Creativity in Nietzsche and Heidegger: the Relation of Art and Artist
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Why Dreyfus' Frame Problem Argument Cannot Justify Anti
Why Dreyfus’ Frame Problem Argument Cannot Justify Anti- Representational AI Nancy Salay ([email protected]) Department of Philosophy, Watson Hall 309 Queen‘s University, Kingston, ON K7L 3N6 Abstract disembodied cognitive models will not work, and this Hubert Dreyfus has argued recently that the frame problem, conclusion needs to be heard. By disentangling the ideas of discussion of which has fallen out of favour in the AI embodiment and representation, at least with respect to community, is still a deal breaker for the majority of AI Dreyfus‘ frame problem argument, the real locus of the projects, despite the fact that the logical version of it has been general polemic between traditional computational- solved. (Shanahan 1997, Thielscher 1998). Dreyfus thinks representational cognitive science and the more recent that the frame problem will disappear only once we abandon the Cartesian foundations from which it stems and adopt, embodied approaches is revealed. From this, I hope that instead, a thoroughly Heideggerian model of cognition, in productive debate will ensue. particular one that does not appeal to representations. I argue The paper proceeds in the following way: in section I, I that Dreyfus is too hasty in his condemnation of all describe and distinguish the logical version of the frame representational views; the argument he provides licenses problem and the philosophical one that remains unsolved; in only a rejection of disembodied models of cognition. In casting his net too broadly, Dreyfus circumscribes the section II, I rehearse Dreyfus‘ negative argument, what I‘ll cognitive playing field so closely that one is left wondering be calling his frame problem argument; in section III, I how his Heideggerian alternative could ever provide a highlight some key points from Dreyfus‘ positive account of foundation explanatorily robust enough for a theory of a Heideggerian alternative; in section IV, I make my case cognition. -
Kierkegaard on Selfhood and Our Need for Others
Kierkegaard on Selfhood and Our Need for Others 1. Kierkegaard in a Secular Age Scholars have devoted much attention lately to Kierkegaard’s views on personal identity and, in particular, to his account of selfhood.1 Central to this account is the idea that a self is not something we automatically are. It is rather something we must become. Thus, selfhood is a goal to realize or a project to undertake.2 To put the point another way, while we may already be selves in some sense, we have to work to become real, true, or “authentic” selves.3 The idea that authentic selfhood is a project is not unique to Kierkegaard. It is common fare in modern philosophy. Yet Kierkegaard distances himself from popular ways of thinking about the matter. He denies the view inherited from Rousseau that we can discover our true selves by consulting our innermost feelings, beliefs, and desires. He also rejects the idea developed by the German Romantics that we can invent our true selves in a burst of artistic or poetic creativity. In fact, according to Kierkegaard, becom- ing an authentic self is not something we can do on our own. If we are to succeed at the project, we must look beyond ourselves for assistance. In particular, Kierkegaard thinks, we must rely on God. For God alone can provide us with the content of our real identi- ties.4 A longstanding concern about Kierkegaard arises at this point. His account of au- thentic selfhood, like his accounts of so many concepts, is religious. -
Man As 'Aggregate of Data'
AI & SOCIETY https://doi.org/10.1007/s00146-018-0852-6 OPEN FORUM Man as ‘aggregate of data’ What computers shouldn’t do Sjoukje van der Meulen1 · Max Bruinsma2 Received: 4 October 2017 / Accepted: 10 June 2018 © The Author(s) 2018 Abstract Since the emergence of the innovative field of artificial intelligence (AI) in the 1960s, the late Hubert Dreyfus insisted on the ontological distinction between man and machine, human and artificial intelligence. In the different editions of his clas- sic and influential book What computers can’t do (1972), he posits that an algorithmic machine can never fully simulate the complex functioning of the human mind—not now, nor in the future. Dreyfus’ categorical distinctions between man and machine are still relevant today, but their relation has become more complex in our increasingly data-driven society. We, humans, are continuously immersed within a technological universe, while at the same time ubiquitous computing, in the words of computer scientist Mark Weiser, “forces computers to live out here in the world with people” (De Souza e Silva in Interfaces of hybrid spaces. In: Kavoori AP, Arceneaux N (eds) The cell phone reader. Peter Lang Publishing, New York, 2006, p 20). Dreyfus’ ideas are therefore challenged by thinkers such as Weiser, Kevin Kelly, Bruno Latour, Philip Agre, and Peter Paul Verbeek, who all argue that humans are much more intrinsically linked to machines than the original dichotomy suggests—they have evolved in concert. Through a discussion of the classical concepts of individuum and ‘authenticity’ within Western civilization, this paper argues that within the ever-expanding data-sphere of the twenty-first century, a new concept of man as ‘aggregate of data’ has emerged, which further erodes and undermines the categorical distinction between man and machine. -
