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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.
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Dear Doctor
Go To
SPINOZA’S THEORY OF THE HUMAN MIND: CONSCIOUSNESS, MEMORY, AND REASON
© Oberto Marrama, 2019. All rights reserved.
ISBN 978-94-034-1568-0 (printed version)
ISBN 978-94-034-1569-7 (electronic version)
[Spinoza famously contends that “the order and connection of ideas is the same as the order and connection of things” (E2p7; C I, 451 / G II, 89). Based on this claim, he draws two consequences: that “nothing can happen in a body which is not perceived by the mind” (E2p12; C I, 457 / G II, 95), and that all things, “though in different degrees, are nevertheless animate” (E2p13s; C I, 458 / G II, 96). It remains unclear, however, what it means for any existing thing to have a mind which perceives everything that happens in the relevant body. In particular, it is unclear what role is played by consciousness in the definition of an individual’s mentality, since, against this panpsychist background, even simple things such as stones can be conceived of as being conscious of what happens in them (Ep 58; C II, 428 / G IV, 266).
In interpreting Spinoza’s texts and theories, I attend to a few fundamental premises, drawn from Spinoza himself, which thus determine the main features and limits of the theoretical framework explored by this research:
1. Spinoza’s theory of thought-extension parallelism,1 according to which “the order and connection of ideas is the same as the order and connection of things” (E2p7; C I, 451 / G II, 89) and “the order of actions and passions of our body is, by nature, at one with the order of actions and passions of the mind” (E3p2s; C I, 494 / G II, 141);
2. Spinoza’s rejection of mind-body interactionism, such that “the body cannot determine the mind to thinking, and the mind cannot determine the body to motion, to rest or to anything else (if there is anything else)” (E3p2; C I, 494 / G II, 141).
To these two claims, commonly maintained by Spinoza scholars, I add a third one, which — as we have seen — seems to follow directly from Spinoza’s thought-extension parallelism:
3. Spinoza’s panpsychism, according to which all individuals existing in nature, “though in different degrees, are nevertheless animate” and possess a relevant mind (E2p13s; C I, 458 / G II, 96).
Conclusion
To conclude, acquiring the habit of virtue, for Spinoza, is a complex process, totally determined by the way in which natural powers, common to all human beings, necessarily interact with the various circumstances and situations brought about by the external world. On the mental level, it requires the interplay of two functions of the mind, each of which acts according to its own necessary mechanism. On the one hand, there is memory, which passively receives stimuli from the external world and constantly feeds the mind with networks of images of external objects variously associated with each other. On the other hand, there is the striving of the mind to reason — that is, to understand things and order them according to the order of the intellect. By these means, memory becomes the necessary background that allows reason to unfold and flourish in time and become discursive reasoning, by allowing conclusions of right inferences to be retained, recalled and implemented through mnemonic devices. As long as memory allows this retention and retrieval of intelligible connections between images in the mind, it also allows the permanence in time or the retrieval of reasoning processes. This, eventually, provides an individual with the means by which she can acquire the “habit of virtue”, or a “firm and constant disposition” to overcome the power of passions and sad affects by reasoning. Yet, the capacity to have this or that network of images present to oneself at a given time, is entirely determined by our memory, also understood as a product of external causes affecting the human corporeal imagination. For what the mind can or cannot remember at a certain given time is always determined by the affections that, coming from the external environment, trigger in one’s body certain pre-existing networks of images or others. For this reason, the process by which we become virtuous remains always exposed to the risk of failure: for the power by which we strive to keep reasoning can be easily overwhelmed by the force with which random encounters constantly affect and variously dispose the human body, causing a constant mutation of images and memories, affects and desires. For this reason, in the TheologicalPolitical Treatise, Spinoza concludes that “only a very few (compared with the whole human race) acquire a habit of virtue [virtutis habitus] from the guidance of reason alone” (TTP XV, 45; C II, 282 / G III, 188).]
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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.
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If Spinoza refers to emotions as weakness, then reason is sometimes the source of evil.
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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:
  1. 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).
  2. 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).
  3. 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).
  4. Diseño de entornos de aprendizaje: Los entornos de aprendizaje pueden diseñarse para promover el aprendizaje y la neuroplasticidad. Por ¡
  5. **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.
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Les neurosciences permettent une meilleure compréhension des fonctions cognitives telle que l'apprentissage support de l'éducation. L'apprentissage passe par certains processus pour l'apprenant : l'attention, l'engagement actif, le feedback et la consolidation des acquis. Cela permet de comprendre les difficultés des apprenants et d'orienter les méthodes pédagogiques pour un bon résultat.
