When we speak of language we usually use the concept of a particular language. In this sense the concept denoted with the word language may vary from one language to another. Real language (=the language spoken) on the contrary is the reality lived by speakers thus encompassing complex and multifarious activities. Depending on the language spoken, the modes of thinking, modes of being in the conception of things, and systems of beliefs transmitted by means of particular languages, (...) denote the living reality of language with different grammatical categories. The concept “language” is expressed sometimes with a noun, thus denoting something existing in it; sometimes with a verb, thus denoting an action or an activity; and sometimes with an adverb, thus denoting the mode of an activity. The reality or degree of reality implicit in these grammatical categories involves a particular mode of thinking, prompted with a particular mode of being in the conception of things. Because of this it is necessary to distinguish the concept of language as something different from the reality of language. But first of all it is necessary to determine the reality or degree of reality of both the reality lived by speakers and the thing usually conceived of as language or a language. (shrink)

The changes known as the loss of inflexions in English (11th- 15th centuries, included) were prompted with the introduction of a new mode of thinking. The mode of thinking, for the Anglo-Saxons, was a dynamic way of conceiving of things. Things were considered events happening. With the contacts of Anglo-Saxons with, first, the Romano-British; second, the introduction of Christianity; and finally with the Norman invasion, their dynamic way of thinking was confronted with the static conception of things (...) coming from the Mediterranean. The history of English from the 11th to the 15th century meant the introduction, confrontation and adoption of a new mental conception of things, the static way of conceiving of things, both modes of thinking defining the language today. (shrink)

In his essay “Philosophy of Human Nature,” Antonio Cua argues that the term “bad” in Xunzi’s statement that “Human nature is bad” is to be taken in a consequential sense. This goes against a common tendency to read the Xunzi in what I refer to as the essentialist mode of thinking. In this paper, I show how it is that the consequential reading of “bad” and other features that Professor Cua describes offer a significant understanding of Xunzi’s position as (...) a non-essentialist one. (shrink)

The authors investigate the contemporary idea of noosphere (the conceptual and ideological basis for considering the coming ecological crisis). The authors arrive at the conclusion that the concept of human plays the central role in ecology as all the ecological problems rest upon the problem of mankind’s moral imperative. Therefore the authors claim, applying among others Vernadsky’s views, that the idea of human in the field of ecology should be today revised.

Three basic questions regarding ethics and religion are explicitly raised by Kierkegaard; he offers his own answers to those questions. Since these three questions deal with basic issues of the meaning and purpose of human existence, they point to both theoretical and practical concerns which Confucianism also addresses. In addition, these questions provoke a Confucian response concerning the origin, nature and the goal of human existence. In this contrastive inquiry I present a polaristic approach which enhances the importance and significance (...) of both Kierkegaardian and Confucian perspectives, posing a timely question of choice and decision for contemporary human persons. (shrink)

The representational mode of thinking assumes a correspondence between appearance and reality that is supported by a metaphysical edifice. This way of thinking uses the metaphor of the mirror, which suggests a reflected image of consciousness and confusion between the representation and original consciousness. Jacque Derrida, a leading postmodern philosopher, wants to overcome the mode of representational thinking and extricate himself from it by attempting to think and emphasize differences. Like Derrida, the Daoist sage Zhuangzi and the (...) Japanese Zen master Dōgen also seek to avoid representational thinking; however, these Eastern philosophers accomplish this in a very different way. This paper will compare their differences with respect to overcoming the representational mode of thinking. (shrink)

When one side is illuminated, the other side remains in darkness.My reason for addressing the topic for this article is to attempt a philosophical reconstruction of the "logic of not" in such a way as to guide us into entertaining a holistic mode of thinking. In preparation for this investigation, for comparative purposes I will engage a conceptual paradigm that is dominant in the Western philosophical tradition, namely the paradigm that is framed in terms of an either-or, ego-logical dualistic (...) stance and that undergirds our daily life in knowing and understanding thing-events. I will use the phrase "thing-event" throughout this article as a way of attempting to capture a sense of the whole rather than thematizing... (shrink)

The situation that has evolved in contemporary Marxist philosophy urgently requires self-reflection—the turning of philosophical thought onto itself—and it also presupposes that some effort be expended in reconstructing the foundations of the very mode of philosophizing that is characteristic of our philosophy.

