolf Steiner was the son of a railway employer from Lower Austria. He studied first in technical high schools (Realschule) in the neighborhood of the Austrian capital and then in the Technical University of u In the high school, he was already most impressed by the study of geometry and arithmetic because they seemed to show that there is an independent realm of thought not connected with the world of senses. This conviction led him to a lifelong search for a spiritual world beyond and above the visible world. While this impulse was rather scientific than religious, it led him also into the theosophical movement, then headed by Mrs. Annie Besant in London. But this connection was broken when Mrs. Besant wanted to appoint a young Hindu to be a reincarnation of Christ. This was unacceptable to Steiner and he founded the independent anthroposophical movement in Germany where he spent most of his life writing, teaching, and lecturing. His first writings were commentaries to the work~ of Goethe oa natural sciences. Goethe thus became the "heros eponymus" of Anthroposophy. In 1913, Steiner started to build the Temple of Anthroposophy at Dornaeh (Switzerland) which he called "Goetheanum." This temple, the details of the structure, its style, its furniture were supposed to be symbolical of.the ideas contained in Anthroposophy. In a cycle of lectures entitled "What was the purpose of the Goetheanum?" and "What is the purpose of Anthroposophy?" he states that this aim was the "exaltation of the human cognitive power into imagination, inspiration, and intuition." The results of this exaltation were a somewhat complicated and phantastic mysticism. The Goetheanum, which, for symbolical reasons, was built of wood, burned to the ground in 1922. Starting in 1924, it was replaced by a building in concrete. Steiner did not live to see the reconstructed Temple because he died in 1925. Steiner tried to invent new forms of art in his Goetheanum, new forms of dramatic poetry in his mystery-plays, and new forms of a spiritualized symbolic dance in his "eurhythmy." His life-work is prodigious. Apart from his writings he gave some 6,000 lectures. MAx RIESER New York City Gegenw~rtiges und Vergangenes im Menschengeiste. By Rudolf Steiner. (Dornach: 1962. Pp. 308.) This is a new printing in the framework of the Collected Works of Rudolf Steiner of twelve lectures given during World War I in Berlin in 1916. These lectures are historically interesting since they refer to contemporary publications in Germany and Austria, but they also offer in nuce the main elements of "Anthroposophy" in the form of an anthroposophical anthropology and also of an anthroposophical philosophy of cosmic and human history. The whole is based on the assumption of the existence of a spiritual world paralleling the physical world. This anthropology is aimed at the refutation of the materialistic conceptions based on the natural sciences of that time. Steiner thinks that a man built according to the ideas of the natural sciences would not be a living being but a sort of "homunculus," i.e., an automaton. Apart from the physical body, man has an "ethereal body," an "astral body," and an "Ego." These three entities do not die a physical death. In addition they represent the world of animals, of plants, and of minerals, respectively, incorporated in man. There are also different epochs of human development in which the relationship of the spiritual parts of the human being were not related to each other in the same... (shrink)

Because every single one of us will die, most of us would like to know what—if anything—awaits us afterward, not to mention the fate of lost loved ones. Given the nearly universal vested interest we personally have in deciding this question in favor of an afterlife, it is no surprise that the vast majority of books on the topic affirm the reality of life after death without a backward glance. But the evidence of our senses and the ever-gaining strength of (...) scientific evidence strongly suggest otherwise. -/- In The Myth of an Afterlife: The Case against Life after Death, Michael Martin and Keith Augustine collect a series of contributions that redress this imbalance in the literature by providing a strong, comprehensive, and up-to-date casebook of the chief arguments against an afterlife all in one place. Divided into four separate sections, this essay collection opens the volume with a broad overview of the issues, as contributors consider the strongest available evidence as to whether or not we survive death—in particular the biological basis of all mental states and their grounding in brain activity that ceases to function at death. Next contributors consider a host of conceptual and empirical difficulties that confront the various ways of "surviving" death—from bodiless minds to bodily resurrection to any form of posthumous survival. Then essayists turn to internal inconsistencies between traditional theological conceptions of an afterlife—Heaven, Hell, karmic rebirth—and widely held ethical principles central to the belief systems undergirding those notions. In the final section, authors offer critical evaluations of the main types of evidence for an afterlife. -/- Fully interdisciplinary, The Myth of an Afterlife: The Case against Life after Death brings together a variety of fields of research to make that case, including cognitive neuroscience, philosophy of mind, personal identity, philosophy of religion, moral philosophy, psychical research, and anomalistic psychology. As the definitive casebook of arguments against life after death, this collection is required reading for any instructor, researcher, and student in philosophy, religious studies, and theology. It is sure to raise provocative issues new to readers, regardless of background, from those who believe fervently in the reality of an afterlife to those who do not or are undecided on the matter. (shrink)

