Págdraig Hogan; Philosophy as Arraignment, Journal of Philosophy of Education, Volume 27, Issue 2, 30 May 2006, Pages 267–274, https://doi.org/10.1111/j.1467-97.

In the transcendental aesthetic of the Critique of Pure Reason, Kant claims that space and time are neither things in themselves nor properties of things in themselves but mere subjective forms of our sensible experience. Call this the Subjectivity Thesis. The striking conclusion follows an analysis of the representations of space and time. Kant argues that the two representations function as a priori conditions of experience, and are singular "intuitions" rather than general concepts. He also contends that the representations underwrite (...) some non-trivial a priori cognition of the objects of sensible experience. The Subjectivity Thesis is then presented as an immediate consequence: Space represents no property at all of any things in themselves nor any relation of them to each other. . . . For neither absolute nor relative determinations can be intuited prior to the existence of the things to which they pertain, thus [neither] can be intuited a priori. Time is not something which exists of itself, or which inheres in things as an objective determination. . . . [Were it] a determination or order inhering in things themselves, it could not precede the objects as their condition, and be known and intuited a priori by means of synthetic propositions. Kant's argument for the Subjectivity Thesis seems to have the following structure: * No absolute or relational features of things in themselves can be cognized a priori. (shrink)

Incongruent counterparts are pairs of objects which cannot be enclosed in the same spatial limits despite an exact similarity in magnitude, proportion, and relative position of their parts. Kant discerns in such objects, whose most familiar example is left and right hands, a “paradox” demanding “demotion of space and time to mere forms of our sensory intuition.” This paper aims at an adequate understanding of Kant’s enigmatic idealist argument from handed objects, as well as an understanding of its relation to (...) the other key supports of his idealism. The paper’s central finding is that Kant’s idealist argument from incongruent counterparts rests essentially on his theory of freedom. The surprising result sheds new light on deep and overlooked links among the pillars of transcendental idealism, pointing the way to a comprehensive and unified reading of Kant’s system of idealist arguments. (shrink)

A central doctrine of Kant's Critique of Pure Reason holds that the content of human experience is rooted in an affection of sensibility by unknowable things in themselves. This famous and puzzling affection doctrine raises two seemingly intractable old problems, which can be termed the Indispensability and the Consistency Problems. By what right does Kant present affection by supersensible entities as an indispensable requirement of experience? And how could any argument for such indispensability avoid violating the Critique's doctrine of noumenal (...) ignorance? This essay develops a new solution to both problems, setting out from the continuity between Kant's early and mature views on sensibility and mind-world relations. Kant's early writings subscribe to an interactionist cosmology opposed to both Leibniz's preestablished harmony and Malebranche's occasionalism. The modern debate on mind-world relations shaping Kant's early cosmology points us to a widely recognized motivation for interactionism, turning on a constraint on agency within certain noninteractionist cosmologies. In particular, Kant's early conversion to a libertarian theory of freedom, together with his rejection of occasionalism, provides the basis for a compelling argument for the indispensability of world-mind affection relations. Extended to the transcendental idealist framework, the same argument reveals noumenal affection as an indispensable presupposition of some knowledge claims consistently upheld by Kant. This leads in turn to a satisfying solution to the Consistency Problem, showing that the doctrine of noumenal affection is not merely consistent with, but is partly motivated by, Kant's commitment to noumenal ignorance. (shrink)

Literature provides us with otherwise unavailable insights into the ways emotions are produced, experienced and enacted in human social life. It is particularly valuable because it deepens our comprehension of the mutual relations between emotional response and ethical judgment. These are the central claims of Hogan's study, which carefully examines a range of highly esteemed literary works in the context of current neurobiological, psychological, sociological and other empirical research. In this work, he explains the value of literary study for (...) a cognitive science of emotion and outlines the emotional organization of the human mind. He explores the emotions of romantic love, grief, mirth, guilt, shame, jealousy, attachment, compassion and pity - in each case drawing on one work by Shakespeare and one or more works by writers from different historical periods or different cultural backgrounds, such as the eleventh-century Chinese poet Li Ch'ing-Chao and the contemporary Nigerian playwright Wole Soyinka. (shrink)

