This dissertation critically examines Helmuth Plessner's philosophically ambitious explanation of laughter presented in his Laughing and Crying: A Study of the Limits of Human Behavior. The aim of this dissertation is to demonstrate that Plessner's philosophical anthropology makes a distinctive contribution to our knowledge of the human capacity to laugh and, in the process, to our knowledge of human nature. This dissertation is accordingly addressed not only to philosophers interested in the question of human nature, but to physiologists, (...) psychologists, sociologists, and all other scientists interested in explaining laughter. ;Plessner, who lived from 1892 to 1985, was one of the founders and foremost representatives of the twentieth-century movement of thought known as philosophical anthropology, which he characterizes as "the systematic discussion of questions of the structure of human nature." Against Cartesian dualism, Plessner undertakes to investigate "how the psychological is clasped together with the physical." The project of Laughing and Crying , first published in German in 1940 and translated into English in 1970, is to investigate the conditions of possibility of these two forms of expression "in the basic figure of human existence under the spell of the body." ;Plessner's thesis in Laughing and Crying is that these two forms of expression outstandingly disclose "the secret composition of human nature," which in turn "constitutes the basis of laughing and crying." This dissertation is restricted to laughter in order to facilitate the exposition of this "secret composition," which Plessner names our "eccentric positionality." Chapter 1 establishes a role for philosophical reflection on the phenomenon of laughter in the light of physiological, psychological, and sociological findings. Chapter 2 discusses some of Plessner's earlier writings insofar as they form the background of and thus illuminate his approach to laughter. Chapter 3 examines and elaborates upon the development and details of Plessner's argument in Laughing and Crying. Chapter 4 assesses a criticism of Plessner's argument as "behaviorist." After locating Laughing and Crying within Plessner's corpus and Plessner's corpus within the movement of philosophical anthropology in his day, the conclusion addresses the question of the ongoing significance of this discipline of thought. (shrink)

Laughing, humor, and tickling, but not tearing and crying, involve the give-and-take that provides value and a basis for exchange in the psychosexual marketplace.

In lieu of an abstract, here is a brief excerpt of the content:Play, Laugh, LoveCynthia Willett’s Challenge to PhilosophyMegan CraigIt is an honor to respond to Cynthia Willett’s work, which has been an inspiration for me personally as well as a crucial corrective to the biases and blind spots of Western philosophy. Reading her entails reviewing some of the most basic features of one’s life: the place you call home, the people you live with, your mother or primary caregiver, the (...) words you utter, the other animals you love or ignore, and local conditions for justice, for play, for laughter, and for art. Her four major texts, all of them ethical, confront irony, motherhood, social justice, and animals. Because it would be impossible to deal comprehensively with the ways in which Willett has challenged and strategically sabotaged philosophy, my remarks here will focus on her most recent book, Interspecies Ethics, which expands several aspects of her early work on irony and laughter and her groundbreaking research on affect in Maternal Ethics and Other Slave Moralities.Interspecies Ethics is a brave and joyful investigation into the possibilities for camaraderie and justice among and between animal species. The book is moving in its descriptions of animal behaviors and sharp in its critique of philosophy’s implication in the chasm between human beings and other animals. Willett’s text is also ingenious in its performative aspects. She devotes much of her attention to the comic and to laughter, in spite of the grave subject matter she tackles and a final chapter devoted to J. M. Coetzee’s Disgrace. She not only enjoins us to consider other animals’ capacities for laughter and humor, she tells jokes. Her first chapter, “Can the Animal Subaltern Laugh?” [End Page 59] (co-written with her sister) revolves around a Colbert Report episode relating to monkeys and ends with the phrase “ jello and porn” (probably the first-ever invocation of these terms, together, in a philosophical text). Willett’s humor recalibrates the expectations we have for philosophical prose and expands the resources we might use when philosophizing. Additionally, in laughing along with Willett, we are already exhibiting our animal natures. As she writes, “Waves of laughter lower defenses and mock the borders of subjects and groups, exposing these borders as more porous than they might have been thought” (Willett 2014, 79). In the spirit of forging a community of the laughing, Willett begins her thinking about animals not from the perspective of pity, shame, or horror at what we do to them, but from a celebratory glee in animal life.In this essay, I will stress a few of the themes running through Willett’s work and pose three questions for further discussion. These relate, in order, to interspecies contact, playgrounds, and to her reading of Disgrace.Contact EthicsWillett is concerned with the world we share with other animals, with our common lots and the blurred edges of our differing bodies and habitats. Her book invites an awareness of the tragic fates of so many animals, but also the ridiculous, comical, and joyous aspects of our overlapping animal natures. Her emphases fall on playfulness, laughter, and musicality—traits she observes across animal species and that challenge human exceptionalism. Interspecies Ethics continues Willett’s ongoing project of reimagining the conditions for ethical life. Rather than an ethics based in infinite responsibility, one premised on sympathy and the recognition of mutual suffering, or an ethics rooted in the internalization of a universal law, Willett envisions an ethics grounded in “call and response,” which she describes as “discourse ethics across species” (Willett 2014, 27). For her, “discourse” means an initial, preverbal, rhythmic participation in the life of another creature. This is a far cry from the rational discourse ethics associated with Habermas. Instead, she sees call and response ethics as a tentative, playful exchange that challenges accounts of language, reason, and rationality. It also corrects Levinasian response or alterity ethics by reminding us that “responding to alterity is not [equivalent to] living with those other creatures” (Willett 2014, 9). In a way, Willett’s vision of ethics entails normalizing and extending the Levinasian face to face encounter to see what happens when we face... (shrink)

Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal inquiries, I think, (...) will do our field good. Because of its attention to what it takes to be willing to learn and to approach theoretical and real world obstacles with open if cautious interest, philosophy of education is about holding concepts and movements in tension, bending the implications of commonplace, commonsensical ideas about education, and carefully examining the all of these maneuvers for the exclusions they wittingly and unwittingly produce. Problematizing the certainties derived from majoritarian positions, be it whiteness, Westernness, or any other dominant perspective, can provide us with a diversity of claims to scrutinize and epistemological positions to be wary of. (shrink)

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

How would you feel if you thought God wrote a personal note to you...on His website...and it was about some of the stuff that makes you wonder if He really exists at all? This book does make you feel...while it makes you think. Maybe God isn't who we thought He was. Maybe His thoughts aren't what we have been taught. God's Blogs contains some insightful, fresh thoughts that help us see more of God's character, His love, and His grace as (...) He reflects on marriage, death, laughter, dads, and questions like "Why are we here?" and, "What about tsunamis and poverty?" A fascinating read that will make you laugh and cry and search your own thoughts about who He is. What Might God Say on His Blogsite? Basically I'm entering into your blogdom because somehow the rumor got started that I was kind of boring. For those of you who bought into that craziness, you should know that I'm the one who created all the stuff you love...all the stuff that makes life exciting. I invented funny and laughter. I created adventure and romance... I laugh a lot. "Divinely inspired. This is an awesome book!" Jeff Foxworthy Very funny, smart man who loves God "Fresh thoughts on life with God from one of the most creative--and quirky--communicators I know." Louie Giglio Founder of Passion Conferences and author of I Am Not But I Know I AM "This book went through me like liquid fire. It is so inspiring, uplifting, and refreshing." Dolly Parton (everybody knows Dolly) "Wonderfully fresh and imaginative." John C. Maxwell Founder of INJOY Stewardship Services & EQUIP "I found myself reading it out loud to anybody who would listen. You are going to love this book." Andy Stanley Pastor, North Point Community Church Story Behind the Book "Blogging is a huge thing on the Web all over the world. Millions of people are logging on to millions of other people's journals just to see what they have to say. Some blogs have a larger audience than the New York Times. With blogging being so trendy right now, it occurred to me, What might people do if they thought God was blogging online about what He was seeing or what He thought was important? That being the hook, I wanted to take biblical principles written in a form similar to Eugene Peterson's The Message and attempt to use what is cultural to say what is timeless. God's truths about His love and grace and fatherhood, written in a contemporary fashion, might just penetrate the hearts of those who need Him during times of trial, or of those who aren't even sure He exists." -- Lanny Donoho. (shrink)

