Wittgenstein’s later philosophy addresses the subject of connection between the psychic life of the individual and social context, represented by language games which are played within a form of life. Sensations and passions are part of the psychic life of the individual; far from being hidden psychological objects of a private Cartesian, they are inseparable from their social redefinition. In fact, they become visible in the context of the game. Wittgenstein argues that there is a transformation of subjective (...) psychic life by learning language games. The psychic life of the individual is then re-organized by learning a socially defined, characteristic behaviour pattern. However, the learning process of the games is complex and non-deterministic, in that it oscillates between degrees of acceptance and degrees of negation of language game rules. Through this oscillation between acceptance and denial of the game rules, it is possible to develop processes which lead to unpredictable changes in the game and in forms of life. (shrink)

In this paper I challenge the commonly held view that Plato acknowledges and accepts the possibility of akrasia in the Laws. I offer a new interpretation of the image of the divine puppet in Book 1 - the passage often read as an account of akratic action -- and I show that it is not intended as an illustration of akrasia at all. Rather, it provides the moral psychological background for the text by illustrating a broader notion of self-rule (...) as a virtuous condition of the soul (and lack of self-rule as a vicious condition). I examine key discussions in the Laws in order to show how Plato makes use of this broader notion of self-rule throughout the dialogue, and I argue that nothing Plato says in the Laws commits him to the possibility of akrasia. One significant consequence of my interpretation of the puppet passage is that it avoids the need to posit developmentalism in Plato's late views about the embodied human soul, as some recent commentators have done: the moral psychology of the Laws, on my reading, is not incompatible with the Republic's tripartite theory of the soul. (shrink)

Three problems threaten any account of philosophical rule in the Republic. First, Socrates is supposed to show that acting justly is always beneficial, but instead he extols the benefits of having a just soul. He leaves little reason to believe practical justice and psychic justice are connected and thus to believe that philosophers will act justly. In response to this problem, I show that just acts produce just souls. Since philosophers want to have just souls, they will act (...) justly. Second, Socrates’ alleged aim is to demonstrate that justice is beneficial, but philosophers, who have to give up a life of philosophy to rule, actually appear to be harmed by ruling. I explain that, since the founders of the city justly command them to rule, philosophers cannot, in fact, obtain a better life, and so ruling does not harm them. Third, it seems incongruous that philosophers, who should, as just people, jump at the opportunity to rule Kallipolis, must be compelled to rule. I show that Plato carefully constructs an educational system that produces rulers who do not want to rule, since such rulers alone will rule best. (shrink)

What is the root cause of ethical failure? Why is preoccupation with ethics more a part of the problem than a part of the solution? What makes ethical conduct a natural expression of who we are? What enables us to be ourselves in our relations with others? Ethical failure has become a significant concern in public life, in organizations and in educational institutions. The Capacity for Ethical Conduct explores how qualities of character and personality either make ethical conduct possible for (...) the individual or foster ethical failure. David Levine discusses how ethical conduct is a special way of relating to others, one that secures respect for their integrity by assuring that what they do can express who they are. He argues that this special way of relating to others results not from knowledge of, or a stated commitment to, rules, norms and values, but from the way we experience ourselves, especially from our ability to make a positive emotional investment in being and having a self. Traditionally, emphasis on the importance of values and ethics in shaping conduct tends to be connected to the need to find fault in self and others, fostering an atmosphere where the self is put at risk in its relations to others. This means that an excessive emphasis on ethics, rather than assuring ethical conduct, tends instead to create interpersonal settings marked by emotional assault. Because of this, talk about ethics often expresses ambivalence about ethical conduct, which makes the familiar combination of preoccupation with ethics and ethical failure unsurprising. The Capacity for Ethical Conduct explores the ways in which the interpersonal world of work either fosters a feeling of safety or encourages various forms of emotional assault. Presenting case studes and applying psychoanalytic object relation theory and self psychology, this book explores the factors underlying ethical failure and the capacity for ethical conduct. It will be of interest to scholars and practioners in the fields of psychoanalysis, psychology, philosophy, sociology, organizational dynamics, management and public administration. (shrink)

