Neal Curtis from University of Nottingham came along to Nottingham Trent yesterday to deliver an Everyday Life module guest lecture to a mixed audience of students and colleagues, broadly on the ways that everyday life informs philosophy and vice versa.
In a session which managed to be simultaneously informative and highly entertaining, Neal’s discussion ranged from Heidegger’s notion of Being and his ideas about technology through to superheroes and the post-human cyborg.
In doing so, Neal made the relationship between philosophy and everyday life explicit, deploying, for example, the everyday object of the pen as Heideggerian tool to illustrate the distinction between the ready-to hand, and the present-at-hand and the significance this has for Being as lived in the world.
Similarly, Neal drew on his own experience of the everyday, namely his emotional trajectory whilst writing the lecture, to illustrate Heidegger’s concept of emotion as a way of being-in-the-world, that our perceptions of the world are inseparable from the emotions generated by it.
While Heidegger might not be most people’s idea of an accessible philosopher, Neal managed to make him so through accessible examples and careful explanation of sometimes obscure philosophical terminology. At the same time, he highlighted the concrete significance that philosophy has for everyday life by taking philosophy out of the ivory tower of abstract concepts and daunting jargon into an everyday reality where people have to grapple with the pressing questions of everyday lived experience (as well as sometimes recalcitrant technology).
The session concluded with a lively and wide-ranging debate, in part generated by Neal’s sometimes provocative approach as well as the thought-provoking nature of Heidegger’s ideas. The deployment of a Youtube music video, for instance, might have raised a few eyebrows in the more hallowed portals of the philosophical community, though its purpose was explicitly philosophical—to demonstrate how we busy ourselves, throw ourselves into the world, in order to escape from the anxiety generated by the abyss of nothingness.
That the discussion ended on the superhero might be surprising given the ostensible topic at hand, but perhaps less so for those who were in attendance at a lecture which offered something for everyone in the audience.
Ruth Griffin
Thursday, 26 November 2009
Wednesday, 11 November 2009
Philosophy in Primary Schools
Philosophy in Primary Schools
In the few years that I have been studying Philosophy the same question has come to mind a number of times. Why did we never study Philosophy in school? Or rather, why was it not an option? Some would say that Philosophy is wasted on the young, and that they haven’t the experience or character yet to feel its full worth, and to a extent I would agree with them. Children with little experience of the world would struggle to grasp the very adult matters with which Philosophy is often concerned. However I am not suggesting that we gracelessly chuck the kids in at the deep-end knowing full well they can not swim, but instead that we could prepare them with the skills they will need to meet these problems head on later in life.
While exploring this debate I found the following in an article at
www.the-philosopher.co.uk:
Within a few months, my class's ability to listen and respond appropriately improved almost beyond belief. The children were able to challenge each other's ideas in anassertive and non-aggressive way. They began to show respect for each other as contributors and there was a more co-operative feel to the class. Empathy displayed regularly in the classroom, continued to be displayed in the playground and the children were in trouble outside much less frequently than previously.
This is the testimony of a Primary School teacher from London, who introduced philosophical debate to her 7 and 8 year-olds Personal and Social Health Education classes. She was initially concerned that some disruptive pupils would sabotage the debate, but as you can see above, they eventually responded positively to the situation and their classmates.
What is important is for children is to be encouraged to think for themselves and then be able to express those thoughts. To be able to have a discussion and listen to each other, understand each other and teach each other. Only Philosophy can deliver this.
Rob Humphries
In the few years that I have been studying Philosophy the same question has come to mind a number of times. Why did we never study Philosophy in school? Or rather, why was it not an option? Some would say that Philosophy is wasted on the young, and that they haven’t the experience or character yet to feel its full worth, and to a extent I would agree with them. Children with little experience of the world would struggle to grasp the very adult matters with which Philosophy is often concerned. However I am not suggesting that we gracelessly chuck the kids in at the deep-end knowing full well they can not swim, but instead that we could prepare them with the skills they will need to meet these problems head on later in life.
While exploring this debate I found the following in an article at
www.the-philosopher.co.uk:
Within a few months, my class's ability to listen and respond appropriately improved almost beyond belief. The children were able to challenge each other's ideas in anassertive and non-aggressive way. They began to show respect for each other as contributors and there was a more co-operative feel to the class. Empathy displayed regularly in the classroom, continued to be displayed in the playground and the children were in trouble outside much less frequently than previously.
