The Republic of Ireland has some of the most restrictive abortion legislation in the world which grants to the ‘unborn’ an equal right to life to that of the pregnant woman. This article outlines recent developments in the public discourse on abortion in Ireland and explains the particular cultural and religious context that informs the ethical case for access to abortion services. Our perspective rests on respect for two very familiar moral principles – autonomy and justice – which are at (...) the centre of social and democratic societies around the world. This article explains the context for the deployment of these concepts in order to support the claim that the current legislation and its operationalisation in clinical practice poses serious risks to the health, lives and well-being of pregnant women, tramples on their autonomy rights and requires of them a self-sacrifice that is unreasonable and unjust. (shrink)

Aenesidemus, the (re-)founder of Pyrrhonian skepticism, is usually said to have begun his career by breaking away from the Academy. This assertion rests on the word “συναιρεσιώτῃ” as it appears in Photius’ summary of Aenesidemus’ Pyrrhonian Discourses. I argue that Photius’ probable understanding of the Academy’s history undermines this traditional reading. I then examine the evidence external to Photius and conclude that it also speaks against the traditional narrative.

(2000). Of loaded dice and heated arguments: Putting the Hansen?Michaels global warming debate in context. Social Epistemology: Vol. 14, No. 2-3, pp. 109-127.

In this article, Aislinn O'Donnell offers a set of reflections on the relation between therapy and education. In the first section, she examines criticisms of therapeutic education, mobilizing the example of prison education to highlight the difficulties that arise from imposing prescriptive modes of subjectification and socialization in pedagogy. In the second section, she addresses the relation between therapy and education by focusing on just one element of the experience of education: those moments at which a subject has the (...) potential of becoming significant in the life of a student. An important dimension of the educator's authority involves noticing such moments, fostering the conditions that make them more likely, and engaging in the creative process and practice of deciding how best pedagogically to respond to these moments. In the third section, O'Donnell develops this idea by detailing a philosophical approach and practice that understands “effectiveness” in education as bound to practice, creative responsiveness, and the judgment of the educator in concrete, singular pedagogical situations, rather than construed in terms of generic models of “best practice.”. (shrink)

The project of this paper is to deliver a semantics for a broad subset of bare plural generics about racial kinds, a class which I will dub 'Type C generics.' Examples include 'Blacks are criminal' and 'Muslims are terrorists.' Type C generics have two interesting features. First, they link racial kinds with ​ socially perspectival predicates ​ (SPPs). SPPs lead interpreters to treat the relationship between kinds and predicates in generic constructions as nomic or non-accidental. Moreover, in computing their content, (...) interpreters must make implicit reference to socially privileged​ ​ perspectives which are treated as authoritative about whether a given object fits into the extension of the predicate. Such deference grants these authorities influence over both the conventional meaning of these terms and over the nature of the ​ objects ​ in the social ontology that these terms purport to describe, much the way a baseball umpire is authoritative over the meaning and metaphysics of 'strike'/​ strike ​. Second, terms like 'criminal' and 'terrorist' receive default ​ racialized ​ interpretations in which these terms conventionally token racial or ethnic identities. I show that neither of these features can be explained by Sarah-Jane Leslie's influential 'weak semantics' for generics, and show how my own 'socially perspectival semantics' fares better on both counts. Finally, I give an analysis of 'Blacks are criminal' which explores the semantic mechanisms that underlie default racialized interpretations. (shrink)

