The book represents a historical overview of the way the topic of gesture and sign language has been treated in the 18th century French philosophy. The texts treated are grouped into several categories based on the view they present of deafness and gesture. While some of those texts obviously view deafness and sign language in negative terms, i.e. as deficiency, others present deafness essentially as difference, i.e. as a set of competences that might provide some insights (...) into how spoken language works. One of the arguments of the book is that these two views of deafness and sign language still represent two dominant paradigms present in the current debates on the issue. The aim of the book, therefore, is not only to provide a historical overview but to trace what might be called a "history of the present". (shrink)

The body of philosophical knowledge concerning the relations among language, the senses, and deafness, interpreted as a canon of key ideas which have found their way into folk metaphysics, constitutes one of the historically sustained conditions of the oppression of deaf people. Jonathan Rée, with his book I see a voice, makes the point that a philosophical history, grounded in a phenomenological and causal concern with philosophical thought and social life, can offer an archaeology of philosophy's contribution to (...) the social oppression of deaf people.This article offers support for such a project while being critical of Rée's philosophical phenomenology, since it presumes, àpriori, two ideas about deafness and sign language: firstly, that deaf experience is like hearing experience but without hearing; and secondly, that the iconic qualities of sign languages are strictly superficial phenomena. Both presumptions, it is argued here, derive from the same philosophical knowledge which has linked deafness to the sense of hearing and the voice, and in doing so secured an intellectual basis for the oppression of deaf people in social life. (shrink)

The discussion note examines communication needs of deaf students and deaf philosophers in the classroom, with particular attention to working with qualified signed language interpreters in the classroom and creating an inclusive classroom environment for deaf students. It additionally considers the question of whether signed languages, such as American Sign Language (ASL), can convey abstract philosophical concepts used in spoken languages, and concludes that this is possible, suggesting that the small number of deaf philosophers using ASL has affected the development (...) of a philosophical lexicon in ASL. (shrink)

Having a deaf student in class can pose a tremendous challenge for both the professor and the student, but it can also be an incredibly rewarding experience. To help make it so, this article briefly covers the differences between American Sign Language and English and then identifies aspects of linguistic skills where the deaf student may encounter difficulty in dealing with Philosophy. Those discussed are inadequate vocabulary, problems in reading and writing, insufficient background or “life” information, and difficulty in (...) dealing with abstractions. Since English will most likely be a second language for deaf students, there is also a brief discussion of similarities and differences between them and ESL students. An appendix to the article presents a collection of techniques that I developed to accommodate the needs of a profoundly deaf student who took an introductory Philosophy and an upper level Religion course with me. Among them are suggestions for lectures, class discussions, testing, written assignments, student-teacher conferences, and audio-visual materials. Finally, there are some useful on-line resources together with some tips for working with interpreters. (shrink)

It has been argued by some authors that our reaction to deaf parents who choose deafness for their children ought to be compassion, not condemnation. Although I agree with the reasoning proposed I suggest that this practice could be regarded as unethical. In this article, I shall use the term “dysgenic” as a culturally imposed genetic selection not to achieve any improvement of the human person but to select genetic traits that are commonly accepted as a disabling condition by (...) the majority of the social matrix; in short as a handicap. As in eugenics, dysgenics can be achieved in a positive and a negative way. Positive dysgenics intends to increase the overall number of people with a particular genetic trait. Marriage between deaf people or conceiving deaf children through reproductive technology are examples of positive dysgenics. Negative dysgenics can be obtained through careful prenatal or pre-implantation selection and abortion (or discarding) of normal embryos and foetuses. Only deaf children would be allowed to live. If dysgenics is seen as a programmed genetic intervention that undesirably shapes the human condition – like deliberately creating deaf or dwarf people – the professionals involved in reproductive technologies should answer the question if this should be an accepted ethical practice because the basic human right to an open future is violated. (shrink)