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

The French philosopher Jean-Luc Nancy passed away last August at the age of 81. In the Netherlands, Nancy became widely known to a broader audience through his short essay The Intruder (2000). In it, he describes the process surrounding the heart transplant he underwent in 1990: the surgery, the trials, the medication to prevent rejection, the cancer that resulted from it, and the chemotherapy required to combat it. -/- Nancy describes how the heart of a stranger—the intruder—penetrated the very core (...) of his being. He writes: "Never before have I been so sharply struck by the strangeness of my own identity, a strangeness that, despite everything, had always been perfectly clear to me (...)." -/- [In Dutch: De Franse filosoof Jean-Luc Nancy overleed vorig jaar augustus op 81-jarige leeftijd. In Nederland is Nancy bij een breder publiek vooral bekend geworden met zijn korte essay De Indringer (2000). Hierin beschrijft hij het proces rondom de harttransplantatie die hij in 1990 onderging: de operatie, de beproevingen, de medicatie om afstoting te voorkomen, de kanker die daar het gevolg van was en die moest worden bestreden met chemokuren. Nancy beschrijft hoe het hart van een vreemde ander – de indringer – tot de kern van zijn hele wezen is doorgedrongen. Zo schrijft hij: ‘Nooit eerder ben ik met een dergelijke scherpte geraakt door de vreemdheid van mijn eigen identiteit, een vreemdheid die me desondanks altijd zonneklaar was (…).’. (shrink)

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

The authors review Judith Suissa's provocative book, Anarchism and Education: A Philosophical Perspective, a text that demonstrates the central role of education in anarchist theory. Suissa compellingly argues against the charges that anarchism is overly idealistic and impractical, instead seeing its potential for innovative and liberatory educational change. The authors suggest, however, that an enhanced conversation among critical pedagogy, antiracist pedagogy and anarchist thinking on education can help to show both the continued relevance of radical and creative thinking, and that (...) anarchist thought has been part of the development of oppositional, critical, collaborative, teaching and learning projects. (shrink)

In this article, Cris Mayo examines the relationship among anti-LGBTQ policies, gay marriage, and sexuality education. Her concern is that because gay marriage is insufficiently different from heterosexual marriage, adding it as an issue to curriculum or broader culture debate elides rather than addresses sexual difference. In other words, marriage may be an assimilative aspiration that closes down discussions of what sexuality is and can mean, that sidesteps other related social issues such as health care for all, and that reinforces (...) sexuality and gender identity as privatized, not political, concerns. Mayo examines different strands of LGBTQ history that complicate the meanings of sexuality and that critique a variety of antigay or heterosexist policies for their exclusions. She concludes by suggesting that the possibilities of sexuality are not served by advocacy for one gay relationship formation and calling for a sexuality education that is instead directed at sexual diversity. (shrink)

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Sauter raises interesting points about expressive vocalisations, such as laughing, crying, gasping, etcetera. This reply discusses an expanded research agenda incorporating these. Riemer’s commentary is based on his opposition to nonreferentialist approaches to meaning. My reply seeks to clarify the natural semantic metalanguage (NSM) position on the conceptual status of semantic primes, while urging researchers to consider independently the merits of reductive paraphrase as a heuristic and a corrective to terminological Anglocentrism.

Liz JacksonEducation University of Hong KongNel Noddings is known around the world for her contributions to philosophy and philosophy of education. Her work on caring and relational ethics broke ne...

Natural signs that express emotions, such as laughing or crying, are not limited to human animals. For Descartes, even machines could learn and use a limited language for responding, predictably, to stimuli. The flexibility provided by conventional signs, by abstraction, and by its associated rationality allows for unpredictable responses to stimuli.

I will argue in what follows, following the insights of James Marshall on busno‐cratic power, that resistance to this new power is already well underway, and that this resistance is potentially problematic and potentially transgressive 1 . The self is not only a chooser in busno‐cratic land, it is also re‐commodifying itself and in so doing, beginning to struggle at the limits of its commodified situation. I will argue that commodified selves, as much as they are constrained, are also potent (...) sites for resistance. Part of that resistance is being waged in the terrain of the high stakes test, where the self that could ‘choose’ runs headlong into a product that definitively limits its range of choice. In order to engage critically with this resistance, I examine the cracks in the monolithic power of testing, cracks that point to the uncertainty of numbers and the ambivalent anxieties of test takers. (shrink)

In this collection, white women philosophers engage boldly in critical acts of exploring ways of naming and disrupting whiteness in terms of how it has defined the conceptual field of philosophy. Focuses on the whiteness of the epistemic and value-laden norms within philosophy itself, the text dares to identify the proverbial elephant in the room known as white supremacy and how that supremacy functions as the measure of reason, knowledge, and philosophical intelligibility.