Over the last decade, there has been a considerable expansion of mindfulness programmes into a number of different domains of contemporary life, such as corporations, schools, hospitals and even the military. Understanding the reasons for this phenomenon involves, I argue, reflecting upon the nature of contemporary capitalism and mapping the complexity of navigating new digital technologies that make multiple and accelerated solicitations upon attention and our affective lives. Whilst acknowledging the benefits of mindfulness practice, this article argues that it is (...) equally important to attend to the ethical framework that gives orientation to these practices and the outer conditions that shape lived daily experience, such as school or work environments. I suggest that the well-meaning efforts to secularise mindfulness, provide scientific evidence for its effectiveness, and introduce it to wider publics may have served to impoverish the rich contribution that practices of mindfulness, situated within a broader ethical framework, can make to human lives, and arguably contribute to the educational endeavour. For example, the emphasis on transforming inner conditions of students’ lives can lead to the neglect of outer conditions, such as structural inequality, or unhealthy and exploitative work practices. This can result in practices that privilege individual wellbeing over compassion and concern for the happiness of others, providing a buffer against loving attention to the world and others. Instead, I ask how mindfulness in educational settings could come to be viewed in a different light if we reflect upon the ways in which school environments and curricula can promote mindfulness, awareness, sensitive inquiry, and contemplative practices through the day, rather than offering it as a discrete intervention focused on the self and wellbeing. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Commentary on Augustine City of God, Books 1–5 by Gillian ClarkJames J. O'DonnellCommentary on Augustine City of God, Books 1–5. By Gillian Clark. Oxford: Oxford University Press, 2021. Pp. xii + 281. ISBN: 978-0-19-887007-4.Pierre Bayard's masterful How to Talk about Books You Haven't Read offers soothing balm for readers in the daunting presence of Augustine's City of God. Weighing in at a third of a million words, Augustine's (...) magnum opus et arduum,1 offers a Moby-Dick and a half of verbiage spread out over twenty-two books. I make the claim, nervously and looking about for intelligent contradiction, that it is the longest work of sustained and coherent argument to survive from Greco-Roman antiquity. Other behemoths are compilations in the main of one kind or another, but this one has a structure and a linear direction and was tightly enough written that a theme opened in the second book with a promise of returning with later treatment is in fact picked up in the nineteenth book written perhaps a dozen years later.Those who really will read, or at least read in, Civ. benefit from all the help they can get. There are good translations (English alone in my lifetime by McCracken et al. in Loeb, Bettenson, Dyson, and Babcock) but none provides more than a minimalist annotation. Francophone readers have been better served since 1960 by the five volume edition with more ample annotation in the Bibliothèque Augustinienne of G. Bardy et al., and it is the standard point of entrance to serious study for scholars. That work has many strengths but the limitations of arising from a devout tradition of scholarship and of coming before the efflorescence in late antique and Augustinian studies through which we have lived.More help is now at hand in the form of the volume under review and its promise of more to come. Gillian Clark is known and admired among Augustinian scholars for many works, not least the earlier exercise in commentary of her Cambridge "green and yellow"2 edition of Confessions 1–4 (1995). The present work began as an ambitious multi-author collaborative project that proved unwieldy (see the present volume, pp. 31–32) and results in this first installment of [End Page 179] a series now in Clark's hands exclusively, drawing on her strengths as a classical historian specializing in late antiquity and patristics. Four additional volumes are anticipated, ideally on two-year intervals. The task requires multiple competences: at least, the history of the fourth and fifth centuries, the history and presence of ancient philosophy, the history of Christian reception and interpretation of scripture, and the reception of classical literature in late antiquity. It is a work that soars with no middle flight.As commentary on a behemoth, the commentary begins with the virtue of concision. At a rough calculation, commentary here runs at about half again the length of the text under review, producing volumes that can be usefully read alongside Augustine without swamping either Augustine or the reader in an ocean of erudition and detail. After an introduction that is as much to the whole work as to books 1–5, the book is organized strictly by lemmata to passages commented. The lemmata are all in Latin to facilitate use by readers of various editions and translations, with references given by book/chapter and page/line to the standard CCSL 1955 reprinting of the edition of Dombart-Kalb (itself originally a Teubner of 1928).3The focus of the annotation is on the work as historical artifact, well situated in both the moment and controversies of writing and in the apparatus of learning that Augustine brought to his work. Inevitably this includes welcome discussion of argument, rhetoric, and strategy (the very short discussion of how Augustine wrote on pp. 9–12 is remarkably insightful), but readers will welcome the lucid guidance offered to how the text made sense in Aug.'s own time, to what he was evidently reading as he wrote, and to the range of historical realia that make up his argument. Commentary on later... (shrink)

The existential, experiential, ethical, pathic and pre-pathic dimensions of education are essential for the creative composition of subjectivities in institutional spaces, yet educational research and policy tend increasingly to privilege technical discourses and prescriptive approaches both when evaluating ‘what is effective in education’ and when determining educational policy. This essay explores those aspects of the educational experience and educational institutions that are often felt and sensed pre-cognitively by students, parents and teachers, but are seldom given further elaboration or articulation in (...) educational research. We will reflect on what is meant by the experience of education and experience in education, including the struggles to make sense of or understand something, the surprises that strike pre-reflectively, and the ways in which such moments are noticed, pursued, and explored rather than reflexively ‘evaluated’. We then explore the idea of experimentation in institutions, in particular in relation to the range of concepts that Jean Oury introduces in order to move our attention and awareness to questions of experience, existence, atmosphere, and the pathic—the way in which we undergo, sense and participate in the world prior to cognition and the desire for mastery and control of our encounters. Finally, we address the question of the ethics of institutions. (shrink)

