Wonder is commonly perceived as akin to curiosity, as stimulating inquiry, and as something that enhances pleasure in learning, but there are many experiences of wonder that have a less obvious place in education. In Wonder and Education, Anders Schinkel theorises a kind of wonder which he calls 'contemplative wonder'. Contemplative wonder opens up space for the consideration of (radical) alternatives wherever it occurs, and in many cases is linked with deep experiences (...) of value; therefore, it is not just important for education in general, but also, more specifically, for moral and political education. (shrink)

Awe and wonder are theorised to be distinct from other positive emotions, such as happiness. Yet little empirical or theoretical work has focused on these emotions. This investigation explored differences in language used to describe experiences of awe and wonder. Such analyses can provide insight into how people conceptualise these emotional experiences, and whether they conceptualise these emotions to be distinct from other positive emotions, and each other. Participants wrote narratives about experiences of awe, wonder and happiness. (...) There were differences in the language used to describe these positive emotional states, consistent with the theorised functions of each emotion. Awe was related to observing the world, reflected in greater use of perception words. Wonder was related to trying to understand the world, reflected in greater use of cognitive complexity and tentative words. Language use for both emotions reflected an environmental focus, whereas language use for happiness reflected a social/relationship focus. (shrink)

Wonder is a root of the religious experience, and the desire to understand drives science. If wonder and understanding are fundamentally opposed, religion and science will be also. But only if wonder is limited to the contemplation of magic or mysteries is religion in principle opposed to science. The aim of science is to explain how something is possible. Understanding how something is possible need not destroy our wonder at it. Recent scientific theories of the human (...) mind—albeit based in computer technology—increase our wonder at its richness and power. (shrink)

ABSTRACT Is a scientific attitude to the natural world an obstacle to an appreciation of its value? This paper argues that it is not. Following Aristotle and Marx, it maintains that, properly pursued, science has value because it enables us to contemplate that which is wonderful and beautiful. However, the paper concedes that, as actually practised, science can foster a vice described by Augustine as ‘the lust of the eyes’: knowledge is sought not to open us to the world, but (...) merely to satisfy the itch of curiosity. If scientific knowledge is thus pursued, no limits to the means to it nor to its objects are recognised. Those who thus seek knowledge fail to understand its value. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:This essay considers hagiography as a spatial-theological genre emerging, so to speak, from the crypts of Christian martyrs where liturgical celebrations commemorate their paradoxical witness to the Paschal mystery, whereby the faithful gain eternal life through temporal death. Later the virtues and miracles of holy men and women, such as ascetics, bishops, mystics and founders of religious communities, are recounted in vitae intended for liturgical offices and contemplative (...) reflection. The relics of these saints are a site for the construction of religious identity and a locus of pilgrimage, as the faithful gather in the churches where the bodily remains are located. Often miracle accounts, collected soon after the death of the saint, are accompanied by miracles at the tomb thereby initiating or furthering the process of veneration and canonization, whence the relics are subsequently transferred to a prominent place within the church, such as the area near the altar. Miracle stories are a constant in liturgical legends, and the vitae of Saint Francis are no exception.In the case of Francis of Assisi, canonization and construction are contemporaneous, since Thomas of Celano's official legend, the Life of Saint Francis, is presented during the initial building phase of the sepulcher basilica. The Paschal paradox of the miraculous, evident in the spatial localization of transcendent power, informs Celano's hagiographical account of miracles in his first text, as well as in the later Legend for Use in the Choir, the Remembrance of the Desire of the Soul, and the Treatise on Miracles. Bonaventure's subsequent conceptualization of Francis's dream body in the Journey of the Soul into God and literary reorganization of the miracle stories in the Major Life, and the absence of Francis's reliquary remains in the Minor Life, dislodges the miraculous from sepulchral stone and regional locales into textual space, which is located in a narrative history but freed from the spatial constraints of ecclesial edifices and geographical locations. As a result, the thaumaturgical founder of Celano's narratives, whose wonders in life and death find a spatial locus in Italy and, particularly, at the basilica tomb, is replaced by the stigmatized Francis. He is the central miracle of Bonaventure's narratives, and readily present anywhere – albeit mediated by the General Minister's own memory – in prayer. This essay posits that this "transitus" of Francis from miracle worker to abiding miracle, especially noticeable in Celano's Legend for Use in the Choir and Bonaventure's Minor Life, is best understood when the performative nature of liturgical legends in sacred space is recognized.1. Choir Legends, Sacred Space and Performative IdentityChoir legends are primarily conceived, composed, and received as spatial texts, ritually performed in a designated sacred space and season. Their ritual context is the Liturgy of the Hours, where believers enter into a dialogical exchange with the divine, grounded in the paradox of the Paschal mystery. Choir legends are unique witnesses to a particular communal image of a saint, whose life of virtue and miraculous deeds is recounted within the dynamics of liturgical prayer and the dominant cultic-cultural identity. Given their essential status within worship, these biographical texts assume a level of iconicity not shared by non-liturgical documents. Specifically intended for communal contemplation and not the promulgation of the saint's cult throughout the universal church, choir legends are similar to opaque windows opening inward on a secluded courtyard of those gathered to recount their family story. While the narrative is accessible to all those who gaze through the aperture and listen attentively, the locus of intent is within the religious community. When the community members – or at least influential leaders – no longer espouse this "prayed" likeness of their father or mother figure, a new image may be constructed, and the previous choir legend is supplanted or even suppressed by another legend that reflects the revised cultural-theological identity. Evidence of this process is found among second.. (shrink)