Journal of Philosophy of Education, EarlyView.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

In lieu of an abstract, here is a brief excerpt of the content:Discover the Unknown Chekhov in Your ESL ClassroomNinah Beliavsky (bio)I was born in Moscow, ate aladushki, and listened to my mother read Chekhov in Russian. Kashtanka, a tale about a young, ginger-colored pup who gets lost, made me cry. And when I read about the death of Ivan Dmitrich Kreepikov, in The Death of a Civil Servant, I did not know whether to laugh or to cry. The poor (...) civil servant was sitting and watching an opera in a theater when all of a sudden he sneezed and spattered an old gentlemen, General Shpitzalov, in front of him. Now, as Chekhov writes, sneezing is not prohibited to any one or in any place; peasants sneeze, and even the chiefs of police sneeze. But, you see, the poor civil servant, being very much rank-conscious, could no longer live with himself after committing such a misconduct. He apologized profusely and went home, and without taking off his uniform, he lay down on the sofa, and... died.And what about Van'ka Zhukov, an orphan boy of nine apprenticed to a shoemaker who is being beaten and overworked. He writes a letter to his grandfather on Christmas Eve, begging him for the dear Lord's sake to take him away from his misery. After scratching his head and thinking for a moment, he dips his pen in ink and addresses his envelope: "The Village. To Grand Dad." He then dashes out into the street and pushes his precious letter through the opening of the postbox...The second part of my childhood I spent in Jerusalem; there I ate falafel with humus, was obsessed with perfecting the pronunciation of the Hebrew guttural "r," and read Miriam Yalan Shtekelis's children's poetry, which was filled with magical objects that laughed and cried. By the time I was in high school I was living in Milwaukee, eating fries and ice cream sundaes and reading O. Henry.The literature that one comes in contact with during childhood and young [End Page 101] adulthood is often deeply engraved on a person's psyche. It is similar to an adult craving sweets because of the psychological association with her childhood and a safe and protected environment. We tend to think back to the "good old days" because we find comfort in our past. Today, as an adult, a wife, and a mother, I often find refuge in my childhood memories. And, like most people, much of what I encounter and read today I tend to associate with my past. If I come across a story that I heard in my childhood, as I search for something new and amusing to give to my college English-as-a-Second-Language (ESL) students, I try to incorporate it into my curriculum. A few years ago I came across the story The Necklace by Guy de Mappassant and immediately recalled reading it in my adolescence. This story brought back the warm memories of home that I felt would be understood and identified with by my foreign students. Today, this story is one of my students' favorites. By using stories from my own past, I feel that I can bring to my class discussions a unique perspective—my own recollections and feelings and an interpretation not only academic in nature but also personal. Often, my international students will recall hearing or reading some of the same stories (that I bring to class) in their childhood, in their native tongues, and thus these stories will not seem out of context anymore because there will be a sense of connection.I teach ESL to college students—reading and writing at the intermediate and advanced levels. Aside from following the standard curriculum of using grammar and writing textbooks, I bring to my ESL classes music, opera, art, young adult novels by American writers, and short stories by both international and American writers. For instance, my students enjoy reading O. Henry's "The Christmas Present," "The Last Leaf," and "The Two Thanksgiving Day Gentlemen." These stories are about real people—just like my students—they are about everyday events, they are humorous and tragic in nature, and they have an unexpected twist... (shrink)