This article seeks to articulate an interpretation of Fanon’s engagement with G.W.F. Hegel that does not either assume that Fanon rejects Hegel’s normative conclusions or that Fanon’s engagement is incidental to his larger philosophical projects. I argue that Fanon’s take on the master-slave dialectic allows us to better understand the normative claims that undergird Fanon’s calls for violence and revolution in Black Skin, The Wretched of the Earth, and A Dying Colonialism.

Cognitive Science, Literature, and the Arts is the first student-friendly introduction to the uses of cognitive science in the study of literature, written specifically for the non-scientist. Patrick Colm Hogan guides the reader through all of the major theories of cognitive science, focusing on those areas that are most important to fostering a new understanding of the production and reception of literature. This accessible volume provides a strong foundation of the basic principles of cognitive science, and allows us to (...) begin to understand how the brain works and makes us feel as we read. (shrink)

Presentation of self (via Goffman) is becoming increasingly popular as a means for explaining differences in meaning and activity of online participation. This article argues that self-presentation can be split into performances, which take place in synchronous “situations,” and artifacts, which take place in asynchronous “exhibitions.” Goffman’s dramaturgical approach (including the notions of front and back stage) focuses on situations. Social media, on the other hand, frequently employs exhibitions, such as lists of status updates and sets of photos, alongside situational (...) activities, such as chatting. A key difference in exhibitions is the virtual “curator” that manages and redistributes this digital content. This article introduces the exhibitional approach and the curator and suggests ways in which this approach can extend present work concerning online presentation of self. It introduces a theory of “lowest common denominator” culture employing the exhibitional approach. (shrink)

Kant’s Critique of Pure Reason (KrV) presents a priori knowledge of synthetic truths as posing a philosophical problem of great import whose only possible solution vindicates the system of transcendental idealism. The work does not accord any such significance to a priori knowledge of analytic truths. The intelligibility of the contrast rests on the well-foundedness of Kant’s analytic–synthetic distinction and on his claim to objectively or correctly classify key judgments with respect to it. Though the correctness of Kant’s classification is (...) vital to his philosophical project, it has been vigorously challenged since he introduced his famous distinction of judgments. The aim of this essay is to explore several metaphysical motives contributing to Kant’s objective classification claim that have been underemphasized and in part overlooked in the large literature on the topic. (shrink)

Hogan argues that the basis of interpretive method is ordinary inferential reasoning - that there is no general methodological difference between interpretation in the humanities and theory construction in the physical sciences. Further, the nature of interpretation does not entail cultural, historical, or other forms of relativism, as is commonly thought. However, this does not imply that there is only one way of approaching interpretation or that there is one true meaning of any particular work. Rather, there are many (...) kinds of interpretation and many kinds of meaning and the interpreter is free to stipulate one of these in the context of a particular enquiry. More exactly, discussing the constraints upon stipulation, Hogan says that, although there are a large number and variety of intents (those of authors and readers, conscious and unconscious), there are no nonintentional meanings - Platonic, social, essential, or otherwise. (shrink)

Recent decades have witnessed an explosion in neuroscientific and related research treating aesthetic response. This book integrates this research with insights from philosophical aesthetics to propose new answers to longstanding questions about beauty and sublimity. Hogan begins by distinguishing what we respond to as beautiful from what we count socially as beautiful. He goes on to examine the former in terms of information processing and emotional involvement. In the course of the book, Hogan examines such issues as how (...) universal principles of aesthetic response may be reconciled with individual idiosyncrasy, how it is possible to argue rationally over aesthetic response, and what role personal beauty and sublimity might play in the definition of art. To treat these issues, the book considers works by Woolf, Wharton, Shakespeare, Arthur Miller, Beethoven, Matisse, and Kiran Rao, among others. (shrink)

Reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained.