The cochlear implant controversy involves questions about the nature of disability and the definition of “normal” bodies; it also raises arguments about the nature and significance of culture and the rights of minority cultures. I defend the claim that there might be such a thing as “Deaf culture” and then examine how two different understandings of the role of culture in the lives of individuals can lead to different conclusions about the rights of Deaf parents in relation to their children, (...) and about the ethics of public funding for research on cochlear implants. An argument asserting the rights of minority cultures to equal respect and consideration within a multicultural society, informed by communitarian political philosophy, offers the best prospect for the defence of the unique culture(s) of the Deaf. (shrink)

A groundbreaking study of deafness, by a philosopher who combines the scientific erudition of Oliver Sacks with the historical flair of Simon Schama. There is nothing more personal than the human voice, traditionally considered the expression of the innermost self. But what of those who have no voice of their own and cannot hear the voices of others? In this tour de force of historical narrative, Jonathan Ree tells the astonishing story of the deaf, from the sixteenth century to (...) the present. Ree explores the great debates about deafness between those who believed the deaf should be made to speak and those who advocated non-oral communication. He traces the botched attempts to make language visible, through such exotic methods as picture writing, manual spellings, and vocal photography. And he charts the tortuous progress and final recognition of sign systems as natural languages in their own right. I See a Voice escorts us on a vast and eventful intellectual journey,taking in voice machines and musical scales, shorthand and phonetics, Egyptian hieroglyphs, talking parrots, and silent films. A fascinating tale of goodwill subverted by bad science, I See a Voice is as learned and informative as it is delightful to read. (shrink)

One of us is in translation and interpreting studies, and has written on collaborative translation, and the other in philosophy of medicine. In our open peer commentary, we will focus attention on...

As reproductive genetic technologies advance, families have more options to choose what sort of child they want to have. Using preimplantation genetic diagnosis (PGD), for example, allows parents to evaluate several existing embryos before selecting which to implant via in vitro fertilization (IVF). One of the traits PGD can identify is genetic deafness, and hearing embryos are now preferentially selected around the globe using this method. Importantly, some Deaf families desire a deaf child, and PGD–IVF is also an option (...) for them. Selection for genetic deafness, however, encounters widespread disapproval in the hearing community, including mainstream philosophy and bioethics. In this paper I apply Elizabeth Barnes’ value-neutral model of disability as mere-difference to the case of selecting for deafness. I draw on evidence from Deaf Studies and Disability Studies to build an understanding of deafness, the Deaf community, and the circumstances relevant to reproductive choices that may obtain for some Deaf families. Selection for deafness, with deafness understood as mere-difference and valued for its cultural identity, need not necessitate impermissible moral harms. I thus advocate that it is sometimes morally permissible to select for deafness in one’s child. (shrink)

A preimplantation genetic test to discriminate between severe and mild autism spectrum disorder might be developed in the foreseeable future. Recently, the philosophers Julian Savulescu and Guy Kahane claimed that there are strong reasons for prospective parents to make use of such a test to prevent the birth of children who are disposed to autism or Asperger’s disorder. In this paper we will criticize this claim. We will discuss the morality of selection for mild autism in embryo selection in a (...) hypothetical in vitro fertilization (IVF) situation where preimplantation genetic diagnosis is performed and compare this with a similar selection for congenital deafness. To do this we first discuss relevant human differences. We then introduce the principle of human capabilities (PC) and compare this principle with the principle of procreative beneficence (PB) introduced by Savulescu and Kahane. We apply the two principles to selection for mild autism and selection for congenital deafness. We argue that PC allows for the selection for mild autism but rules out selection for congenital deafness. PB will not give clear answers; the ruling of PB depends to a large extent on expected social, cultural and political developments. We will argue that PC is preferable to PB. We will discuss arguments for the value of mild autism for individuals who have this condition and argue that they are able to lead a life with human dignity provided autism-friendly social circumstances are present. Neither PC nor PB yields strong reasons for prospective parents to seek to prevent the birth of children who are disposed to mild autism spectrum disorder. (shrink)