He served as editor of The Theosophical Society's Theosophical Review, and later formed The Quest Society and edited its journal, The Quest Review.

This paper explores the relation of the theory of time and the theory of truth in Deleuze’s philosophy. According to Deleuze, a mutation in our conception of time occurred with Kant. In antiquity, time had been subordinated to movement, it was the measure or the “number of movement” (Aristotle). In Kant, this relation is inverted: time is no longer subordinated to movement but assumes an independence and autonomy of its own for the first time. In Deleuze’s phrasing, time becomes the (...) pure and empty form of everything that moves and changes — not an eternal form (as in Plato), but precisely the form of what is not eternal. In turn, the theory of time is inextricably linked to the concept of truth, since to say that a proposition is true means that it is true “in all times and in all places.” Truth, in other words, is timeless, eternal, non-temporal. When the form of the true is confronted with the form of time, the concept of truth is necessarily put into crisis, and Deleuze’s argument is that time allows the power of the false to assume an autonomy of its own. The analysis will attempt to show how the liberation of time from movement (the pure and empty form of time) leads to a liberation of the false from the true (the power of the false). (shrink)

In Perception: First Form of Mind, Tyler Burge develops an understanding of the most primitive type of representational mind: perception. Focusing on its form, function, and underlying capacities, as indicated in the sciences of perception, Burge provides an account of the representational content and formal representational structure of perceptual states, and develops a formal semantics for them. The account is elaborated by an explanation of how the representational form is embedded in an iconic format. These structures are (...) then situated in current theoretical accounts of the processing of perceptual representations, with an emphasis on the formation of perceptual categorizations. An exploration of the relationship between perception and other primitive capacities-conation, attention, memory, anticipation, affect, learning, and imagining-clarifies the distinction between perceiving, with its associated capacities, and thinking, with its associated capacities. Drawing on a broad range of historical and contemporary research, rather than relying on introspection or ordinary talk about perception, Perception: First Form of Mind is a scientifically rigorous and agenda-setting work in the philosophy of perception and the philosophy of science. (shrink)

"These notes are about the process of design: the process of inventing things which display new physical order, organization, form, in response to function." This book, opening with these words, presents an entirely new theory of the process of design. In the first part of the book, Christopher Alexander discusses the process by which a form is adapted to the context of human needs and demands that has called it into being. He shows that such an adaptive process (...) will be successful only if it proceeds piecemeal instead of all at once. It is for this reason that forms from traditional un-self-conscious cultures, molded not by designers but by the slow pattern of changes within tradition, are so beautifully organized and adapted. When the designer, in our own self-conscious culture, is called on to create a form that is adapted to its context he is unsuccessful, because the preconceived categories out of which he builds his picture of the problem do not correspond to the inherent components of the problem, and therefore lead only to the arbitrariness, willfulness, and lack of understanding which plague the design of modern buildings and modern cities. In the second part, Mr. Alexander presents a method by which the designer may bring his full creative imagination into play, and yet avoid the traps of irrelevant preconception. He shows that, whenever a problem is stated, it is possible to ignore existing concepts and to create new concepts, out of the structure of the problem itself, which do correspond correctly to what he calls the subsystems of the adaptive process. By treating each of these subsystems as a separate subproblem, the designer can translate the new concepts into form. The form, because of the process, will be well-adapted to its context, non-arbitrary, and correct. The mathematics underlying this method, based mainly on set theory, is fully developed in a long appendix. Another appendix demonstrates the application of the method to the design of an Indian village. (shrink)

