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I propose a discussion on my text "Liberation of mind in Spinoza". The text was published in the book "Mental Health and Human Well-Being: Psycho-Social and Philosophical Perspective", edited by Prof. Anu Kandhari and by Dr. Priyanka Mahajan for the Department of Philosophy of the Hindu College, Amritsar, Punjab, India (Saptrishi Publication - www.saptrishipublication.com - Chandigarh, India, 2024), pp. 30-37.
A central theme of Spinoza’s Ethica is the description of the individual’s exposition to the emergence of passions. Passions bring the individual to a condition of mental enslavement. Spinoza tries to find a way out of the passions: through the analysis of the structure of reality and through the inquiry into the structure of the individual’s mind, Spinoza shows that the development of knowledge of reality in the mind is the solution to the process of liberation of the mind. The possibility, for the individual, to reach an authentic power of mind consists in the acquisition of the knowledge of reality. This acquisition needs to be developed through the appropriate education. The knowledge of the whole reality increases the power of the individual’s mind, thus contemporarily diminishing the influence of passions on the individual’s mind.
Through the knowledge the individual can emendate his mind: thereby the individual becomes able to eliminate in his mind the already present confused ideas on reality, on the one hand, and to oppose the formation of new confused ideas, on the other hand.
The main text of my investigation will be Spinoza’s Ethica; I shall refer also to the Tractatus Theologico-Politicus and to the Tractatus Politicus.
I propose a discussion on my PDF-PowerPoint "Spinoza on Mind's Slavery and Mind's Liberation".
I used this PDF-PowerPoint for the lecture held online on Friday, 22nd November 2024 at the National Scientific Conference with International Participation Dedicated to World Philosophy Day, 80 Years of SUB and 155 Years of BAS, organised by the Section "Philosophical Sciences" of the Union of Scientists in Bulgaria at the Bulgarian Academy of Sciences, Sofia (21-22 November 2024).
A central theme of Spinoza’s Ethica is the description of the individual’s exposition to the emergence of passions. Passions bring the individual to a condition of mental enslavement. Spinoza tries to find a way out of the passions: through the analysis of the structure of reality and through the inquiry into the structure of the individual’s mind, Spinoza shows that the development of knowledge of reality in the mind is the solution to the process of liberation of the mind. The possibility, for the individual, to reach an authentic power of mind consists in the acquisition of the knowledge of reality. This acquisition needs to be developed through the appropriate education. The knowledge of the whole reality increases the power of the individual’s mind, therewith contemporarily diminishing the influence of passions on the individual’s mind. Through the knowledge the individual can emendate his mind: thereby the individual becomes able to eliminate in his mind the already present confused ideas on reality, on the one hand, and to oppose the formation of new confused ideas, on the other hand. The main text of my investigation will be Spinoza’s Ethica; I shall refer also to the Tractatus Theologico-Politicus and to the Tractatus Politicus.
El uso actual de las neurociencias en la educación es un campo en constante evolución, y se enfoca en comprender cómo funciona el cerebro humano y cómo se puede aplicar este conocimiento para mejorar el aprendizaje y la enseñanza. A continuación, se presentan algunos ejemplos claros de cómo se está utilizando las neurociencias en la educación:
- Neuroplasticidad y aprendizaje: La neuroplasticidad se refiere a la capacidad del cerebro para cambiar y adaptarse en respuesta a la experiencia y el aprendizaje. Los educadores pueden aprovechar esta capacidad para diseñar programas de aprendizaje que promuevan la neuroplasticidad y mejoren la capacidad de aprendizaje de los estudiantes (Draganski et al., 2004).
- Atención y concentración: La atención y la concentración son habilidades fundamentales para el aprendizaje. Los estudios de neurociencias han demostrado que la atención se puede entrenar y mejorar mediante la práctica y la repetición (Rueda et al., 2005).
- Emociones y aprendizaje: Las emociones juegan un papel importante en el aprendizaje. Los educadores pueden utilizar estrategias para promover emociones positivas y reducir el estrés y la ansiedad, lo que puede mejorar el rendimiento académico (Damasio, 2004).
- Diseño de entornos de aprendizaje: Los entornos de aprendizaje pueden diseñarse para promover el aprendizaje y la neuroplasticidad. Por ¡
- **Evaluar
Referencias:
Damasio, A. R. (2004). Buscando a Spinoza: La alegría, la tristeza y el cerebro sensible. Libros de la cosecha.
Draganski, B., Gaser, C., Busch, V., Granner, S., & Buchel, C. (2004). Plasticidad neuronal en el cerebro de músicos: un estudio longitudinal. NeuroImage, 23(1), 311-318.
