In this work we will try to demonstrate the presence and the role that God has in Thomas Hobbes's political philosophy. We consider that this religious belief, that it is the system's equilibrium, guaranties that the Hobbesian political project does not fall into revolutionary or totalitarian excesses. Thus, we shall analyse the arguments of the existence of God that are introduced by the philosopher Malmesbury with the objective of proving that reason does not necessarily lead to atheism, but that such (...) faculty requires the Revelation intervention to be able to channel it into a peaceful and lasting life. (shrink)

In this commentary on Bastin et al., we suggest that spatial context plays a critical role in the encoding and retrieval of events. Specifically, the translation process between the viewpoint-independent content of a memory and the viewpoint-dependent stimuli activating the retrieval plays a critical role in spatial memory recollection. This perspective also provides an explanatory model for pathological disturbances such as Alzheimer's disease.

In this work we will try to demonstrate the presence and the role that God has in Thomas Hobbes's political philosophy. We consider that this religious belief, that it is the system's equilibrium, guaranties that the Hobbesian political project does not fall into revolutionary or totalitarian excesses. Thus, we shall analyse the arguments of the existence of God that are introduced by the philosopher Malmesbury with the objective of proving that reason does not necessarily lead to atheism, but that such (...) faculty requires the Revelation intervention to be able to channel it into a peaceful and lasting life. (shrink)

Explores and illuminates Slavoj Žižek's impact on our understanding of literary and cultural modernism.

This book explores questions concerning personal identity and individual conduct within neoliberal academe. The author suggests that neoliberal academe is normal academe in the new millennium though well aware of its contested nature and destructive capacities. Examining higher education through a number of ideals, such as austerity and transparency, brings readers on a journey into its present as well as its past. If some of these ideals can be identified and critiqued, there is a chance that the foundations of neoliberal (...) academe can be weakened. This book actively pursues pathways out of the neoliberal abyss--and offers that demanding a role for pleasure in higher education may be one of them. (shrink)

Introduction / Jeffrey R. Di Leo, Peter Hitchcock, and Sophia A. McClennen -- Theory and history -- The rights to debt? / Sophia A. McClennen -- Kant at the Federal Reserve : on the aesthetics of quantitative easing / Peter Hitchcock -- Materialism : debt and sensuality / Christopher Breu -- The indebted man's cognitive mapping : boundaries and biohorror in the neoliberal debt economy / Liane Tanguay -- Living in the debt age -- The debt experience / Jeffrey J. (...) Williams -- Paying your debt to society : the neoliberal state and the logic of quid pro quo / Esther Peeren -- Indebted youth and neoliberalism / Tyler J. Pollard -- Austerity politics and the neoliberal target austerity politics and the neoliberal targeting of the body in public education / Kenneth J. Saltman -- Resisting the debt age -- On debt resistance / Jeffrey R. Di Leo -- Debt and financial literacy education : an ethics for capital or the other / Chris Arthur -- Student debt and the social functions of consolidation college / Christopher Newfield -- Confronting the creditor class / Andrew Ross -- Index. (shrink)

This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the Constructive and Collaborative Participation (CCP) model. Our main research questions are: What are the students’ long lasting memories of this course? How do the students use the skills and the competences acquired through the course across an extended period of time? In line (...) with these research questions, the aims of this investigation can be summarized as follows: i) to understand the students’ perceptions and long lasting memories of the course and (ii) to investigate the transfer of skills and knowledge across an extended period of time, based on a self-reported survey. The analysis was carried out by administering the survey to all 196 students who took part in the course in the 2005-2015 decade. 96 participants responded to the survey. The survey is designed to collect data in two areas. First, the memories related to the course and second, the way skills and content knowledge acquired during the course have been transferred to and used in other contexts after the course ended. The data were analyzed using a mixed methods approach, which revealed trends in the responses across the decade. In general, participants remembered the teaching methodology and often recalled specific activities such as Role Taking and the creation of products through group-work. These activities and approaches seemed to provide significant learning opportunities for the students. Several students also recalled key concepts and content knowledge acquired during the course. In relation to transfer of skills, participants tended to reuse mostly transversal skills, such as communicative and organizational skills, especially in work contexts. Further, about half of the respondents reused the content knowledge of the course. This analysis is valuable because it allows us to understand the aspects of the model that are significant for the students in the long term, and to discover and interrogate the acquisition and transfer of skills useful for the students’ personal and professional lives beyond the academy. (shrink)

Jaswal & Akhtar in their target article convincingly argue that subjects with autism do not have diminished social motivation. However, they still recognize that autistic people behave socially in an unusual way. Why? Here we suggest that these behaviours are the results of a multisensory integration deficit. Viewed from this perspective, the assumption that autistic people's unusual behaviours indicate diminished social motivation has to be replaced by the one that they have diminished social prediction skills.