4Creativity, Shared Meaning, and Relationships
Creativity, Shared Meaning, and Relationships By Carlina Rinaldi 4The search for meaning begins from the moment of birth, from the child’s first silent “why,” and continues all through life. It is a difficult search. Young children make enormous efforts to put together often-disconnected fragments of experience to make sense of things. They persevere with their search stub- bornly, tirelessly, making mistakes, and often on their own. But while engaged in this search, children ask us to share the search with them. We as teachers are asked by children to see them as scientists or philosophers searching to understand something, to draw out a meaning, to grasp a “piece of life,” and to respect this search as a quality central to all human beings. We are asked to be the child’s traveling companion in this search for meaning. We are also asked to respect the meanings that children produce, the explanatory theories they develop, and their attempts to find and give answers. When we honor children this way, the children reveal themselves to us: We come to know how they perceive, question, and inter- pret reality, and to understand their relationships with it. Concepts for Care • 2 1 I believe that teachers must communicate behaviors that teachers exhibit toward a willingness to assist children in their the child’s intention to search, the pro- search for meaning in life. Two of the cess of searching, and the conclusions a most important questions we have to ask child reaches either support or dampen ourselves as teachers are creativity. The teacher’s job is to engage in a “relational creativity” with the child “How can we aid young children • that both revels in the child’s creativity in their search for the meaning of and stimulates the teacher’s own creativ- things, and the meaning of ity to find ways to help the child observe, life itself?” analyze, interpret, and build theories. -
52 Philosophy in a Dark Time: Martin Heidegger and the Third Reich
52 Philosophy in a Dark Time: Martin Heidegger and the Third Reich TIMOTHY O’HAGAN Like Oscar Wilde I can resist everything except temptation. So when I re- ceived Anne Meylan’s tempting invitation to contribute to this Festschrift for Pascal Engel I accepted without hesitation, before I had time to think whether I had anything for the occasion. Finally I suggested to Anne the text of a pub- lic lecture which I delivered in 2008 and which I had shown to Pascal, who responded to it with his customary enthusiasm and barrage of papers of his own on similar topics. But when I re-read it, I realized that it had been written for the general public rather than the professional philosophers who would be likely to read this collection of essays. So what was I to do with it? I’ve decided to present it in two parts. In Part One I reproduce the original lecture, unchanged except for a few minor corrections. In Part Two I engage with a tiny fraction of the vast secondary literature which has built up over the years and which shows no sign of abating. 1. Part One: The 2008 Lecture Curtain-Raiser Let us start with two dates, 1927 and 1933. In 1927 Adolf Hitler’s Mein Kampf (volume II) was published. So too was Martin Heidegger’s magnum opus Being and Time. In 1933 two appointments were made: Hitler as Chancellor of the German Reich and Heidegger as Rector of Freiburg University. In 1927 it was a case of sheer coincidence; in 1933 the two events were closely linked. -
Austin Andrews Curriculum Vitae March 30Th, 2020 [email protected] Department of Philosophy Washington University, St
Austin Andrews Curriculum Vitae March 30th, 2020 [email protected] Department of Philosophy http://aandrews.net Washington University, St. Louis One Brookings Drive St. Louis, MO 63130 ------------------------------------------------------------------------------------------------------------------------------------ Employment McDonnell Postdoctoral Fellow Philosophy, Neuroscience, Psychology Program, Washington University, St. Louis (2018 - present) Education University of California Berkeley PhD, Philosophy (August, 2017) University of California, Santa Barbara BA, Philosophy (2009, high honors, distinction in major) Areas of specialization Philosophy of mind, philosophy of perception, epistemology Areas of competence Philosophy of cognitive science, political philosophy, ancient Greek philosophy Publications Acquiring a concept of visual experience (The Philosophical Quarterly) Research Paper on spatiality and mind-independence in visual experience (title redacted, under review) Paper on how not to explain some visual illusions (title redacted, under review) Presentations Sense-data and visual phenomenology, Central APA, 2020 Sense-data and visual phenomenology, Philosurfer Convergance, San Diego, 2019 Acquiring a concept of visual experience, Central APA, 2019 The importance of illusion, Philosurfer Convergence, San Diego, California, 2018 The importance of illusion, Invited talk, Work in Progress Lunch Series, UC Berkeley, spring 2018 Acquiring a concept of visual experience, Philosurfer Convergence, Tofno, Canada, summer 2017 -
