Stephen Hicks

DECONSTRUCTION AND POWER: FOUCAULT and DERRIDA. Lecture 6 of *Postmodern Philosophy* course

Lecture Six: Do claims to knowledge and morality merely mask power? Foucault argues that sex rhetoric has “a tactical role to play in a transformation into discourse, a technology of power.” And Derrida asserts that “the revolution against reason can be made only within it.” Themes: Power as substrate. Structuralism and Post-structuralism. Dekonstruction. Postmodernism. Alexis […]

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“Why Art became Ugly” in Portuguese and other translations

Por que a arte se tornou feia? My essay on “Why Art became Ugly” translated into Brazilian Portuguese by Ronaldo Bassit and Matheus Pacini. Here are the original article in English (PDF) or online with links to the images discussed. Also: translations into German [pdf], Spanish, and Korean [pdf]. Also: My related lecture in Buenos

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The ‘genius’ cog in the system — Shostakovich comment

An intriguing remark by the musician Shostakovich about life under Stalin, and why so many mediocrities rose to cultural prominence under the Soviets: “Fiction triumphed because a man has no significance in a totalitarian state. The only thing that matters is the inexorable movement of the state mechanism. A mechanism needs only cogs. Stalin used

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ON THE OBJECTIVITY OF SCIENCE: KARL POPPER and THOMAS KUHN. Lecture 5 of *Postmodern Philosophy* course

Lecture Five: Science and technology have accomplished wonders since the Enlightenment. But, as Karl Popper asks, how do we “distinguish between science and pseudo–science“? Thomas Kuhn suggests that scientists are less-than-objective and more “like the typical character of Orwell’s 1984.” Themes:  Logical Positivism and Analytic philosophy’s aspirations and travails. Scientific method. Science and pseudo-science. Falsifiability.

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“ENTREPRENEURIAL EDUCATION: From MONTESSORI to the FUTURE.” Lecture 8 of *Philosophy of Education*

Lecture Eight: Entrepreneurial Education From Montessori to the Future Themes: Our entrepreneurial age. Montessori. The new Socratics. Learning as play. Core issues: Agency. Freedom. Work as creative play. Social win-win. AI and Robotics as challenge and as opportunity. Entrepreneurism as one’s comparative advantage. Concluding claim: Education as philosophy in practice. Text: Maria Montessori, The Montessori

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German philosophy in pre-World-War-II Japan

In Western nations, there is a clear connection between philosophy and totalitarian politics. Hegel’s philosophy, for example, took a “left” turn in Marx’s thinking — which Lenin, Trotsky, and Stalin drew upon — and it took a “right” turn in Treitschke’s and Nietzsche’s thinking — which Goebbels, Hitler, and the National Socialists drew upon, as

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Thanksgiving reflection upon Schubert’s early death

Franz Schubert, the great lyrical composer of the early 1800s, died at age 31. While his music is usually too melancholy for my taste, what a sadness. Franz was lucky to get that many years. Biographer Christoper Gibbs reports that Schubert’s parents had fourteen children and “nine of their fourteen children died in infancy.” (The

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