Genocide remembrance is a complex epistemological/ethical achievement, whereby survivors and descendants give meaning to the past in the quest for both personal-historical and social-historical truth. This paper offers an argument of epistemic injustice specifically as it occurs in relation to practices of (individual and collective) genocide remembrance. In particular, I argue that under conditions of genocide denialism, understood as collective genocide misremembrance and memory distortion, genocide survivors and descendants are confronted with hermeneutical oppression. Drawing on Sue Campbell’s relational, (...) reconstructive account of remembering, I argue that genocide denialism involves disrespectful challenges to memory, which systematically misrecognize rememberers. Adopting the case of Turkey’s denialism of the Armenian genocide, I discuss two interrelated mechanisms through which this can happen: i) through the systematic portrayal of survivors and descendants as vicious rememberers, and ii) through distortions of the very concept of ‘genocide’. Based on this, I show how hermeneutical and testimonial injustice are crucially interrelated when it comes to “contested” memories of historical injustice and the biographical testimony it gives rise to. (shrink)

Religious Remembrance. Professor Valentin Vandishev.

Remembrance and reconciliation envision intentional pathways out of conflict and toward peace.

Twenty years since the onset of the traumatic wars of Yugoslav secession, the countries of the Western Balkans continue to nurture narratives of the past that are mutually exclusive, contradictory, and irreconcilable. The troubling ways in which states in the region remember their pasts provide continuing obstacles in the search for acknowledgment and justice. In this essay, I develop an argument for understanding the relationship between justice and remembrance of the past. To illustrate this relationship, I explore ways in (...) which education and memorialization projects contribute to justice efforts. I critically analyze a few ongoing education and memory projects in the region, and then present alternative ideas on mechanisms of public memory that would be more conducive to building the foundational blocks of justice based on trust, respect, and dignity. (shrink)

Religious Remembrance. Professor Mykola Zakovych.

Remembrance can be understood as “the primary meditative practice” within Islam ; as such, remembrance is most emphasized within the Islamic mystical traditions given the name Sufism by European scholars. Dhikr is centrally important in the initiatic mystical lineages linked to Muhyiddin Ibn al-’Arabi, known as Shaykh al-Akbar. My focus will be on the fruitional experience aimed at in dhikr—namely, turning from a condition of heedlessness and duality to a unitive experience of remembering God and being remembered by (...) God. Remembrance will be framed not as a metaphysical doctrine but as a lived experience situated in the practice of classical Sufism... (shrink)

I argue that political forgiveness is sometimes, but not always, compatible with public commemoration of politically motivated wrongdoing. I start by endorsing the claim that commemorating serious past wrongdoing has moral value and imposes moral demands on key actors within post-conflict societies. I am concerned with active commemoration, that is, the deliberate acts of bringing victims and the wrong done to them to public attention. The main issue is whether political forgiveness requires forgetting and conversely whether remembrance can be (...) an impediment to political forgiveness. The notion of political forgiveness, its definition, very possibility and desirability are contentious issues in the contemporary literature. I develop a multidimensional account of political forgiveness with a core element. The core element of political forgiveness involves taking a non-adversarial stance towards perpetrators in the sense of committing to stop holding their wrongdoing against them. The core element of forgiveness is usually combined with other attitudes and practices, which are appropriate depending on the circumstances. This is due to the fact that there are different ways of holding a wrong against an offender. I argue that forgiving perpetrators is not compatible with continue to punishing them, refusing to reconcile with them, and/or reminding them of their misdeed if perpetrators refuse to accept punishment, deny the importance of commemorating the past or wish to reconcile against the victim’s desires. I show that some forms of political forgiveness are not morally legitimate because they conflict with moral demands to punish perpetrators, commemorate atrocities and respect victims. This conclusion is less alarming than it might initially seem because the refusal to forgive politically motivated wrongdoing does not necessarily lead to the perpetuation of violence and conflict. I briefly draw on the example of Argentina in order to show how some forms of political un-forgiveness can be morally legitimate and effective ways for victims to uphold these demands. (shrink)