This article brings forth a new perspective concerning the relation between stupidity and thinking by proposing to conceptualise the state of non-thinking in two different ways, situated at the opposite ends of the spectrum of thinking. Two conceptualisations of stupidity are discussed, one critical which follows a French line of continental thinkers, and the other one which will be called educational or ascetic, following the work of Agamben. The critical approach is conceptualised in terms of seriality of (...) thinking, or thinking captured by an apparatus, whereas the ascetic-educational approach is discussed by tracing the links between studying and stupidity. Both accounts assume that stupidity as non-thinking is a condition for thinking, either placed before thinking emerges or as an after-thought. However, the political implications concerning the role of philosophy in the public realm are divergent: for the critical approach, the task of the philosopher is to criticise the world, whereas for the ascetic approach, the task is to work on one’s own self and hope that the world will be changed through thinking. The wider aim of this article is to contribute to the debate concerning the public role of the intellectual starting from the assumption that there is a duty to think publicly and then clarifying what this duty entails in relation to the self and the others. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Zen and the Art of Postmodern Philosophy: Two Paths of Liberation from the Representational Mode of ThinkingRobert MagliolaZen and the Art of Postmodern Philosophy: Two Paths of Liberation from the Representational Mode of Thinking. By Carl Olson. New York: State University of New York Press, 2000. 309 pp.Carl Olson's Zen and the Art of Postmodern Philosophy compares two paths of liberation from the representational mode of (...) class='Hi'>thinking, namely, Zen Buddhism and postmodern philosophy. Olson is to be commended for encouraging this dialogue, especially since professors of religious studies usually marginalize Gallic postmodern thought. He is also to be appreciated for the enormous effort that must have been required to describe so much material. Olson treats Bataille, Baudrillard, Deleuze, Derrida, Guattari, Foucault, Kristeva, Lacan, Levinas, and Lyotard on the postmodern side; and Dogen, Hakuin, Nishitani, many Chinese Ch'anists, and some Indian Buddhists on the Buddhist side. His method is to arrange the chapters according to topoi such as "Language, Disruption, and Play," "Ways of Thinking," "The Body," and so on, and to treat the pertaining ideas of the individual Buddhist and postmodern authors insofar as applicable.Because Olson's book assembles between two covers the names, selected works, and—at least in a general sense—the "key" ideas of the postmodern movement and their grosso modo similarities/dissimilarities via-à-vis Zen Buddhism, I think it serves an undergraduate readership well enough. The problem is that the book too often performs like a crib sheet in the CliffsNotes manner, reducing so-called "key" ideas to misleading clichés. The book is at its best when it gives an author some length of attention, as it does with Dogen. Rather than reduce my review to a series of sound bites (print bites?) corresponding to Olson's, I shall resort to what hermeneuts call an Auerbachian decoupage, that is, a close analysis of several passages that can be taken as indicative of an author's mode in general. I'll address three interpretations from Olson's book, one of Derrida, one of a Chinese kung-an (koan), and one of Lacan.Within his comparison of Derrida/language/Buddhism, Olson cites (p. 46) a sentence from Derrida's Writing and Difference: "Speech is stolen: since it is stolen [End Page 295] from language it is, thus, stolen from itself, that is, from the thief who has always already lost speech as property and initiative." Olson glosses as follows: "Derrida claims that a speaking subject, representing an irreducible secondary status, is no longer the person who speaks because his/her origin is elusive in an already established field of speech." Because of glosses like this, Derrida is all too often subjected to the ridicule of nonspecialists, who exclaim, "Derrida denies that a person can use speech instrumentally? Aren't his lectures the instruments of his own ideas?" Actually in the section Olson quotes, Derrida is appropriating Lacanian thought and mutating it for Derridean purposes. For Derrida, all life is stretched out in time and diced-out in space in such a way that phenomenological self-identity is an illusion. Physical writing is the best metaphor for this, in that written words (even Chinese ideograms) cannot, in the scientific sense, be perceived in one absolute moment: it "takes time" and it "takes space" to recognize a word, that is, "build" a word-meaning. Derrida calls life a "text" or "writing" because life is like writing: life on the phenomenological level appears holistic (much as a word-meaning appears self-identical, i.e., arising all at once), but life is actually a time/space "drift."1In the sentence Olson quotes, what Derrida means has the following gist: Speech (spoken words) is stolen from language in that it belongs to language as writing and is really writing; and insofar as it is really writing, it is stolen from itself; speech has "always already" been lost to language in that the instrumentality of speech is always undercut by language's nature as writing. Speech is always undercut by an inevitable drift that subverts intentionality and foils our attempts to make speech our absolute "property." This does not mean most of the intention... (shrink)

