Classifying the Zhuangzi Chapters . Liu Xiaogan, trans, by William E. Savage, 1994, Ann Arbor, Center for Chinese Studies, University of Michigan, xxii + 217 pp., ISBN 0 89264 106 1.

This paper discusses the possibility of modelling inductive inference (Gold 1967) in dynamic epistemic logic (see e.g. van Ditmarsch et al. 2007). The general purpose is to propose a semantic basis for designing a modal logic for learning in the limit. First, we analyze a variety of epistemological notions involved in identification in the limit and match it with traditional epistemic and doxastic logic approaches. Then, we provide a comparison of learning by erasing (Lange et al. 1996) (...) and iterated epistemic update (Baltag and Moss 2004) as analyzed in dynamic epistemic logic. We show that finite identification can be modelled in dynamic epistemic logic, and that the elimination process of learning by erasing can be seen as iterated belief-revision modelled in dynamic doxastic logic. Finally, we propose viewing hypothesis spaces as temporal frames and discuss possible advantages of that perspective. (shrink)

Fifty years after the death of Edmund Husserl, the main founder of the phenomenological current of thought, we present to the public a four book collection showing in an unprecedented way how Husserl's aspiration to inspire the entire universe of knowledge and scholarship has now been realized. These volumes display for the first time the astounding expansion of phenomenological philosophy throughout the world and the enormous wealth and variety of ideas, insights, and approaches it has inspired. The basic commitment to (...) phenomenological concerns found in all this variety makes this collection a most signifi cant historical document. This second volume of the collection bears witness to a deliberate shift of attention from the earlier to the later phase of Husserl's reflections. We see how his issues - intersubjectivity, ethics, human encounter, the societal world, empathy, the sphere of the self, and the surpassing of dichotomies (bodylpsyche, etc.) - are now at the center of attention in the human sciences. Among the authors are H. Tellenbach, A. Rigobello, C. Balzer, C. Bjurvill, V. Molchanov, E. Syristova, O. Balaban, R. Boehm, M. Sancipriano, O. M. Anwar, Y. Okamoto, B. Holyst, T. Sodeika, and M. De Negri. The studies were gathered at the programs held by The World Institute for Advanced Phenomenological Research and Learning in the commemorative year 1988/1989, chiefly at the First World Congress of Phenomenology at Santiago de Compos tela, Spain, with the aim of assessing the current state of phenomenology. A-T. T. (shrink)

The contemporary revival of interest in the Sacred as a category of philosophico-religious reflection here finds a radical reversal of the traditional direction, taking the Sacred as the starting point of the itinerary toward the Divine. The wide variety of essays contained in this volume attempt to ground philosophy of the Sacred and the Divine in phenomenological evidence. Though employing different methodologies, the contributors register by and large the contribution of A-T. Tymieniecka's phenomenology of life in providing a significant 20th (...) century vision for the accomplishment of this task. Its pursuit finds here expression in philosophical, historical, literary and political explorations leading to construing phenomenology of the Sacred as a prerequisite to the investigation of the Divine. The contributors to this extraordinary collection are: C. Bédard, A. Ales Bello, Gerard Bucher, D. Chidester, D. Conchi, M. Kronegger, S. Laycock, Ph. Liverziani, J.N. Mohanty, E. Moutsopoulos, A.M. Olson, Y. Park, G. Penzo, B. Ross, C. Osowiec Ruoff, Th. Ryba, J. Smith, A-T. Tymieniecka and E. Wyschogrod. (shrink)

To introduce this collection of research studies, which stem from the pro grams conducted by The World Phenomenology Institute, we need say a few words about our aims and work. This will bring to light the significance of the present volume. The phenomenological philosophy is an unprejudiced study of experience in its entire range: experience being understood as yielding objects. Experi ence, moreover, is approached in a specific way, such a way that it legitima tizes itself naturally in immediate evidence. (...) As such it offers a unique ground for philosophical inquiry. Its basic condition, however, is to legitimize its validity. In this way it allows a dialogue to unfold among various philosophies of different methodologies and persuasions, so that their basic assumptions and conceptions may be investigated in an objective fashion. That is, instead of comparing concepts, we may go below their differences to seek together what they are meant to grasp. We may in this way come to the things them selves, which are the common objective of all philosophy, or what the great Chinese philosopher Wang Yang Ming called "the investigation of things". It is in this spirit that the Institute's programs include a "cross-cultural" dialogue meant to bring about a profound communication among philosophers in their deepest concerns. Rising above artificial cultural confinements, such dialogues bring scholars, thinkers and human beings together toward a truly human community of minds. Our Institute unfolds one consistent academic program. (shrink)