Using a new materialist line of questioning that looks at the agential potentialities of water and its entanglements with Big Data and surveillance, this article explores how the recent Snowden revelations about the National Security Agency have reignited media scholars to engage with the infrastructures that enable intercepting, hosting, and processing immeasurable amounts of data. Focusing on the expansive architecture, location, and resource dependence of the NSA’s Utah Data Center, I demonstrate how surveillance and privacy can never be disconnected from (...) the material infrastructures that allow and render natural the epistemological state of mass surveillance. Specifically, I explore the NSA’s infrastructure and the million of gallons of water it requires daily to cool its servers, while located in one of the driest states in the US. Complicating surveillance beyond the NSA, as also already imbricated with various social media companies, this article questions the emplacement and impact of corporate data centers more generally, and the changes they are causing to the landscape and local economies. I look at how water is an intriguing and politically relevant part of the surveillance infrastructure and how it has been constructed as the main tool for activism in this case, and how it may eventually help transform the public’s conceptualization of Big Data, as deeply material. (shrink)

Pádraig Hogan; What Makes Practice Educational?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 15–26, https://doi.org/10.1111/j.146.

Throughout most of the history of Western civilization, Christianity and Classical ideals played a dominant part in education. In most western countries, however, this is no longer the case. In modern pluralist Democracies, church influence struggles with pervasive influences from elsewhere for the hearts and minds of the public. Educational policy remains, however, an instrument to be used by major power groups, and in many countries has become, to a greater or lesser extent, an active or unwitting accomplice in furthering (...) acquisitiveness and the accumulation of material advantage. (shrink)

This book explores how the creations of great authors result from the same operations as our everyday counterfactual and hypothetical imaginations, which cognitive scientists refer to as 'simulations'. Drawing on detailed literary analyses as well as recent research in neuroscience and related fields, Patrick Colm Hogan develops a rigorous theory of the principles governing simulation that goes beyond any existing framework. He examines the functions and mechanisms of narrative imagination, with particular attention to the role of theory of mind, (...) and relates this analysis to narrative universals. In the course of this theoretical discussion, Hogan explores works by Austen, Faulkner, Shakespeare, Racine, Brecht, Kafka and Calvino. He pays particular attention to the principles and parameters defining an author's narrative idiolect, examining the cognitive and emotional continuities that span an individual author's body of work. (shrink)

This paper focuses on the possibility of sin as intellectual evil as operative in the contemporaneous culture in the debate over the essential nature of marriage and the accomplishment of the ends of marriage. It presents an account of theology as a science and the application of this understanding and its canons of operation to the issues presented in two recent documents—the Statement of the Wijngaards Institute for Catholic Research and the Affirmation of the Church’s Teaching on the Gift of (...) Sexuality, each of which addresses the encyclical Humanae vitae on the occasion of its 50th anniversary. The paper concludes with an examination of the essential nature of marriage to guide the fulfillment of its ends now described as intrinsic/essential and intrinsic/contingent. (shrink)

This essay considers how the JRE has engaged Catholic ethics in the last 50 years and how the concerns of Catholic ethics during this period of exceptional change are reflected and developed in the JRE. It discusses the transformation of Catholic ethics by focusing on the transitions: (i) from classical to historical consciousness; (ii) from an essentialist concept of human nature to a dynamic concept of the moral subject; (iii) from abstract to contextual moral reason; and (iv) from a discourse (...) that ignored the politics of power to one that reckons with it, analyzing the distinct ways in which the JRE engaged with these transformations. It concludes by looking to the future and suggests that a deeper engagement with the breadth of Catholic ethics internationally may help advance the Journal's mission and that a fuller interaction with the comparative and humanistic dimensions of the JRE's mission will enhance Catholic ethics. (shrink)

Surveying 2,500 years of philosophically oriented literary theory, Patrick Hogan provides students and teachers of literature with both explication and ...