Pessimists hold that human life is fundamentally a condition of suffering which cannot attain transcendent meaning. According to pessimistic nihilism, life’s lack of transcendent meaning gives us reason to regret our existence. Life-affirming nihilism insists that we can and should affirm life in the absence of transcendent meaning. Yet both of these strains struggle to articulate what practical reasons might compel us to regret or affirm our inability to transcend the immanent conditions of the human predicament in the first place. (...) I suggest that we catch sight of these practical reasons when we shift our attention from the value of transcendent meaning to the desire for temporal transcendence expressed by strong attachments such aslove and devotion. In short, we want the things we love to last forever, and they can’t. This makes human life tragic, but it does not settle the question of what sort of meaning it might have or lack. (shrink)

The position and power of women in the early church has been much explored by scholars such as Karen Jo Torjesen and Virginia Burrus. Research has often indicated that women had little power, especially sacramental power, at this time. This article challenges such a perspective by examining and comparing three accounts of women’s experience of the Eucharist in the private sphere during the third century. Drawing on Gregory of Nyssa’s account of Macrina, his sister, and her making of the eucharistic (...) bread, Pseudo-Athanasius’ instructions to virgins celebrating their own eucharistic meals, and Gregory Nazianzus’ description of his sister, Gorgonia, anointing herself for healing with the Eucharist, this article demonstrates that, in the private setting, sacramental power was not the preserve of the male. The Eucharist, in far more varied forms than might be anticipated, is potent in the domestic setting of these women of the early Church. (shrink)

This is a long critical discussion of Frank Wilderson's Afropessimism, focusing primarily on Wilderson's claim that Blackness is equivalent to Slaveness. The article draws out some strengths of the book, but argues that the book's central arguments often rest on shaky methodological, metaphysical, epistemic, and political grounds. Along the way, we consider some complications endemic to the project of evaluating a text so clearly geared towards Black audiences from the perspective of a non-Black reader.

In this essay, I examine the concept of thinking in Hannah Arendt's writings. Arendt's interest in the experience of thinking allowed her to develop a concept of thinking that is distinct from other forms of mental activity such as cognition and problem solving. For her, thinking is an unending, unpredictable and destructive activity without fixed outcomes. Her understanding of thinking is distinguished from other approaches to thinking that equate it with, for example, problem solving or knowledge. Examples of a ‘problem-solving’, (...) skills-based approach to thinking that place a premium on behavioural change are drawn from the context of the prison. I offer an alternative example of thinking with others from my philosophy classes in the prison. I draw upon Arendt's insights to develop a concept of ‘thinking-in-concert’. Whilst Arendt believes that thinking must be a solitary activity, I argue that the concept of ‘thinking-in-concert’ helps to capture experiences of thinking with others in a manner that is more hesitant and provisional than some descriptions of communities of enquiry or democratic education. The embodied presence of others matters when ‘thinking-in-concert’. I describe this approach as educational as well as conversational. This helps to communicate the way in which we turn towards others and may be pulled up short by them as we strive to think together or experience moments of conversion or insight whilst enjoying the ordinary activity of talking with others. This concept may help us to understand the difference between the experience of thinking, teaching and learning when we are physically present to one another and the experience of virtual learning or teaching. (shrink)

Yes. I defend this claim against the charge of race reductionism and the charge that ‘white interests’ cannot figure meaningfully into structural explanations of racial inequality. We then distinguish two explanatory roles for white supremacy. The racial role approach attempts to trace the causal effects of white supremacy's normative white/non‐white hierarchy on life chances. The racial materialism approach treats racial inequality as an emergent feature of social orders which depend on conventional racial divisions in labor performance. Each approach emphasizes a (...) different level of explanation for the same basic fact: white interests both drive and are served by racial inequality. (shrink)

It is difficult to respond creatively to humiliation, affliction, degradation, or shame, just as it is difficult to respond creatively to the experience of undergoing or inflicting violence. In this article Aislinn O'Donnell argues that if we are to think about how to address gun violence — including mass shootings — in schools, then we need to talk about violence inside and outside schools. Honest, and even difficult, conversations about violence and vulnerability can take place in schools, and there (...) are ways of working with curricula and student voice that can allow for this. If pedagogy is to play a role in reorienting responses to violence and vulnerability, discussion of equivocal and ambivalent responses to corporeal vulnerability, and of histories and genealogies of violence, must be invited. We need to acknowledge that we do not have, and we may well never have, a world without violence. Drawing upon the experience of teaching philosophy in nontraditional learning environments, including prison, O'Donnell argues for an approach to pedagogy and curricula that invites difficult conversations about the complexity of violence. (shrink)