Taking a series of period courses arranged in chronological order seems the natural and obvious way for students to learn history. But an odd thing happens when these courses are not connected to one another, as they rarely are in the college curriculum. Since students experience each course as a self-contained unit, they have no incentive to remember one period once they move on to the next. Describing a course he taught in a required literary history sequence, the author is (...) struck not only by his students' inability to make connections with the previous course in the sequence but also by their evident surprise at being asked to recall what they had studied in any previous course. This essay—a guest column in Common Knowledge—goes on to generalize the implications of the incident, arguing that, paradoxically, the effect of period courses is to erase the sense of historical sequence, continuity, and contrast from students' minds and thereby to erase history itself. The point is not that there is something wrong with dividing history into period courses—some such division is unavoidable and necessary—but that unless period courses are connected, students will come away with an ahistorical view of history. (shrink)

This volume marks a phase of accomplishment in the work of the World Phenomenology Institute in unfolding a dialogue between Occidental phenomenology and the Oriental/Chinese classic philosophy. Going beyond the stage of reception, the Oriental scholars show in this collection of studies their perspicacity and philosophical skills in comparing the concepts, ideas, the vision of classic phenomenology and Chinese philosophy toward uncovering their common intuitions. This in-depth probing aims at reviving Occidental thinking, reaching to its intuitive sources, as well as (...) providing Chinese thinking with a precise apparatus of expression toward its rejuvenation in a new significance. Studies by Korean and Chinese phenomenologists: Nam-In Lee, Inhui Park, Benjamin I. Schwartz, Anna-Teresa Tymieniecka, Sitansu Ray, Zhang Xian, Zhang Qingxiong, Tsung-I Dow, Ashok K. Gangadean, Yushiro Takei, Louise Sunderarajan, Gregory Tropea, James Sellmann, Tyong Bok Rhie, Sang-Ki Kim, Daniel Zelinski, Qingjie Wang, Calvin O. Schrag, Jung-Sun Han. (shrink)

Through mystery, literature reveals to us the Great Unknown. While we are absorbed by the matters at hand with the present enactment of our life, groping for clues to handle them, it is through literature that we discover the hidden strings underlying their networks. Hence our fascination with literature. But there is more. The creative act of the human being, its proper focus, holds the key to the Sezam of life: to the great metaphysical/ontopoietic questions which literature may disclose. First, (...) it leads us to the sublimal grounds of transformation in the human soul, source of the specifically human significance of life (Analecta Husserliana, Volume III, XIX, XXIII, XXVII) Second, it leads us to the unveiling of the hidden workings of life in the twilight of knowing in a dialectic between The Visible and the Invisible, (Volume LXXV, 2002, Analecta Husserliana) down to the ontopoietic truth. (Volume LXXVI, 2002, Analecta Husserliana) This prying into the unknown which provokes the human being as he or she attempts to conquer, step by step, a space of existence, finds its culmination in the phenomenon of mystery as the subject of the present collection. Its formulation brings us to the greatest question of all: the enigmatic solidarity -in-distinctiveness of human cognition and existence. Papers are written by: Tony E. Afejuku, Gary Backhaus, Paul G. Beidler, Matthew J. Duffy, Raffaela Giovagnoli, Jennifer Anna Gosetti-Ferencei, Matti Itkonen, Lawrence Kimmel, Catherine Malloy, Vladimir L. Marchenkov, Nancy Mardas, Howard Pearce, Bernadette Prochaska, Victor Gerald Rivas, M.J. Sahlani, Dennis Skocz, Jadwiga S. Smith, Mara Stafecka, Max Statkiewicz, Mariola Sulkowska, Anna-Teresa Tymieniecka, Leon U. Weinman, Tim Weiss. (shrink)