What emerges as the overarching theme in the extensive work of the Dutch philosopher Cornelis Verhoeven is our relationship to reality. Being appealed to by thousands of things in our existence makes us realize that we cannot avoid reality. The most meaningful forms of reality are symbols, which lead us, through radical astonishment and contemplation to the metaphysical insight that something exists rather than nothing. This renders Verhoeven sceptical as the weakness of our ability to know and understand hampers our (...) vision of hard reality, and also ironical because so many forms of speaking and writing display a reality which is being taken for granted. Thinking symbolically, metaphysical reflection and scepsis towards thoughdess assumptions are the instruments of a contemplation which, in Verhoeven's work, leave room for the lyrical prevalence of reality. In his later writings he gradually and more insistently draws attention to the theme of truth, while at the same time not denying our epistemological incapacity towards understanding and explaining reality. (shrink)

That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two (...) kinds of wonder: active wonder, which entails a drive to explore, to find out, to explain; and deep or contemplative wonder, which is not inherently inquisitive like active wonder and, as a response to mystery, may leave us lost for words. Claims for wonder's importance to education and science often do not distinguish between the two, but whereas for active wonder that importance seems obvious, this is much less so for deep wonder, which by its very nature rather seems to be anti-educational. Yet in this paper I explore exactly the educational importance of deep wonder. This importance is found to lie, not just in its motivational effects—real though they are—but in making us attend to the world for its own sake, and making us aware of the limits of our understanding. (shrink)

That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two (...) kinds of wonder: active wonder, which entails a drive to explore, to find out, to explain; and deep or contemplative wonder, which is not inherently inquisitive like active wonder and, as a response to mystery, may leave us lost for words. Claims for wonder's importance to education and science often do not distinguish between the two, but whereas for active wonder that importance seems obvious, this is much less so for deep wonder, which by its very nature rather seems to be anti-educational. Yet in this paper I explore exactly the educational importance of deep wonder. This importance is found to lie, not just in its motivational effects—real though they are—but in making us attend to the world for its own sake, and making us aware of the limits of our understanding. (shrink)

Sixteenth‐century Germany witnessed a tremendous flourishing of vernacular literature. An unprecedented number and variety of texts were produced for new groups of readers. This essay analyzes one underexplored genre of this vernacular literature: texts on the natural world. Numerous books on animals, plants, minerals, and natural marvels rolled off the German presses in this period, indicating a widespread curiosity about the natural world. These texts give valuable insight into the views of nature available to a broad lay audience, literate in (...) German but not necessarily in Latin. They reveal a pervasive sense of nature as divinely created and a deep conviction that contemplation of the natural world would lead to greater piety. The divine and the mundane were thoroughly intertwined in vernacular natural histories. While other historians of science have seen the sixteenth century as a period of increasingly secular ways of thinking about nature, I argue for the persistence, and even the intensification, of profoundly religious attitudes toward the natural world. (shrink)

In this paper, I aim to clarify the role of ‘wonder’ in education. Most of us who work in education want to provide valuable experiences for our students, and we want them to be driven by intrinsic values such as truth and recognition of the dignity of human existence. However, whilst I echo many of the sentiments espoused by advocates of the utility and ethical significance of wonder, I contend that some recent developments—and in particular, Schinkel’s argument that (...) ‘deep’ (‘contemplative’ or ‘cosmic’) wonder has a ‘fundamental’ role in education—are misconceived. This is, I argue, because any concept deployable within educational spaces (whether formal or informal) must pay due regard to the conceptual constraints of the concept of ‘education’; that is, attention must be paid to the role of ‘learning’. Schinkel’s proposals are, I suggest, vulnerable to a critique of sentimentalism and excessive romanticism. As such, they offer little in terms of practical import for educators. As I will propose, if we are to take ‘wonder’ seriously in educational contexts, we must pay attention to the purpose of wonder as an epistemic emotion; namely, aiming for knowledge and understanding, and getting there requires sensitivity to practical know-how and conceptual competence. (shrink)

