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.

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)

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)

Failure is seen as a problem in education. From failing schools, to failing students to rankings of universities, literacy or numeracy, the perception that one has failed to compete or to compare favourably with others has led to a series of policy initiatives internationally designed to ensure ‘success for all’. But when success is measured in comparison with others or against benchmarks or standards, then it is impossible to see how all could be successful given the parameters laid down. What (...) are the implications of a culture that values success and achievement? How difficult is it to become the kind of individual who is flourishing, autonomous and becomes ‘all she can be’, in particular under the precarious conditions of contemporary capitalism? Samuel Beckett was sceptical of the quest for progress, production and prestige. His philosophy invites another way of thinking about failure, not as something one is, but rather as something one does: the pain and fear of inadequacy that can mark educational relations and experiences is alleviated by a more renunciative, gentle philosophy of education. There are two interwoven strands in this article. One questions the emphasis on competition and achievement in contemporary education and explores its implications for our relationship to failure. The second, strongly influenced by Beckett, explores ways of reimagining our relationship to failure in such a way that allows us to reflect on what matters in life. (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 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)

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)

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 Crying of Lot 49 is widely recognized as a significant contemporary work that frames the desire for meaning and the quest for knowledge within the social and political contexts of the '50s and '60s in America. In the introduction to this collection of original essays on Thomas Pynchon's important novel, Patrick O'Donnell discusses the background and critical reception of the novel. Further essays by five experts on contemporary literature examine the novel's "semiotic regime" or the way in which it (...) organizes signs; the comparison of postmodernist Pynchon and the influential South American writer, Jorge Luis Borges; metaphor in the novel; the novel's narrative strategies; and the novel within the cultural contexts of American Puritanism and the Beat movement. Together, these essays provide an examination of the novel within its literary, historical, and scientific contexts. (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)

In this introduction I closely read Marquand’s arguments in “On Scientific Method in the Study of Art” both in relation to their sources and in relation to Marquand’s own subsequent scholarship. My thesis is that Charles Sanders Peirce’s writing is the most conspicuous and important inspiration for the essay; however I also contend that Marquand’s handwritten corrections to the surviving manuscript of the text reveal a struggle with Peirce’s ideas that can – especially in light of Marquand’s later writing – (...) be read to expose an ambivalent or potentially even critical attitude toward central aspects of Peirce’s thought. I conclude by noting that Marquand’s intellectual relationship with Peirce speaks to both the past, present, and future of art historical scholarship. (shrink)

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)

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)

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)

ABSTRACT In this article the Irish harp tradition is re-configured as a space consisting of visual and sonic dimensions. The visual dimension of the Irish harp space incorporates the employment of the instrument in contemporary iconography; the sonic dimension includes the employment of the instrument as a metaphor in contemporary literature and songs. By employing Bloch’s concept of surplus and tracing the path of the Irish harp from its earliest employment in Christian iconography, its prominence as an icon of colonial (...) and Ascendancy rule, and finally its utilisation as an utopian tool to inspire members of the Volunteer and United Irish movements in the late eighteenth century, I identify how the accumulation of centuries of utopian surplus resulted in the creation of an utopian icon that had the capacity to inspire a generation of Irish men and women to critique the prevailing social and political order in the eighteenth century. (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)

The ramified legacy of Bernard Berenson’s writings within 20th century art historiography is both celebrated and maligned. In an effort to help reconcile this situation, this essay argues for the partial validity of Berenson’s peculiar version of art historical formalism by detailing its historical connections to the Pragmatist philosophy and psychology of William James and by analytically correlating Berenson’s arguments with recent work in aesthetics and the philosophy of perception. The essay examines the specific example of Berenson’s analysis of Giotto’s (...) paintings and leverages a Pragmatist interpretation of Berenson’s writings to frame Berenson’s known connections with other writers: including Adolf Hildebrand, Giovanni Morelli, and Walter Pater. In conclusion, the failure, potential, reception, and legacy of Berenson’s art historical scholarship are assessed in relation to Pragmatist ideas. Der vielfältige Einfluss von Bernard Berensons Schriften auf die Kunstgeschichte des 20. Jahrhunderts wird ebenso geschätzt wie verachtet. In dem Bestreben, diese Divergenzen zu berichtigen, versucht dieser Beitrag den Nachweis für die bedingte Gültigkeit von Berensons eigentümlicher Variante eines kunsthistorischen Formalismus zu erbringen, indem er einerseits seine historischen Verbindungen zur pragmatischen Philosophie und Psychologie von William James aufzeigt und indem er andererseits Berensons Argumentation ins Verhältnis zu aktuellen Debatten der wahrnehmungstheoretischen Ästhetik und Philosophie setzt. Am Beispiel von Berensons Interpretation der Gemälde Giottos führt dieser Essay eine pragmatische Analyse von Berensons Schriften durch und stellt diese ins Umfeld seiner Kontakte zu anderen Autoren: darunter Adolf Hildebrand, Giovanni Morelli und Walter Pater. Schließlich soll das Scheitern, das Potenzial, die Rezeption und das Erbe von Berensons kunsthistorischen Studien unter pragmatischen Gesichtspunkten bewertet werden. (shrink)