In the present chapter I try to determine to what extent the public policies adopted by Romanian governments following the fall of the communist regime contributed to alleviating the most egregious past injustice, the Holocaust. The measures taken for memorializing the Holocaust will be analysed through the lens of a mixed reparatory justice – relational egalitarian account. Employing such a framework entails a focus on symbolic reparations, meant to promote civic trust, social solidarity, and encourage the restoration of social and (...) cultural capital in societies affected by historical injustices. Such symbolic reparations can include public atonement, changing street names, establishing memorials, funding museums, including Holocaust study in the national curriculum, setting national days for the commemoration of the Holocaust, etc. The need for symbolic reparation has become increasingly clearer in the literature on Holocaust memorialization, and the present paper intends to go a step further, by providing researchers with a theoretical approach that can be used to make better sense of the effects of measures taken as part of the process of Holocaust remembrance. In the chapter I also address the issue of determining who the duty-bearers should be. I argue that there could be several indicators for reparatory justice, including in this case compensation programs and the establishment of institutions that would allow dialogue between descendants of the victims and descendants of the perpetrators, a sine qua non condition for restoring social trust in communities marked by violations of human rights, especially of such a scale as the Holocaust. (shrink)

The form of commemoration offered by Remembrance Day ceremonies works to produce a sense of nationalist patriotism. The ‘public history’ of the nation, as a mode of self-representation, presents a particular narrative of limited scope, occluding all elements that do not fit its ideological framework. Remembrance Day simultaneously invokes and educates Canadian collective memory and public history, mediated through the contemporary power/knowledge discourse on war. The values, structure, and 'tendencies of a society' become evident in collective memory and (...) this cultural heritage of society becomes a site at which it is 'visible to itself'. (shrink)

Although the major part of the chapter’s investigation is on the mode and acts of remembering in Chan Buddhism, Wang opens with a survey of the traditional Indian Buddhist context of remembering, its differentiation of wholesome and unwholesome acts of remembering, and its critique of unwholesome and discursive modes of memory, as Buddhism evolves from Theravada to Mahayana. This context is a necessary condition under which the interaction between Indian and Chinese Buddhist ideologies, or between the inherited tradition and its (...) Chinese Chan appropriation, becomes possible. Wang then examines how Chan masters, from early to classical period, appropriate and develop the traditional distinction of wholesome and unwholesome remembrance and its affirmation of the former and critique of the latter in a Chinese context. As opposed to the widespread Chan hierarchy of forgetfulness over remembrance that has shaped much of our modern understanding, Wang presents a rediscovery of Chan teachings on remembrance, disclosing how remembrance is related to the internal tension between the positive attitude towards the traditional cultivation and the iconoclastic attitude towards it in various Chan ideologies. The approach of these examinations is a combination of textual/contextual inquiry, conceptual analysis and philosophical interpretation. The part of “summary and reflections” includes a review of the uniqueness of the Chan mode of remembering, an analysis of its ethical dimension by using, and comparing it with, Ricoeur’s ethics of memory, and an exploration of the paradoxical relationship between remembering and forgetting. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:2 the keats bicentennial 23rd February 1821: In Remembrance of John Keats Body and flesh a compass for an Isle fervent with dissent your mind’s eye performed mercilessly beneath scalpel and pen and in between gasps and screams your lungs exhaled beauty and dreams your hands and fingers insistent, conjuring invocations of blood and love you clutched her neck as you stood before the precipice of death, and (...) now the hand that once burnished her flesh clutches your chest exhaling blood red breath And now, I gaze at the death mask cast As you passed away, I trace your eyelids’ delicate crease, wondering at the imprint your lips leave by Scarlett Sabet... (shrink)

Remembrance Education (RE) indicates “an attitude of active respect in contemporary society based on the collective remembrance of human suffering that is caused by forms of human behavior such as war, intolerance or exploitation, and that must not be forgotten.” Unlike traditional history education, the point of RE is not the straightforward teaching of historical facts (if that is at all possible). Instead, RE’s purpose is to bring learners into a community, a community of memory, where they become (...) witnesses, judges and guardians of the memories of tragic past events. Writings on RE are conspicuously absent from Dewey studies. In this bibliographic essay, I offer an overview of RE, including a sample of its programs, initiatives and curricula. In addition, I propose that Dewey’s educational philosophy can helpfully inform the practice of RE. Rather than articulate a definitive account of Dewey-inspired RE, my intention is only to draw a tentative ground map to motivate future research. (shrink)