Hattie, J., & Timperley, H. (2007). El poder de la retroalimentación. Revista de Investigación Educativa, 77(1), 81-112.
Kaplan, S. (1995). Los beneficios restauradores de la naturaleza: Hacia un marco integrador. Revista de Psicología Ambiental, 15(3), 169-182.
Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Entrenamiento, maduración e influencias genéticas en el desarrollo de la atención ejecutiva. Actas de la Academia Nacional de Ciencias, 102(41), 14931-14936.
Either history does NOT EXACTLY repeat or the future is too unpredictable to risk such rationalism. https://www.researchgate.net/publication/377663987_Respectfully_and_Unfortunately_The_Improbability_of_and_Danger_in_Believing_in_Reincarnation
Quantum mechanics focuses more on probability and specific units which seems more empirical. Whereas relativity is more theoretical and thus rationalist.
I propose a discussion on my article "Some notes on the individual process of liberation in Spinoza". The article has been published in ARHE, Journal of Philosophy, FACULTY OF PHILOSOPHY, Department of Philosophy Novi Sad, XX, 39, 2023, pp. 275–305. All comments are welcome (except for insults). A central theme of Spinoza’s Ethica is the description of the individual’s exposition to the emergence of passions: the individual’s mind is constitutively liable to being passive in relation to the influences exercised on the mind by reality since the mind is a part of nature. As regards the individual’s condition, being passive means having passions: passions bring the individual to a condition of mental enslavement due to the influence coming from the external reality. Spinoza tries to find a way out of the passions: through the analysis of the structure of reality and of the individual’s mind, Spinoza shows that the development of knowledge of reality in the mind is the solution for the process of liberation of the mind. The power of the individual’s mind consists in the knowledge of reality: therefore, the possibility, for the individual, to reach an authentic power of mind consists in the acquisition of the knowledge of reality. This acquisition comes about exclusively through the appropriate education. Through the knowledge, the individual becomes able to counteract his being acted on by the external reality: he can lead his life instead of being steadily led by the influences coming from outside. We base our inquiry on Spinoza’s Ethica.
A mi parece se trata de una reivindicación de una cancelación sistemática hacia el.
The short answer to this question is that it is contained in the two-volume, 1600-page magnum opus - another one - just published by Jürgen Habermas. A translation of the table of contents is to be found here: https://amsterdam-adorno.net/OMHP.html
General background, plus bibliographies, can be found here: https://www.researchgate.net/project/Critical-Theory-Frankfurt-School-Archive-CTFSA
1. Scholarly programs that have, as their central purpose, the ‘contextualization’ of science and mathematics have a pedigree going back to at least the querelle des Anciens et des Modernes of the 17th Century, though for more recent times the ‘go to’ name is Hegel. No doubt, for the foreseeable future, it is going to be Habermas. Objective knowledge, in the eponymous Popper title, is nothing ‘subjective’, nothing to do with individual or collective narrative, it cannot be reduced to someone’s opinion. (Which is why Popper once introduced the distinction: ‘context of validity/context of discovery’ into these discussions.) From Biographies of e.g. Watson and Crick we expect insight into that ‘Eureka’ moment when they hit upon the double helix, but the certitude of the knowledge that biological reproduction is based on the transmission of genetic material - and that the molecular structure that makes this possible has this unique (for Darwin completely unknown) form - cannot be ‘relativized’ in any way by recourse to anyone’s narrative. So, there’s something about that process in which certain knowledge is first ‘discovered’ or ‘generated’ or 'created' that’s worth focusing on if we want to understand why in so many other aspects of our lives everything is heatedly disputed, rubbished, attacked, put in question, dismissed, ridiculed, or even their proponents physically assaulted or worse. That too is as old as the faith/reason dichotomy first opening up in the West after Descartes, Spinoza and Leibniz, and in today’s world this has sharpened to the extent that there’s now a full-scale constitutional crisis in both the US and the UK. (In what sense what we're seeing now is the result of a faith/reason 'dialectic': that's the point of this book, making this plausible. Not as a 'theory', but as the basis for a vision of how to go forward from now; what to expect for the future. Not to mention that this has some influence of how we personally comport ourselves, in these difficult times.)
I develop participatory models and role playing games to understand the drivers of change in tropical landscapes. These games offer players the opportunity to play the role of a logging company or a government department, making decisions that will shape the future landscape - with economic, environmental and social impacts.
In a recent workshop, one of the participants concluded :
"I've known all these things, you read them in the reports. But now, somehow, I understand them, I feel the weight of the economical interests, I understand the complexity of the decisions we face"
This got me thinking - I have known for a while that the models and games I develop tend not to generate new knowledge - colleagues working on the topic for 25 years say - "yes, I know all that". Yet through the process of playing, of embodying the stakeholders they have been studying for years, something seems to happen and the cognition of the participants is changed.