Merleau-Ponty’s idea of lived body has played a significant role in understanding selfconstruction and has raised issues about the relationships between the private sense and the public world. Merleau-Ponty argues that the lived body and the world are constructed reciprocally. This notion is acknowledged to be a rich source for feminist thought. Yet there is as much criticism as support of Merleau-Ponty’s philosophy from feminists such as Grosz (1994, 1995), Sullivan (1997, 2000, 2001, 2002) and Young (1989). Shannon Sullivan vigorously (...) criticises Merleau-Ponty’s lived body as an anonymous body which erases particularities and results in domination. This paper defends Merleau-Ponty’s notion by clarifying the meaning of anonymity in terms of the understanding of Merleau-Ponty’s lived body as an “author”, and as such as incorporating the capacity to resist anonymity, and sustain particularity and difference, through an ongoing process of authoring his/her own lived experience. Ken Plummer’s notion of sexual story-telling is used to elaborate the elucidation. In conclusion, the educational implications of resisting anonymity are considered and envisaged in terms of promoting tolerance of difference and assertion of particularity by encouraging and developing the capacity to construct the self through an ongoing process of both responsive and responsible self-authoring. Indo-Pacific Journal of Phenomenology , May 2010, Volume 10, Edition 1. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Particularity, Presence, Art Teaching, and LearningJulia Kellman (bio)The Awful, the Particular, and the TranscendentYears ago in a life drawing class during graduate school, for who knows what reason, I chose to focus my drawing on the model's head and not on her entire form. She was wearing an enormous and elaborate black velvet hat with yards of veiling and several large red silk roses. The combination of textures, shadows, (...) colors, forms, and the suggestion of a story, of meaning beyond the exercise itself, drew me in I think. Using an entire large sheet of tan-colored drawing paper, soft vine charcoal, and a kneaded rubber eraser I began to draw, moving from the impossible hat to the model's high cheekbones, deep-set shadowed eyes, soft cheeks, and curved neck. Somewhere between the top of the paper (the crown of her hat) and the woman's face, however, my hand, my self, the drawing, the young woman, and the hat merged by some means outside my control. I was the act of drawing. I was the charcoal, the curved cheek, the dark eyes, the wonderful hat. There were no boundaries among us. No distances. The drawing, it seemed, drew me at the same time that it revealed an image of the model and her black velvet hat on the paper and tied me to the woman seated before me. I was exalted, transported, amazed.Now, as I think back to that drawing, I understand it as my first clear art experience of doing, not thinking, being, not observing that all artists encounter on their best days. It was, in another way of considering, my initial encounter with the fact that "the imaginative faculty, especially as engaged in the art process is one of the strongest and clearest ways in which we can learn within the qualitative, immediate present, within kairotic as opposed to chronic time, or within the eternal present,"1 as the art educator Kenneth [End Page 51] Beittel explains. Or, put another way, it was my experience with the fact that, as the writer Lawrence Weschler suggests in his biography of the artist Robert Irwin, "Seeing is forgetting the name of the thing one sees."2 Or, as the sculptor Anne Truitt explains, drawing can be "a direct channel between one's [my] experience and one's [my] hand."3This transformation from a distinct see-er and seen to a single entity sharing both time and space, from a distant relationship to intimacy, from a world of the generalized to the place of the particular brings us to the intertwined themes of this article: the importance of the awesome transcendent particularity of the singular—person, creature, place, object, plant, or moment in art and, similarly, religious contemplation and the likeness and/or overlap of artistic engagement with spiritual experience.In order for us to examine the artist in the midst of creating, and to explore our theme of art's relationship to the awful (think of the older usage meaning "full of awe" here) particularity of thisness as John Dun Sotus4 describes the perfection of the particular and specific, as well as to explore the relationship of art making, art learning, art teaching, and spiritual experience, exemplars are necessary. Our first exemplar is Gordie, a member of the art class I teach at a local hospital. He, as much as anyone, exemplifies artistic engagement with the current moment, its thisness in fact, and he illustrates the art maker's/learner's engagement with pure doing in the act of creating an image. Our second exemplar, the filmmaker, writer, and painter Derek Jarman,5 exemplifies by his lifetime of creative accomplishment an artist in the most literal manner. And even in the last years of his life—as sculptor, gardener, landscape designer, writer, and creator of a place of great beauty—he illuminates in both his words and in his garden his engagement with the present moment, with particularity, and with the spiritual quality that permeates his world.Gordie's Tale: Art and FlowersGordie accompanied his friend Roger to the first art class to be held at the hospital for people with... (shrink)