I argue that Republic presents thumos as a limited, or flawed, principle of psychic unity. My central claim is that Plato both makes this assertion about the necessary limitations of thumos, and can defend it, because he understands thumos as the pursuit of to oikeion, or one’s own. So understood, the thumoetic part divides the world into self and other and pursues the defense of the former from the latter. As a result, when confronted with a conflicting desire, the (...) thumoetic part makes sense of that desire as an irredeemable opponent. That, in turn, precludes the persuasion of desires that Plato sees as necessary for psychic harmony. (shrink)

The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘customers’. The primary concerns in such models are often technical and economic – technology as (...) a cost-effective ‘solution’ to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895–1975) and Hans-Georg Gadamer (1900–2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer’s notions of dialogue and horizon, and Bakhtin’s notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin’s and Gadamer’s ideas, for a dialogic approach to online teaching and learning in higher education. (shrink)

Jesus of Nazareth, like Socrates, left nothing behind written by himself. Yet, the records of his teaching indicate a rich interest in dialogic pedagogy, reflected in his use of the parable, primarily an oral genre, as a dialogic provocation. Working at the interface of pedagogy, theology and philosophy, this article explores the parable of the Good Samaritan from the perspective of dialogic pedagogy. It employs an analytical approach termed diacognition, developed from the notions of dialogue, position and cognition, to analyse (...) the moves within the parable and the teaching situation in which it is located. The article explores how Jesus engages the dialogue of and around the parable to position and reposition his interlocutor, provoking a re-cognition of what it means to love one’s neighbour. It concludes by reflecting on the implications of this analysis for the relation of meaning to knowing and doing. (shrink)

Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin-Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications for education theory and practice in relation to two South African contexts of learning that (...) facilitate the access to education of disadvantaged groups, one in higher education and the other in early childhood education. (shrink)

This article examines the relationship between online dispute resolution (ODR) and trust. We discuss what trust is, why trust is important, and how trust develops. Our claim is that efforts to implement online dispute resolution on a site or service in a manner that promotes trust need to consider ODR as just one tool in a broader toolbox of trust-building tools and techniques. These techniques are amongst others marketing, education, trust seals, and transparency. By evaluating ODR in its proper context (...) as one component of a larger trust strategy, we can more accurately set expectations for its results and position our projects for success. (shrink)

The article presents proofs of the context freeness of a family of typelogical grammars, namely all grammars that are based on a uni- ormultimodal logic of pure residuation, possibly enriched with thestructural rules of Permutation and Expansion for binary modes.

In Republic 8–9, Socrates describes four main kinds of vicious people, all of whose souls are “ruled” by an element other than reason, and in some of whom reason is said to be “enslaved.” What role does reason play in such souls? In this paper, I argue, based on Republic 8–9 and related passages, and in contrast to some common alternative views, that for Plato the “enslavement” of reason consists in this: instead of determining for itself what is good, reason (...) is forced to desire and pursue as good a goal determined by the soul’s ruler. (shrink)

Previous commentators on Plato’s Republic have relied on mistaken assumptions about the requirements for Plato’s theory of justice: that Plato establishes a bi-conditional between proper psychic rule and the performance of conventionally just acts. They believe that if Plato does not establish this bi-conditional, then his theory of justice as a virtue will succumb to the fallacy of irrelevance. I claim Plato need not meet that requirement. A novel interpretation of the arguments of Book IV concerning justice in (...) the soul suffices to dispense with one aspect of the bi-conditional – that conventional justice must imply justice as psychic harmony. Then, situating the theory of justice as psychic harmony in the context of the divided line, and in the dialectical ascent in the education of the philosopher-rulers, I show that the other conditional requirement – that justice in the soul must imply the performance of conventionally just actions – is also mistaken. (shrink)