I went looking for explanations of this.
Spinoza defined three forms of Knowledge - opinion, reason and intuition.
Knowledge of the first kind (Opinion or imagination) can be gained by random exposure or hearsay. But it fails to convey the essence of things, and is the source of confusion and errors.
Reason, or Knowledge of the second kind, is derived from possessing common notions and adequate ideas of the properties of things .
Intuitive science, the third form of knowledge "advances
from an adequate idea of the formal essence of certain attributes of God to the adequate knowledge of the essence of things"
We know that people tend to form "the illusion of explanatory depth", (Fernbach 2013), which seems to me strikingly similar to Spinoza's first form of knowledge.
Getting back to our games, I think when a layperson is exposed to the complexity of the system ( the game are not simple) they have the opportunity to "shatter their illusion of understanding" and move on to higher levels of understanding.
But what happens when an expert says "Oh, I get it now!'. Would it be that he himself moved from reason ( the knowledge was his already, the figures in the reports he already knew, the causality links he was aware of) to "intuitive science" - where the essence of things is "felt' rather than deduced?
But then, what are the links between these forms of cognitions and Daniel Kahneman's Systems 1&2?
Systems 1 and 2 seem to share common attributes with the third and second forms of Spinoza's knowledge respectively.
Or is system 1 simply the "opinion and imagination" Spinoza refers to? System 2 seems closely related to Spinoza's reason. But then, what is Spinoza's third form of cognition in Kahneman's system? Is it part of System1?
Comments, and suggestions for further reading are welcome!
Claude

The affects are the active forces which, instead of countering with rationality or intellectual love, allow us to expand our power to exist. A central point in Spinoza is this: our power and our freedom as autonomy, the more they grow, the more develop our vis existendi or vis agendi.
But Spinoza here is problematic. He scandalized by saying that something we do not want because it is good, but it's good because we desire it, and therefore are our wishes, the desires of man as a craving animal that establish what is good. Now, why the passions are evil? Not for a reason of moralistic character, because no longer coincide, such as in the Christian tradition, with sin.
There are passions that drag us down to unhappiness, that force us to remain in a condition of minority, mental and physical, that is, to be dependent on external forces; and passions that instead are able to regenerate and become active forces - favoring reason, for example.
These passions are, for instance, laetitia - or joy, as normally results. But in the passions that become affections the fanciful element never disappears: the passions that become affections are not, in itself, separated from the external causes that produce them.
At this point, I wish to tell a story.
One day, a centipede that lived happily met a toad which asked him jokingly: "Tell me a bit ': which leg do you move first and what next?". And so he put it in such confusion that the centipede was stuck in the ditch, reflecting on what should be the method of walking.
Two and antithetical are the considerations that bloom from this fable. On the one hand, there is the risk of immobility if we are taken by doubts, scruples, from the excesses of verification. Reflection can, in fact, "wrap” on itself and I think we all know people who are rigorously undecided. It is a behavior that leads to inertia and, in some respects, is a risk that emerges in the life of every person. Fought the temptation of toad that blocks the centipede with reflection, on the other hand you have to report the opposite defect, that of the relentless decisiveness, an attitude in very high regard today, to the point of becoming a social and political virtue.
Without 'chaos', says Feyerabend, there 'is no knowledge, there is no progress if we do not leave the narrow path of reason. "Ideas that today form the very basis of science exist only because there were things like prejudice, opinion, passion; because these things opposed to reason; and because they were allowed to operate in their own way. Therefore we must conclude that reason can not and should not dominate everything and often must 'be defeated, or eliminated, in favor of other instances. There is not even a rule that remains valid in all circumstances and there is nothing that you can always make an appeal. Science, then, is not the single point of view that can give a reliable explanation of reality: there are myths, metaphysical dogmas of theology, other conceptions of the world with a solid philosophical and empirical basis- "It is clear that - says Feyerabend - cross-fertilization between science and these conceptions of the world 'unscientific' will need anarchism even more than it needs science.
Having said that, there are researches on the topic of decision making and memory which further highlight the importance of emotion-cognition integration. Integration refers to a combination of parts that work together or form a whole that better achieves a common objective or set of objectives. I recall having said in a previous contribution to RG that results of the research in this area would indicate that affect and cognitions are stored separately in the brain, but that emotion influences cognition and vice versa in selective ways.
