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Life as Art: Concerning Some Paradoxes of an Ethical Concept

100%
Varga S.
Estetika: The Central European Journal of Aesthetics
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2009
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vol. 46
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issue 1
49-61
EN
During the last thirty years or so, there has been a veritable renaissance of the classical ethical idea of the 'art of living'. Far from being restricted to philosophical discourse, it has also successfully entered the arena of popular culture. This renaissance is closely linked to the late work of Foucault, in which he attempts to restore this classical idea, which he thinks is lacking in modern Western societies. The author aims to assess the Foucaultdian idea of the art of living, and argues that Foucault greatly transformed the Graeco-Roman idea by radicalizing the dimension of artistic activity. In the second part of the paper the author asks whether this radicalized idea can live up to Foucault's own emancipatory expectations. Lastly, the author argues that the radicalization of the aesthetic dimension has a contradictory effect.
2

Confessional Practices of the Self in Schools

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Basley T.
Kwartalnik Pedagogiczny
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2005
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vol. 50
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issue 1(195)
107-124
EN
Reference to the example of ethical problem occurring in secondary schools enables the authoress to consider influence of Michael Foucault's philosophical notions of concerning care about identity on moral upbringing of the youth. In the following parts of the article she shows, how Foucault's beliefs changed within the matters concerning identity, truthfulness and technology of identity, and also genealogy of auto-reflexion. According to her, Foucault's deliberations have their significance, both for pedagogical advisory and general theories concerning counselling. Moreover, in Foucault's view, concept of care for identity in the context of different shapes of freedom, leads to working out a philosophical position, which can be ethically helpful in situations dealing with moral upbringing of pupils. In Foucault's view of the theory of power, decisions that we make in certain situations, decide over, who we are. Substantial pedagogical consequences of Foucault's work concern significance of 'writing' and 'reading' for identity of self, next to communication and dialogic forms, and also 'speaking' and auto-reflexion - issues located in the area of pedagogical counselling's interest. Regardless of the answer to the question, if education concerning identity should have its steady place in education programs, it's worth stimulating awareness of the role, which schools have in gaining identity by their pupils. Pedagogues should be aware of technology of power (domination) and technology of identity, which they induce in their pupils. They should also be aware of the influence on shaping identity of the pupils, that these technologies have. It is necessary to place greater importance to care for identity, and, while thinking about it, it is necessary not to forget, that what marks it - is, among others - truthfulness and auto-reflexion.
3

How to Escape from Sartre?

100%
Kozlowski M.
Przegląd Filozoficzny. Nowa Seria
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2005
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vol. 14
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issue 4(56)
179-185
EN
Although until the late 60's Jean-Paul Sartre enjoyed the reputation of a 'total intellectual', his authority was often challenged. As it happened, he was in permanently conflict with nearly everyone who had formerly been his ally. For a long time, however, Sartre managed to choose the battle ground and the arms that were used in the confrontations. This situation changed when in 1966 Michel Foucault published 'The order of things'. All of a sudden it looked like Michel Foucault could eclipse the aging master. But pushing Sartre to the sidelines was not an easy task, as Foucault shortly discovered. In the first place, it was not his intention to diminish Sartre's authority. Secondly, Foucault quickly realized that he was not engaging himself in a direct polemic with Sartre as a philosopher, but he was opposing Sartre as an intellectual institution. This implied for Foucault that he had to seek some reconciliation with Sartre as a philosopher in order to oppose his more effectively as an institution. He noticed that a head-on opposition to Sartre would force him to enter in the debate on terms dictated by Sartre. So a subtle shift of themes and employment of new methods of argument were a better strategy for Foucault. He used it and tried to avoid a direct confrontation.
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