In this paper I explore a new approach to the ethics of animal experimentation by conceiving of it as a form of rescue. The notion of rescue, I suggest, involves some moral agent performing an action or series of actions, whose end is to prevent or alleviate serious harm to another party, harm that otherwise would have occurred or would have continued to occur, had that moral agent not intervened. Animal experiments that are utilized as a means to alleviate (...) human illnesses mirror the structure of rescue cases and this means that we can and should apply principles of rescue to illuminate the moral status of animal experimentation. To do this I consider various principles of rescue that might justify animal experimentation. I’ll argue that all of these rescue principles are either not independently plausible, or else they fail to imply that animal experimentation is morally justified. This suggests that it is quite difficult to morally justify animal experimentation when conceived as a form of rescue. (shrink)

This paper explores Plato’s views on the purpose of rhetorical form by surveying the way in which Socrates engages in speechmaking at several points in the Gorgias. I argue that Socrates has nothing in principle against the use of a long speech as part of the practice of philosophical inquiry and argument, provided that the speech is geared toward understanding. This reflects a key and relatively unremarked distinction that Socrates makes in the Gorgias between persuasion that comes from being (...) convinced and persuasion that comes from being taught. The kind of long speeches that Socrates objects to are those that have a conviction-based purpose. However, this leaves open the use of a wide variety of rhetorical techniques—pieces of argument, speechifying, analogy, myth, and exhortation—that have a teaching-based purpose, which is precisely the sort of rhetoric that Socrates licenses in the dialogue. (shrink)

Questions on Form and Interpretation PdR Press Publications in Philosophy of Language.

Hayden White probes the notion of authority in art and literature and examines the problems of meaning - its production, distribution, and consumption - in different historical epochs. In the end, he suggests, the only meaning that history can have is the kind that a narrative imagination gives to it. The secret of the process by which consciousness invests history with meaning resides in the content of the form, in the way our narrative capacities transforms the present into a (...) fulfillment of a past from which we would wish to have desceneded. (shrink)

This book is a re-thinking of Aristotle's metaphysical theory of material substances. The view of the author is that the 'substances' are the living things, the organisms: chiefly, the animals. There are three main parts to the book: Part I, a treatment of the concepts of substance and nonsubstance in Aristotle's Categories; Part III, which discusses some important features of biological objects as Aristotelian substances, as analysed in Aristotle's biological treatises and the de Anima; and Part V, which attempts to (...) relate the conception of substance as interpreted so far to that of the Metaphysics itself. The main aim of the study is to recreate in modern imagination a vivid, intuitive understanding of Aristotle's concept of material substance: a certain distinctive concept of what an individual material object is. (shrink)

While such epistemic rules as 'If you perceive that X, you ought to believe that X' and 'If you have outstanding testimony that X, you ought to believe that X' seem to be getting at important truths, it is easy to think of cases in which they come into conflict. To avoid classifying such cases as dilemmas, one can hold either that epistemic rules have built-in unless-clauses listing the circumstances under which they don't apply, or, alternatively, that epistemic rules are (...) contributory. This paper explores both responses from a formal perspective, drawing on a simple defeasible logic framework. (shrink)

What is a thing? What is an object? Tristan Garcia decisively overturns 100 years of Heideggerian orthodoxy about the supposedly derivative nature of objects to put forward a new theory of ontology that gives us deep insights into the world and our place in it."e.