This paper will explore the relationship between Mezirow's concept of reflexivity and Bourdieu's theory of habitus in order to develop a more robust framework within which critical reflection can take place. Nurse educators have sought to close the theory practice gap through the use of critical reflection. However, we are not convinced that this has produced the depth and quality of reflection required. Furthermore, the contexts in which critical reflection takes place is often sidelined or erased so that the whole (...) impetus in the literature is to educate nurses in reflection rather than empower nurses to understand the complex circumstances and barriers that obstruct critical reflection. This paper argues that the reason for this position is that nurse education does not always acknowledge the role that personal and cultural values systems have on reflective practices. The literature search was undertaken using CINHAL and MEDLINE. Keywords included: values systems, habitus, and critical reflection. Inclusion criteria were determined by the theoretical approach and included seminal texts, from as far back as 1956, to identify key themes. Although critical reflection is a potentially powerful way of enhancing care it has often failed to do so. It is suggested that this is because nurse educators have frequently used models of reflection without considering the impact that student's personal values systems has on their perceptions of care and subsequently care delivery. The purpose of this paper is to promote deeper levels of reflection and is part of a programme of research aimed at developing a more robust approach to reflection in educational practice. (shrink)

Moral case deliberation is a dialogue among health care professionals about moral issues in practice. A trained facilitator moderates the dialogue, using a conversation method. Often, the facilitator is an ethicist. However, because of the growing interest in MCD and the need to connect MCD to practice, healthcare professionals should also become facilitators themselves. In order to transfer the facilitating expertise to health care professionals, a training program has been developed. This program enables professionals in health care institutions to acquire (...) expertise in dealing with moral questions independent of the expertise of an ethicist. Over the past 10 years, we developed a training program with a specific mix of theory and practice, aiming to foster the right attitude, skills and knowledge of the trainee. The content and the didactics of the training developed in line with the philosophy of MCD: pragmatic hermeneutics, dialogical ethics and Socratic epistemology. Central principles are: ‘learning by doing’, ‘reflection instead of ready made knowledge’, and ‘dialogue on dialogue’. This paper describes the theoretical background and the didactic content of the current training. Furthermore, we present didactic tools which we developed for stimulating active learning. We also go into lessons we learned in developing the training. Next, we provide some preliminary data from evaluation research of the training program by participants. The discussion highlights crucial aspects of educating professionals to become facilitators of MCD. The paper ends with concluding remarks and a plea for more evaluative evidence of the effectiveness and meaning of this training program for doing MCD in institutions. (shrink)

To explain social learning without invoking the cognitively complex concept of imitation, many learning mechanisms have been proposed. Borrowing an idea used routinely in cognitive psychology, we argue that most of these alternatives can be subsumed under a single process, priming, in which input increases the activation of stored internal representations. Imitation itself has generally been seen as a This has diverted much research towards the all-or-none question of whether an animal can imitate, with disappointingly inconclusive results. In (...) the great apes, however, voluntary, learned behaviour is organized hierarchically. This means that imitation can occur at various levels, of which we single out two clearly distinct ones: the a rather detailed and linear specification of sequential acts, and the a broader description of subroutine structure and the hierarchical layout of a behavioural Program level imitation is a high-level, constructive mechanism, adapted for the efficient learning of complex skills and thus not evident in the simple manipulations used to test for imitation in the laboratory. As examples, we describe the food-preparation techniques of wild mountain gorillas and the imitative behaviour of orangutans undergoing to the wild. Representing and manipulating relations between objects seems to be one basic building block in their hierarchical programs. There is evidence that great apes suffer from a stricter capacity limit than humans in the hierarchical depth of planning. We re-interpret some chimpanzee behaviour previously described as and suggest that all great apes may be able to imitate at the program level. Action level imitation is seldom observed in great ape skill learning, and may have a largely social role, even in humans. (shrink)

Imprecise probabilities are an increasingly popular way of reasoning about rational credence. However they are subject to an apparent failure to display convincing inductive learning. This paper demonstrates that a small modification to the update rule for IP allows us to overcome this problem, albeit at the cost of satisfying only a weaker concept of coherence.