The notion of intersubjectivity has achieved a primary status in contemporary psychoanalytic debate, stimulating new theoretical proposals as well as controversies. This paper presents an overview of the main contributions on inter-subjectivity in the field of neurosciences. In humans as well as—probably—in other species, the ability for emotional resonance is guaranteed early in development. Based on this capacity, a primary sense of connectedness is established that can be defined inter-subjective in that it entails sharing affective states and intentions with caregivers. (...) We propose to define such a form of inter-subjectivity ascontingent, since the infant’s early abilities for resonance do not imply the more generalized capacity to permanently conceive of the relationship outside the realm of current interactions and the infant-caregiver’s mutual correspondence of internal states. This form of connection, hence, results in a self-referential, bodily, and affectively codified, context- and time dependent, like-me experience of interactions. The gradual maturation of brain structures and processes as well as interactive experiences allow proper intersubjectivity exchanges, grounded on new intentional and representational capacities, to evolve. In this more mature form of intersubjectivity, the individual is allowed to conceive of her own psychic space both as distinct and as possibly connected with the other’s contents and experience, even in the absence of current behavioral indicators of such correspondence. This multi-layered model of intersubjectivity, which is embraced by current neuroscience research, seems to allow for new interpretations of psychoanalytic models of human relatedness based upon classic clinical observations. (shrink)

Carl Olson is Professor of Religious Studies at Allegheny College in Pennsylvania. His previous books include The Indian Renouncer and Postmodern Poison: A Cross-Cultural Encounter and The Theology and Philosophy of Eliade: A Search for the Centre.

We enjoy modes of sensory imagining corresponding to our five modes of perception - seeing, touching, hearing, smelling and tasting. An account of what constitutes these different modes of perseption needs also to explain what constitutes the corresponding modes of sensory perception. In this paper I argue that we can explain what distinguishes the different modes of sensory imagination in terms of their characteristic experiences without supposing that we must distinguish the senses in terms of (...) the kinds of experience involved. thus the fact that we enjoy different modes of sensory imagining poses no threat to someone who thinks that the five senses are to be distinguished by appeal to the kinds of mechanism or psychological capacities their exercise involves, and not by appeal to experience. (shrink)

Byrne & Hilbert (B&H) assert that reflectances embody the reality of color, but metamerism smears the authors' “real” color categories into uselessness. B&H ignore this problem, possibly because they implicitly adopt a sort of subjectivism, whereby an object is defined by the percepts (or more generally by the measurements) it engenders. Subjectivism is unwieldy, and hence prone to such troubles.

Teaching Critical Thinking in the "Strong" Sense: A Focus On Self-Deception, World Views, and a Dialectical Mode of Analysis.

What is it for two people to think of an object, natural kind or other entity under the same mode of presentation (MOP)? This has seemed a particularly difficult question for advocates of the Mental Files approach, the Language of Thought, or other ‘atomistic’ theories. In this paper I propose a simple answer. I first argue that, by parallel with the synchronic intrapersonal case, the sharing of a MOP should involve a certain kind of epistemic transparency between the token thoughts (...) of the two thinkers. I then explain how shared words help bring about this transparency. Finally, I show how this account can be extended for thoughts expressed using demonstratives or indexicals. (shrink)

The Renaissance development of science fulfilled the ancient ideal of integrating quantitative and qualitative thinking, but failed to recognize valuational thinking and thus deprived moral, aesthetic, and political thought of cognitive status. The task of this book is to reconstruct the concept of thinking in order to exhibit valuation, not reason, as the foundation for thinking and to integrate valuational with quantitative and qualitative modes. Part I explains the broad thesis, interpreting the problem of the (...) foundations for thinking and providing a general theory of value. Part II explains the role of valuation at the imaginative level of thinking with discussions of synthesis, perception, form, and art. The method of reconstruction requires a cosmology that is generated in successive waves. (shrink)