The argument is developed by drawing on the thought of Søren Kierkegaard, Eric Voegelin, and Bernard Lonergan. Contemplation is possible because the self is constituted by self-presence in its engagement with being. Self-presence does not precede one’s engagement with being and is not an alternative to this engagement, but is the unique mode of human participation in being. Immersed in the frenetic give and take of the world, one is present to oneself. Self-presence also includes the unique quality of human (...) existence in tension between the immanent and transcendent. The contemplative experience is characterized by awe, humility, joy, and mystery. In contemplation, one cedes for a time the practical preoccupations evoked by the pull of immanence and gives way to the questing disposition—what the Greeks called wonder—toward transcendence. Contemplation is the questing disposition of self-presence toward being. (shrink)

Pierre Hadot's analysis of the role of ancient philosophical discourse in the formation of a philosophical self allows us to extend to the interpretation of Aristotle the counter-Heideggerian Platonic hermeneutics of Gadamer, Strauss and Klein. Central to Plato's and Aristotle's rhetorical/pedagogical strategy is the development of the language of theoria to formulate the goal of philosophical formation. ;Traditional meanings of theoria refer to attendance at public festivals and consultation of oracles. Plato first extends its meaning to express the vision of (...) timeless truths. However, he does not give theoria a single meaning intended to express the philosophical experience, but has Socrates employ it dialectically according to the characters and aspirations of diverse interlocutors. ;Aristotle gives the language of theoria a twofold development, systematically forging a language for acts of cognition while also reshaping the objects of his students' aspirations. In the Nicomachean Ethics , he exploits the aristocratic aspiration to preeminence that aims at rule, replacing the statesman with the philosopher as object of emulation. The language of theoria in the final chapters borrows grandeur from the objects that at this point wisdom is said to pursue, the stars and cosmos; as in the Republic, the human mind is said to enjoy godlike theoria. In his natural philosophy, Aristotle shifts the focus from stars to animals; theoria loses the grandeur it had in the Ethics and comes to express the thoughtful observation of the causes of natural phenomena. ;In the Metaphysics, Aristotle makes more explicit the ethics proper to the life of inquiry, based on the radical experience of aporia about the most fundamental questions of being and the shared attempt to formulate these questions and pursue answers within the Lyceum culture. It involves liberation from the admiration accorded the transcendently wise man and delivering oneself to wonder at the most puzzling questions. This dissolution of the emulous relationship between teacher and student entails the creation of a greater distance between human and diving thought; in the theology of Book Lambda, theoria refers only to human thought, which cannot attain the same perfection as divine noesis. (shrink)

Psychologists often characterize the infant’s attachment to her primary caregiver as love. Philosophical accounts of love, however, tend to speak against this possibility. Love is typically thought to require sophisticated cognitive capacities that infants do not possess. Nevertheless, there are important similarities between the infant-primary caregiver bond and mature love, and the former is commonly thought to play an important role in one’s capacity for the latter. In this work, I examine the relationship between the infant-primary caregiver bond and love. (...) I argue that while these very early attachments do not represent genuine love, a fuller understanding of them can inform extant philosophical views of love. (shrink)

In this paper, I explore, as a Christian and a parish pastor, what drew me into the religion‐science dialogue and what keeps me involved. Encounters with nature and readings of evolutionary theory answer some questions and raise others, especially questions about chance and the nature of God. I persist in my quest for understanding because creedal affirmations of God as Creator demand an examination of the relationship between God and the world, and because I want to proclaim the Christian message (...) in a credible way to parishioners raised with a scientific worldview. Along the way I am reaping unexpected spiritual dividends. (shrink)

Ian Normile begins this study from the premise that critical thinking is often conceptualized and practiced in problematically narrow and instrumentalized ways. Following Ronald Barnett, he suggests that the idea of critical being can help expand the theory and practice of critical thinking to better meet the needs of education and society. Essential to this effort is greater consideration of how critical thinking articulates with other aspects of being. Normile uses two examples of “non-critical” experiences that he argues can help (...) critical thinking expand into critical being. First, he explores the emotive power of wonder as a source of inspiration and emotional education, and as an essential aspect of critical thinking. He then argues that curiosity, wonder, contemplation, and critical thinking are complementary aspects of critical being. The second example is the Chinese concept of wu-wei, a form of efficacious non-critical action. Normile argues that inevitable breakdowns in wu-wei provide opportunities for critical reflection while the unlearning common to both wonder and wu-wei facilitates receptivity to new perspectives and possibilities beyond the boundaries of the familiar; in this state, one is capable of facilitating the metacritique that is essential to truly transformative critical thinking. Normile concludes with some brief thoughts on implications for practice as a starting point for further inquiry. (shrink)

Addiction and certain varieties of interpersonal attachment share strikingly similar psycho-behavioral structures. Neuroscientists, psychologists, and philosophers have often adduced such similarities between addiction and attachment to argue that many typical cases of romantic love represent addictions to one’s partner and thus might be appropriate candidates for medical treatment. In this paper, I argue for the relatively neglected thesis that some paradigmatic cases of addiction are aptly characterized as emotional attachments to their objects. This has implications for how we should understand (...) the nature of addiction and for the ethics of attachment more broadly. (shrink)