Significant claims about science education form an integral part of Thomas Kuhn's philosophy. Since the late 1950s, when Kuhn started wrestling with the ideas of ‘normal research’ and ‘convergent thought’, the nature of science education has played an important role in his argument. Hence, the nature of science education is an essential aspect of the phase-model of scientific development developed in his famous The Structure of Scientific Revolutions, just as his later work on categories and conceptual structures takes its starting (...) point in the transmission rather than the creation of concepts and categories. (shrink)

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their (...) steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use. (shrink)

Collaborative learning with cases characteristically involves discussing and developing shared explanations. We investigated the argumentation scheme which learners use in constructing shared explanations over evidence. We observed medical students attempting to explain how a judge had arrived at his verdict in a case of medical negligence. The students were learning within a virtual learning environment and their communication was computer mediated. We identify the dialogue type that these learners construct and show that their argumentation conforms with an (...) abductive form of argumentation scheme (‘inference to the best explanation’). We also assessed the students’ learning and propose that it is related to particular features of this argumentation scheme. (shrink)

Social learning in the strict sense is learning by observation or instruction. Learning by observation appears to be an analogue process while learning by instruction is digital. In evolutionary biology this distinction is currently thought to have implications for the extent to which mechanisms can function successfully as an inheritance system in an evolutionary process.

Open peer commentary on the article “Subsystem Formation Driven by Double Contingency” by Bernd Porr & Paolo Di Prodi. Upshot: Agents that learn from perturbations of closed control loops are considered constructivist by virtue of the fact that their input (the perturbation) does not convey ontological information about the environment. That is, they learn by actively experiencing their environment through interaction, as opposed to learning by registering directly input data characterizing the environment. Generalizing this idea, the notion of (...) class='Hi'>learning by experiencing provides a broader conceptual framework than cybernetic control theory for studying the double contingency problem, and may yield more progress in constructivist agent design. (shrink)

Learning general concepts in imperfect environments is difficult since training instances often include noisy data, inconclusive data, incomplete data, unknown attributes, unknown attribute values and other barriers to effective learning. It is well known that people can learn effectively in imperfect environments, and can manage to process very large amounts of data. Imitating human learning behavior therefore provides a useful model for machine learning in real-world applications. This paper proposes a new, more effective way to represent (...) imperfect training instances and rules, and based on the new representation, a Human-Like Learning (HULL) algorithm for incrementally learning concepts well in imperfect training environments. Several examples are given to make the algorithm clearer. Finally, experimental results are presented that show the proposed learning algorithm works well in imperfect learning environments. (shrink)

This paper posits Peirce’s logical category of abduction as a necessary component in the learning process. Because of the cardinality of categories, Thirdness always contains in itself the Firstness of abduction. In psychological terms, abduction can be interpreted as intuition or insight. The paper suggests that abduction can be modeled as a vector on a complex plane. Such geometrical interpretation of the triadic sign helps to clarify the paradox of new knowledge that haunted us since Plato first articulated it (...) in his Meno dialogue. Some implications for the actual teaching practice are addressed, and the value of practical knowledge affirmed. (shrink)