This essay seeks to show that teaching and learning are to be properly understood, not as an undertaking carried out on the will of a higher power or party, but as a way of life with an integrity of its own, arising from its own integral purposes. The essay thus seeks to provide an understanding of educational practice and of educational thought that contrasts in key respects with Alasdair MacIntyre's understanding, though also with a some notable parallels. A largely forgotten (...) ‘Socrates of Athens’ is identified as furnishing the original inspiration for the understanding of education explored in the essay. Some influential modern (and postmodern) negations of this understanding are then reviewed. Arising from its investigation of teaching and learning as a singular kind of relationship, the essay concludes with a brief sketch of some virtues that might constitute the way of life in question, in its more active and its more reflective moments. (shrink)

This chapter contains sections titled: Introduction Circumscribing the Claims of Theory Plato's Reversal of the Precedence of Practice A Lesson about Learning Philosophy as a Way of Life and as the Pursuit of a Specialism From Epistemology Back to Practice Questions of Interpretation Reinterpreting Theory The Uses of Practical Philosophy.

A community's abilities to promote health and maximize its response to public health threats require fulfillment of one of the four elements of public health legal preparedness, the capacity to effectively coordinate law-based efforts across different governmental jurisdictions, as well as across multiple sectors and disciplines. Government jurisdictions can be viewed “vertically” in that response efforts may entail coordination in the application of laws across multiple levels, including local, state, tribal, and federal governments, and even with international organizations. Coordination of (...) legal responses to public health emergencies also may involve a horizontal dimension comprising numerous and diverse sectors, such as public health, public and private health care, emergency management, education, law enforcement, the judiciary, and the military.Although responses to many acute health threats can implicate multiple jurisdictions and sectors, the jurisdictional and sectoral dimensions of legal preparedness are complex and may vary substantially by the nature of a threat, its geographic and geopolitical extent, and the operational response demanded. (shrink)

The paper examines Kant’s views on divine foreknowledge of contingent truths, in particular truths concerning free actions of creatures. It first considers the shape this traditional philosophical problem takes in the transcendental idealist context. It then situates Kant’s views relative to three competing theories of foreknowledge discussed by Leibniz. These are Molina’s theory of middle knowledge, the Thomist theory of foreknowledge through divine predeterminations, and Leibniz’s own ‘possible worlds’ theory. The paper concludes that no consistent theory of divine foreknowledge emerges (...) in Kant’s philosophy. His discussions alternate between two inadequate and incompatible models. One is a post-volitional model suggested by his conception of the intuitive intellect’s relation to creation. Extended to creaturely free action, it is incompatible with his commitment to the relative autonomy of free action. The other is a version of Leibniz’s possible worlds solution; it cannot underwrite certain foreknowledge of determinate outcomes in a libertarian setting. (shrink)

Margaret Monahan Hogan; Catholic Health Care Institutions: Dinosaurs Awaiting Extinction or Safe Refuge in a Culture of Death, Christian bioethics: Non-Ecumenic.

Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as to appear a quite natural (...) one. So much is this case that the idea of education as a sui generis practice may seem a bit eccentric at first sight. Some preliminary work is called for then to render intelligible the claim that education is indeed a practice in its own right, and to illustrate the original starting point this gives for an exploration of educational ethics. In undertaking this preliminary work, central themes from two major sources are explored and reviewed: Richard Peters? well-known study Ethics and education and MacIntyre's After virtue. The suggestive merits of both works for advancing a sui generis understanding of education and its conduct are identified. But crucial occlusions are also highlighted in the arguments of both authors, the recognition of which might have enabled their thinking on educational matters to venture onto a different plane. The kind of thinking that emerges from these investigations as most promising for educational ethics is seen to differ in its key features from what the various branches of academic philosophy have to offer by way of ethical theory. (shrink)