Philosophers have urged that considerations about the psychopath’s capacity for practical rationality can help to advance metaethical debates. These debates include the role of rational faculties in moral judgment and action, the relationship between moral judgment and moral motivation, and the capacities required for morally responsible agency. I discuss how the psychopath’s capacity for practical reason features in these debates, and I identify several takeaway lessons from the relevant literature. Specifically, I show how the insights contained therein can illuminate the (...) complex structure of practical rationality, inform our standards for an adequate theory of practical reason, and frame our thinking about the significance of rational capacities in moral theory and social practice. (shrink)

The idea that we need our beloveds has a rich and longstanding history in classic literature, pop culture, social sciences, and of course, philosophical treatments of love. Yet on little reflection, the idea that one needs one’s beloved is as puzzling as it is familiar. In what, if any sense, do we really need our beloveds? And insofar as we do need them, is this feature of love something to be celebrated or lamented? In the relevant philosophical literature, there are (...) various ways of understanding the type(s) of psychological need internal to love and whether and how the necessity in question contributes to love’s value. In this chapter, I survey and critically analyze several accounts of felt necessity in love and advocate for a philosophically neglected perspective on the nature and value of needing our beloveds. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“Wide Open to Life”:Thomas Merton’s Dialogue of Contemplative PracticeJudith Simmer-BrownThrough my decades of Tibetan Buddhist practice and interreligious dialogue experience, I have often contemplated an encounter that took place in a bar in the Central Hotel in Calcutta, October 19, 1968. It is the encounter between Thomas Merton in the last year of his life with my Tibetan Buddhist teacher, Chogyam Trungpa, Rinpoche, early in his teaching career (...) in the West. This encounter has deeply influenced my life of dialogue, for they initiated what I came to understand as a new kind of interreligious dialogue—the dialogue of contemplative practice. It is the kind of dialogue Trungpa introduced to Naropa University in the late 1970s in Merton’s honor, and it has influenced our university ever since.Thomas Merton, Father Louis, was fifty-three years old when stepped off the plane in India for his much-anticipated Asian journey. Excited and jet-lagged, he met the twenty-eight-year-old Tibetan monk Chogyam Trungpa, who had returned to India and Bhutan for a retreat after five years of study at Oxford University and a new venture of teaching dharma to Westerners. Trungpa’s English would have been accented but comprehensible, and his curiosity about Christian monasticism was at its peak. Merton was “coming home” to a place he had never been, visiting Asia to look for true spiritual masters about whom he had read for so many decades. He was later to admit to a special attraction to the Tibetans.On Merton’s first day in India, he and Trungpa found each other over many gin and tonics at the Central Hotel in Calcutta, talking about the contemplative life and its challenges in the twentieth century. It was the first of a number of conversations over the next few months. In his journals Merton commented:the important thing is that we are people who have been waiting to meet for a long time. Chogyam Trungpa is a completely marvelous person. Young, natural, without front or artifice, deep, awake, wise. I am sure we will be seeing a lot more of each other, whether around northern India and Sikkim or in Scotland, where I am now determined to go to see his Tibetan monastery if I can … The newsletter he puts out is good. His own meditations and talks, from what I have seen, are extraordinary.1 [End Page 193]Trungpa had a similar rapport with Merton. In the 1971 edition of his autobiography, he wrote, “Father Merton himself was an open, unguarded, and deep person. During these few days, we spent much time together and grew to like one another immensely. He proposed that we should collaborate on a book bringing together sacred writings of the Catholic and Vajrayana Buddhist traditions.”2 In another reflection, Trungpa commented, “Meeting Thomas Merton was wonderful; he was like a child, and at the same time, he was full of energy and life.”3 Still later, Trungpa was to conclude, “I had the feeling that I was meeting an old friend, a genuine friend … [Father Merton] was the first genuine person I met from the West.”4Later, Trungpa was deeply saddened by Merton’s premature death, feeling he had lost a heart friend, a genuine dialogue partner. Thirteen years later, Trungpa launched a series of seven landmark dialogue conferences at the fledgling university that he had founded, Naropa Institute in Boulder, Colorado. From the beginning, Trungpa dedicated these gatherings to “Fr. Merton” and said that he sought to cultivate the kind of conversations between genuine contemplatives that he had discovered with Merton. Sister Pascaline Coff, from the Benedictine community of Osage Monastery in Oklahoma, wrote that the inaugural conference was “a major breakthrough in the Christian-Buddhist dialogues.”5 This breakthrough gave impetus to the development of the international Monastic Interreligious Dialogue (DIM in Europe) and other contemporary dialogue developments.6 What kind of dialogue is this, and how did Merton stimulate this movement?I’ve written elsewhere about Merton’s encounter with the Tibetans and their view of him.7 I’ve also described Merton as a Dzogchen yogi, especially in relationship with his contact with Tibetan... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:I Didn’t Like It, but I Recommend It: An Undergraduate Reflects on Contemplation in the ClassroomLauren RodgersWhile taking Introduction to World Religions as a first-year college student, I became acutely aware that my preconceived notions about religions were often wrong, and I had been oblivious to the diversity and complexity of the traditions I began to study. During subsequent semesters, I studied Judaism, Islam, and Hinduism, and during the (...) spring semester of my junior year I was happy to add Buddhism to my schedule. In that class, I not only examined manifold Buddhist teachings and histories, but engaged in a form of Buddhist practice, too. Four days a week, my fellow students and I arranged our zafus in a straight line, bowed, and adjusted our postures to commence fifteen to twenty minutes of zazen. By the end of the semester, I concluded that although I am very ambivalent about this meditation practice, I nonetheless believe that contemplative practices can be valuable tools in the academic setting.Because we were partaking in a religious practice in an academic setting, there were possibilities for ethical conflicts. My professor raised these and we discussed them several times during the first half of the semester, before we collectively agreed to give zazen a try. The only Buddhist in the room was my professor, so I agree that it was essential for her to stress that zazen was optional, and that if anyone felt uncomfortable in any way, it was okay to opt out. My professor reiterated this several times. I am not a follower of any religious tradition, so I did not have any conflicting feelings. Several of my classmates were Christian, but, like me, most were excited to give it a try. I think there was no sense of conflict because Buddhism involves a lot of practices geared toward developing insight on the basis of experience, and zazen does not require belief in a higher power. Buddhism does acknowledge the existence of gods, but they are irrelevant to the spiritual path. Also, my professor is an ordained Zen priest, and therefore very familiar with zazen. I did not have any doubts that we were taught an authentic practice by someone qualified to teach it.Just as there was no pressure to participate, I did not feel that I was forced to like zazen or hold back any feelings of opposition; I was free to express how I felt and why. At first I did not like it because it hurt my back, and instead of sitting there in pain [End Page 119] every day, I let my professor know and she helped me make some adjustments to my posture. But I disliked meditation for other reasons, as well. I rarely, if ever, was able to stop my mind from being like a monkey on a jungle gym. As we sat, we repeatedly counted to ten and fixed our gaze on a spot in front of us. I was told that it is natural for my mind to bounce around and wander off while counting, but I did not expect it would happen before I got to four. Adding to my frustration was the fact that 70 percent of the time, my thoughts were focused on all of the work that I needed to get done before the end of the day. Even though I only sat for fifteen minutes, I got antsy and staying still was not helpful. It makes me wonder, though, whether or how my feelings would change if I did zazen in the summer when my stress levels are way down. Or what if I meditated for more than fifteen minutes? How long would it take before my mind settled down? Would it get worse?Although my restlessness was not the most pleasant experience, I did have days where I found meditation helpful personally. In addition to zazen, we also tried walking meditation, and on nice days we meditated outside near a waterfall on campus. The sound of the water was really soothing, and I noticed that my mind wandered much less. Sometimes it was a relaxing break during the day, and even if I... (shrink)