The French medical context is characterized by institutionalization of the ethical reflection in health care facilities and an important disparity between spaces of ethical reflection. In theory, the healthcare professional may mobilise an arsenal of resources to help him in his ethical reflection. But what happens in practice? We conducted semi-structured interviews with 22 health-care professionals who did and did not have recourse to clinical ethical committees. We also implemented two focus groups with 18 professionals involved in various spaces of (...) ethical reflection in order to let them debate about a better way to organize ethical reflection in their institutional contexts. The qualitative analysis allows to us to underline the coexistence of different conceptions of ethics among health care professionals. We also observed that the participants in our study shared the experience of ethically problematic situations as roadblocks in the process of communication and decision-making. We therefore report the factors which favour or inhibit the ethical course leading to the resolution or at the very least soothing of the situation at hand. Finally, we discuss methodological issues and underline the fact that while the patient is at the heart of the professional’s ethical preoccupations, this does not imply that they are actors in decisions that concern them. (shrink)

This article aims to contribute to healthcare communication literature by providing factors that result in mistrust and miscommunication for Deaf people. Deaf people experience a lot of health inequity, which can be, in large part, attributed to being a result of communication and misunderstanding between Deaf people and healthcare staff, resulting in mistrust. Presenting outcomes of practical experiments as well as theoretical reasons for the misunderstanding and mistrust allows to make suggestions about how to improve communication for the future. This (...) review can serve as guidance for factors that contribute to miscommunication that should be avoided by healthcare staff and for lessons learned from positive experiences that should be scaled up and applied to ensure more clear and supportive communication. (shrink)

The article deals with surdotiflopedagogika, a doctrine of special education for deaf–blind–mute children as it was developed in the USSR in the 1920s and 1930s. In the spirit of social constructivism of the early Stalinist society, surdotiflopedagogika presents itself as a technology for the manufacture of socially useful human beings out of handicapped children with sight and hearing impairments, “half-animals, half-plants”. Surdotiflopedagogika’s institutionalization and rationale as these were evolving under the special patronage of Maxim Gorkij are analysed. Its experimental aspect (...) is also discussed. Exploring and implementing the most advanced ideas in the technology of communication, surdotiflopedagogika sought to compensate for the loss of speech, hearing, and sight by supplying the child with mechanical and human prostheses, including other people (assistants), technical devices, techniques of the body, and multiple communication codes to be translated from one into another. In the case of Soviet deaf-blind education, the Soviet subject appears as a technologically enhanced, collectively shared, and extended body in a permanent process of translation, internal as well as external. Technologies of language and acculturation that are of particular interest. Surdotiflopedagogika’s method as it appears in the theoretical writing of Ivan Afanasjevič Sokoljanskij (1889–1960), the teacher of the legendary deaf-blind author and educator Ol’ga Ivanovna Skorokhodova (1914?–1982) are given particular attention. (shrink)

The stunning debut of Jonathan Rée, the Simon Schama of philosophy. 'I See A Voice is a joy to read: bold, crisp in style, effortlessly erudite, slyly humorous, passionate and humane.' Roy Porter, Independent 'Rée writes with such clarity and elegance that his prose is a pleasure to read. His exploration of the world of the deaf demonstrates that their tragic deprivation of one sense illumines our understanding of the others. His study of sign language gives us unparalleled insight (...) into the nature of spoken language... this book is not only a fascinating history of the belated correction of our misperceptions of the deaf, but a demonstration that philosophy really can advance our understanding of the world and ourselves.' Anthony Storr, Literary Review 'Some philosophers take difficulty and try to make it simple, but Rée takes what is apparently mundane and undeniably everyday and makes it hard and wonderful. Reading his book, I had to sit at a table, with a pen and notebook, jotting down things I had never thought about before - asking myself how it was that I had lived with this commonsense all my life, yet never been in possession of its meanings... Rée treats philosophy the way Adam Phillips treats psychoanalysis: he scrutinises the everyday and the commonplace and charges them with significance. Psychoanalysis and the writings of Freud flood into his text, along with the poetry of Wordsworth, the writings of Proust, his own poignant memories of things past. The melancholy richness of his writing soaks up the culture of the late twentieth century: its emphasis on subjectivity and uncertainity; its sense of the individual; its receptivity to other forms; its confessionalism and belief in self scrutiny... in his passionate, fascinating philosophical history of language, deafness and the senses.' Nicci Gerrard, Observer. (shrink)

