Youtube Interview Transcript

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https://www.youtube.com/watch?v=x0Oq-4ihj08

Interviewer: Michael R D James has recently published a book entitled “The World Explored, the World Suffered: The Exeter lectures”.(November 2017) It is the first volume of a Trilogy which aims at introducing the reader into the world of Academic Philosophy via the medium of a fictional setting of human drama and tragedy.

Can I begin this interview by asking this question. A large number of Philosophers thoughts are taken up in the book but Aristotle, Kant, Heidegger Merleau-Ponty, and Wittgenstein seem to figure more prominently than the others.Why?

Michael: Yes I think that is a correct observation although there are extensive references to Socrates, Plato, Schopenhauer, Arendt, and Ricoeur. The reasons Aristotle Kant and Wittgenstein are central figures is to do with the training I have received at the three different universities that I have studied at, and a current conviction that these are the most important figures in philosophy. Heidegger and Merleau-Ponty are interesting figures in themselves but they occupy a central role in the book only because of the character of Glynn Samuels.

Interviewer: The cover of the book depicts Plato as the central figure appearing out of the mists of the milky way and Aristotle and Socrates as his wingmen so to say. Why is this?

Michael: I think the Swedish expression “Vintergatan”, “the Wintry street” is, by the way, far more poetic than our English expression “the milky way”. In answer, to your question, however, the Greek world and Greek consciousness I hope, permeate all of the lectures in the work and Plato is in the popular mind the symbol for that world and that consciousness. I believe actually that Aristotle was the better Philosopher although Plato was the more popular figure because he embedded his Philosophy in the art form of the dialogue, which I believe used to be one of the areas of competition in the Olympic games. Having said that Aristotle was taught by Plato and could only see as far as he could, philosophically speaking because he stood on his teachers shoulders.

Interviewer: You have chosen unusually to embed Philosophical lectures in the form of a fictional drama. Why?

Michael: Because as the Delphic Oracle prophesied, knowledge of the self is so difficult to acquire. We, humans, appear to be moving toward a difficult to discern goal or telos and there are at least two aspects to this process: knowledge of the world and knowledge of our role in creating everything that is human about this world. The story of this development is a complex one but trying to explore this complexity without some kind of narrative structure would seem to me to be a formula for isolating Philosophy in an ivory tower on an academic campus far removed from the hustle and bustle of life.

Interviewer: I would like to ask about the Political Philosophy lecture which is one of a series given by Jude Sutton as part of his Philosophy of Education course. Does this lecture connect in any way to the what I presume is an underlying theme of the importance of International Education?

Michael: Yes indeed it does and you are right to suggest that the importance of International Education is an underlying theme of the work. Jude Sutton gives voice to a political position that I would characterize as Humanistic Liberalism: a position that is bound up with Kantian Ethics and Political Philosophy. The Kantian idea of a Kingdom of ends requires a cosmopolitan regime and a view of human rights that is transnational or international..

Interviewer: Harry Middleton is the third lecturer giving a series of lectures in your work, He is what one might call a Philosophical Psychologist in the Continental tradition of Philosophy but he also takes up William James and Freud in his lectures. He seems to be something of a hybrid.

Michael: Freud and William James according to secondary sources were the only Psychologists Wittgenstein is reputed to have read with interest. Yes, Harry is more of a hybrid character than Glynn Samuels who also in many peoples eyes walks a theoretical tightrope. Both of these lecturers manifest the spirit of the search for integrated knowledge which Alec Petersson, the first Director of the Internationa Baccalaureate program was engaged in. His agenda was partly to obtain a unified theory of knowledge, whether it be to use the language of the 1970’s a coat of many colours or a seamless robe.

Interviewer: You mentioned a tightrope in your last answer. Let me read you a section from your work “the World Explored, the World Suffered”: Glynn Samuels in his lecture on Wittgenstein, Religion and Philosophy of Education has this to say:

“Wittgenstein points to the industry of Bach, one of my favourite composers and points out the relation of industry to humility and suffering. Bach could really listen to music with the ear of an exploring sufferer and produce it for the hands of suffering explorers too. I personally cannot hear what I hear in Bach in very much of our popular music. Bach and his music are like the tightrope walker who is so high up in our cultural heaven supported by almost nothing but a little thread which seems impossible to walk upon: and yet he is up there moving across the space of our cultural sky. It is almost as if he has wings. This is why Bach’s music is religious music, ladies and gentlemen…the words of Solomon, the words of Ecclesiastes may sometimes land in our minds to the sound of softly flapping wings, but mostly these words are like the swifts flying tangentially on their secret mission.”

So, Religion and Education do not sit comfortably together in our modern secularized societies. How do you think the character of Glynn contributes to your message of finding common ground between these two areas of discourse?

Michael: The above passage comes immediately after a quote from Wittgenstein one year before he died. Wittgenstein in that quote is regetting that the schools of the time(1949) seemed to be more concerned with the children having a good time and pretending that suffering was out of date. Remember that all the “Greats”, Aristotle Kant and Wittgenstein were sympathetic to religion and appreciated its good intentions. For me and for Glynn, the Religion of the Philosopher must find its way into education and education needs to search for a way to address practical religious questions more actively.

Interviewer: Can I ask you to name the fictional authors that have influenced you and can you also say something about their influence.

Michael: Lawrence Durrell is the author I have read and re-read the most during the past 10 years. His Alexandrian Quartet is a masterpiece and allows the reader to “live” in Alexandria in a way that leaves memories about the place and people as if you had actually lived and worked in the city itself. The people and events are seen through the eyes of 4 characters and a process of “triangulation or “quadrification” occurs which gives one a very real impression of the people and the time they live in. Shakespeare has also been a regular source of inspiration because of his effortless unification of prose, poetry and theatre, as has been Dickens, Thomas Hardy, Laurens van der Post, and V S Naipaul. Given my admiration for Shakespeare T S Eliots poetry has haunted me since I studied him at school. Other poets like Dylan Thomas and Robert Frost, W B Yeats have also occupied me periodically. But Lawrence Durrell has always been the star in the sky of literature that I have tried to follow.