This analysis holds that just as wisdom is good for its own sake, the effervescent perfuming of aesthetic pleasure in rasa, camatkāra, need not be useful for a goal or purpose. However, there is an intellectual virtue in the act of aestheticizing the affective response of wonder. The “here and now” of the aestheticized emotion of wonder, adbhutarasa, is a moment of focus and attention regained as a logically atemporal, even timeless moment. As the carvaṇā process unfolds, adbhutarasa (...) invites an epistemic agent to give time through focused attention, a contemplative tarrying, or an unhurried attentional prolongation. Looking across Platonic, Cartesian, and Kantian traditions to answer the question of epistemic value in rasa experiences, I argue that an agent is moved, and moves into an evaluative mode through the lenses of the sublime and taste. Renewed vigor to see, feel, and contemplate how things are, thickens epistemic emotions. The agentive freedom of the rasika to affectively resonate with ideas re-cognitively makes adbhuta a vehicle of inquiry like none other. (shrink)

The essay focuses on human self-understanding as it arises from out of the experience of nature—the experience of a relatedness to nature that is at once a belonging in nature. At stake, then, is not a conceptual approach to the question of nature but rather the emergence of the human within the embrace of what presents itself as a mystery irreducible to the human, inhuman in the sense of other-than-human. The experience of nature “hiding itself” gave rise to the longing (...) for mastery as well as to a celebration of the mystery in its wonder and beauty. The juxtaposition of Giordano Bruno's cosmological vision and Renaissance painting illuminates this latter perspective, disclosing mystery not so much as that which would lie beyond appearances, but as that which inhabits appearances and in them becomes manifest as such. (shrink)