This paper has two objectives, neither previously attempted in the published literature—first, to outline J. M. Keynes's theory of knowledge in some detail, and, secondly, to justify the contention that his epistemology is a variety of rationalism, and not, as many have asserted, a form of empiricism. Keynes's attitude to empirical data is also analysed as well as his views on prediction and theory choice. 1This paper is partly based on ideas initially advanced in O'Donnell [1982], a revised and (...) expanded version of which is to be published as O'Donnell [1989]. I should like to thank an anonymous referee for helpful comment, and King's College, Cambridge for permission to quote from the Keynes Papers. (shrink)

L'article commence une analyse de la vertu théologique de l'espérance par une phénoménologie de l'espérance. En plus d'un regard donné aux considérations philosophiques sur l'espérance chez des auteurs tels Gabriel Marcel et Ernst Bloch, il étudie les oeuvres dramatiques de Marcel ainsi qu'un certain nombre d'auteurs utopistes tels Thomas More, Henry David Thoreau et Charles Péguy. Des métaphores de la situation humaine, tels l'emprisonnement et l'exil, sont examinées ainsi que la lumière que les auteurs concernés trouvent dans des expériences d'obscurité. (...) La crise de l'histoire est aussi examinée particulièrement dans les écrits de l'auteur italien, Sergio Quinzio: comment pouvons-nous continuer à espérer deux mille ans après la mort du Christ tandis que l'histoire de la souffrance humaine continue, apparemment sans solution ? Après avoir posé la question de l'espérance, la réponse chrétienne est examinée surtout à travers les oeuvres de Jürgen Moltmann qui base sa théologie sur le Dieu qui vient à nous comme futur, le Dieu qui renouvelle toutes choses, le Dieu créateur qui fait être a partir de rien et ressuscite les morts. Tandis que l'optimisme se base sur les resources humaines et la croyance que les choses iront inévitablement mieux, l'espérance s'enracine en ce que Dieu peut faire dans une situation de souffrance, de mort et de destruction. Une telle espérance ne nous conduit cependant pas à fuir le monde. Au contraire, notre espé. (shrink)

Contemporary educational policies have recently prioritised the development of generic, core, and transferable skills. This essay reflects on this tendency in the context of the ‘algorithmic condition’ and those discourses that tend toward an image of education that privileges dematerialised skills, practices, and knowledge. It argues that this turn towards dematerialisation is resonant with shifts in a number of diff erent domains, including work, and explores some of the implications of this shift. Instead I suggest an approach to education that (...) understands it as turning towards the world, loving the world, and creating a common world. In order to understanding thinking and knowing as material practices, the concept of ‘material thinking’ is developed that refuses binaries of theory and practice, but that instead understands thinking, particularly in educational contexts, as material and a practice of thinking with something, and a turning towards the world. I draw upon the work of Susan Oyama, Elizabeth Grosz, Tim Ingold and Isabelle Stengers, and explore the example of Barbara McClintock’s research as a cytogeneticist researching maize. Here I am particularly interested in the importance of deep engagement with a subject matter in terms of developing the skilfulness that is associated with what I am calling ‘material thinking’. This allows us to think about education in a way that pays attention to the plurality of practices of material thinking that engage with the natural history of humankind, and the story of the world. (shrink)

According to the “standard framing” of racial appeals in political speech, politicians generally rely on coded language to communicate racial messages. Yet recent years have demonstrated that politicians often express quite explicit forms of racism in mainstream political discourse. The standard framing can explain neither why these appeals work politically nor how they work semantically. This paper moves beyond the standard framing, focusing on the politics and semantics of one type of explicit appeal, candid racial communication. The linguistic vehicles of (...) CRC are neither true code words, nor slurs, but a conventionally defined class of “racialized terms.”. (shrink)

This essay focuses on three primary issues i. The conceptual resources offered by Spinoza to challenge the idealism and perfectionism underpinning much educational theory and dominant educational imaginaries; ii. His descriptions of a non-ideal, practical and systematic approach to developing understanding that could be applied to educational theorising and practice; and iii. The potential for a different vision of education premised upon understanding the human as simply a part of nature. Decentring the human and treating affective and mental life as (...) one would lines, planes, and bodies, as Spinoza claims we must in Ethics, invites another way of thinking about the politics and ethics of educational practice. Enacting experimental approaches to pedagogy produces new subjectivities and also invents new connections and relations between different bodies and different ideas. I argue that a properly Spinozist understanding of education would require it to be understood through practices of experimentation, in short, developing capabilities to compose relations in such a way that one also develops a the awareness of oneself as finite, dependent, vulnerable and as a part of nature. Seemingly paradoxically then, having understood how and that one is determined, and which bodies agree or disagree with one, one becomes more capable of agency and thus an ethical life. (shrink)