ABSTRACT The fact of pluralism has set a number of practical and theoretical problems for political theorists. One of the most serious difficulties is the question of the criteria for judgment. What critical standards are available when encountering a society's practices that are different from one's own? One strategy for dealing with this is to separate out questions of ethics from questions of morality. We argue that this is a particularly unfruitful conceptual strategy. Rather our position is that the concept (...) of real interests is already operant within the practices of judgment that constitute a community, or a form of life. Our strategy is to first explore the possibility of immanent normative critique of interests expressed in forms of life using Wittgenstein and Dewey in light of Rahel Jaeggi's Critique of Forms of Life. Properly understanding how these standards of immanent critique work dissolves the problem of how to apply these to external contexts. While Jaeggi's is an excellent contribution to the discourse on critique and justification, we find that there are commitments in her idea of “immanent critique” that require reformulation with respect to the question of real interests. (shrink)

In "Confronting the Truth", Hogan gives readers a balanced, clearly written examination of conscience in the Catholic tradition.

This article is the second of a two-part investigation, the first part of which was published in Ethics and Education, vol. 5, issue 2, 2010, under the title ?Preface to an ethics of education as a practice in its own right?. Although it builds on the arguments of that ?preface?, this second part of the investigation can be read as a stand-alone essay. It begins with a brief review of a new subordination of educational practice achieved by a neo-liberal tenor (...) in international educational reforms in recent decades in Western societies. The practical context for the essay however is that failure of many of these reforms, like the failure of neo-liberal dominance in socio-economic policy, has given rise to emergent opportunities where inspirations for educational debate and policy-making are concerned. Arguing for the uptake of such opportunity, the ethical tenor of education as a practice in its own right is explored under four headings: (1) review and clarification of the inherent purposes of education as a practice; (2) investigation of educationally productive pathways that are characteristic of education as a practice in its own right; (3) elucidation of a recognisable family of virtues that arise from that practice itself; (4) exploration of the kinds of relationships through which these virtues, and their educational fruits, are nourished. (shrink)

The significance or vacuity of the statement, “Everything has just doubled in size,” attracted considerable attention last century from scientists and philosophers. Presenting his conventionalism in geometry, Poincaré insisted on the emptiness of a hypothesis that all objects have doubled in size overnight. Such expansion could have meaning, he argued, “only for those who reason as if space were absolute … it would be better to say that space being relative, nothing at all has happened.” The logical empiricists concurred, viewing (...) the universal doubling hypothesis as illustrating the intrinsic metrical amorphousness of continuous manifolds. It is striking, therefore, to find Kant invoking a universal contraction in space and time to support his famous doctrine of transcendental idealism. In one of several completely neglected passages, he writes: “The proof that the things in space and time are mere appearances can also be grounded on the fact that the whole world could be contained in a nutshell and the entirety of elapsed time in a second without the least difference being met with.” Kant's “also” may suggest an idealist argument distinct from any proposed in published works. Here I ask: What is the meaning of Kant's Nutshell Argument for Idealism? (shrink)