Like all people, atheists contemplate issues of love, death, and morality, and in times of stress we long for solace and inspiration. A collection of uplifting quotations from some of mankind’s most important philosophers, scientists, writers, and even comedians, THE INSPIRATIONAL ATHEIST will be a treasured daily companion for the growing demographic of humanists who believe that life has meaning when we live it meaningfully, independent of the existence of a higher power. With words from Carl Sagan, D. H. Lawrence, (...) Julia Child, Douglas Adams, Charlotte Bronte, Bertrand Russell, Ralph Waldo Emerson, George Carlin, Joan Didion, Alfred Lord Tennyson, Thomas Jefferson and dozens of others on topics ranging from Love and Nature to Wisdom and Beauty, this book is a celebration of the sublime without the divine. (shrink)

It is not uncommon for philosophers to name disinterestedness, or some like feature, as an essential characteristic of love. Such theorists claim that in genuine love, one’s concern for her beloved must be non-instrumental, non-egocentric, or even selfless. These views prompt the question, “What, if any, positive role might self-interestedness play in genuine love?” In this paper, I argue that attachment, an attitude marked primarily by self-focused emotions and emotional predispositions, helps constitute the meaning and import of at least some (...) kinds of adult reciprocal love. In this way, attachment represents a type of self-interestedness that not only contributes positively to such relationships but is also essential to them. (shrink)

We often use the term “attachment” to describe our emotional connectedness to objects in the world. We become attached to our careers, to our homes, to certain ideas, and perhaps most importantly, to other people. Interestingly, despite its import and ubiquity in our everyday lives, the topic of attachment per se has been largely ignored in the philosophy literature. I address this lacuna by identifying attachment as a rich “mode of mattering” that can help to inform certain aspects of agency (...) and emotion. First, drawing on insights from Ancient stoicism and developmental and clinical psychology, I suggest that the relevant form of attachment involves a felt need for its object and a particular relationship between the object and the attached agent’s sense of security. I then argue that these features serve to distinguish the attitude from the more philosophically familiar notion of caring. Finally, I show that recognizing this form of attachment as a distinct mode of mattering has important implications for understanding grief. (shrink)

Philosophy and Phenomenological Research, Volume 104, Issue 2, Page 474-488, March 2022.

Despite the recent explosion of philosophical literature on forgiveness, relatively few theorists have addressed the possibility of un-forgiving someone for a moral violation. And among those who have addressed the question, “Can we un-forgive?” we find little consensus. In this paper, I consider whether and in what sense forgiveness is rescindable, retractable, or otherwise reversible. In other words, I consider what it might mean to say that a victim who forgave her offender for a particular act of wrongdoing later un-forgave (...) that individual for the very same act. Examining the possibility of un-forgiving positions us to gain richer understandings of both forgiveness and the complexity of navigating moral relationships more broadly. (shrink)

Although the word empathy only recently came into existence, eighteenth century philosopher, David Hume, significantly contributed to our current understanding of the term. Hume was among the first to suggest that an empathic mechanism is the central means by which we make ethical judgments and glean moral knowledge. In this paper, I explore Hume's moral sentimentalism, and I argue that his conception of empathy provides a surprisingly apposite framework for interpreting and addressing a current issue in practical ethics: the moral (...) significance of ultra-violent video games. Ultimately, I attempt to show that a Humean account of morality uniquely explains the dangers of ultra-violent video gaming by elucidating a direct connection between playing such games and moral harm. (shrink)

Historically, video games featuring content perceived as excessively violent have drawn moral criticism from an indignant (and sometimes, morally outraged) public. Defenders of violent video games have insisted that such criticisms are unwarranted, as committing acts of virtual violence against computer-controlled characters – no matter how heinous or cruel those actions would be if performed in real life – harm no actual people. In this paper, I present and critically analyze key aspects of this debate. I argue that while many (...) ethical objections to playing violent video games seem to miss their marks, there is sufficient reason to take modest steps in order to address the concerns that theorists have raised. (shrink)

Felt necessity, or the phenomenon of experiencing some person or object as a felt need, plays important roles in structuring human agency. Philosophical treatments of the relationship between agency and felt necessity have tended to focus on appetitive needs and necessities arising from a particular type of care. I argue that we have much to gain by considering a third underexplored variety of felt necessity that I call “attachment necessity.” Attachment necessity has its own distinct parts to play in structuring (...) agency, and like its more familiar relatives, it can also illuminate important aspects of addiction and love. (shrink)

Philosophy &Public Affairs, Volume 51, Issue 3, Page 265-293, Summer 2023.