This paper is focused on the theory of drives, particularly on its economic model, which was an integral part of Freud’s original formulation. Freud was aiming to make a link between the psychic energy of drives and the biophysical rules of nature. However, he was not able to develop this model into a comprehensive system linking the body and the mind. The further development of psychoanalytic theory, in various attempts to comprehend the theory of drives, can be described as (...) taking different approaches. Some of them equate drives with bodily impulses, others abandon the economic model, a few stay with Freud’s original model. I believe that the Friston notion of free energy and the hierarchical model of the brain allows us to develop this model and to integrate the economic model into some contemporary theories of drives. I argue against those theories equating drives with biological impulses. My arguments are supported by Freud’s project itself but also by recent developments within neuro-psychoanalysis describing the process of mentalizing homeostasis, interoceptive signals and relations with caregivers. I argue for those theories which see the drives as psychic forces, which through developmental processes and cathexes acquire aims and objects, and become intertwined with impulses originating internally and externally, such as affect, interoceptive impulses, perception of the external world, and impulses from erotogenic zones in particular. Here, I present my analysis of the compatibility and consistency of free energy and the hierarchical model perspective, and two psychoanalytical traditions of thoughts: French psychoanalysis and the post-Kleinian school of British psychoanalysis. In particular, my analysis focuses on the contemporary Kleinian notion of unconscious phantasies, especially Bronstein’s description of their semiotic aspects. Secondly, I look at Segal’s view of drives as dialectic forces of adaptation vs. conservatism. Analyzing the French tradition, I focus on Green’s perspective on the drives, Lacan’s distinction between drives and desire, and Penot’s description of the process of subjectivation. I conclude that free energy, as described by Friston, can be seen as a source of the drives’ energy and the process of minimizing it is an equivalent of what Freud described as binding the free energy, in which psychic unbound energy acquires distinctive features and becomes bound. (shrink)

The paper aims to show that ανoια is the general term for the diseases of the soul, and that μανία and αμαϑία are not necessarily two distinct species but two levels of the same disease: ignorance signifies the cognitive state, whereas madness indicates both a cognitive state and a specific phenomenal character. Plato's other remarks on psychic ailments can be incorporated into this account. The result can also be accommodated to the general theory of the soul–body relationship in the (...) dialogue. Incarnated souls cannot work without the corresponding activity of the body, even if this does not rule out the possibility for the soul to exist in a discarnate state. (shrink)

This chapter contains sections titled: Political Equalities and Economic Inequalities Platonic Knowledge and Democratic Ruling Plato's Criticisms of Democratic Freedoms Plato's Democratic Character: Freedom and Equality in the Human Psyche Plato's Criticisms of his Democratic Character.

In analyzing the socio-psychic nature and operations of intuitive legal rules, Petrazycki formulates a theory of law around five conceptual themes: anti-formalism, imperative-attributive legal relationships, law's functional control, law's subjective reality and morality. Petrazycki presents the two ways by which law coordinates and regulates social conduct as through its distributive and organizing functions. "Law and Morality" has a basic objective: to analyze interrelations between positive and intuitive law. Petrazycki's socio-psychic orientation toward law is behavioral as well as thoughtful. (...) He finds the most suitable methods for obtaining knowledge about legal experiences to be internal and external observation. His technique of introspection is similar to Max Weber's conceptual method." "Petrazycki distinguishes between two kinds of interpretive understanding. External observation involves deriving the meaning of an act or symbolic expression from immediate observation without reference to any broader context, and internal observation involves placing the particular act in a broader context of meaning involving facts that cannot be derived from a particular act or expression. Petrazycki's socio-legal ideas remain relevant in today's society. His arguments concerning the global expansion of human love have an attraction for those working towards a better world. In the context of positive psychology and the growing happiness industry, Petrazycki's ideas will compel legal scholars to consider his arguments. Petrazycki's work stands out for the scientific ambitions and systematic nature of his thought as well as the influence of his work on later scholars in the sociology of law. (shrink)

This study suggests the rules that govern the fictional mode of thinking and ponders its possible preverbal roots. Fictional thinking is grafted upon the preverbal imagistic mode of representation, which reflects the spontaneous ability of the brain to produce images and employ them in thinking practices. The human brain spontaneously produces imagistic/fictional worlds that embody thoughts or, rather, bestow cultural form on the amorphous stirrings of the psyche. The creation of language probably had a dramatic impact on preverbal imagistic/fictional thinking (...) in suppressing it to the unconscious and, by its mediation, enabling the creation of iconic media, capable of formulating and communicating fictional worlds. People revert to this mode of thinking because it enables them through metaphoric self-descriptions both to confront their psychic state of affairs and to return to the roots of thought. (shrink)

Ignorance is commonly assumed to be a lack of knowledge in Plato’s Socratic dialogues. I challenge that assumption. In the Protagoras, ignorance is conceived to be a substantive, structural psychic flaw—the soul’s domination by inferior elements that are by nature fit to be ruled. Ignorant people are characterized by both false beliefs about evaluative matters in specific situations and an enduring deception about their own psychic conditions. On my interpretation, akrasia, moral vices, and epistemic vices are products or (...) forms of ignorance, and a person who lacks knowledge is not necessarily ignorant. (shrink)