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Maybe there's a Russellian Platonic Form -- the Form of not having a Form.... 🤣
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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
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The statement aligns with Michel Talagrand's work on probability and randomness, which won him the 2024 Abel Prize.
Key Points:
  • Non-repeating History: Unique conditions and randomness prevent exact repetition.
  • Unpredictable Future: Talagrand's research shows precise predictions are difficult, highlighting the limits of deterministic models.
Talagrand’s Contributions:
  • Concentration Inequalities: Measure deviations in random variables, useful in finance and machine learning.
  • Stochastic Processes: Understand systems influenced by randomness over time.
Implications:
  • Risk Management: Must account for unpredictability.
  • Decision Making: Use probabilistic models.
  • Scientific Approach: Focus on likelihoods, not certainties.
Talagrand’s work shows the need to complement rationalism with probabilistic methods to handle real-world complexities.
2024 Abel prize: Michel Talagrand wins maths award for making sense of randomness | New Scientist
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Quantum mechanics focuses more on probability and specific units which seems more empirical. Whereas relativity is more theoretical and thus rationalist.
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In my opinion, there is a degree of mysticism in quantum mechanics because it is not properly formulated. It is generally recognized that ψ.ψ* represents the probability of finding the particle at a specified set of coordinates (the Born rule) but this has to be wrong. Consider a particle moving from A to B in accord with the Schrödinger equation. According to the Born rule, the most probable place to find the particle is at the wave antinode, but that cann0ot be correct because if you do the mathematics, the wave travels at half the velocity of the particle. The particle is at a pace where the wave has yet to catch up.
Now you can wave your arms and say the wave doesn't exist an dit is just a calculating aid, but even if that were true, if the most obvious simple calculation gives the wrong answer, how can it be a calculating aid?
There is a lot more wrong with current quantum mechanics, in my opinion. As an example, besides the Born rule two other Nobel prizes have been awarded with, in my opinion, incorrect physics. The award to Pople for his calculation of chemical bond energies uses the wrong orbitals and misses a quantum effect. The difference between what he uses and what I believe should be used is not large and is compensated for by assigned constants, i.e an empirical correction. The orbitals he should use are given by the relationship in I. J. Miller 1987. The quantization of the screening constant. Aust. J. Phys. 40 : 329 -346. As it happens, the carbon p orbitals do not have radial nodes, and the 2s orbital has only a minor effect so all is not lost
Similarly, the 2022mprize for showing violations of Bell's inequality is wrong. All they did was in calculating the results, they violated the conditions of deriving the inequality. If you do not believe me, show where the error is in Miller, I. J. (2023). Non-Violations in Bell's Inequality. J Math Techniques Comput Math, 2(6), 209-210.
I concede to being biased since I have published papers contradicting standard QM and In have also written two ebooks, one is "Guidance Waves", which outlines my answer to what I think is more correct, and "The Covalent Bond from Guidance Waves", which accounts for chemical bonds. The sim0lifications are clear. As an example, the calculations of bond dissociation energies for then triply bonded P2, As2 and Sb2 are within about 2 kJ/mol with no assigned constants, and a computer is not needed for what is one analytic function that inserts different quantum numbers.
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Show your work.
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Realism/Fatalism. He abandons free will and sees the Universe and the Deity as interchangeable. In today's science, he trades the Word by which the universe was made for the standard model of particle physics. In MBTI, his philosophy is ST, sensory and thinking in dominant functions. Rational rather than emotional. Sensory rather than intuitive.
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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.
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Dear Professor Stephen I. Ternyik ,
I thank you very much for your observations!
I will further analyse the question of the liberation in Spinoza. It is a very rich subject.
I thank you very much again!
Yours sincerely,
Gianluigi Segalerba
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A mi parece se trata de una reivindicación de una cancelación sistemática hacia el.
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maybe, because my Spanish languae competence is extremely poor, rather non existent, but perhaps better elaborate you the question somewhat.
because we have (ethics part I de deo)
e1p1
Propositio I . Substantia prior est natura suis affectionibus.
Demonstratio . Patet ex definitione 3. et 5.
and further the proof of e1p4:
e1p4d
Demonstratio . Omnia, quae sunt, vel in se, vel in alio
sunt (per axiom. 1.), hoc est (per defin. 3. et 5.), extra intellectum
nihil datur praeter substantias earumque affectiones. Nihil
ergo extra intellectum datur, per quod plures res distingui
inter se possunt praeter substantias sive, quod idem est (per
defin. 4.), earum attributa earumque affectiones. Q. e. d.
