Peter Sloterdijk turns his keen eye to the history of western thought, conducting colorful readings of the lives and ideas of the world’s most influential intellectuals. Featuring nineteen vignettes rich in personal characterizations and theoretical analysis, Sloterdijk’s companionable volume casts the development of philosophical thinking not as a buildup of compelling books and arguments but as a lifelong, intimate struggle with intellectual and spiritual movements, filled with as many pitfalls and derailments as transcendent breakthroughs.
Sloterdijk delves into the work and times of Aristotle, Augustine, Bruno, Descartes, Foucault, Fichte, Hegel, Husserl, Kant, Kierkegaard, Leibniz, Marx, Nietzsche, Pascal, Plato, Sartre, Schelling, Schopenhauer, and Wittgenstein. He provocatively juxtaposes Plato against shamanism and Marx against Gnosticism, revealing both the vital external influences shaping these intellectuals’ thought and the excitement and wonder generated by the application of their thinking in the real world. The philosophical “temperament” as conceived by Sloterdijk represents the uniquely creative encounter between the mind and a diverse array of cultures. It marks these philosophers’ singular achievements and the special dynamic at play in philosophy as a whole. Creston Davis’s introduction details Sloterdijk’s own temperament, surveying the celebrated thinker’s intellectual context, rhetorical style, and philosophical persona.
Text and Image via CUP
Thad held up his right hand and asked “See this?” He showed me gnarled and maimed fingers. Thad told me that while he was flying his plane into Turkey, the Turkish air force forced him to land, having gotten wind that he was running drugs. They jailed him, and in an attempt to extract a confession, his jailers broke his fingers. He didn’t confess.
Thad bribed his way out of jail. Eventually he came to the drug treatment center where I was working, to get help with his drinking problem. (Thad and other patient names are pseudonyms.) After discussing addiction as involving compulsive behavior, we concluded that Thad was suffering from alcoholism. Knowing he would be better off not drinking, Thad committed himself to abstinence. He told me that he didn’t need to go to Alcoholics Anonymous for support, explaining that if he could resist caving in from torture he could certainly resist whatever discomfort he would experience from not drinking. Thad thought that being able to follow through with his resolve was simply a matter of having the ability to resist succumbing to how bad it would feel to not drink.
Excerpt of a text written by Alan Brody at Philosophy Now. Continue HERE
Getting out of the cave and seeing things as they really are: that’s what philosophy is about, according to Almira Ribeiro. Ribeiro teaches the subject in a high school in Itapuã, a beautiful, poor, violent neighborhood on the periphery of Salvador, capital of the state of Bahia in Brazil’s northeast. She is the most philosophically passionate person I’ve ever met.
Most of the four million slaves shipped from Africa to Brazil were sold in Salvador, the first residence of Portugal’s colonial rulers. It’s still Brazil’s blackest city. In Ribeiro’s neighborhood, children play football or do capoeira, pray in Pentecostal Churches or worship African gods. Many are involved with drugs; “every year we lose students to crack,” she tells me. And they study philosophy two hours each week because of a 2008 law that mandates philosophy instruction in all Brazilian high schools. Nine million teenagers now take philosophy classes for three years.
“But seeing things as they really are isn’t enough,” Ribeiro insists. As in Plato’s parable in The Republic, the students must go back to the cave and apply what they’ve learned. Their lives give them rich opportunities for such application. The contrast between the new luxury hotels along the beach and Itapuã’s overcrowded streets gives rise to questions about equality and justice. Children kicking around a can introduce a discussion about democracy: football is one of the few truly democratic practices here; success depends on merit, not class privilege. Moving between philosophy and practice, the students can revise their views in light of what Plato, Hobbes, or Locke had to say about equality, justice, and democracy and discuss their own roles as political agents.
Written by Carlos Fraenkel, Boston Review. Continue HERE