This interview – conducted by Peter Beilharz and Trevor Hogan with Clinton Walker over the course of three months (July to September 2011) between Melbourne and Sydney via email and Skype – explores the questions of Australian popular culture writing with, against, and of the culture industries themselves. Walker is a leading freelance Australian cultural historian and rock music journalist. He is the author of seven books, five about Australian music. He has been a radio DJ and TV presenter. (...) He compiled and produced four double CD album collections of Australian music – Inner City Sound, Buried Country, Long Way to the Top, and Studio 22. He has been a key writer in several multi-media projects, including the Powerhouse Museum Real Wild Child exhibition and CD-Rom (1995) and ABC TV’s hit documentary series/CD/DVD Long Way to the Top (2001). In 2006, a new US edition of his first book Inner City Sound (with soundtrack CD) was published. His Golden Miles: Sex, Speed and the Australian Muscle Car (2005) has been published in a revised edition in 2009. In 2012, his eighth book, The Wizard of Oz, will be published. Walker is currently writing with Beilharz and Hogan a book called The Vinyl Age: The History of Australian Rock Music, 1945–1995. The interviewers invited Walker to reflect critically on his 35-year ‘career’ as pop avatar, independent writer and critic in the post-war to post-modern Australian popular culture industries. Going from journalism to his path-finding books and television documentaries, the article traces this work’s development both in personal terms and as a symptom of the broader cultural evolution, from the suburbs to pop to art and rock and back again; between London and the provincial cultures of Oz; from one-way American consumerism to local DIY egalitarianism, analogue to digital to global dialogue, youth culture to multi-culturalism, and from the putative low brow to the legimitization process itself of popular culture. (shrink)

The notion of competencies has been a familiar feature of educational reform policies for decades. In this essay, Pádraig Hogan begins by highlighting the contrasting notion of capabilities, pioneered by the research of Amartya Sen and Martha Nussbaum. An educational variant of the notion of capabilities then becomes the basis for exploring venturesome environments of learning: environments that are hospitable to the cultivation of such capabilities among students and their teachers. In this exploration Hogan emphasizes disclosing the kinds (...) of relations that constitute such environments. In particular, he identifies four kinds of relations and investigates the interplay among them. In the second part of the essay, Hogan reviews an ongoing research project in Ireland that has been promoting such environments in postprimary education: Teaching and Learning for the 21st Century. Although the project avoids proffering universal claims about “what works,” its rationale and conduct nevertheless call policymakers' attention to what has worked and to the reasons why. (shrink)

In recent years, few areas of research have advanced as rapidly as cognitive science, the study of the human mind and brain. A fundamentally interdisciplinary field, cognitive science has both inspired and been advanced by work in the arts and humanities. In _Conversations on Cognitive Cultural Studies: Literature, Language, and Aesthetics,_ Frederick Luis Aldama and Patrick Colm Hogan, two of the most prominent experts on the intersection of mind, brain, and culture, engage each other in a lively dialog that (...) sets out the foundations of a cognitive neuroscientific approach to literature. Despite their shared premises, Aldama and Hogan differ—sometimes sharply—on key issues; their discussion therefore presents the reader not with a single doctrine, but with options for consideration—an appropriate result in this dynamic field. With clarity and learning, Aldama and Hogan consider five central topics at the intersection of literature and cognitive science. They begin with the fundamental question of the nature of the self. From here, they turn to language, communication, and thought before moving on to the central issue of the structure and operation of narrative. The book concludes with thought-provoking explorations of aesthetics and politics. Illustrating their arguments with work that ranges from graphic fiction and popular cinema to William Faulkner and Bertolt Brecht, Aldama and Hogan leave the reader with a clear sense of what cognitive cultural studies have already achieved and the significant promise the discipline holds for the future. (shrink)

Human rights are one of the great civilizing projects of modernity. From their formal promulgation in the Universal Declaration of Human Rights in 1948 to their subsequent embrace by the newly independent states of Africa, human rights have emerged as the primary discourse of global politics and as an increasingly prominent category in the international and domestic legal system. In the theological realm, the concept of human rights has all but replaced its antecedent, natural rights, while in the world of (...) Christian social engagement the language of human rights has become the lingua franca of political action. But within theological circles, human rights continue to be both controversial and contested. Some skeptics contend that human rights reflect individualism, secularity, and Western political imperialism in disguise. Hogan, though, thinks human rights language is worth defending and tries to re-envision it. Avoiding claims of universal values, she draws on the constructivist strand of political philosophy to argue that human rights are best conceived in a three-fold manner: requirements for human flourishing; reflecting the needs of the community; and as emancipatory politics. (shrink)