Interviewer: The first chapter of the work is about ships, the sea, deeply tethered bouys, and you say on the first page that you “began to look upon the sea as a teacher, with respect”. You speak also of a calm sea as a dreaming sea and “the rising of the tide of the level of your consciousness”. The sea then makes its appearance in many metaphors and images throughout the work. Why?

Michael: You tell me. The sea feels like a part of me. Powerful waves and tidal changes of considerable magnitude are the norm in Cape Town. High tide in Cape Town would probably feel like a tsunami to someone not used to such sound and fury. At every high tide I almost expected the sea to turn the streets of Sea Point into canals. I think I had pictures in my mind of Venice before actually knowing that the city existed.

Interviewer: Is that why Venice is connected to suffering?

Michael: Perhaps.

Interviewer: What is the significance of the title “The World Explored, the World Suffered”. For you, these seem to be tied almost logically together rather than be the names for separate independent activities.

Michael: Yes that observation is correct. The fate of Socrates alone ties these two activities irrevocably together but Aristotle that explorer of the human spirit par excellence also had to flee Athens and died within a year of escaping. Kant, the philosopher that never left Königsberg, speaks several times about the melancholic haphazardness of everyday life. Freud’s mood is even darker than this as is Schopenhauer’s. I think the title reflects the response of many philosophers to our secularized world. The character of Glynn Samuels appears to the character Sophia to be the most stable probably because he builds religious walls around his life and prepares for the secular siege with the wisdom of all ages and the wisdom of all kinds of text.

Interviewer: The final lecture that Jude Sutton gives is the one he enjoys the most: the lecture on Aesthetics. He talks about the creation of a film of the “terrible events of this century” and he compares this anxiety laden venture with Giorgione’ss Quattro Cento landscape entitled “The Tempesta” where a storm is looming in the background of figures who are pursuing their everyday lives without concern for what is coming on the horizon. Sutton refers to Adrian Stokes and his hope that psychoanalysis will help us understand the good object in general and the beautiful and the sublime in particular. Love emerges as a theme of the lectures for perhaps the first time. Can you say something about this observation?

Michael: Yes, the quotation you refer to comes from Stokes’s essay on Michelangelo, perhaps the greatest of the Italian explorers and sufferers. The quote connects love to the oceanic feeling, the feeling of being at one with everything in contrast and connection to the feeling of the singularity of people and things. Stokes suggests that both Art and love stimulate these attitudes in us. In visual art, this is accomplished via the medium of space in which we are simultaneously enveloped but by an art object that singularly stands out like a rock in the sea. Jude Sutton goes on to discuss the work of Shakespeare and categorizes him as a Quattrocento writer embracing the suffering of man in a medium of a Stoic calm in the face of the storm. Stokes is a disciple of Melanie Klein’s but I can detect in this lecture the present of Freud and his principle of Ananke, or neccesity, looming over the hustle and bustle of life. I suppose my message is that love requires a considerable amount of Stoicism and if Art is like love than this means that our greatest artists should be at least Freudian Stoics if not Kantian Stoics.

Interviewer: Looking at your author page on Amazon and reading the first chapter of your book suggests that this novel is autobiographical. Is it?

Michael: Yes, there are some biographical events which lie behind some of the content but the work is a work of fiction. The drama and tragedy are not the focus but the medium for the message.

Interviewer: And what would you say is the message of the first book of the trilogy?

Michael: That life is a difficult business for most of us partly because of our divided human nature and partly because of the difficulty humans have in befriending one another in a philosophical spirit of fellowship. Our institutions seem to need a spirit of fellowship if they are to function as they should. Educational institutions try forlornly to address both the question of our questionable natures and our relation to our neighbours and other citizens but the attempt is not very impressive when one considers that it is more than two thousand years after the beginnings we were provided with by the Academy and the Lyceum.The spirit of fellowship, for example seems to me to be very rare in this world of ours but one encounters it occasionally.

Interviewer: Your characters mention several times throughout The World Explored that we read in order to know that we are not alone. Is this significant for the message of your trilogy?

Michael:Yes, we read, write and listen to music produced by exploring sufferers to know that we are not alone. There is something almost sublime in reading the words of the Great Philosophers. It a bit like a timeless eavesdropping at their study doors in Athens, Königsberg or Cambridge.

END

The World Explored, the World Suffered: The Exeter lectures. The Centrepiece Lecture

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The World Explored, the World Suffered: The Exeter lectures is the first part of a trilogy and is a work of philosophical/ educational fiction(Published in November 2017). Its fictional component is composed of a middle-aged Romeo-Juliet drama which ends with two deaths in Venice and a youthful adventure that takes Robert, the narrator from trauma in South Africa to a teacher training institute in England where he discovers Philosophy and befriends an alcoholic lecturer who had once studied under Wittgenstein.
The educational component is composed of a series of lectures on the philosophy of religion, psychoanalysis, aesthetics, ethics, the philosophy of natural science, human science and mathematics, philosophical psychology, political science, philosophy of education. Three different lecturers deliver a series of lectures, the educational intention of which is to introduce the reader to the world of Philosophy and the world of Education seen through the eyes of Socrates, Plato, Aristotle, Descartes, Hobbes, Hume, Kant,Hegel, Marx, Tolstoy, Schopenhauer, Freud, William James, Wittgenstein Heidegger, Sartre, Merleau- Ponty, Arendt, Quine, Cavell, Paul Ricoeur, Brian O Shaughnessy, R. S. Peters, Paul Hirst, Peter Winch, Hudson, Adrian Stokes, T S Eliot, Julian Jaynes.
The book attempts to take the reader on a philosophical journey from curiosity to commitment and it is hoped that the trilogy will serve as a general introduction to Philosophy for all who are curious about the eternal Philosophical questions such as “What is the nature of Reality?” “Is God merely an idea in our minds?” “Is the soul a function of the body?” What is Justice?” “What is ethics?” “What is the role of Education in the life of the individual and society?”How should we characterize the feeling of the sublime?” “How shall we characterize the feeling of the beautiful?” “What properties do great works of Art possess?” What is the philosophical role of Psychoanalysis?” “How shall we philosophically characterize the role of language in our understanding of the world?” “What is the meaning of life?”