This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in Nicaragua and Thailand. The argument is advanced that these practices constituted a child-led oppositional pedagogy. A connection is drawn to Freire’s (1972) (...) theory of critical pedagogy. Deaf children’s actions as peer educators are framed as an act of resistance towards the oppression of their language and culture. A contrast is drawn between oralist pedagogy that is historically associated with punitive practices and didactic methods and the experiential and dialogic interaction that characterised peer learning of sign languages. The argument is made that the peer teaching and learning processes enabled the self-actualisation of the Deaf children whereas the oralist methods were based on a deficit model that focused on modifying deaf children according to the norms of hearing society. The implications of this for current policy and practice are inferred to be about access to sign languages and the importance of Deaf communities in deaf children’s education. The argument is made that space needs to be created for deaf children to engage in peer learning. (shrink)

Recent studies claim to show that language delayed deaf subjects typically display longlingering deficits in Theory of Mind (ToM) development, despite suffering no known deficits in other cognitive domains. These claims are supported by experimental evidence indicating that such subjects fare poorly on False Belief (FB) tasks. This paper turns a critical eye on these claims. In particular, I argue that the reported results raise important questions about the status of FB tasks as evidence, and about how such evidence should (...) be weighted against naturalistic observations of subjects engaged in everyday activities requiring complex social coordination. I conclude that these studies give us no decisive reason to believe that language delayed deaf subjects suffer distinctively and symptomatically in the domain of social cognition. To the contrary, the attribution of significant socio-cognitive impairment is potentially stigmatizing and may not help us understand the unique challenges these subjects face or suggest remedial strategies to aid them in overcoming these challenges. (shrink)

Increasingly, Deaf activists claim that it can be good to be Deaf. Still, much of the hearing world remains unconvinced, and continues to think of deafness in negative terms. I examine this debate and argue that to determine whether it can be good to be deaf it is necessary to examine each claimed advantage or disadvantage of being deaf, and then to make an overall judgment regarding the net cost or benefit. On the basis of such a survey I (...) conclude that being deaf may plausibly be a good thing for some deaf people but not for others. (shrink)

Journal of Social Philosophy, EarlyView.

As an unfunded federal mandate, the Americans with Disabilities Act requires public and private entities to ensure disability accommodations without providing state funding to pay for these accommodations. Disability accommodations under the ADA can take many forms, including audio description of a museum exhibit, designated parking for people with disabilities, or accessible toilet stalls. For each of these examples, once it is established or installed, the accommodation is available to serve the needs of numerous disabled individuals. Individualized service accommodations for (...) disability accessibility emerge only once the individual with the disability makes the request. For example, a deaf job candidate requests communication access for a job interview. The request for the accommodation is individual-dependent, and in the case of signed language interpreting, individual-specific and not fungible. Given that the unfunded mandate of the ADA does not directly provide a mechanism to alleviate expenses related to providing service accommodations to individuals, which can serve as a deterrent to inclusive practices, the question arises as to whether the ADA discriminates against individuals who require ongoing service accommodations. (shrink)

We describe how a Community-Based Participatory Research (CBPR) process was used to develop a means of discussing end-of-life care needs of Deaf seniors. This process identified a variety of communication issues to be addressed in working with this special population. We overview the unique linguistic and cultural characteristics of this community and their implications for working with Deaf individuals to provide information for making informed decisions about end-of-life care, including completion of health care directives. Our research and our work with (...) members of the Deaf community strongly show that communication and presentation of information should be in American Sign Language, the language of Deaf citizens. (shrink)