A claim frequently made about European Citizenship is that by decoupling ‘rights’ from ‘identity’ it challenges us to rethink the classical Westphalian model of citizenship. According to some EU scholars and constitutional experts, this beckons a new form of ‘supranational’ citizenship practice based not on emotional attachments to territory and cultural affinities (‘Eros’), but to the rights and values of a civil society – or what Habermas calls ‘constitutional patriotism’. This article uses anthropological insights to critique these arguments and to (...) analyse the EU’s own citizenship-building policies and practices. It concludes that rights cannot be meaningfully divorced from identity and that citizenship devoid of emotion is neither feasible nor desirable. Finally, it considers the idea of ‘post-national democracy’ and what this might entail in a modern European context. (shrink)

In writing this paper I am reminded of a conference that I once attended. On that panel, the Jewish scholar spoke first. he began, and he gave a wonderful talk full of references to the legal rulings and stories of the Jewish tradition. Then the Catholic priest spoke. he began, and he gave a wonderful talk carefully attentive to the moral tradition of the Catholic Church. Finally, a Protestant spoke. he began, I didn't know whether to laugh or cry, but (...) now I find myself in a similar situation. (shrink)

This article focuses on the structures of humor and joke telling that require particular kinds of attentiveness and particular relationships between speaker and audience, or more specifically, between classmates. First, I will analyze the pedagogical and relational preconditions that are necessary for humor to work. If humor is to work well, the person engaging in humor needs to gauge their interlocutors carefully. I discuss, too, the kinds of listening necessary for listening for the joke, including attentiveness to complex possibilities for (...) meaning. This attentiveness to complexity is linked to curiosity and a willingness to be startled, two qualities that are central to the risk and pleasure of learning discussed by Socrates and Maria Lugones. Examining the place of risk in Socrates’ teaching and the place of serious play in Maria Lugones’ discussion of difference, I suggest that humor can help to illuminate complicities and invite more robust interactions with difference, creating pleasurable encounters to work through difficult social divisions. (shrink)

The aim of this paper is to reconceive safety as a form of relation embedded in particular ways of speaking, listening and thinking. Moving away from safety as a relation that is achieved once and for all and afterwards remains safe avoids some of the disappointments of discourses of safety that seem to promise once a risk is taken or a gap is bridged that thereafter relations among people will be easier and calmer. This bumpier version of safety suggests that (...) humor creates the kind of instabilities in discourse that act, perhaps ironically, as an invitation to enjoy the difficulties of communicating complex and challenging ideas. Humor, then, creates a kind of safe space, not devoid of dramatic shifts or emotional response, but organized around those shifts as experiences that are moments apart from conflict. I explore the use of humor as a form of serious play in social justice classrooms, examining the strategies of indirect teaching, contradictory lessons, and jolting pleasure that more traditional pedagogical approaches are less able to create. I see in humor a complex form of address and interaction that plays on the multiple possibilities within an utterance or concept and by reminding classroom communities of those possibilities. Humor can erupt from shared moments and disjunctive understandings and can as easily be mobilized by teachers as by students. By reopening the possibilities of concepts and relations, humor shatters simplistic readings by literally playing out what might be said and what could be tried but often manages to combine a sense of safety via shared laughter with its disruptions. (shrink)

In this article it is argued that the videogame Far Cry 2 manages to take advantage of the heroic formula so characteristic of the first-person shooter videogame genre in a way that potentially prompts players to reflect on the ethical adequacy of their own decision to immerse themselves in a fictional scenario in which they take the role of a fictional character whose behaviour primarily, if not exclusively, consists in shooting.

Humans, like all organisms, have evolved to survive in specific environments, while some elect or are forced to live and work in extreme environments. Understanding cognition as it relates to environmental conditions, we use 4E cognition as a framework to explore creativity in extreme environments. Our paper examines space arts as a case study through the history, present practices, and future possible arts in the context of humans beyond the Kármán boundary of the Earth’s atmosphere. We develop a proposed taxonomy (...) of space arts, based on prior taxonomies, and provide specific exemplars of space art developed by artists in space or for use by astronauts in space. Using examples of space art since the birth of the space age, we discuss 1) how human survival in extreme environments requires investment in the space arts, driven by consideration of all biopsychosocial factors and 2) how new scientific and engineering discoveries could be consequences or examples of creative thinking driven by artists in the various types of space art. We conclude by discussing possible benefits of space art, future research applications, and advocate that all space actors, government or private, involve artists in all projects beyond the Kármán Boundary of the Earth’s atmosphere. (shrink)