Life, for the central character and philosophical explorer of the book, Jude Sutton, was ebbing to its conclusion prematurely and his best friend Glynn Samuels, a religious Welsh follower of Heidegger, Freud and T S Eliot could do nothing but play the part of the spectator of a Greek, Shakespearean tragedy, watching the spectacle unfold to its inevitable conclusion. He could do nothing but express his admiration for his friend and his suffering at his friend’s misfortune in his lectures.

Below is the central lecture given by Glynn Samuels, the lecture has the same title as the book:

“Ladies and Gentlemen! How does man relate to the world? What is he that he is capable of posing a further question for every answer he gives himself? Why is the mind of man so restless? Thanks to science we know why the sea is restless. Indeed the behavior of all the other elements, earth, air, and fire have been captured in our observations and equations. Science in this very restless century has explored the outer regions of the heavens and the inner structures of the smallest particles in the Universe: particles that are invisible to the human eye. However, in a series of operations reminiscent of the unpacking of a sequence of embedded Russian dolls, it looks to me as if an inevitable limit has been encountered even for the eye equipped with various forms of microscopes and telescopes. If this is true, does this signal that we have come to a resting point in Science especially insofar as the exploration of the Natural physical world is concerned? Are we detecting a winding down of the activity that occupied the geniuses of Einstein and Bohr? Have the microscopes been packed and moved off to other kinds of laboratories for the study of other kinds of things? Will we now be eagerly awaiting the results from clinical laboratories whose experiments save lives? The Frontiers of Science may have been moved to Chemistry, Biology, Medicine and the Human Genome, but the methodology is the same. Penetrate the phenomenon, reduce it to its smallest components and measure these in a myriad of ways. What will the result of all this activity be, ladies and gentlemen? Will we find a gene that explains my tendency to eat porridge in the mornings or will I read a book one day that tells me that it has now been established that mankind uses all his genes in his choice and eating of porridge? Dr. Sutton in his lecture last year attempted to map out the transformations in our intellectual landscape brought about by Science. He reviewed the developments of science in this century and arrived at the conclusion that though we have only completed 70 years of the cycle, this century may well come to be known by historians as “the century of terror”, counting amongst its “happenings” two world wars and the dropping of two atomic bombs on civilian populations. He asked the thought-provoking question: “on whom should we place our bets for the future: Einstein or Wittgenstein? I believe in that lecture he gave very cogent and persuasive arguments for believing that the processes of philosophical thinking are more to be trusted than the processes of scientific “thinking”. A colleague of Einstein once wondered what would have happened if Einstein had used his talents and genius to study the question “What is life?” as if he was to science what Christ was to Christianity. A famous psychologist who met Einstein at Princeton University thought there were contradictions in Einstein’s theories. There certainly appeared to be un- Christ-like practical contradictions in Einstein’s personal life. I am skeptical about the reasoning of Einstein’s colleague, ladies, and gentlemen because he was placing his faith in the science of Biology to investigate the gift of life. Biological investigations, I wish to maintain, need to be conducted holistically and philosophically, within an Aristotelian framework of Change: kinds of change, principles of change and causes of change. The concepts of matter and form, potentiality and actuality, the actualizing process, genus and species need to lift the level of reflection above the so-called “material causes” relating to why we choose to eat porridge in the morning. The question of the meaning of life, ladies and gentlemen, is a philosophical question, but it also a religious question. Even the great Einstein believed in Spinoza’s God: the God who ordered the world harmoniously in terms of principles and adequate ideas that man could theoretically understand. We heard in last year’s lecture that Wittgenstein too believed in God and the religious attitude, perhaps because he believed that no other attitude could bring peace to his restless soul. The sign of a great man, ladies and gentlemen may not be in the work that is immediately published, but rather in what happens to the entire history of thought once the published ideas have been assimilated, in our culture. Will these ideas still permit a judgment of the culture, a judgment urging necessary change? Dr. Sutton showed us how he himself through the work of Wittgenstein could understand Socrates, Plato, Aristotle, Descartes, Spinoza, Kant and all British Philosophy in greater depth. He demonstrated that philosophical texts are not atoms or particles in the cultural world but something more akin to living, breathing beings working together to build and maintain our culture in accordance with holistic principles. Man is a curious being, ladies, and gentlemen: he has intuition, intuition for the connection of things and the relation of parts to a whole. He is, as Professor Heidegger so perceptively maintained: a being for whom his very being is an issue. Heidegger also believed that the philosophical issue of the nature of his own existence was being addressed by the poets and their writings. The poets’ words, ladies, and gentlemen are drawn up very carefully, and with great effort, from the well of suffering- not only the well of their own suffering but also the very deep well of the suffering of the world. To fully understand the cathartic effect of the poet’s words we may need to recall Dr. Sutton’s lecture which referred to the Copernican Revolution of the work of the later Wittgenstein which in his words “shed the philosophical light of the sun on the role of language in our understanding of the world and each other.” T. S. Eliot had the following to say about some cathartic uses of language: “…..Words strain, Crack and sometimes break, under the burden Under the tension, slip, slide, perish Decay with imprecision, will not stay in place Will not stay still. Shrieking voices Scolding, mocking, or merely chattering Always assail them. The Word in the desert Is most attacked by voices of temptation The crying shadow in the funeral dance The loud lament of the disconsolate chimera.” You may guess to whom these shrieking voices belong. Partly, to the manipulators of our diminishing dolls whose language has been atomized to the point at which one no longer cares for humanity in the way the religious man, the poet or the philosopher care. Consequences are not arguments, ladies and gentlemen. The consequences of medical science are indeed valuable but it is important to note that they are the result of the deep cultural process, which, in spite of the scientific method, inhabits the habitats of the universities. In relation to this deep cultural process we intuit the purpose of engaging in the search for knowledge for the sake of knowledge. We do not seek knowledge because it pays or gives us something. Restless eyes look for payment, for reward. These are not the eyes searching through the pages of books fighting the good fight that Eliot referred to in East Coker of the Four Quartets: “The fight to recover what has been lost And found and lost again and again.” There is hostility in restless eyes searching for a reward. An ancient religion and these restless explorers par excellence may have played a role in the Crucifixion of Christ. The restless eyes and minds of this century, ladies and gentlemen are engaged on the project of culturally crucifying religion and everything spiritual. We are, as Aristotle said, ladies and gentlemen, social beings, we absorb language and attitudes: like impressionable children. There is no longer any “easy commerce of the old and the new” to quote Eliot again. We have learned from Wittgenstein’s Philosophy that two of the essential characteristics of language are its Communication and Truth functions. Heidegger, in an essay entitled “The Work of Art” talks about how artworks can be revelatory of the world we are attempting to understand. The poet is conceived as an artist using words in a world revelatory manner. He is searching for the moods of the restless sea, the moods of the restless world. The world of Eliot was measured by a time older than chronometers, the time of a tolling bell of an untethered sea buoy responding to the swell of an infinitely restless sea. Who of you believe that this phenomenon can be caught in the torn nets of science being sewn together by the wives of old mariners who have missed the morning watch whilst the mariners themselves are searching the sea for what is inside of themselves or nowhere. Religion is world revelatory, ladies and gentlemen, it shows itself both in the commerce of the world and in the explanations and justifications of the most important aspects of this commerce. The world is laden with hidden values that reveal themselves, if and only if, one learns to look in the right way and with the right attitude. The truth, the whole truth and nothing but the truth is revealed or brought from concealment. Heidegger uses the term aletheia for this process. Truth begins with the Transcendental Aesthetic of the poet in his rendering of the spirit of place in the rhythms of time. It flourishes further in a Transcendental Logic of the categories of existence revealed in language. In the sea of meaning out of which the island of truth arises we find castaway life forms living in flux. Religious truth, ladies and gentlemen interprets life holistically. It can see a handful of dust particles without fear and trembling. It can calmly survey the end of the world of things. It can ask coolly and clinically “Is this handful of dust a part of the corpse we buried so long ago?” The religious eye is not afraid to dwell in the pages of old manuscripts and is not afraid to lift its eyes to the heavens and celebrate the divine in the human. It is not afraid to embrace humanity as a whole. In the beginning this embrace was carefree but time has taught us a lesson: that Care is tinged with the mourning for aged lost friends and relatives, ancient forms of life and forms of thought. Or if one wishes to change the key of this sung lament from Heidegger to Freud, the ego has a heart of darkness within, a heart composed of the memories of lost objects of the past. No one can live during this period, during this century, and not feel transformative processes shaping our world into something we know not what. Aristotle believed that every human process aimed at the good but this terrible century has allowed the skeptic to flourish. Where will it all end? In Eliot’s rose garden or in Kant’s Kingdom of Ends, or perhaps in Eliot’s waste land, where the cultural attitude will be shared by a few lost souls whose eyes will never dare to meet lest shared sorrow about lost values releases an infinite flood of tears, making life impossible. In the agony of such existence what comfort can there be other than in Religion, Philosophy, Music and Poetry?”