ABSTRACT This article demonstrates why Husserl struggled to understand the conditions of possibility of false memory, and how only the genetic dimension of his phenomenology enabled him to conceive of a specifically mnemic form of falsehood. For a false memory to deceive us, we must trust that it is true, but in order to have a phenomenology of its falsehood, the memory must appear as false. Husserl’s theory of false memory responds to both of these demands by showing how distorting (...) syntheses conceal themselves, without making it impossible to discover their distorting effects. Key to meeting these two demands is Husserl’s account of how the unconscious functions as the “untrue” basis of memory, and how all recollections require affective, associative syntheses between present conscious experience and past unconscious experience, syntheses that are subject to many vicissitudes. (shrink)

In the past few decades there has been rapid progress in cognitive science with respect to how people learn. Indeed, it can be difficult to keep up with all of the recent findings, and it is sometimes unclear how these findings should influence day-to-day teaching in the philosophy classroom. But one simple way to use the insights of cognitive science in the philosophy classroom is to begin each class with a five-minute recap of the previous few lessons. Cognitive science suggests (...) that such a practice can greatly aid student learning by increasing retention of material and skills. I explain why teachers of philosophy ought to take the time to do such a recap by outlining some recent and surprising findings in the science of how people learn, and put forward concrete suggestions for making such a recap as effective as possible. (shrink)

Following wars, what requirements, if any, of remembrance do we – those who live in peacetime – have? On whom do they fall? Who must be remembered? How should they be remembered? Fabre offers us an account of remembrance that answers some of those questions and provides a helpful framework for working through the others. It is philosophically nuanced as well as attuned to the complexity of war and informed by actual commemorative practices. In this article, however, I (...) expand Fabre's list of desiderata that a good account of war remembrance must meet. I argue that Fabre's account needs to be refined and, at least in one respect, revised in light of these new desiderata. (shrink)

This essay examines how eighteenth-century naturalists selected, read, and used textual and visual sources of the past to construct chronologies of the aurora borealis from antiquity to their present. Frequent sightings of the northern lights in Europe from 1707 onward prompted investigations into not only their physical properties but also their historical patterns. These searches encountered a twofold problem. Because the term “aurora borealis” was a seventeenth-century neologism, the recovery of auroras avant la lettre required discerning them amid the various (...) aerial spectacles described in older records. Further complicating the task was the eighteenth-century authors’ suspicion of these documents as tainted by the superstitions of an “unenlightened” past. Nevertheless, these self-proclaimed “enlightened” commentators relied on the very sources they criticized in their search for lost auroras. The essay investigates how different Enlightenment auroral observers fashioned their own criteria for identifying “true” auroras through practices of extricating verbal and visual descriptions in older sources from their original contexts of portentous interpretation. (shrink)

Annette Kuhn _Dreaming of Fred and Ginger: Cinema and Cultural Memory_ New York: New York University Press, 2002 ISBN 0-8147-4772-8 xii + 273 pp.

