Deleuze : 'Had I not done philosophy I would have done law'

For those too few of us who carry a flame for an idea or shape of community and if necessary law to come Deleuze provides us with some useful signposts and overall a working toolbox with which to tackle both the micro and macro of our daily encounters. The whole package of Deleuzian machines and assemblages can be taken up as an abstract discourse which too outsiders might appear devoid of any linkage to reality. The whole notion of Deleuzian lawyers is one that can easily raise a chuckle, but nevertheless some of us seem to persevere with playing with the law with this toolbox.

Understanding Marxism

Marxism as an intellectual movement has been one of the most important and fertile contributions to twentieth-century thought. No social theory or political philosophy today can be taken seriously unless it enters a dialogue, not just with the legacy of Marx, but also with the innovations and questions that spring from the movement that his work sparked, Marxism.

Marx provided a revolutionary set of ideas about freedom, politics and society. As social and political conditions changed and new intellectual challenges to Marx’s social philosophy arose, the Marxist theorists sought to update his social theory, rectify the sociological positions of historical materialism and respond to philosophical challenges with a Marxist reply. This book provides an accessible introduction to Marxism by explaining each of the key concepts of Marxist politics and social theory. The book is organized into three parts, which explore the successive waves of change within Marxist theory and places these in historical context, while the whole provides a clear and comprehensive account of Marxism as an intellectual system.

Accountability and the affective labour of teachers: a Marxist-Vygotskian perspective

This article addresses the issue of affective labour in education in the context of standards-based reforms and accountability. In particular, it focuses on neoliberal strategies of rationalization and control that produce a number of social pathologies, such as alienated teaching and learning and reified social relations between teachers and students. The article turns to affective labour as something that enables teachers to counteract these effects. This argument arises from the analysis of interviews with teachers who continue to generate and sustain the sociality of teaching and learning. Affect directs teachers’ commitment to practice that is governed by feeling, passion and the ethics of care. What gives affective labour such an important position is that it is both outside and beyond accountability and performativity measures. It is identified with the general pedagogical activity that cannot be structured by measuring devices such as students’ test scores or standards. The article concludes with the application of Vygotsky’s ideas about the role of affect in education and argues that affective labour has an expansive power of ontological freedom that cannot be controlled. of ontological freedom that cannot be controlled.

Philosophy and the view from above in Alejandro's Amenabar's agora

 This paper examines the depiction of neoplatonic philosopher, geometer and astronomer Hypatia in Alejandro Amenabar's 2010 fil Agora.  The paper uses Pierre Hadot's work, and his arguments that ancient philosophy was conceived as a way of life, aiming at the ideal existence of the sage, and characterised by spiritual exercises.  The paper argues that Amenabar's film employs the technique of the view from above, one such spiritual exercise, wherein the agent relooks at his or life sub spaecie aeternitatis or 'from above', to frame Hypatia's life and death, and the end of the pagan epoch in Alexandria.

Philosophy has consequences! Developing metacognition and active learning in the ethics classroom

The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been increasingly recognised in recent years. Yet traditional teaching methods have not always centralised helping students to become reflectively and critically aware of the quality and consistency of their own thinking. This is particularly relevant when teaching moral philosophy, where apparently inconsistent intuitions and responses are common. In this paper I discuss the theoretical basis of the relevance of metacognition and active learning for teaching moral philosophy. Applying recent discussions of metacognition, intuition conflicts and survey-based teaching techniques, I then outline a strategy for encouraging metacognitive awareness of tensions in students’ pretheoretical beliefs, and developing a critical self-awareness of their development as moral thinkers.

'O que é o "subalterno" da filosofia da religião? / What Is the “Subaltern” of the Philosophy of Religion?

The The 18th-19th centuries orientalist preoccupations with mythology and ancient perennis lacked both a critical-theoretical sensitivity to historiography anchored in radical historical consciousness and a deep sense of philosophical argumentation, as distinct from discerning mythic patterns of textual (intra-textual or internal) disputation and its interpretative ramifications from another felicitous perspective, usually theology mitigated by whatever remains ‘modern’ in the arts. Philosophy of Religion on the other hand remained heavily straddled in the rigors of logic, reason, analysis, dialectic, reason, reductio, aggressive refutation, within established frameworks drawing from the other branches of philosophy, namely, again, logic, epistemology, ontology and metaphyics. This paper presents a view 'from below' to demonstrate and argue how philosophy o religion must change in the post-colonial era and pay more attention to indigenous patterns of theological thinking and critiquing of Western enlightenment-centred philosophy of religion. It is in Portuguese though.

Spinoza/space/speed/sublime: Problems of philosophy and politics in the post-colonial fiction of Gerald Murnane

This article takes account of the ‘spontaneity’ of the post-colonial fiction of Gerald Murnane within the ‘dominating space’ of the philosophy of Spinoza. My use of Paul Carter’s terms here is strategic. The compact of fiction and philosophy in Murnane corresponds with the relationship of spontaneity to the dominating organization of desire in Carter’s rendering of an Aboriginal hunter. Carter’s phrase “‘a figure at once spontaneous and wholly dominated by the space of his desire’” worries Ken Gelder and Jane M. Jacobs, who suggest that it subjugates the formation of Aboriginal desire (incorporating spontaneity) to impulses of imperialism. The captivating immanence of Spinoza’s philosophy in Murnane’s fiction, which I will demonstrate with various examples, puts pressure on the fiction to occupy the same space as the space of the philosophy. Here is a clue to why Murnane’s post-colonial thematics have been little explored by critics with an interest in post-colonial politics. The desire of Spinoza’s philosophy creates a spatial textuality within which the spontaneity of Murnane’s fiction, to the degree that it maximizes or fills the philosophy, is minimized in its political effects. That is to say, the fiction shifts politics into an external space of what Roland Barthes calls “resistance or condemnation”. However, the different speeds (or timings) of Murnane and Spinoza, within the one space, mitigate this resistance of the outside, at least in respect of certain circumstances of post-coloniality. It is especially productive, I suggest, to engage Carter’s representation of an Aboriginal hunter through the compact of coincidental spaces and differential speeds created by Murnane’s fiction in Spinoza’s philosophy. This produces a ceaseless activation of desire and domination, evidenced in Murnane’s short story ‘Land Deal’, and indexed by a post-Romantic sublime. What limits the value of Murnane’s fiction in most contexts of post-colonial politics, is precisely what makes it useful in the matter of Carter’s Aboriginal hunter.

Examining sports coaching philosophy: implications for policy, pedagogy and practice

This thesis showed that philosophy in coaching lacks the theoretical foundations of other helping professions, with a lack of guidance by formal coach education programs resulting in coaches adopting their own “sport philosophy”, which enabled coaches to operationalize it in ways that assisted their practice (observed through consistent coach behaviour).