The discussion note examines communication needs of deaf students and deaf philosophers in the classroom, with particular attention to working with qualified signed language interpreters in the classroom and creating an inclusive classroom environment for deaf students. It additionally considers the question of whether signed languages, such as American Sign Language (ASL), can convey abstract philosophical concepts used in spoken languages, and concludes that this is possible, suggesting that the small number of deaf philosophers using ASL has affected the development (...) of a philosophical lexicon in ASL. (shrink)

The history of philosophy resembles a convention of deaf-mutes. Each participant attempts to communicate the secrets of his private imagination through a swirl of silent gestures. Intent on disclosing his own insight, each is confined in his own world: he has no ear for the language of others and often little knowledge of how to make them understand his. The carnival of controversy which ensues is grotesque in the eyes of the outsider but tragic for the thoughtful participant. For (...) in the history of philosophy many more messages are sent than are received, and the ones that are received come to us mutilated, infected by our own perspective and interests. In our own way each of us distorts or discards the central judgments of almost everyone else. The dead sign-language of the printed word is inadequate to span a century. Philosophers signal like wild semaphores that lost their common code. (shrink)

The history of philosophy resembles a convention of deaf-mutes. Each participant attempts to communicate the secrets of his private imagination through a swirl of silent gestures. Intent on disclosing his own insight, each is confined in his own world: he has no ear for the language of others and often little knowledge of how to make them understand his. The carnival of controversy which ensues is grotesque in the eyes of the outsider but tragic for the thoughtful participant. For (...) in the history of philosophy many more messages are sent than are received, and the ones that are received come to us mutilated, infected by our own perspective and interests. In our own way each of us distorts or discards the central judgments of almost everyone else. The dead sign-language of the printed word is inadequate to span a century. Philosophers signal like wild semaphores that lost their common code. (shrink)

Is philosophy deaf to the sound of the personal voice? While philosophy is experienced at admiring, resenting, celebrating, and, at times, renouncing language, philosophers have rarely succeeded in being intimate with it. Hagi Kenaan argues that philosophy's concern with abstract forms of linguistic meaning and the objective, propositional nature of language has obscured the singular human voice. In this strikingly original work Kenaan explores the ethical and philosophical implications of recognizing and responding to the individual presence in (...) language. In pursuing the philosophical possibility of listening to language as the embodiment of the human voice, Kenaan explores the phenomenological notion of the "personal." He defines the personal as the irresolvable tension that exists between the public character of language, necessary for intelligibility, and the ways in which we, as individuals, remain riveted to our words in a contingently singular manner. _The Present Personal_ fuses phenomenology and aesthetics and the traditions of Continental and Anglo-American philosophy, drawing on Wittgenstein, J. L. Austin, Kant, Kierkegaard, and Heidegger as well as literary works by Kafka, Kundera, and others. By asking new questions and charting fresh terrain, Kenaan does more than offer innovative investigations into the philosophy of language; _The Present Personal_, and its concern with the intimate and personal nature of language, uncovers the ethical depth of our experience with language. Kenaan begins with a discussion of Kierkegaard's existential critique of language and the ways in which the propositional structure of language does not allow the spoken to reflect the singularity of the self. He then compares two attempts to subvert the "hegemony of content": the pragmatic turn of J. L. Austin and the poetic path of Heidegger. Kenaan concludes by turning to Kant and discovering an analogy between the experience of meaning in language and the aesthetic experience of encountering beauty. Kenaan's reconceptualization of philosophy's approach to language frees the contingent singularity of language while, at the same time, permitting it to continue to dwell within the confines of content. (shrink)