This is the testimony of a Primary School teacher from London, who introduced philosophical debate to her 7 and 8 year-olds Personal and Social Health Education classes. She was initially concerned that some disruptive pupils would sabotage the debate, but as you can see above, they eventually responded positively to the situation and their classmates.
What is important is for children is to be encouraged to think for themselves and then be able to express those thoughts. To be able to have a discussion and listen to each other, understand each other and teach each other. Only Philosophy can deliver this.
Rob Humphries
Monday, 2 November 2009
Philosophy Visiting Speaker Session
Visiting speaker session: 'Philosophy, Technology and the Everyday'
Neal Curtis from University of Nottingham is coming to Trent to talk about the intersections between Philosophy, Technology and Everyday Life. The event is happening as part of the Philosophy and Everyday Life second year module, but is being widely advertised throughout the university. All are welcome to attend what should prove to be an interesting and lively session.
Wednesday 25 November from 2-4pm
George Eliot 089 (GEE 089; LT3 Clifton Campus)
Neal Curtis, University of Nottingham
Today we are surrounded by stories regarding new technologies such as genetics and nanotechnology that are accompanied by fears that life as we know it is about to be changed and that the life of the human being as we have known it has come to an end; soon we will all be post-human.
Philosophy has its own problematic relationship to technology and has often envisioned it as monster about to engulf us. This is generally the reading of Martin Heidegger's view of technology, but I would like to argue that using Heidegger's analysis of our everyday use of tools in Being and Time could help allay our fears and apocalyptic visions and refocus our relationship to the technological and to our world.
Queries may be directed to Ruth Griffin
Neal Curtis from University of Nottingham is coming to Trent to talk about the intersections between Philosophy, Technology and Everyday Life. The event is happening as part of the Philosophy and Everyday Life second year module, but is being widely advertised throughout the university. All are welcome to attend what should prove to be an interesting and lively session.
Wednesday 25 November from 2-4pm
George Eliot 089 (GEE 089; LT3 Clifton Campus)
Neal Curtis, University of Nottingham
Today we are surrounded by stories regarding new technologies such as genetics and nanotechnology that are accompanied by fears that life as we know it is about to be changed and that the life of the human being as we have known it has come to an end; soon we will all be post-human.
Philosophy has its own problematic relationship to technology and has often envisioned it as monster about to engulf us. This is generally the reading of Martin Heidegger's view of technology, but I would like to argue that using Heidegger's analysis of our everyday use of tools in Being and Time could help allay our fears and apocalyptic visions and refocus our relationship to the technological and to our world.
Queries may be directed to Ruth Griffin
Friday, 30 October 2009
Fred's Trip to Leuven
Husserlian Phenomenology Conference, 2009
In April 2009 I travelled to Leuven, Belgium for the annual Phenomenology conference at the Husserl Archives (part of the Catholic University of Leuven). The event is a opportunity for people to go and listen to world class academics give lectures on Edmund Husserl and his particular philosophy of Phenomenology.
Following an introduction on Husserl and his continuing influence, the renowned lecturer Robert Sokolowski gave a lecture entitled ‘Husserl on First Philosophy.’ Sokolowski stood, rather pertinently, in front of a large portrait of Thomas Acquinas in a room covered in Catholic imagery. One could see (and due to the University’s Catholic status, understand) the religious emphasis placed on Husserl’s writings from the start. The lecture was thoroughly interesting, if a little difficult to follow in parts; I would discover that most of the lectures would be equally interesting and yet very challenging. After attending lectures entitled ‘Method or Metaphysics, the Transcendental project’ and ‘Self Responsibility and Eudaimonia’ I realised that I was the only undergraduate in attendance. The rest were all professors or at least post grad students. I now understood why I had so much difficulty following the lectures. They simply were not designed for anyone with a lesser experience in Husserl than Phd level. This was very intimidating and I attended no more lectures.
I would, however, that the content that I was able to follow was very interesting and enlightening. I was introduced to themes involved in Husserl’s works that one simply cannot cover in short, undergraduate lectures and they certainly served to improve my understanding of one of the most influential philosophers of the twentieth century. The moral and aesthetic implications of Husserl’s works are often overlooked in favour of epistemology and, arguably, metaphysics (though I believe that Husserl took a negative, Kantian
view of ontology).
I would, due to the nature of the audience, not recommend a trip to the next conference for anyone who is not incredibly interested in Husserl and with a level of understanding to match. Though I would sincerely recommend the beautiful city of Leuven and its awe inspiring university library (it has over 3,000 titles on philosophy alone).