Kant famously claims that pure reason is subject to a transcendental illusion in which the subjective validity and the regulative use of a principle of reason are conflated with its objective validity and constitutive use. His doctrine of transcendental illusion is puzzling for he insists that this illusion is natural as well as necessary. The two dominant interpretation strategies cannot make sense of this puzzle because they turn out to be either too strong or too weak: they either struggle to (...) account for the legitimate, regulative use of the transcendental principle of reason or fall short of explaining the necessity of the transcendental illusion. In contrast, I shall argue that it is possible to account for the fact that the transcendental illusion is natural and necessary because it has its source in the discursive form of our human understanding, and that this illusion can nevertheless be known to be illusory because our discursive nature can be recognised as a merely particular form of understanding by comparing it with a possible, intuitive form of understanding in an act of critical self-reflection. (shrink)

Kant famously claims that pure reason is subject to a transcendental illusion in which the subjective validity and the regulative use of a principle of reason are conflated with its objective validity and constitutive use. His doctrine of transcendental illusion is puzzling for he insists that this illusion is natural as well as necessary. The two dominant interpretation strategies cannot make sense of this puzzle because they turn out to be either too strong or too weak: they either struggle to (...) account for the legitimate, regulative use of the transcendental principle of reason or fall short of explaining the necessity of the transcendental illusion. In contrast, I shall argue that it is possible to account for the fact that the transcendental illusion is natural and necessary because it has its source in the discursive form of our human understanding, and that this illusion can nevertheless be known to be illusory because our discursive nature can be recognised as a merely particular form of understanding by comparing it with a possible, intuitive form of understanding in an act of critical self-reflection. (shrink)

Band 1. Ts 17893-18084 -- Band 2. Ts 18085-18673.

Against the assumption that aesthetic form relates to a harmonious arrangement of parts into a beautiful whole, this book argues that reason is the real theme of the _Critique of Judgment_ as of the two earlier _Critiques_. Since aesthetic judgment of the beautiful becomes possible only when the mind is confronted with things of nature, for which no determined concepts of understanding are available, aesthetic judgment is involved in an epistemological or, rather, para-epistemological task. The predicate "beautiful" indicates that (...) something has minimal form and is cognizable. This book explores this concept of form, in particular the role of presentation in what Kant refers to as "mere form," which involves not only the understanding, but also reason as the faculty of ideas. Such a notion of form reveals why the beautiful can be related to the morally good. On the basis of this reinterpreted concept of form, most major concepts and themes of the _Critique of Judgment_—such as disinterestedness, free play, the sublime, genius, and beautiful arts—are examined by the author and shown in a new light. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 44.4 (2006) 599-622 MuseSearchJournalsThis JournalContents[Access article in PDF]The Purposiveness of Form: A Reading of Kant's Aesthetic FormalismRachel ZuckertIn the "critique of aesthetic judgment," Kant claims that when we find an object beautiful, we are appreciating its "purposive form." Many of Kant's readers have found this claim one of his least interesting and most easily criticized claims about aesthetic experience. Detractors hold (...) up his aesthetics as a paradigmatic case of narrow formalism; 1 and even many admirers of Kant's aesthetics take Kant's claims about form to be problematic, but argue that they are inessential to his aesthetics (which includes more interesting, defensible claims). 2 Though these critics come to differing evaluations of Kant's aesthetics as a whole, they agree on two points. First, interpretively: that when Kant claims that it is the "form" of an object we find beautiful, he means that in aesthetic appreciation, we find certain spatial and/or temporal properties (such as proportion, line, shape) aesthetically pleasing—and that such properties are exclusively responsible for an object's beauty. Second, evaluatively: that Kant is wrong, at least about this.In this paper, I shall propose that we need not endorse either claim. I shall argue that one may interpret Kant's formalism as a claim that in aesthetic experience 3 [End Page 599] we appreciate the object as an individual, as comprising all (or indeterminately many) of its sensible properties as inextricably interrelated or unified to make the object what it is; in other words, we appreciate what has been called an object's 'individual form.' This reading, I shall suggest, allows us not only to understand Kant's aesthetics as intimately connected to his project in the Critique of Judgment (hereafter, CJ) as a whole, but also to see Kant's aesthetics, in general, as providing a richer, more plausible description of our aesthetic engagement with an object, or as less narrowly subjectivist than is frequently believed.I shall proceed by presenting Kant's claims about form, and the standard criticisms thereof, and then turn to defend this alternative reading. Before I do so, however, I wish to make some preliminary remarks about aesthetic formalism in general. Contemporary discussion of formalism often takes aesthetic formalism to be instantiated by the views of the twentieth-century art critics, Clive Bell and Roger Fry, 4 and Kant's formalism is often implicitly equated with theirs (or the kind of position attributed to them). I wish to resist that equation in this essay; to that end, I start here by giving a wider sense of what formalism might be, drawing especially on historical positions that were available to Kant. 5Broadly speaking, "formalism" is the view that, in aesthetic appreciation of an object (usually a work of art), we do and ought to pay attention not to the object's representational content, emotional expressiveness, historical, institutional, or social context (whether conditions for the production of the object or its effects), but only to its form. Formalism is characterized in some sense, then, by what it excludes, viz. considerations taken to be external to the object. But it does specify positively (if vaguely) that the form of an object is what makes it beautiful. 6'Form,' however, can mean a number of different things, all of which (in some sense) are the design or arrangement of an object's parts, often of its sensible properties. I wish to draw attention to three somewhat distinct ways in which one may understand such form or arrangement of properties, which I shall call 'property-formalism,' 'kind-formalism,' and 'whole-formalism.' Property-formalism is the view that the form of an object can be described in terms of a set of specific spatial or temporal properties that characterize the relations that hold among different parts of the object, and that these properties are responsible for the beauty of the object. Hogarth's view that the serpentine line is the most beautiful line, responsible... (shrink)