This chapter is devoted to the most influential and important Soviet philosopher of the post-Stalin era: Evald Vasilevich Ilyenkov. Ilyenkov burst on the scene in the early 1950s, arguing that Ilyenkov should be understood, not as a meta-science concerned to formulate the most general laws of being, but as “the science of thought.” The chapter explores how Ilyenkov developed this idea, beginning with the controversial Ilyenkov-Korovikov theses and his unpublished “phantasmagoria,” “The Cosmology of Spirit.” Bakhurst then turns to Ilyenkov’s influential (...) writing on scientific method, which portrays cognition as an “ascent from the abstract to the concrete,” and to his now-famous solution to “the problem of the ideal,” which represents the concept of activity as the key to understanding both the nature of objectively existing ideal forms and the possibility of human minds. Bakhurst shows how Ilyenkov’s views on these issues inform his critique of scientism and positivism in Soviet thought and inspire his distinctive conception of education, exemplified by his contribution to Alexander Meshcheryakov’s work on the education of blind-deaf children. Although Ilyenkov styled himself as a dialectical materialist and a Leninist, his ideas were in tension with orthodox Soviet philosophy and he was often in trouble with the Soviet philosophical establishment, which found it hard to tolerate what it saw as Ilyenkov’s dalliance with idealism as well as his call for the cultivation of critical, free, creative thinkers. Bakhurst concludes by reflecting on the many crises Ilyenkov experienced during his career, exploring how he was frequently subject to criticism and persecution. This, combined with his disappointment over the suppression of the Prague Spring, eventually led to his untimely death by his own hand in March 1979. (shrink)

Twentieth-century philosophy has often been pictured as divided into two camps, analytic and continental. This study challenges this depiction by examining encounters between some of the leading representatives of either side. Starting with Husserl and Frege's fin-de-siècle turn against psychologism, it turns to Carnap's 1931 attack on Heidegger's metaphysics (together with its background in the Cassirer-Heidegger dispute of 1929), moving on to Ayer's 1951 meeting with Bataille and Merleau-Ponty at a Parisian bar, followed by the 'dialogue of the deaf' (...) between Oxford linguistic philosophers and phenomenologists at the 1951 Royaumont colloquium, leading up to the Derrida-Searle controversy. Careful study shows that it is implausible to assume the existence of a century-old 'gulf' between two sides of philosophy. Vrahimis argues that miscommunication and ignorance over the exact content of the above encounters must to a large extent be held accountable for any perceived gap. (shrink)

The positions that I would support in regard to the question whether philosophy has any relation to practice are as follows. In the first place, there are certain problems of modern civilization, and those amongst the most crucial, with which philosophy alone can deal. In the second place, in spite of appearances to the contrary, the present age will not be deaf to the voice of philosophy, if it can speak with sufficient clearness and power to secure (...) a hearing. The problems to which I refer do not belong to the sphere of science, in the strict modern sense. Science is triumphant in its own sphere, but it is not concerned primarily with the values of human existence, or the activity of the mind by which they are discovered, pursued, enjoyed. (shrink)

What if Immanuel Kant floated down from his transcendental heights, straight through Alice’s rabbit hole, and into the fabulous world of Lewis Carroll? For Ben-Ami Scharfstein this is a wonderfully instructive scenario and the perfect way to begin this wide-ranging collection of decades of startlingly synthesized thought. Combining a deep knowledge of psychology, cultural anthropology, art history, and the history of religions—not to mention philosophy—he demonstrates again and again the unpredictability of writing and thought and how they can teach (...) us about our experiences. Scharfstein begins with essays on the nature of philosophy itself, moving from an autobiographical account of the trials of being a comparativist to philosophy’s function in the outside world to the fear of death in Kant and Hume. From there he explores an impressive array of art: from China and Japan to India and the West; from an essay on sadistic and masochistic body art to one on the epistemology of the deaf and the blind. He then returns to philosophy, writing on Machiavelli and political ruthlessness, then on the ineffable, and closes with a review of Walter Kaufmann’s multivolume look at the essence of humanity, _Discovering the Mind_. Altogether, these essays are a testament to adventurous thought, the kind that leaps to the furthest reaches of the possible. (shrink)