For example, when emotional functioning is compromised, social reasoning may be impaired. Damasio and colleagues’ studies of patients with lesions to neural networks supporting emotional functioning show that social decision making is severely compromised in these patients (Damasio, Tranel, & Damasio, 1991). Other researches show that economic decision making is actually enhanced among more emotionally reactive individuals (Seo & Barrett, 2007) and that emotion bolsters both memory accuracy and a subjective sense of recollection.
There has been much criticism of teleological perfectionism, a concept of perfectionism defended by many scholars of philosophy, and much criticized by others. I need to know how far relevant is this idea to apply it to modern aspects of organizational work culture and adaptation, since, modern knowledge-organizations have acknowledged perfectionism as one of the variables of organizational routines and performance appraisal. Spinoza, Hegel, and Nietzsche expressed their views which related to perfectionism, and as such, how far this concept is correct?
Today, human excellence is gradually being overtaken and outstripped by machine excellence, and modern hi-tech industry thrives on automation and perfection. It has now become more of an objective criteria or determinant rather than a subjective one which it used to be so when human excellence and perfectionism were once considered the pillars of human endurance and success. What are your views?
Descartes intends for ‘attribute’ the fundamental characteristics of the infinite substances. The only ones that we can actually get to know are: thinking and extension (res cogitans and res extensa). Material things derive from the attribute of extension and all non material things by the attribute of thought, or rather - as Spinoza says - things and ideas are respectively the ways of being of the attribute: extension and the ways of being of the attribute: thought.
In the text of the philosopher Vladimir Solov’ëv 'The Crisis of Western Philosophy' as a deepening of the thought of Descartes we have his admission of a real plurality of things or individual substances that have in ‘thought’ and in ‘extension’ their essential attributes; Descartes recognizes the authentic existence of a plurality of bodies and a plurality of spirits. But from what does this plurality come from? What is the difference of the various substances between them?
As for Descartes, all the content of an extended substance condenses in the extension, an extended substance can be distinguished from another only because of particular forms or modes. In fact, a material object stands out and is separated from another by a) its position in space, b) its size, c) its configuration, and d) for the coordination of its parts. Now, all this is nothing more than a series of particular ways of extension and has absolutely nothing to do with the substance itself as such.
The same must be said about the relationships that are established between two thinking substances, because the thought and its particular forms are to the thinking substance as the extension and its particular forms are to the extended substance. But, in this way, if all that determines the difference and the separation is condensed in the attributes and in their ways and has nothing to do with the substances themselves, and if the substances themselves, as substances, do not differ at all from each other but are absolutely identical, it is evident that several substances do not exist, and there is, instead, only one that has as its attributes and at the same title, both thought and extension.
But to what are reduced in this case the things and the single individual beings? In their uniqueness they can not be substances because the substance is only one; they may not even be its attributes because the attribute, by definition, is the common content of all things of the same nature. It only remains to consider individual things as particular ways of the attributes: a single material object will be a way of extension, a thinking individual, a spirit, will be a way of thought.
The Encyclopedia Sapere.it shows that in its broadest logical- grammarian meaning, attribute is each determination of a subject that is affirmed or denied. In this sense the term attribute coincides with the term ‘predicate’, the significance of which is now used almost exclusively. Strictly, attribute is opposed to accident and to the way, as a quality inherent and constitutive of substance.
In this sense the term is used by Descartes who intends for attributes the permanent qualities of the substance, finite. Is then used by Spinoza for whom - since there are no finite substances - the attributes are of God alone, the only infinite substance, and, infinite in the number, they shall express the eternal essence. However, of these infinite attributes of substance we can know only two: thought and extension. The term is involved in the discussions of English empiricism, which, through the analyses of Locke, Berkeley and Hume, leads to the denial of the reality of substance.
The English empiricism, first with John Locke and then more decisively with David Hume, reacts to the conception of the subject as substance, criticizing both his notion (Locke), then the same "subject" (Hume). But thus empiricism comes to skepticism, to the inability to place the correlation between subject and predicate on solid foundations having an impact on the possibility of scientific knowledge. Like Descartes, although starting from an opposite perspective, the empiricists come to a dualism, to a split between the subjective dimension of experience, and the objective one of external reality. This gap between reality and its subjective representations coming from experience will be radicalized by Kant as an opposition between phenomenon and ‘thing’ in itself.
In contrast to the old one, now it is the subject to prevail on the external object, until becoming a metaphysical independent entity (Descartes), generating as a reaction the denial of the substance (empiricism).
Are the “Ethics” and metaphysics of Spinoza a good key to understanding the neo-hegelian British systems?
Did Kantian pacifism (see “Zum ewigen Frieden”) - in which both Kelsen and Bobbio found an instrument to realize the so-called “Peace through Law” - complete fail?