Traumatic brain injury is a major cause of death and disability in Western society, and often results in functional and neuropsychological abnormalities. Memory impairment is one of the most significant cognitive implications after TBI. In the current study we investigated procedural memory acquisition by observational training in TBI patients. It was previously found that while practicing a new motor skill, patients engage in all three phases of skill learning–fast acquisition, between-session consolidation, and long-term retention, though their pattern of (...) class='Hi'>learning is atypical compared to healthy participants. A different set of studies showed that training by observing a motor task, generally prompted effective acquisition and consolidation of procedural knowledge in healthy participants. The aim of our study was to evaluate the potential benefit of action observation in TBI patients. Examine the possibility of general improvement in performance between the first and second stage of the study. Investigate the link between patients’ ability to benefit from observational learning and common measures of injury.Materials and methodsPatients hospitalized after moderate to severe TBI, were trained by observation for the finger opposition sequence motor task. They were then tested for the observation-trained sequence and a similar control sequence, at two different time-points.Results revealed a significant difference in performance between the trained and untrained sequences, in favor of the trained sequence. An increase in performance for both sequences A and B toward the second session. The advantage for sequence A was stable and preserved also in the second session. Participants with lower moderate Functional Independence Measure scores gained more from observational-procedural learning, compared with patients with higher functional abilities.ConclusionOverall, these findings support the notion that TBI patients may achieve procedural memory consolidation and retention through observational learning. Moreover, different functional traits may predict the outcomes of observational training in different patients. These findings may have significant practical implications in the future, regarding skill acquisition methods in TBI patients. (shrink)

How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal (...) agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project. (shrink)

A central challenge for research on how we should prepare students to manage crossing boundaries between different knowledge settings in life long learning processes is to identify those forms of knowledge that are particularly relevant here. In this paper, we develop by philosophical means the concept of a dialectical system as a general framework to describe the de-velopment of knowledge networks that mark the starting point for learning processes, and we use semiotics to discuss the epistemological thesis that (...) any cognitive access to our world of objects is mediated by signs and diagrammatic reasoning and abduction as those forms of practical knowledge that are crucial for the development of knowledge networks. The rich-ness of this theoretical approach becomes evident by applying it to an example of learning in a biological research context. At the same time, we take a new look at the role of mathematical knowledge in this process. (shrink)

Much of our know-how is acquired through practice: we learn how to cook by cooking, how to write by writing, and how to dance by dancing. As Aristotle argues, however, this kind of learning is puzzling, since engaging in it seems to require possession of the very knowledge one seeks to obtain. After showing how a version of the puzzle arises from a set of attractive principles, I argue that the best solution is to hold that knowledge-how comes in (...) degrees, and through practice a person gradually learns how to do something. However, the two standard accounts of know-how in the literature, intellectualism and anti-intellectualism, cannot properly account for the distinctive way in which know-how is gradually acquired by practice, a process in which conceptual representations and practical abilities are intimately interwoven. Drawing on Gareth Evans's work, I outline an account that may do so, and use this account to distinguish between two forms of learning to explain why skill generally cannot be learnt through testimony, and requires practice. (shrink)