Patrick Æ Hutchings (Oxon), was a longtime Editor-in-Chief (Australasia) of Sophia and a cherished member of both the journal’s philosophical community and the international philosophy community more broadly. -/- With a deep intellectual and academic history (with prior studies in the University of Wellington and Oxford University), Patrick was at the time of his passing an Honorary Research Associate in the Department of Philosophy at the University of Melbourne. Over the years, he also lectured in the Philosophy of Art at (...) the University of Melbourne. He also lectured at the Royal Melbourne Institute of Technology (RMIT). From 1978–1994, Patrick served as Reader in the School of Humanities at Deakin University, (working closely with his esteemed colleagues Prof Max Charlesworth and Purushottama Bilimoria; known as the ‘intellectual mischiefs’); together they moved Sophia to the Department of Philosophy in the University of Melbourne, and he also joined the University of Melbourne as a Visiting Lecturer in the Philosophy of Art from 1993–1998 (working closely with Christopher Cordner, Graeme Marshall, Brian Scarlett , Tony (AJC) Coady, and Elvira Schnabel). Prior to coming eastwards, Patrick taught at the University of Western Australia in Perth, Western Australia, for some twenty years. He gave lectures on philosophy and arts at the University of Sydney and at the University of Otago (Dunedin, NZ), and he taught English Literature and Philosophy classes at a number of universities around the world, including at Edinburgh, London, California (Irvine), New Zealand, Japan, and India. -/- During his life and over the course of his career, Patrick wrote prolifically in topics spanning philosophy, literature, and aesthetics for many journal publications, including Art International, The Journal of Aesthetics and Art Criticism, Landfall, Islands, The Age, The Journal of the Sydney Society of Literature and Aesthetics, Australasian Journal of Philosophy, Sophia, Philosophical Studies (Dublin) and the Art Monthly Australasia. He also published a monograph on the Melbourne sculptor, Peter Corlett, co-authored books on Guy Boyd and Kate O’Connor, and contributed chapters in monographs on figures such as Gordon Walters, Heather Busch, Klaus Zimmer, George Johnson, Tom Gibbons, and Thornton Walker. -/- Routledge (Taylor & Francis) republished Patrick’s 1972 ground-breaking book Kant on Absolute Value (Kant’s ‘Groundwork of the Metaphysic of Morals’ and of his Ontology of Personal Value), which remains in print (2019). His 2021 article ‘Has God Been and Gone?’ was his last main piece published in Sophia, and he also had a 2022 review in Sophia, ‘Religious Doubt in New Zealand.’ Forever prolific in his writing and editing, Patrick continued to publish into 2023 with another two pieces appearing in Literature and Aesthetics: The Journal of the Sydney Society of Literature and Aesthetics (SSLA) and the Art Monthly Australasia. -/- Patrick is survived by his dear wife Heng (Kitty) Hutchings and was also memorialized recently by a wide range of scholars and friends in both actual and virtual ceremonies held in September 2023. Although Patrick’s funeral service was kept as simple as possible, just as Patrick would have liked it to be, Fr. Michael Elligate led the Requiem Mass; the Ensemble from the Australian Chamber Choir and organist Douglas Lawrence provided glorious music, Peter Wong chanted from the beautiful 'Heart of Great Perfection of Wisdom' from Heart Sūtra to mark the finalé:- Gaté gaté paragaté parasamgaté Bodhi svāhā! (Gone, gone, gone beyond, gone completely beyond, enlightenment!). (shrink)

Ueda Shizuteru 上田閑照, one of the most consequential and celebrated Japanese philosophers of the last hundred years, passed away on June 28, 2019, at the age of 93. A professor of religious studies at Kyoto University, he was not only a leading scholar of Meister Eckhart and Nishida Kitarō, he was a highly original philosopher in his own right and widely recognized as the central figure in the third generation of the Kyoto School. Moreover, he was not only one of (...) the foremost philosophical interpreters of Rinzai Zen Buddhism, he was himself an inka certified lay master. (shrink)

The US TV series Mad Men, set in an advertising agency in 1960s New York, offers a vivid portrayal of corporate sexism in pre-feminist America, and yet its creators defend it as a ‘feminist’ show. Reflecting on the series, I will draw out two key elements which seem significant for a consideration of the current state of feminism in church and academy, both of which centre around what it means to remember or to forget. First, there is the power of (...) what might be called ‘the allegorical past’ in helping to shape the sensibilities of both feminist theory and feminist theology: reimagining the past in order to destabilize the present and to re-envision the future. But second there is the question of whether we have become too complacent – and forgetful about the sexual revolution of the past 50 years, and whether a new wave of ‘re-membering’ our feminist heritage is required, in order to rejuvenate progressive visions of critique and transformation. (shrink)

How do the experiences of people who undergo extreme suffering and trauma in one generation get passed on to the next generation? And how do these experiences affect religious–spiritual beliefs and practices? Can we help to create resilience in these later generations through these religious–spiritual beliefs? In order to answer these questions, one must remember and understand not only how trauma is embodied and inherited, but also the role that religious beliefs and practices play in facing and overcoming the trauma. (...) People who have experienced trauma can pass on the effects to subsequent generations biologically through epigenetic changes to their DNA, but also through their religious and spiritual beliefs and practices. The ways people remember and recover from trauma involve complex biological, psychosocial, and spiritual processes. We use the sciences of embodied cognition and epigenetics to analyze the heritability of trauma and its spiritual–religious manifestations in the next generations. Having done so, our hope is that we can understand how spiritual and religious practices can be developed to help people who undergo trauma so that they can become resilient and thrive. (shrink)