There are two more lectures in his series of three lectures on the themes of exploring and suffering. These lectures complement the exploratory lectures of Jude Sutton who is sublimating his suffering with alcohol and what it allows to rise to the surface from the depths of his losses.

The book is available at Amazon.co.uk and Amazon.com.

If you wish to peruse the lectures which figure in the following two volumes of the trilogy, you can do so via my blog situated at:

http://www.michaelrdjames.org

My author page is at :

https://www.amazon.co.uk/-/e/B077JVNXCV and at

http:/www.amazon.com/author/mrdj

Michael R D James

Immanuel Kant and the History of Psychology(Brett and Peters)

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Kant’s Philosophy divides neatly into the two realms of the natural world and the ethical world and although the discipline of Psychology was only to officially announce its declaration of unilateral independence in 1870, the move toward separation may have begun with the Kantian Copernican revolution and the thinkers that reflected upon Kant’s Philosophy. Kant leveled such devastating criticism against metaphysics that of the three ideas of reason: God, Freedom, and the Soul, only Freedom survived his onslaught. The idea of God becomes dependent upon the idea of Freedom and the Soul disappears in favour of the concept of self-consciousness whose essential nature is defined by an act of the “I think”. But immediately that is said one has to also recognize that Kant believes that there are two kinds of selves operating in the arena of philosophical reflection, firstly, a noumenal self which is presupposed by experience but which can only be known in a segment of that experience: namely, moral action. Secondly, in Kant’s theoretical writings the natural sciences are then linked to the phenomenal self which post Kantian epistemologists and scientists attempted to study as part of their reflections on the nature of this divided subject. There are two levels of description involved in this latter theoretical project, namely empirical description and mathematical description which rely on the observational method of science and the logical method of mathematics.