In the contemporary philosophical literature, the topic of security has been largely neglected, and this is especially true of the affect of security. In what follows, I aim to nudge the affect of security toward the philosophical foreground by offering a basic analysis of this attitude. Specifically, I sketch an account on which the affect of security is helpfully construed as a feeling of confidence in one’s ability to competently and effectively exercise one’s agency. Security, so construed, is an affective (...) attitude toward one’s agency that both admits of affect regulation and plays a crucial meta-affective regulatory role in facilitating and modulating other affective dispositions and occurrent emotions. Examining this attitude can help to illuminate both the phenomenology and motivational structure of agency and the nature of certain emotions. (shrink)

Dietmar Hübner and Lucie White question the ethical justification of employing risky neurosurgical interventions to treat imprisoned psychopaths. They argue that (1) such interventions would confer no medical benefit on the psychopath as there is no “subjective suffering” involved in psychopathy and (2) psychopaths could not voluntarily consent to such procedures because they could have no “internal motivation” for doing so. In the course of their discussion, the authors insightfully show that certain aspects of the psychopath’s personality structure are especially (...) relevant to assessing the ethics of risky treatment options. As I argue, however, the particular conclusions that the authors draw are too strong. A deeper look at the psychopathic profile casts doubt on (1) and (2). In some cases, psychopaths can be plausibly construed as experiencing subjective suffering on account of their disorder and as appropriately motivated to voluntarily consent to neurosurgical treatment. After arguing for this view, I suggest that the psychopath’s consent to neurosurgical intervention might nonetheless be problematic, as their emotional incapacities might preclude their abilities to adequately appreciate the relevant risks. (shrink)

In Zimbabwe, popular music, particularly the Zimdancehall music genre, has become a cultural site where Shona moral values clash with explicit sexual lyrical content despite a censorship regime in the country. This article examines the nature and cultural consequences of the moral decadence that emerges in popular Zimdancehall song lyrics by several musicians. The article illustrates how vulgar language popularises Zimdancehall songs in unheralded ways that foster identities laced with cultural ambivalences that may portray the artists as both famous and (...) depraved. This qualitative study does textual and content analysis of 11 purposively sampled songs with sex terms to elucidate the cultural inconsistencies in Zimdancehall song narratives. Analysis is informed by the Neuro-Psycho-Social theory, which recognises how socio-cultural restrictions are challenged by an emerging ghetto culture like new wine in old bottles. Alternative unsanctioned new popular music genres can be used to permeate the sociocultural system. (shrink)

Polybius and Diodorus each cite a league of Italiote city-states while chronicling events of the fifth and fourth centuries bc respectively. Scholarly opinion holds that the authors describe the same alliance. This article argues that each ancient historian refers to a different alliance with dissimilar goals. Evidence is marshaled to show that Polybius's fifth-century league was not formed to combat an Italic threat, as is commonly stated by modern authors. Three Achaean states established this alliance to counter their aggressive Italiote (...) neighbors, Thurii and Locri, both of whom were supported by major powers. By the first part of the fourth century, however, the situation in southern Italy had changed dramatically, and the growing power of Dionysius I as well as Italic people threatened the Italiotes. Diodorus describes another alliance formed by a larger group of Italiote states to counter a different set of enemies. (shrink)

In this text, the authors propose an emotional health model based on a philosophical and psychological interpretation of human behavioral motivation which departs from traditional approaches in certain aspects while retaining other elements that seem meaningful. The model is predicated on the thesis that at least part of the reason for the current state of affairs is that educational and mental health institutions have been developed on the basis of misleading assumptions about the causes of behavior. Popular assumptions regarding human (...) behavior are challenged as inimical with respected scientific principles and sound logic. Contents: Conceptions of Life; Holonic Nature of Existence; Life: A Holarchic Contingency; Purpose 101; Epistemology; Mind 153; Mind: Information Channels; Mental Components; Emotion 255; Conflict, Control, and the Emergent Self; Behavior; Emotional Health and the Counseling Process; Behavior/Belief Alteration; Primary PreventionóA Look to the Future. (shrink)

It is largely uncontroversial that to love some person or object is (among other things) to care about that person or object. Love and caring, however, are importantly different attitudes. We do not love every person or object about which we care. In this work, we critically analyze extant accounts of how love differs from mere caring, and we propose an alternate view in order to better capture this distinction.

As there is a growing trend for people to work from home, precipitated by the COVID-19 pandemic, this research examines the impact of blurred work-life boundaries on lifestyle and subjective well-being. Our cross-sectional study in the Netherlands demonstrates that heightened levels of blurred work-life boundaries predict negative changes in happiness through enhanced emotional exhaustion. In addition, the findings point to a dual role of lifestyle in this process. On the one hand, we observed that healthy overall lifestyle patterns buffered employees (...) against the detrimental effects of blurred work-life boundaries and emotional exhaustion on happiness. On the other hand, employees who experienced increases in blurring of work-life boundaries reported a deterioration in healthy lifestyle behaviors, which in turn was related to reduced happiness. Paradoxically, it seems that those who would benefit the most from a healthy lifestyle are less able to sustain health-promoting behaviors. A case for shared responsibility between employers and employees is built as we discuss the practical implications of the current research. (shrink)