Introduction: Towards a Reconsideration of Neo-Kantianism Nicolas De Warren and Andrea Staiti
Cambridge University Press 978-1-107-03257-6 - New Approaches to Neo-Kantianism Edited by Nicolas De Warren and Andrea Staiti Excerpt More information Introduction: towards a reconsideration of Neo-Kantianism Nicolas de Warren and Andrea Staiti In the summer of 1914, T. S. Eliot arrived in Marburg from Harvard University to attend a summer course in philosophy before taking up residency at Merton College, Oxford, for a year of study with Harold Joachim, F. H. Bradley’s successor. At the University of Marburg, Eliot met Paul Natorp, who assisted him in finding affordable accommodation and lectured in his course on philosophy. The outbreak of the First World War would cut short Eliot’s stay in Marburg, but not before he had the chance to sketch a portrait of the venerable Neo-Kantian Professor. Natorp strikes a professorial pose, one arm tucked behind his back, the other slung across his waist. With elven ears and bald cranium, the philosopher appears endearing in his otherworldliness. Natorp’s face is hidden behind oval glasses, so large that they seem to constitute a hindrance rather than an aid to seeing reality. Eliot’s sketch can be seen as a visual epitome for how Neo-Kantianism appeared to a younger generation of intellectuals and philosophers who would come of age in the aftermath of a Europe laid waste through the cataclysm of the Great War. Eliot’s amusing sketch is an apt illustration for what Hans-Georg Gadamer, who wrote his PhD dissertation on Plato under Natorp in 1922, characterized as the Neo-Kantian “calm and 1 confident aloofness” engrossed in “complacent system-building.” With slightly more bite, Hannah Arendt charged Neo-Kantianism with drown- ing philosophy “in a sea of boredom,” thereby offering a softer version of the same hostility that spirited Martin Heidegger’s confrontation with 2 Ernst Cassirer at Davos in 1929. -
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Nordic Wittgenstein Review 1 (2012) INTERVIEW Analytical Philosophy and Its Forgetfulness of the Continent Gottfried Gabriel in conversation with Todor Polimenov POLIMENOV: In one of his essays, Michael Dummett defines analytic philosophy as post-Fregean philosophy (1977: 441). What he means by this is that for Frege, philosophy of language is the foundation of all philosophy. According to Frege (as is apparent especially in his way of approaching philosophy of mathematics), we can only properly analyze thoughts through the analysis of language. Elsewhere, Dummett states that Frege has been the first to rightly emphasize that we cannot have a thought without expressing it in language (1978: 116). Finally, in his book on the origins of analytic philosophy, he speaks of Frege’s legacy to analytic philosophy: the linguistic turn. This legacy, according to Dummett, consists not so much in the “details of Frege’s philosophy” (which have, among others, influenced Russell, Wittgenstein, and Carnap in many respects), but rather in a basic idea which Dummett summarizes as “the extrusion of thoughts from the mind” (1993: 22). Accordingly, already in his first book This conversation took place on May 14th, 2009 in Paris at the international conference “Carnap’s Ideal of Explication: Logic, Metalogic, and ‘Wissenschaftslogik’” (Université Paris 1 Panthéon-Sorbonne). It was first published as “Die analytische Philosophie und ihre Kontingentvergessenheit. Gottfried Gabriel im Gespräch mit Todor Polimenov” (in German, with a Bulgarian translation) in Critique & Humanism vol. 31, 1/2010, Special Issue: Analytic Philosophy. Guest editors: A. Beshkova, E. Latinov and T. Polimenov, pp. 8–35. 155 Gottfried Gabriel & Todor Polimenov BY-NC-SA on Frege, Dummett compared Frege’s place in the history of philosophy to the philosophical revolution that started with Descartes’ epistemological turn towards the subject (1973: 665 ff). -
75 Quotes About Creativity and Innovation
75 Quotes about Creativity and Innovation 1. “There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.” — Edward de Bono 2. “There is only one of you in all time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost.” — Martha Graham 3. “Creativity is thinking up new things. Innovation is doing new things.” — Theodore Levitt 4. “A new idea is delicate. It can be killed by a sneer or a yawn; it can be stabbed to death by a quip and worried to death by a frown on the right man’s brow.” — Charles Brower 5. “When we engage in what we are naturally suited to do, our work takes on the quality of play and it is play that stimulates creativity.” – Linda Naiman 6. “The creative is the place where no one else has ever been. You have to leave the city of your comfort and go into the wilderness of your intuition. What you’ll discover will be wonderful. What you’ll discover is yourself.” — Alan Alda 7. “It is better to have enough ideas for some of them to be wrong, than to be always right by having no ideas at all.” — Edward de Bono 8. “A painter told me that nobody could draw a tree without in some sort becoming a tree; or draw a child by studying the outlines of its form merely . -
On the Internet, Second Edition