In his earlier work, Kant was a rationalist and believed in the soul until encountering the work of Hume who astutely pointed out that whenever we reflect upon our experience we never encounter a self or a soul but only a phenomenon, for example, someone experiencing something or someone doing something.  This self, Kant argued, can be studied empirically by psychology, or what he called Anthropology, under the heading of “what man makes of him-self”. Some critics have accused Kant of constructing a Psychology without a soul but that does not seem to be a just accusation. Kant is merely claiming that the soul is an idea in consciousness, which can never be given in experience because this idea is equivalent either to the substratum or the totality of experience. Kant was with this complex move the first philosopher to systematically recognize the limits of metaphysical thinking.

Psychology, or Anthropology, as Kant would prefer to call it is wholly empirical but it could never be a science Kant argued because mental phenomena are in the flux of time and therefore incapable of measurement. Given the Copernican revolution and the conviction that knowledge is not solely the product of ideas that arise out of experience but is rather a structure regulated by the minds own activities, we can see how self-consciousness is a holistic idea with its own essential unity. The mind of the self is, Kant, argued made up of a receptive component which receives sensations from the outer world but even here there is a structuring activity of the mind present in the form of space and time which are a priori “forms of intuition” as Kant called them. The actual contents of the mind are, as Aristotle would have argued, complex products of formed experience: there is no pure experience of pure matter coming from the outside proceeding inwards. Whatever comes from the external world will be shaped at the very least by the structuring features of space and time. Space and time were not acts of reason but rather capacities of the receptive part of the mind that Kant calls Sensibility. The mind is in fact divided into three “regions” sometimes called “faculties”(but not as far as I can remember, by Kant): Sensibility being the psychological part of the mind most connected to the body and through the body the external world, Understanding operates as a further shaping agency of the mind and is defined as a system of categories which assist in the forming of logical judgments that  firstly,  relate principally to the totality of experience   and secondarily to the substrate(space and time and sensation). These categories are products of a thinking consciousness (“I think”)  and “are the necessary and only forms of all thinking”. This region of the mind is that which generates the truth function capacity of the mind and is still related to experience but in ways, which are convoluted and partly psychological (via the shaping operation of Sensibility). It is this truth-functional region of the mind which has a necessary connection to sensibility by placing it under its sovereignty: to such an extent that when I see lightning strike a tree at a particular place and a particular time I inevitably think “It is true that the tree is being struck by lightning”. Notice that this is not a necessary logical truth of the kind “Every time trees are struck by lightning we think that it is a fact that they are struck by lightning.” Obviously, the sensible/psychological part of the mind can dominate this environmental transaction by producing a fearful trembling or a fearful emotional response, which of course is a less rational response and that at first might seem as if it damages the universal case for seeing the world under the aspect of the true. Yet it does not do so for truth is a normative concept which basically amounts to claiming that one ought to see this under the aspect of the truth or to take another essence specifying example, “one ought to tell the truth when you promise to do so at a trial”. The concepts of promise and truth are logically intertwined. What does normative mean in this context? Only that we ought to view the scene under the aspect of the truth which obviously does not imply that I am doing so or will do so. The fearful emotional response might even have a representational content–a picture of an angry God, and if this is so this testifies to the presence of the synthesis of the imagination operating upon the content of sensory experiences. The imagination is named so because it works in the realm of images. Truth from the perspective of theoretical reason is, according to Kant the concern of natural science in its attempt to explain events in the natural world. The categories are thought to be a set of synthetic apriori judgments that constitute science. There are quantitative judgments that connect events and things in terms of mathematical unity plurality and totality or number which is connected in not-easily expressible relations to time and space. There are dynamic judgments or ways of thinking that relate to the existence of objects, their reality, negation, and the limitation of a reality combined with the possible criticism of a negation. Relational and modality judgments more clearly than the other categories of thought take us into the realm of metaphysics and this confirms Kant’s commitment to the belief that metaphysics is a science but it also covers the principle of causation which is so important for organizing judgments of experience and scientific theory. Nature is defined as  “the whole object of possible experiences”. Judgments of experience are objective and deal with the necessary and categorical connection between things and events in contradistinction to judgments of perception where the connections are subjectively yet logically contained in the thinking subject. The difference between objective and subjective being the difference between the perceptions and intuitions organized by the concepts of the understanding or not. “The room is warm”  “I was frightened by the lightning” would be examples of subjective judgments of perception. There is here no expectation “that I or any other person shall always find it as I do now”. These judgments do not intend an objective reference but only the connection of two sensations in me. In the judgment of experience, I connect my perceptions or intuitions in consciousness in a general categorical way such that the connection is valid in general for any being using their consciousness in this manner. Perception becomes experience by the subsumption of that perception under a concept of the understanding and by the concept is meant the category which determines the form of judging that is to be used by the judging consciousness to determine or understand the “form of the perception or intuition. These concepts of the understanding are then transformed in the thinking process into judgments and there is a table of 12 of these ranging from singular, particular subjective judgments up to the categorical and apodeictic. Now here is the important conclusion that should be drawn from this discussion of natural science: Anthropology or Psychology can never become a Science because a science must be mathematical. Mathematics belongs principally in the domain of the category of the quantitative which requires a quantitative standard that could operate on the material it is applied to. Kant is clear that the part of consciousness that belongs to the realm of thinking, is not the kind of material that can be measured quantitatively or ordered in mathematical relations. Thought functions in the domain of reality,

Now here is the important conclusion that should be drawn from this discussion of natural science: Anthropology or Psychology can never become a Science because a science must be mathematical. Mathematics belongs principally in the domain of the category of the quantitative, which requires a quantitative standard that could operate on the material it is applied to. Kant is clear that the part of consciousness which belongs to the realm of thought, is not the kind of material that can be measured quantitatively or ordered in mathematical relations. Thought functions in the domain of reality, negation and limitation, (thinking something about something). It can have conditions and so the category of causal conditions may certainly be relevant in explaining how particular thoughts or kinds of thought come to be but this relates more to the substrate of thought than to outlining the totality of relevant conditions. The “I think” implies that I think something but it probably also implies some notion of self-consciousness which raises the thinking above that of the psychological realm of sensibility and its organizer, imagination. Thinking, that is, occurs at the fully mental realm of understanding and reason. Psychological states of consciousness are continuous and can be objectified by breaking the continuity into discrete units but self-consciousness is intentional and has a logical relation to the truth. O’Shaughnessy has the following to say on this important point:

“Self awareness necessitates awareness of truth. Thus, a child who regularly makes the sound “hungry” as a way of getting food, only thereby manifests self-consciousness and knowledge of the fact of its hunger, when it knows the sense of “I am hungry”, which consists in knowing it is true that he is hungry. Indeed, for any thinking language user to know any proposition is true, is for it to know that “P” is true. Self-consciousness requires that all knowledge, including that of the inner world, be for the self-conscious creature under the aspect of truth.”(Consciousness and the world)

O Shaughnessy continues to make another important point, namely that self-consciousness is only one, though perhaps the most fundamental of a circle of properties which constitute consciousness.

This dovetails neatly with the claim that Kant makes in the Anthropology, namely that when the child learns to use the word “I” correctly there is a dawning of a new kind of awareness of the world.

Now the criticism that Brett levels at Kant is the following: Kant’s outlook was limited to the operations of reason. This is not an appropriate criticism given the fact that Kant sees three different aspects of the mind namely sensibility, understanding and reason and as can be seen from the argument above the categories are clearly functions of an understanding consciousness. Brett further goes on to argue that Kant thought that the higher powers of reason are the sole organizers of conscious life. Kant stands accused of ignoring the lower operations of consciousness, the sensible/imaginative psychological operations of the mind, but it is clear that this too is not a valid argument. Kant quite specifically argued in his work “Anthropology”  that the senses are not in any way an inferior form of consciousness but on the contrary are analogous to the people in a state who are ruled by a government who can affect the people but that in turn the government can be affected by the collective will of the people.  In the second book of the Anthropology Kant discusses feelings which are in one sense inhibitors of reason (high levels of anxiety can, we all know, inhibit the learning process), but in another sense the feelings of pleasure and pain can be united by the understanding to the ideas of good and evil and so “produce a quickening of the will”. This is quite aside from the positive contribution of aesthetic forms of consciousness to the leading of a flourishing life with a happy outlook onto a boundless future.  Indeed the psychological sensible aspect of consciousness becomes even more manifest when Kant takes up the way in which consciousness practically reasons about the ethical decisions that are taken in life. For it is here that the self as noumenon, as a metaphysical thing in itself is revealed as bearer of the form of consciousness most defining of our human nature, namely the ethical form of consciousness which he then contrasts with what he regards as the empirical theories of Psychology which one could as well retrieve from the pages of novelists such as Fielding. This historically served as a challenge to future psychologists who were preparing the ground for a science of behaviour, which would become a source of knowledge about man. It was clear to Kant that moral action was sustained by a particular kind of reason for acting that should be characterized in terms of the universality and necessity of the maxims or principles one had for one’s action. These cannot be of the kind: “Whenever lightning strikes trees I am frightened ” because according to Kant that would fall under the heading of something that happens to man rather than the heading of what man intentionally and self consciously does. Intermediate between emotional responses and moral action fall instrumental actions on principles of happiness and practical reasoning, e.g. “Accumulating money makes me happy therefore I will take every opportunity to accumulate as much money as possible by any means possible”. This according to Kant is the principle of self-love in disguise and if it involves using people as a means to an end without according them the dignity one owes to them, then it is clearly neither universal nor necessary but a product of the sensible region of the mind responding in accordance with the category of causation to cause events which result in the accumulation of money. That is, this behaviour quite rightly falls into the domain of the scientific, in virtue of the means-ends relation being cause-effect relations, and may be quantifiable. One should in this context of the quantification of action, however, remember ancient Greek warnings to the effect that feeding one’s desires merely creates a desire for more and this hardly seems a mathematical relation.

Indeed the psychological sensible aspect of consciousness becomes even more manifest when Kant takes up the way in which consciousness practically reasons about the ethical decisions that are taken in life. For it is here that the self as noumenon, as a metaphysical thing in itself is revealed as bearer of the form of consciousness most defining of our human nature, namely the ethical form of consciousness which he then contrasts with what he regards as the empirical theories of Psychology that  one could as well retrieve from the pages of novelists such as Fielding. This historically served as a challenge to future psychologists who were preparing the ground for a science of behaviour, which would become a source of knowledge about man. It was clear to Kant that moral action was sustained by a particular kind of reason for acting that should be characterized in terms of the universality and necessity of the maxims or principles one had for one’s action. These cannot be of the kind: “Whenever lightning strikes trees I am frightened ” because according to Kant that would fall under the heading of something that happens to man rather than the heading of what man intentionally and self consciously does. Intermediate between emotional responses and moral action fall instrumental actions in accordance with principles of happiness and practical reasoning, e.g. “Accumulating money makes me happy therefore I will take every opportunity to accumulate as much money as possible by any means possible”. This according to Kant is the principle of self-love in disguise and if it involves using people as a means to an end without according them the dignity one owes to them, then it is clearly neither universal nor necessary but a product of the sensible region of the mind responding in accordance with the category of causation to cause events which result in the accumulation of money. That is, this behaviour quite rightly falls into the domain of the scientific, in virtue of the means-ends relation being cause-effect relations, and may as a consequence be quantifiable. One should in this context of the quantification of action, however, remember ancient Greek warnings to the effect that feeding one’s desires merely creates a desire for more and this hardly seems a mathematical relation.