Fred Aspbury
In April 2009 I travelled to Leuven, Belgium for the annual Phenomenology conference at the Husserl Archives (part of the Catholic University of Leuven). The event is a opportunity for people to go and listen to world class academics give lectures on Edmund Husserl and his particular philosophy of Phenomenology.
Following an introduction on Husserl and his continuing influence, the renowned lecturer Robert Sokolowski gave a lecture entitled ‘Husserl on First Philosophy.’ Sokolowski stood, rather pertinently, in front of a large portrait of Thomas Acquinas in a room covered in Catholic imagery. One could see (and due to the University’s Catholic status, understand) the religious emphasis placed on Husserl’s writings from the start. The lecture was thoroughly interesting, if a little difficult to follow in parts; I would discover that most of the lectures would be equally interesting and yet very challenging. After attending lectures entitled ‘Method or Metaphysics, the Transcendental project’ and ‘Self Responsibility and Eudaimonia’ I realised that I was the only undergraduate in attendance. The rest were all professors or at least post grad students. I now understood why I had so much difficulty following the lectures. They simply were not designed for anyone with a lesser experience in Husserl than Phd level. This was very intimidating and I attended no more lectures.
I would, however, that the content that I was able to follow was very interesting and enlightening. I was introduced to themes involved in Husserl’s works that one simply cannot cover in short, undergraduate lectures and they certainly served to improve my understanding of one of the most influential philosophers of the twentieth century. The moral and aesthetic implications of Husserl’s works are often overlooked in favour of epistemology and, arguably, metaphysics (though I believe that Husserl took a negative, Kantian
view of ontology).
I would, due to the nature of the audience, not recommend a trip to the next conference for anyone who is not incredibly interested in Husserl and with a level of understanding to match. Though I would sincerely recommend the beautiful city of Leuven and its awe inspiring university library (it has over 3,000 titles on philosophy alone).
Fred Aspbury
Schopenhauer on 'In Our Time' (radio 4)
Yesterday's 'In Our Time' programme (29 October) on Radio 4 featured a detailed overview of Schopenhauer's work featuring Melvyn Bragg and Anthony Grayling amongst other guests. Available via BBC Radio 4 Iplayer--follow the links from the Radio 4 'Listen Again' link.
Enjoy!
Ruth
Enjoy!
Ruth
Wednesday, 30 September 2009
NTU Philosophy Seminar Series
NTU Philosophy Seminar Series
The Philosophy Teaching and Research Group, based in the School of Arts and Humanities, will be running a series of reading based seminars this year on the theme of Speculative Materialism. Associated with the work of Quentin Meillassoux, Graham Harman, Ray Brassier and Ian Hamilton Grant, Speculative Materialism is fast becoming a new thought-style in contemporary philosophy and increasingly influential in a range of other humanities and social science based disciplines.
The first session will discuss a classic paper that is often cited as one of the forerunners of this new philosophical dispensation – Wilfred Sellars’ 1963 paper Philosophy and the Scientific Image of Man. In subsequent weeks we will go on to discuss Ray Brassier’s book Nihil Unbound and Quentin Meillassoux’s recent and highly acclaimed work After Finitude.
These seminars should appeal to all those who want to keep abreast of conceptual innovations in contemporary philosophy.
The first seminar will take place on Wednesday Oct 28th, 1-2 pm, in ICAn 215. All are welcome.
For further information please contact Neil Turnbull, Ruth Griffin or Patrick O’Connor.
The Philosophy Teaching and Research Group, based in the School of Arts and Humanities, will be running a series of reading based seminars this year on the theme of Speculative Materialism. Associated with the work of Quentin Meillassoux, Graham Harman, Ray Brassier and Ian Hamilton Grant, Speculative Materialism is fast becoming a new thought-style in contemporary philosophy and increasingly influential in a range of other humanities and social science based disciplines.
The first session will discuss a classic paper that is often cited as one of the forerunners of this new philosophical dispensation – Wilfred Sellars’ 1963 paper Philosophy and the Scientific Image of Man. In subsequent weeks we will go on to discuss Ray Brassier’s book Nihil Unbound and Quentin Meillassoux’s recent and highly acclaimed work After Finitude.
These seminars should appeal to all those who want to keep abreast of conceptual innovations in contemporary philosophy.
The first seminar will take place on Wednesday Oct 28th, 1-2 pm, in ICAn 215. All are welcome.
For further information please contact Neil Turnbull, Ruth Griffin or Patrick O’Connor.
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