Von einem Leben der Freiheit zu sprechen hat eine doppelte Bedeutung. Auf der einen Seite legt diese Wendung nahe, dass schon dem Leben das Merkmal der Freiheit zukommt. Zum anderen deutet der Ausdruck darauf hin, dass die Freiheit ein ihr eigenes Leben besitzen mag. In diesem doppelten Genitiv wird so ein Übergang angedeutet von der Freiheit, die dem Leben als solchem zukommt, zu dem eigenen Leben, das die Freiheit führt. Inwiefern aber ist schon das Leben frei und inwiefern besitzt auch (...) die Freiheit immer noch ein Leben? Warum mag es unserem Verständnis der Freiheit und des Lebens dienen, ihren inneren Zusammenhang zu begreifen? Und in welchem Sinne genau sind Leben und Freiheit aufeinander zu beziehen? -/- Die folgenden Überlegungen werden drei aufeinander bezogene Weisen erläutern, in denen Freiheit und Leben in einem wesentlichen Zusammenhang stehen: (1) Freiheit ist ein Vermögen, das sich nur in lebenden Wesen herausbilden kann. (2) Um die Form der Freiheit zu verstehen, müssen wir die Form des Lebens verstehen. (3) Um die Wirklichkeit der Freiheit zu begreifen, müssen wir verstehen, inwiefern die Freiheit ein Leben eigener Art gewinnt. In diesem Sinne sind wir auf den Lebensbegriff verwiesen, um die Genese, die Form und die Wirklichkeit der Freiheit zu verstehen. Um diese drei Gedanken zu entwickeln, wendet sich dieses Buch zwei Autoren zu, die zwar als Philosophen der Freiheit geläufig sind, wohl aber kaum als »Lebensphilosophen« gelten können: Kant und Hegel. (shrink)

The paper deals with reconstruction of the unique reductivecounterpart of the deductive logic. The procedure results in the deductivereductive form of logic. This extension is illustrated on the base of intuitionistic logics: Heyting’s, Brouwerian and Heyting-Brouwer’s ones.

Far from overthrowing or stepping outside that tradition, Wittgenstein builds on it, draws from it, and contributes brilliantly to the fruition of certain elements in it. In This Complicated Form of Life, Garver analyzes from several angles Wittgenstein's relationship to Kant, and to what Finch has called Wittgenstein's completion of Kant's revolt against the Cartesian hegemony of epistemology in philosophy.