Moral action reveals the self as a thing itself with causa sui properties, i.e. the self-causes itself to think and act morally and this occurs in the realm of the noumenal and in the realm of what some analytic philosophers would call the ought-system of concepts. What one does is what one ought to do and what one actively does not do one does because that is what one ought to do. It is in this context that one demonstrates ones freedom from being externally caused to do what one does in contrast to internally and freely choosing to do what one ought to do or ought not to do. The good will is the free will. The good is what one ought to do. I ought not to accumulate money-using people in an undignified manner to achieve the end of accumulating capital. This is the maxim of my not doing what my desire tempts me or causes me to consider doing. According to Brett this falls in the realm of the prescriptive in contrast to the realm of descriptive whose task is to describe what I, in fact, do, perhaps in accordance with the principle of causation. In this latter case, the reality of what it is possible to do falls on a continuum of possible action and encourages talk of efficiency and the causal framework which accompanies it. Here it might be possible to measure degrees of efficiency in a similar way to hitting the outer ring of a target with one’s bow and arrow.  The rings of a target seem to measure the efficiency of an attempt to hit the bullseye. Emotional responses can also be measured scientifically when the issue is a standard, which the body is measured by, e.g. one’s pulse rate: the lightning hits the tree and my pulse rate goes up to 150. The object of the emotion can also be related to this. Lightning sends my pulse up to 150 whereas watching an exciting rugby match only increases my pulse to 120. We need both a constant variable and a comparison object if knowledge is to be generated in such a context. But there is no continuum of experience from the first person perspective in deciding whether or not to steal someone’s money, ergo there can be nothing mathematical ergo, according to Kant, this realm of the mental cannot be the object of science. Now the normal scientific response to this is to claim that only the descriptive third-person perspective is objective and everything from the first person perspective–the perspective of the “I” is subjective. In a sense this is true but in a sense this response ignores the logic of the condition and unconditioned. The self is both the condition and in itself unconditioned (being causa sui, cause of itself) of self-consciousness. This logical requirement is the metaphysical basis of freedom. This is reflected in the Kantian rejection of the appeal to descriptive concepts in the relativisation of morality in which, for example, it is claimed that because Jack broke his promise to Jill to pay the money he owed her, this is sufficient grounds to question the universality and necessity of the moral duty that we ought to keep our promises. This type of reasoning confuses the realm of descriptive discourse with the realm of prescriptive discourse. “Promises ought to be kept” is the norm or prescription by which to measure how to judge what happens when Jack fails to keep his promise just as when someone murders someone at a bus stop we do not claim that this jeopardises the universality and necessity of the law “We ought not to murder”. Of course as Kant maintained we can characterise one and the same action from both the point of view of practical reasoning and the principle of freedom (the first person perspective) and the view of theoretical reasoning, namely the principle of causality or determinism, the descriptive (the third person perspective) but it is important to realise that   this is merely the expression of  the old Delphic prophecy that it is difficult if not impossible to know oneself.

PISA and the limitations of measuring the abstract operations of the mind

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Pisa is an international school assessment system run by the OECD, an organization whose primary interest is the economic development of countries. It is administered to 15-year-olds in the areas of Maths Science and reading skills. Many countries believe this to be a significant measuring instrument of how well one’s whole school system is performing, including, incorrectly in my opinion, at Gymnasium level. Swedens performance until recently has been deteriorating in relation to other countries but in other international tests in the area of the social sciences, Sweden has maintained its relatively high ranking. This raises two questions. Why the difference in performance in the social sciences? Are the assessments in the PISA tests valid indicators of levels of knowledge or are they more focussed on a collection of high-level skills? I ask this latter question because of Germany’s experience of also falling in the rankings of PISA and receiving criticism as a result which demanded the restructuring of their school system. Germany refused this analysis and mysteriously rose in the rankings a few years later. What happened? Well, apparently they taught their students how to take the PISA tests. A process which did not take very long and produced the desired results. This confirms my conviction that PISA is assessing high-level skills and not abstract knowledge. I do not for one moment deny that there are problems with the educational systems all over the world because of the global educational reform movement(GERM) but PISA is a distraction, forcing us to talk about the symptoms and not the cause of the problems. In my opinion Finland’s educational system has been the least affected by GERM(but, they may be showing signs of infection in their latest school reform package). Conversations with Finnish people about why Finland do so well in the PISA tests emphasize the principle that the system is very good at detecting weak pupils very early and providing them with very qualified assistance. Also pupils with high levels of abstract knowledge, as a matter of fact, find it easier to perform well on concrete high-level skills so, this might be the case with both German and Finnish students. I find it very interesting that PISA does not attempt to test in the humanistic/social sciences areas because it is in these domains that one can most clearly see the difference between high-level concrete skills and abstract knowledge. It is also interesting that the test is administered to 15 year olds and not to older Gymnasium students where of course this distinction between abstract and concrete operations is more evident. PISA has responded to the criticisms of their reading tests as being too- skills oriented, too concrete, with a document that promises more complex scenario based texts for the 2018 tests which will be testing comprehension of more general themes. We will see if they manage to test abstract logical skills in this humanistic area. I believe this argument above supports my general thesis that what is problematic in the Swedish gymnasium is a lack of the development of abstract operations in the humanities subjects This would explain the experience of university lecturers in the humanities who are asked by the students for more and more help with their assignments.
 
But why the difference in performance in the non-Pisa tests for the Swedish “grundskola” pupils? I am investigating this but one possible avenue of exploration is that the high-level concrete skills of these non-PISA tests are more suited to the kind of high-level concrete skills which are taught in the Swedish Grundskol.
 
 

When Humanistic voices fall silent(Philosophy of Education)

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Recent changes to the Swedish Gymnasium School Curriculum indicate that politicians are succumbing to a number of different non-educational agendas  to change what is taught and the way it is taught in schools. In the last  two rounds of changes we saw the disappearance of Philosophy from  2 of the national curricula for the Gymnasium school.