To deal with memory-based modes of presentation I propose a couple of revisions to the standard criterion of difference for modes of presentation attributed to Frege. First, we need to broaden the scope of the criterion so that not merely the thoughts of a given subject at a given time may or may not involve the same way of thinking of some object, but also the thoughts of a subject at different times. Second, we need to ‘relativize’ (...) the criterion of difference to particular subjects in particular situations. Thanks to these revisions, we can make sense of Evans’ notion of a dynamic mode of presentation that persists through time despite lower-level changes. A dynamic mode of presentation is a complex mode of presentation involving several epistemically rewarding relations to the reference successively (in contrast to composite modes of presentation, which involve several epistemically rewarding relations simultaneously). I show how this idea can be cashed out in the mental file framework, and how, in that framework, we can provide a straightforward answer to the question: when is a mode of presentation based on a memory M the same as the mode of presentation based on the perception P from which the memory derives? The answer appeals to the distinction between anchored and unanchored memories. (shrink)

De se thoughts have traditionally been seen to be exceptional in mandating a departure from orthodox theories of attitudes. Against this, skeptics about the de se have argued that the de se phenomena demand no more of our theories of attitudes than traditional Frege cases. In this camp one view is that the de se can be accounted for by MOPs in the same way that MOPs can account for how it can be rational to believe, for instance, ”Hesperus is (...) shining” while also believing ”Phosphorus is shining.” This paper formulates some minimal conditions that de se MOPs must have in order to explain the relevant de se phenomena. Some potential replies are answered. I conclude that de se MOPs are not exceptional. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 126.3 (2005) 461-463 [Access article in PDF] Graham Zanker. Modes of Viewing in Hellenistic Poetry and Art. Wisconsin Studies in Classics. Madison: The University of Wisconsin Press, 2004. xiv + 223 pp. 34 black-and-white ills. Cloth, $39.95. The underlying contention here is that if a Hellenistic poetic description of a person, an animal, the weather, a scene, or an objet d'art adopts a particular (...) way of viewing, we have independent evidence for the habits of viewing that Hellenistic people would have brought to their contemplation of representational art. (4) So Graham Zanker summarizes the thesis of his new book, the most extensive and detailed account of Hellenistic visuality yet published. This is a carefully worded sentence. Zanker's enumeration of poetic descriptions of "a person, an animal, the weather, a scene or an objet d'art" deliberately exemplifies what he takes to be the scope of ekphrasis and hence reproves those who have taken ekphrasis more narrowly as the description of works of art (cf. 6–10). The target of this disapproval turns out to be especially Simon Goldhill, whom he attacks at 82–83 and in a long endnote (184–85, n. 26). Yet the care to be precise in matters of literary definition goes with such large, even lax, social and cultural generalizations as "Hellenistic people" and "representational art." What Zanker must mean by those whose contemplation of art can be evoked through poetic descriptions is a highly literate and educated social elite—perhaps the court itself—that may have played (Marie-Antoinette-like) at shepherds and fishermen (as in the cup of Theocritus' first Idyll) but surely did so from a much narrower social perspective than the totalizing generalism of "Hellenistic people." The weapon of precision is a dangerous one to use, when it may be turned back on the user.There are, moreover, numerous problems with both the notion of "independent evidence" and that of "habits of viewing." While the literary evidence of ekphrasis (not only in poetry) certainly encompasses viewing, its specially wrought and often spectacular cleverness may signal the exceptional, even the perverse, as much as (or more than) the habitual. Does a revolutionary statue like the Aphrodite of Cnidos (not actually Hellenistic, but nonetheless rightly incorporated at some length in Zanker's book) reflect or elicit the habitual gaze? In what sense? And, if so, when? Was the gaze it enticed at its moment of creation "habitual," or did that gaze only become "habitual" in its numerous—within our surviving material archive of examples, mainly Roman-period—versions and replications? More difficult still is "independent evidence." I am not really sure what that could be in a topic created from critical and interpretative explications of complex images and texts that do not themselves draw explicit or simple conclusions about viewing (or anything) beyond what readers may impute to them. How they may collectively constitute evidence about viewing can only come about as the result of argument. I think a compelling argument based on the critical interpretation of images and texts may be taken as evidence, but is that "independent evidence?" What does this mean? And such a complex argument is a very different kind of evidence from what Zanker seems to mean by any particular viewpoint we may find expressed in an ekphrasis. [End Page 461]Again, I do not think it follows that the evidence for viewing we may entice from a poetic description of a person, an animal, or the weather need necessarily be related to the contemplation of a work of art. Indeed, Zanker's use of the term contemplation (with its Kantian overtones) appears to indicate a specifically aesthetic zone of response. Certainly the Hellenistic period explicitly elevated creativity in the visual arts to a new canonical status with its creation of art-historical narratives and histories devolving on the rise of naturalism and on the genius of particular hallowed artists who are preserved for us by the likes of Quintilian and Pliny. That special aestheticism, marked in the choice of works of... (shrink)