An influential body of recent work on moral psychology has stressed the interconnections among ethics, narrative, and empathy. Yet as Patrick Colm Hogan argues, this work is so vague in its use of the term 'narrative' as to be almost substanceless, and this vagueness is in large part due to the neglect of literary study. Extending his previous work on universal story structures, Hogan argues that we can transform ill-defined intuitions about narrative and ethics into explicit and systematic (...) accounts of the deep connections between moral attitudes and narratives. These connections are, in turn, inseparable from empathy, a concept that Hogan proceeds to clarify and defend against a number of widely read critiques. In the course of the book, Hogan develops and illustrates his arguments through analyses of global narratives, constructing illuminating ethical interpretations of literary works ranging from Shakespeare to Chinese drama and the Bhagavad Gita. (shrink)

1988 : Does being a Christian physician really matter? / Edmund D. Pellegrino, response by John Robinson -- 1989: Clinical medical ethics: a review of the first decade / Mark Siegler, response by Maura Ryan -- 1990 : Who or what is an embryo? / Richard McCormick, response Margaret Monahan Hogan -- 1991: Euthanasia: Where is the debate going? / Daniel Callahan, response by Paul Weithman -- 1992: The moral inevitability of two tiers of health care / H. Tristram (...) Engelhardt, Jr., response by Joel James Shuman -- 1993: Compasionate care of the dying / James F. Bresnahan, response by John Young. (shrink)

This article rehearses the critical theory of Craig Calhoun’s book on nationalism and applies his threefold typology of ‘project, discourse, evaluation’ to the peculiar case of modern Philippine nationalism. The Republic of the Philippines is a marine archipelago of over 7100 islands and 85 million people of various ethnic, linguistic and cultural identities. Because of its history of colonizations (Spanish, American, Japanese), the predominance of Christianity, and the lack of a unified or prestigious pre-modern religious, political or economic order, the (...) Philippines is frequently positioned as ‘in but not of Asia’. Because Filipinos are made acutely aware of their peculiar trajectory as a modern nation-state and precarious position within the region, the dominant discourses of ‘the Philippines’ have been too anxious to construct a genealogy of the modern nation-state as telos and to assert some form of ‘Filipino’ identity and spirit. Now that the nationalist moment of contemporary nation-states has passed with the fading of the post-Second World War ‘developmentalist state’ project and its usurpation since the 1980s by ‘the globalization’ project, an opportunity is afforded for a changing of our critical lens from searches for revolutionary projects of founding myths and ends, of romantic nationalisms, or of nostalgic returns to pre-modern idylls (whether ethnic or colonial). Accordingly, this article has three parts. Part One provides a brief synopsis of Calhoun’s arguments about nationalism. Part Two applies these critical insights to the case of Philippine nationalism, especially as it is expressed in the historical and social sciences. Part Three then introduces alternative ways of thinking about the Philippines as sites of cultural hybridity and traffic. (shrink)

The Fiery Test of Critique describes Kant’s indirect proof of idealism from the Antinomy of Pure Reason as the ‘nugget of gold’ in the Critique of Pure Reason’s Transcendental Dialectic. Here, I offer critical reflections on Proops’s reading of Kant’s indirect proof.

Explanatory accounts of emotion require, among other things, theoretically tractable representations of emotional experience. Common methods for producing such representations have well-known drawbacks, such as observer interference or lack of ecological validity. Literature offers a valuable supplement. It provides detailed instructions for simulating emotions; when successful, it induces empathic emotions. It too involves distortions, through emotion-intensifying idealization and ideological biases. But these also relate to emotion study. There are three levels at which literature bears on emotion research: (1) the individual (...) work; (2) generic and related patterns; and (3) properties found widely across individual works and genres. Even at the third, most general level, literature suggests potentially important hypotheses about our pleasure in emotional simulation and our need to share emotional experiences. (shrink)