The politics of the popular-music business clearly showed its head at this year�s Grammy Awards. Two worthy artists were vying for New Female artists: Alicia Keys and India Arie. When the winner was called, Alicia Keys walked away with the award (and five others) while India Arie was shut out. I�m convinced that the reason Keys won was not that her work�the strong and ubiquitous Songs in A Minor �was so much better than Arie�s Acoustic Soul. It isn�t. Instead it (...) was because of the power and major push on the Grammy voters supplied by Clive Davis, the long-time music power broker who runs Keys� label, J-Records. (shrink)

This chapter argues against a new and perhaps more benign way of classifying Nietzsche as a political conservative. It also adds to the argument that even though Nietzsche is seen as more leftist than he appears, he is not an egalitarian. It does so by making an extended and detailed case against Julian Young’s claim that the flourishing of the community is Nietzsche’s highest value. The final section suggests that Nietzsche’s view might nevertheless be able to accommodate richer notions of (...) community value than is commonly supposed—one that, in important respects, is similar to the value that he attributes to the exceptional individual. (shrink)

This chapter investigates the problem of knowledge production on economic poverty in Africa as, largely, an instance of epistemic injustice. It applies Karl Popper’s critical rationalism to the issue of knowledge production on poverty. Methodologies of researches on poverty in Africa subtly promotes intended epistemic injustices against the subjects as the poor are underrepresented in knowledge about them; the experiences of the poor are often ignored, and their epistemic capacity for unearthing the push and pull factors of poverty are greeted (...) with much inferiority, skepticism and contempt. In severing the intersection between researching and reporting poverty in Africa and epistemic injustice, this chapter argues that Popper’s critical rationalism is philosophically indispensable. Popper’s scientific and political thoughts are potent theoretical interventions in addressing the epistemic, methodological, social, moral and political problems of poverty in Africa. The elements of scientific method inquiry, rationality, piecemeal social engineering, liberalism and intellectual openness explicit in Popper’s philosophy are explored, applied and found relevant to promoting poverty research ideals and policy development in Africa and beyond. The chapter concludes on the importance of Popper’s works, which span beyond his time and space, to knowledge about Africa. (shrink)

Locri Epizephiri, a city-state on the Ionian Sea, established settlements on the Tyrrhenian coast and routes across the peninsula of Calabria. Although some scholars have questioned the importance of land routes over the peninsula, this study indicates these itineraries were vital, particularly during the Classical period when Locri came into conflict with Rhegium, master of the Straits of Messina. This study examines Locri’s struggles for supremacy of the Tyrrhenian coast and investigates the major routes in Locri’s territory between the Ionian (...) and Tyrrhenian seas. Much evidence for the itineraries is from the authors’ explorations on the ground in Calabria. (shrink)

Although it is frequently asserted that Greek poleis routinely laid legal claim to marine fisheries or even territorial waters, making them subject to special taxes and regulation, these assertions have little or no foundation in the evidence. For Greek fishermen the sea was freely and openly accessible, a fact that reflects the limited regulatory reach of ancient poleis. This evidence for the legal status of the sea and its fisheries is mirrored by our evidence for the status of marine fishermen, (...) conceived of as comprising distinct communities existing largely outside the legal and social structures of the polis. (shrink)

Wonder Woman wields a number of magical Amazonian devices: her bulletproof bracelets, her invisible plane, and most importantly for this chapter, her golden lasso of truth. The first thing to notice about the golden lasso is that evildoers bound by it are not only compelled to tell the truth if and when they answer questions, but also compelled to answer Wonder Woman's questions in the first place. The second thing to notice is that answering truthfully does not, in (...) this context, necessarily mean uttering a true sentence. Rather, if a person is tied up with the golden lasso, then they are compelled to answer questions with what they believe is the truth. The chapter shows the examples that contemplating Wonder Woman's golden lasso, and Bizarra's golden lasso, can provide us with a wealth of interesting and entertaining paradoxes and puzzles. (shrink)

The love of wisdom carries a certain absurdity. What kind of animal falls into a hole while contemplating the sky, or stands outside all night, just thinking? When Plato and Aristotle say that philosophy begins in wonder, it sounds attractive – wonderful even – but it is in those moments of contemplative wonder that the lion snatches us, or someone walks off with our backpack.

In this article the author shows the connections between contemplation, miracle and novelty. They are necessary for the constituting of religious experience. The author argues that faith itself, in theological sense, is not determinative for religious experience. It has sense only when it is integrated into contemplation. True religious experience discloses the chain of routine, repetitive everydayness and lets a human being to see the new in the usual. The author maintains that religious experience is based on the art of (...) contemplation which helps a human being to look with wonder. (shrink)

According to the transcendental Aesthetic of the Critique of pure reason, there are two properties of time that cannot be intellectualized: passage and infinitude. This study tries to show that these essential properties of time come to light in Kant’s Critique of Judgment. The contemplation of beauty will be understood as a non-successive time and the wonder that we experience in seeing the sublime will be understood through Kant’s concept of infinite moment. These two aesthetic concepts of time will (...) be integrated into Kant’s broader view of time as developed in the first Critique. (shrink)