My purpose in this study is to explore various forms of irrationality and to name some true irrationals in order to find the bounds of reason. The irrational-if there is such -sets a priori limits to philosophical investigation, for reason must stop before unreason's province. I begin by defining a primary meaning of rational. Forming, then, by opposition, the genus irrational, I analyze the various species of the irrational traditionally offered as true irrationals. I then judge which irrationals do inhere (...) in in nature or in spirit. PART I THE IRRATIONALITY OF THE WORLD CHAPTER] REASON To understand a primary and consistent meaning of the "rational" it is necessary to see how the term has been used. In the Theaetetus, Socrates, interested in what it means to have knowledge, sets about finding a rational answer and, by his analysis, illustrates a primary meaning of reason. In answer to Socrates' question. What is knowledge, Theaetetus responds with instances of knowledge: Then I think the things one can learn from Theodorus are knowledge - geometry and all the sciences you mentioned just now; and then there are the crafts of the cobbler and other workmen. Each and all of these are knowledge and nothing else. ' Yet a mere enumeration of particulars does not satisfy Socrates. (shrink)

Taking Chun-chieh Huang’s ruminations on the defining character of Chinese historical thinking as a starting point, this essay discusses the ways in which historical cultures and traditions are compared and contrasted and explores some new ways of thinking. It argues that cultural comparisons often constitute two-way traffic and that attempts to characterize one historical culture, such as that of China, are often made relationally and temporally. When the Chinese tradition of historiography is perceived and presented in the West, (...) it has been regarded more or less as a counterexample against which the “unique” traits of Western historical thinking are thrown into relief. Given the hegemonic influence of Western scholarship in modern times, latter-day Chinese historians also valorize the East–West dichotomy. A closer look at this dichotomy, or the characterization of both cultures, reveals that it is not only relative but also relational and temporal. When the modern Chinese appeared impressed by the rigor of Rankean critical historiography, for example, they were essentially attempting to rediscover their own cultural past, for example, the eighteenth-century tradition of evidential learning, in adapting to the changing world. Our task today, the essay contends, is to historicize the specific context within which cultural comparisons are made and to go beyond readily accepted characterizations in order to reassess certain elements in a given culture, to apply historical wisdom, and to cope with the challenges we now face. (shrink)

In this article, we will describe two theistic modes of “paradoxical detachment” from the Presence of the Infinite, implying the coexistence of attachment and detachment. We will analyze two forms of Christianity-based paradoxical detachment: being dependent on the Ground of soul, while being detached from the representations of the Infinite ; being absolutely dependent on the Infinite, while being detached from any religious morality. The nontheistic mode of detachment from the Presence of the Infinite requires an absolute detachment. We (...) will examine two forms of absolute detachment towards the Presence of the Infinite: on one hand, the all-encompassing emptiness in the Kagyü and Gelug lineages of Tibetan Buddhism; on the other hand, the Heideggerian notion of “groundless abyss.” In the Kagyü and Gelug lineages of Tibetan Buddhism, being absolutely detached is searching for the Enlightenment, while being detached from all concepts. Heideggerian notions of “groundless abyss” and “de-hominization” allow us to reach absolute detachment, while remaining in a non-theistic way of thinking. (shrink)

According to a broad historical and contemporary consensus, ideology resides in the mind, as a sort of belief system gone wrong. Recently, however, a minority view has challenged this cognitivist consensus by highlighting ideology’s social function. This group of authors, including Rahel Jaeggi, Karen Ng, Robin Celikates, and Sally Haslanger, underline the importance of analyzing ideology through the lens of our social practices. We think these challengers move the conversation about ideology in the right direction, but their views still suffer (...) from some weaknesses – weaknesses that we think an existential-phenomenological account of ideology can overcome. We develop such an account here. We conceive of ideology as a set of modes of being-with that attack our normative competence by placing us under unwarranted normative pressure, changing our normative stance to benefit some political group. We offer a four-fold account of normative competence and illustrate how ideology, understood in our terms, attacks it. Finally, we show that our approach shares the strengths but not the weaknesses of the minority view. (shrink)