So now in the light of say these two: what's your question ?
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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.)
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Many systems have a property known as "criticality".If state of system changes enormously given small input, a system is critical.To know and understand of such behavior, we need to introduce some new concepts-theories i.e. the theory of critical phenomena..
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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
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Third form for Spinoza is more linked to System 2 because his intuition this is not the intuition described by System 1, but a metaphysical approach of the reason of System 2. If we can say this, it more like a System 2A. 
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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.
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"Emotions", "passions" and "affects" are not the same thing, dear Gianrocco. The new "affect" literature is much more general, less descriptive and moral, and predicated on its societal and interpersonal imports.
That is why the present discussion uses pre-20th century philosophical insights and go directly into societal issues. A good example are the many books of Sara Ahmed, like The cultural politics of emotion, The pursuit of happiness and Queer phenomenology. Also Judith Butler, especially in Excitable speech: a politics of the performativePrecarious life: the powers of mourning and violenceFrames of war: when is life grievable?, among other strong texts. Many other authors are rethinking these terms and their relevance in the present.
Best regards, Lilliana
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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?
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Persons embedded in organizations,communities, culture are involved in teleogical scenarios which give content and structure to those organizations,communities, culture.these personal teleogies are influenced by specific contexts organizational,communal, cultural immersion.
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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).
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Dear Josef,
I only know the English translation and thus limit myself to this translation. I have another interpretation of the last line.  The tale said that Falsehood took the clothe of Truth and Truth being shy, it will never shows itself naked.  I see a little bit of the Kantian"s thesis that we will never know the things in themself (naked Truth).  I see also the Heraclitus extract that: <<Nature Love to Hide>>, a theme that Pierre Hadot explored in <<The Veil of Isis>>.  Established science is truth, but limited contextual truth   , not absolute/naked Truth.  
But the word <<falsehood>> is a bit too strong. Maybe the original tale was more nuance with something more like appearance instead of falsehood.  Maybe the original tale is an opposition between appearances and reality.
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Are the “Ethics” and metaphysics of Spinoza a good key to understanding the neo-hegelian British systems?
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I'm not very familiar with neo-hegelian british idealism. I have read some Coleridge and know of his influences from the German parts of the world. Coleridge also tried to translate Goethe's Faust and went on trips to Germany with his fellow lake poet Wordsworth. Romanticism has at it's root an authentic form of freedom that is driven by an authentic commitment of some type of play. We never are so authentically ourselves at when at play Schiller believed. We gain this "play drive" when we are able to synthesize the formal and sensuous drives together. As we realize ourselves we are able to de-individuate ourselves and see a world that can be in harmony with ourselves. This is when our subjective self is married to the objective world. This is when one is more harmonized with the "absolute" and when one has is able to make "intellectual love" to god, as Spinoza put it.
Furthermore, both Spinoza and Hegel adopted a pantheist perspective. This also emphasizes another type of synthesis of the physical (formal) and the subjective (sensuous) together to form one substance. Spinoza was a pure deterministic rationalist. There is something there for everyone, and much that isn't. For him, unlike the romantics, there is no freewill and all that is good is purely rational-- which is that spark of divinity within all of us.
It's been a while since I've studied either. I hope this helps. If any of my information is wrong please let me know. :)
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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?
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I was referring specifically to Perpetual Peace. My point is that it is a "transcendental principle of practical reason. In the old translation I have the last 4 paragraphs of "Eternal Peace" as Friedrich has it make this clear. It is neither a prescription nor a prediction. Such principle, if they are sound, apply universally, like the categorical imperative. They need to be typified to have any meaning for what we normally call political practice. We must act "as if" ("als ob") perpetual peace will occur. How a rational actor must think and what principles should guide conduct are what Kant can tell us about. I guess I think this is true of much, if not all, of his moral philosophy (practical reason). To go to making predictions one has to understand the principles of judgment, a very different thing. Without Kant, incidentally there is no Hegel, with Hegel there is no Marx. Hegel suggests that Kant is too abstract and does not understand the course of history, the development of the universal idea through history. Marx criticizes Hegel as too abstract as the 11th thesis on Feuerbach makes clear.
My main view is that one does not simply apply theory to discover correct practice. This, I think, is one the most important things that Kant, Hegel and Marx have in common.