Explores the intersections between philosophy and literature through a transnational, comparative lens.

What does it mean for theory to be considered as a species of not just "literature" but "world" literature? These essays offer accounts of how the "worlding" of literature both problematizes the national categorizing of theory (e.g., French theory) and brings new meanings and challenges to the coming together of theory and literature. In sum, they offer Theory as World Literature as a viable alternative to more commonplace approaches to theory. By approaching theory from a perspective more attuned toward the (...) complexity and precarity of the world, this volume acknowledges that theory is more worldly now than ever. (shrink)

What is the legacy of Theory after the deaths of so many of its leading lights, from Jacques Derrida to Roland Barthes? Bringing together reflections by leading contemporary scholars, Dead Theory explores the afterlives of the work of the great theorists and the current state of Theory today. Considering the work of thinkers such as Derrida, Deleuze, and Levinas, the book explores the ways in which Theory has long been haunted by death and how it might endure for the future."--Page (...) 4 of cover. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Question of Style in Philosophy and the ArtsJeffrey R. Di LeoThe Question of Style in Philosophy and the Arts, edited by Caroline van Eck, James McAllister and Renée van de Vall; xi & 245 pp. Cambridge: Cambridge University Press, 1995, $49.95.The question, “Should philosophers concern themselves with questions of style?” motivates this rich collection of twelve essays on the interrelatedness of content and its formal representation in (...) both philosophical writing and the arts. Alongside issues such as aestheticized forms of philosophizing and the relationship between method and style, there are articles on Heinrich von Kleist’s Marionettentheater, the graphic works of William Hogarth, Alexis de Tocqueville’s use of metaphor and paradox, the use of ellipses in Johannes Kepler’s astronomical theories, and eclecticism in eighteenth-century English architecture.Style has been an explicit concern for historians and theorists of the arts long before it came to the fore in philosophy. The editors think philosophers can learn a lot not only about the concept of style but also about philosophical style by looking into the practices of musicians, architects, and painters and by thinking about how styles are formed, transformed, and understood in the arts. By comparing the arts and philosophy, we can move toward something lacking in contemporary discussions, namely stylistic categories specific to philosophy. Richard Wollheim’s essay, for example, offers many categories appropriate to painting that could be relevant to philosophical writing.A provocative point traced here is that until the end of the eighteenth century, “style” had little to do with the meaning of a work of art—the term merely denoted an artwork’s place in the hierarchy of art. Before 1800, there was hardly a question of choice among styles: contributions to a practice were regarded not as belonging to one style or another, but as falling within or being alien to a practice. Only in the early nineteenth century did style become a key element in the meaning of a work, when it took the place previously occupied by nature, antiquity, or absolute standards of reason. With the traditional bearers of meaning gone, one could no longer look to content for meaning, and artists turned to style to create meaningful art—style being that aspect of writing, painting, or building traditionally associated with ornament, that could be varied without changing the content. Gradually, the “variable” element in art became the prime bearer of meaning.The claim here is that an analogous transition from stylistic monism to pluralism occurred in philosophy about a century after it did in art. This shift away from the monistic geometrical and mathematical standards of philosophical reasoning established in the late sixteenth century was brought about by philosophers such as Nietzsche and Wittgenstein. Lambert Weising suggests that, with Wittgenstein, there is a substitution of style for truth—a point which seems equally true of others, notably Nietzsche. A consequence of this new [End Page 187] pluralism is a loosening of what can be called philosophical reasoning, and an increasing receptiveness to and acceptance of a diversity of philosophical styles. Questions of style do tend to arise in connections with philosophers of the literary sort—Plato or Kierkegaard. Now philosophers have much less difficulty regarding as philosophical a work such as Pascal’s Pensées, which has traditionally been treated more as literature than as philosophy.One of the challenges of this collection is to refute the view of those who deny that the content of their philosophical writing depends at all on style. This would give support to a thesis defended by Martha Nussbaum in this journal in 1983: “No stylistic choice can be presumed to be neutral—not even the choice to write in a flat or neutral style” (p. 146). Beryl Lang, who has addressed this question in other books and articles, argues that style is relevant to all philosophical writing, even that professed to be “style-less.” Lang correctly shows that philosophers’ general disregard for expressiveness, and their belief that the proper philosophical method will lead all who follow it to the same results, has itself become a feature of philosophical writing. So “style-less” writing is a philosophical... (shrink)