Ruth Millikan has long argued that the phenomenon of confused thought requires us to abandon certain traditional programmes for mental semantics. On the one hand she argues that confused thought involves confused concepts, and on the other that Fregean senses, or modes of presentation, cannot be useful in theorizing about minds capable of confused thinking. I argue that while we might accept that concepts can be confused, we have no reason to abandon modes of presentation. Making sense (...) of confused thought requires recognizing modes of presentation. (shrink)

This article argues that the 2010 short film Pumzi is an exploration of post-crisis, ecological rehabilitation that asks for a rethinking of narratives modes for representing climate change. Employing seeds and sowing as ecological tropes, Pumzi explores how we create and carry narrative in relation to a rapidly changing earth. Both the multi-scalar geographical expanses as well as the deep geological timelines of Anthropocene discourse mean that placing the human in relation to its post-crisis environment requires more collective notions (...) of what narrative production and world building mean. This article argues that Pumzi cultivates a sympoietic—making together—mode of storytelling in an age of environmental crisis and planet-death as a well to both tell new stories and to think future worlds. In this way, Pumzi offers us a vision of an afrofuturist eco-ethics based in narrative practice. (shrink)

This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people’s affects, in order to identify the implications of different affective (...) modes through which right-wing populism is articulated. Furthermore, this paper points out that ‘negative’ critique of the affective ideology of right-wing populism is not sufficient for developing a productive counter politics. An affirmative critique is also needed to set alternative frames and agendas which endorse and disseminate alternative concepts and affective practices such as equality, love and solidarity. These ideas provide critical resources to democratic education for developing a culture and process of democracy that transcends the negativity of mere critique of either right-wing populisms or inadequate forms of democracy. (shrink)

I. Introduction. II. Ratiocination vs. Cognition. III. Emotions as Modes of Cognition. IV. Four Competing Proposals. V. The Impact of Emotion on Cognition. VI. The Kinematics of Ratiocination. VII. Competing Cognitive Theories. VIII. Why think Emotions are Beliefs? IX. The Intentionality of Emotions. X. The Kinematics of Emotions. XI. A Unified Account of the Emotions. XII. The Rationality of Emotions.

How do we talk meaningfully about the sacred in contexts where conventional religious expression has so often lost its power? Inspired by the influential work of David Jasper, this important volume builds on his thinking to identify sacrality in a world where the old religious and secular debates have exhausted themselves and theology struggles for a new language in their wake. Distinguished writers explore here the idea of the sacred as one that exists, paradoxically, in a space that is (...) both possible and impossible: profoundly theological on the one hand, but also deeply this-worldly and irreligious on the other. This is a sacredness that is simultaneously 'present' and 'absent': one which encompasses – as Jasper himself characterises it – 'the impossible possibility of an absolute vision'. The book teaches us that the sacred assumes a renewed potency when fully engaged with the creativity that happens across religion, literature, philosophy and the arts. (shrink)

I. Introduction. II. Ratiocination vs. Cognition. III. Emotions as Modes of Cognition. IV. Four Competing Proposals. V. The Impact of Emotion on Cognition. VI. The Kinematics of Ratiocination. VII. Competing Cognitive Theories. VIII. Why think Emotions are Beliefs? IX. The Intentionality of Emotions. X. The Kinematics of Emotions. XI. A Unified Account of the Emotions. XII. The Rationality of Emotions.

I offer a critical exposition and reconstruction of Michael Oakeshott's views on natural science. The principal aim is to enrich Oakeshott's modal schema by throwing light on it in terms of its internal consistency and by bringing to bear on it recent developments in philosophy in general and the philosophy of science in particular. The discussion brings out the special place reserved for philosophy, the crucial tenet of the separateness of these modes seen as Leibnizian monads as well as (...) the special status allowed to science. It considers the possibility of combining one moment of philosophical thinking, namely ethics, with science in the midst of such modal separateness. I first offer a general introduction of how to approach Oakeshott's views on science. The next section stresses philosophy and its relation to science. This is followed by an elaboration of what the modes of experience are meant to be and how science is placed among them. An examination of Oakeshott's more particular views on science concludes the essay. (shrink)