We have also seen a very determined commitment via legislation to the introduce   “scientific” research into schools. This determination is matched by a curious ambiguity as to exactly what constitutes “scientific” research. John Hattie’s work is mentioned in several contexts in the communications of Skolverket(The Swedish  National School Authority) and if this kind of approach to education is what is meant we may be witnessing a paradigm shift of significant seismic proportions in the Swedish schools’ system.

This is all the more interesting in that there is another even more radical  paradigm shift  occurring in the Finnish Educational system. The Finnish authorities are experimenting with  thematic or what they call “phenomenon” teaching. According to Siv Saarukka, a Finnish expert in this field, the Finnish authorities have been very influenced by a work, “The Fifth Discipline” written by a “popular” expert in the management of learning organisations, Peter Senge. This is an amazing revelation from a country that is very near  the top of the Pisa(OECD-inspired) world school system rankings. This surprise ranks with that of the management consultancy report commissioned in England  around 2000 in which  the language used in the report to talk about teachers was no longer humanistic as it had traditionally been for well over a century. The language rather was associated with  a psychology of business which  drew upon the practices of the business world that revolved around  business processes, products and productivity. The final estimate of the damage caused to the English educational system from this report by the consultancy  firm (HayMcBer), has yet to be estimated.  We do know that the report cost the British taxpayer 4 million pounds. “The Fifth Discipline” is a book written very much in the spirit of Hay/McBer’s  report and is as completely devoid of the rigour of academic and philosophical argument  as is  all  “popular” literature of this kind.

Perhaps, in their favour,  the Swedish authorities can be admired for resisting the temptation toward populism which is currently causing problems on a global scale. Science is at least an academic pursuit, it might be argued.   Let us try to put this Swedish strategy into some kind of context.   In the  1920’s,1930’s, and 40’s in England  Europe and the USA, Science spawned the Philosophical movement we call “logical positivism”. Logical positivism suddenly disappeared after the war as a  movement although, to this day there is no doubt the odd positivist tucked away in some academic corridor or other. Logical positivism was very quickly construed by even its supporters as an anti-humanistic movement and English positivists like A J Ayer admitted that the position was untenable under considerable academic pressure.

After the second world war, there were also a number of commentators who felt that it was largely the absence of a sufficiently strong humanistic influence in educational programs which allowed global totalitarian forces to be unleashed earlier in the century. This discussion led to an academic revival of Humanistic Liberalism in English Universities in the 1960’s and 1970’s which began to talk in earnest about Education. Teaching certificates were supplemented with B.ed degrees and many such degrees had Humanistic Philosophy of Education components which viewed Science, Scientific Psychology, and Psycho-metrics as of peripheral concern to educators. During this discussion, out of which the International Baccalaureate program was born, it was acknowledged that the heavy emphasis on Scientific subjects in Europe  at the expense of the Humanistic subjects in the German and Russian educational curricula  were responsible firstly, for  the absence of humanistic attitudes in many of the more disturbing events of the second world war and secondly, perhaps  the absence of humanistic attitudes also played a part in the  intransigence of the   parties involved in the cold war and the threat of a nuclear holocaust. In the light of this, it is also, to say the least, not surprizing to find Sweden wishing to combat populism by trying to make schools more academic but it is surprizing to find Sweden wishing to follow the route that Germany and Russia once followed in the dark days of the last century. It is not being maintained that Science is not an important part of our lives. What is being maintained is that(according to Richard Pring in his essay  “Education as a moral practice”) there are two narratives that define the dialogue that is taking place in the classroom between the teacher and the pupils. The one dialogue is the historical one that has taken place in all subjects, including the sciences, where voices firstly, join each other in a historical chorus over time  and in agreement over important issues and secondly, where voices engage in scholarly yet friendly criticism of important ideas which might be mistaken. The second dialogue is that between the teacher as the representative of these historical voices and the pupils who are deciding whether or not to enter into the cultural arena in which voices of all ages have talked about almost everything it is possible to imagine. The pupil, of course, must be met on common ground but the moral message of this second narrative is to initiate the pupil into the  “Holy”(R S Peters) cultural arena  where it is realized how fragile our civilization is: how it might rest upon this kind of educational dialogue.  When humanistic voices fall silent, ways of life are lost and  tigers and lions enter the arena. To think that Science alone can hinder the fragmentation or atomization of our society  is dangerously naive. Experimentation has its place in those fields which can be neatly divided into  variables which can be measured. But how do we measure a desire to kill Jews? In the same way I suppose as you  measure anything else. The Nazi’s were famous for strictly measuring and keeping meticulous records of their measurements. Is this anything else than distasteful, even if historians will be able to, in their turn, use this documentation for a narrative which very few of us will read with pleasure. Since I have mentioned business and its “populist” character let me consider an epistemological rather than an ethical objection  to Science rampaging  over our educational field. There is a famous business experiment done in a factory  in which management consultants were let loose in an environment where productivity was very low. After much analysis  and  observation it was decided that the lighting was too bright and should be reduced. Expectations ran high in the experimental group and the productivity miraculously increased. A triumph for science and business! Alas it was not too long before productivity went down again and the gurus were called back in. After analysis and observations it was decided that the lighting was too  bright and it  was reduced. Productivity increased! Is this an argument that light is not an independent variable? Mayo tended to explain the result in terms of human association and human variables which are notoriously difficult to manipulate and measure. Experienced humanistic teachers will point to how the two above mentioned pedagogical narratives naturally produce an expectation that the subjects or pupils will curiously follow and appreciate the respective dialogues. I use the term “naturally” because were the teacher to instrumentally use this fact about pupils expectations causally to produce a calculated effect, this will be humanistically an example of doing the right thing for the wrong “reason”.

The National School  Authority also talk of “established practice” as another possible means by which to achieve the sought-for academic environment. No one really knows what this means. If it means what I have referred to above as humanistic practice then it is about time that the National Schools authority came out and clarified the confusion over this issue. It would also greatly enhance the strength of the humanistic voice if Philosophy was returned to its rightful place in every curriculum.