Copyrighted Material-Taylor & Francis Copyrighted Material-Taylor & Francis On the Internet Second edition Copyrighted Material-Taylor & Francis Thinking In Action Series editors: Simon Critchley, New School University, New York, and Richard Kearney, Uni- versity Gollege Dublin and Boston College Thinking in Action is a major new series that takes philosophy to its public. Each book in the series is written by a major international philosopher or thinker, engages with an important contemporary topic, and is clearly and accessibly written. The series informs and sharpens debate on issues as wide ranging as the Internet, religion, the problem of immigration and refugees, and the way we think about science. Punchy, short and stimulating, Thinking in Action is an indispensable starting point for anyone who wants to think seriously about major issues confront- ing us today. Praise for the series ‘. allows a space for distinguished thinkers to write about their passions.’ The Philosophers’ Magazine ‘. deserve high praise.’ Boyd Tonkin, The Independent (UK) ‘This is clearly an important series. I look forward to reading future volumes.’ Frank Kermode, author of Shakespeare’s Language ‘. both rigorous and accessible.’ Humanist News ‘. the series looks superb.’ Quentin Skinner ‘. an excellent and beautiful series.’ Ben Rogers, author of A.J. Ayer: A Life ‘Routledge’s Thinking in Action series is the theory junkie’s answer to the eminently pocketable Penguin 60s series.’ Mute Magazine (UK) ‘Routledge’s new series, Thinking in Action, brings philosophers to our aid...’ The Evening Standard (UK) ‘...a welcome new series by Routledge.’ Bulletin of Science, Technology and Society (Can) ‘Routledge’s innovative new Thinking in Action series takes the concept of philosophy a step further’ The Bookwatch Copyrighted Material-Taylor & Francis HUBERT L. -
Mood-Consciousness and Architecture
Mood-Consciousness and Architecture Mood-Consciousness and Architecture: A Phenomenological Investigation of Therme Vals by way of Martin Heidegger’s Interpretation of Mood A Thesis submitted to the Graduate School of the University of Cincinnati In partial fulfillment of the requirements for the degree of MASTER of SCIENCE in ARCHITECTURE In the School of Architecture and Interior Design of the College of Design, Architecture, Art, and Planning 2011 by Afsaneh Ardehali Master of Architecture, California Polytechnic State University San Luis Obispo, CA 1987 Committee Members: John E. Hancock (Chair) Nnamdi Elleh, Ph.D. Mood-Consciousness and Architecture abstract This thesis is an effort to unfold the disclosing power of mood as the basic character of all experiencing as well as theorizing in architecture. Having been confronted with the limiting ways of the scientific approach to understanding used in the traditional theoretical investigations, (according to which architecture is understood as a mere static object of shelter or aesthetic beauty) we turn to Martin Heidegger’s existential analysis of the meaning of Being and his new interpretation of human emotions. Translations of philosophers Eugene Gendlin, Richard Polt, and Hubert Dreyfus elucidate the deep meaning of Heidegger’s investigations and his approach to understanding mood. In contrast to our customary beliefs, which are largely informed by scientific understanding of being and emotions, this new understanding of mood clarifies our experience of architecture by shedding light on the contextualizing character of mood. In this expanded horizon of experiencing architecture, the full potentiality of mood in our experience of architecture becomes apparent in resoluteness of our new Mood-Consciousness of architecture. -
Postgraduate Students' Perception of Creativity in the Research Process
c e p s Journal | Vol.1 | No1 | Year 2011 169 Postgraduate Students’ Perception of Creativity in the Research Process Mojca Juriševič1 • The purpose of the research was, with the aid of a short ques- tionnaire, to determine how postgraduate students (N = 32) perceive the opportunities for creative research in general, and how they perceive creativity in the preparation of their own re- search work in particular. Descriptive analysis shows that stu- dents (1) perceive a positive study-research climate that encour- ages creative processes (independence, motivation, intellectual challenges), (2) judge that researchers have numerous opportu- nities for creative work in the various phases of research and (3) evaluate themselves as highly creative individuals in everyday life. Students perceive themselves as being at their most creative in the definition of the research problem, which they mainly identify with the use of personal strategies (work experience) and take various lengths of time to form, typically up to one year. The most difficult problem in this regard is represented by giving meaning to the problem (breadth, depth, specificity, ap- plication). Amongst the perceived encouragement with which mentors motivate students for creative research the most fre- quent is less directive general guidance in study and research. On the basis of the presented findings, guidelines are suggested for the more effective encouragement of creative research in postgraduate students. Key words: Postgraduate study, Research, Research problem, Scientific