Malgré l’avènement de la figure de l’acteur créateur au tournant des XIXe et XXe siècles, les procédés de copie, d’imitation et de réactivation constituent une part non négligeable des outils convoqués dans les exercices spécifiques au jeu. Cette persistance, qui trouve son origine dans le Paradoxe sur le comédien de Diderot, se lit et se décline tout au long de l’histoire des théories du jeu, dans le recours fréquent à un modèle, dont le type varie (nature ou réel, arts plastiques, (...) personnage théâtral, performance). C’est cette double continuité, celle des procédés de copie et du modèle dans les théories du jeu auxquelles s’adossent des pratiques et dont découlent des modes de fabrication, qui a nourri une expérimentation pédagogique pratique au sein de La Manufacture – Haute École des Arts de la Scène de Lausanne. Les ateliers élaborés pour les étudiant.e.s consistant à mettre en œuvre ces trois opérations, à leur proposer une histoire sensible, c’est-à-dire éprouvée, du jeu de l’acteur, et à leur faire percevoir l’importance des procédés de copie, d’imitation et de réactivation dans la pensée et dans la pratique du jeu. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Betrayal of Substance: Death, Literature, and Sexual Difference in Hegel’s “Phenomenology of Spirit” by Mary C. RawlinsonShannon Hoff (bio)Mary C. Rawlinson, The Betrayal of Substance: Death, Literature, and Sexual Difference in Hegel’s “Phenomenology of Spirit” New York: University Press, 2021, 215 pp. ISBN 978-0-231-19905-6Mary rawlinson shows that to be genuinely receptive to a philosophical text one must be creative, and she brings the Phenomenology of Spirit to (...) life with her reading. It speaks of and to experience, and she makes it resound as such, matching its aptitude with her own rich descriptions of the character of experience. The reader is bound to learn a lot from her careful and vivid analyses of consciousness, self-consciousness, reason, and spirit, where she displays her power to digest a text that is almost impossibly unwieldy. Both students and scholars of Hegel’s philosophy will find satisfaction here: her book will spark understanding and excitement in inexperienced readers and hone approaches to complex issues of interpretation in experienced ones.Rawlinson opens The Betrayal of Substance with the provocative thesis that Hegel “writes with both hands” (xv). On the one hand, he affirms the abundance of difference in life by insisting on the material realization of the abstract concept, on the life of the singleton (her translation of das Einzelne) as the site of this realization, and on the difference intrinsic to identities (xiii). On the other hand, she says, he aims at a science of logic beyond phenomenology, where singularity has been erased and difference comprehended, such that “nothing is other to it”; this is “an unrelenting insistence on an absolute [End Page 225] detachment from life” (53). Rawlinson tracks this severance of concept and life throughout the Phenomenology: in the abandonment of sensuousness in sense-certainty; in the thing’s dissolution in perception; in “the ‘loss of reality’ of the play of forces”; in the struggle to the death, where self-consciousness “risks life absolutely” (66); in stoicism and skepticism, which “install an absolute difference between life and thought” (47). The life of the singleton is severed from the concept by the production (on the part of the unhappy consciousness) of “ethics, culture, morality, and religion as institutional infrastructures sustaining the self-transcendence of the singleton in the ‘we’ of a community” (66); by reason’s erasure of singularity in its accomplishment of a universal consciousness (68); by perpetual reference to the Bacchanalian revel, that “frenzy of the group that survives [the singleton’s] collapse” (xxx). (Indeed, one of the book’s contributions is its illumination of the prevalence of the image of the revel in Hegel’s text.)In response, Rawlinson asserts the need for a double reading of this double writing: (1) to affirm the capacious narrative that dislodges “ready-made abstractions” and engages the “thick richness of life,” because that is where the truth lies (xxix–xxx); and (2) to oppose Hegel’s “completion” of the phenomenological project and the departure from it to logic, and with it the erasure of the singleton. The book reflects the style of this double reading at each turn, in turns rebellious and appreciative, at ease with its own ambiguity toward Hegel. Rawlinson produces three central pieces of evidence for her critique, three “dangling threads [that] refuse to be woven into the completed fabric of absolute knowing[:] sexual difference, the mortality of the singleton,... and the differences of style in art and literature” (xv). Her critique of Hegel’s abandonment of life sets in relief the critical centrality of Hegel’s identification of maternal love as “the most dangerous force with which the state must contend” (68): this love is a clear instance of affirmation of the singleton over the “we” in which it is submerged. Finally, Rawlinson opposes the idea that truth is “the fully realized series of shapes of knowing and figures of truth” in which “science will have been the truth of phenomenology” with the hypothesis instead that “phenomenology will prove to have been the truth of science” (xliv).Itself beginning several times, The Betrayal of Substance thematizes Hegel’s multiple beginnings and the insight ref lected thereby... (shrink)

Learning and development are often linked in the organization studies literature. To understand the dynamics of organizational moral development, this paper utilizes the notion of organizational moral learning (OML). It is explored using three perspectives: organizational learning, Islamic and critical realist perspectives. The perspectives are then synthesized together to form a single framework, called the OML by ‘spiritual hearts’ framework. At the centre of the framework is the spiritual heart, the seat of profound understanding and moral consciousness. (...) The heart plays a central role in organizational moral development, especially with regard to its potential to be ‘purified’ and corrupted. Two extreme parameters then are created: on one side is the ‘purified hearts’ with high moral consciousness contributing towards OML, and on the other is the ‘corrupted hearts’ with high immoral consciousness contributing towards organizational immoral learning. Between the two extremes are the ‘diseased hearts’, possessing a mixture of moral and immoral consciousness to various degrees, and have the potentials to contribute to both moral and immoral developments. The paper further suggests strategies to facilitate OML and simultaneously inhibits organizational immoral learning. (shrink)