A Short Story about the (or a) Conservative Reaction to the Enlightenment Two children grew up in a cave. They were taught that the outside world is and dangerous and sinful and that the Cave God protected them. Yet as growing children and curious about the rest of the world, they asked their elders many […]
A Short Story about the Conservative Reaction to the Enlightenment Read More »
Konstantin Kisin and Francis Foster interview Stephen Hicks on the philosophers, intellectuals, and widespread support for the National Socialists. Related: The book the interview is based on: text version, and audio version below: Also at Triggernometry: ‘Postmodernism Explained’ by Professor Stephen Hicks.
‘The Truth About the Nazis’ with Stephen Hicks (Triggernometry interview) Read More »
“With his Fountain (1917), Duchamp made the quintessential statement about the history and future of art. Duchamp of course knew the history of art and, given recent trends, where art was going. He knew what had been achieved — how over the centuries art had been a powerful vehicle that called upon the highest development
Marcel Duchamp, Fountain (1917) | The ‘Father’ of Conceptual Art Read More »
In his book on Kant, philosopher Roger Scruton writes that without Kant’s Critique of Judgment, writes “aesthetics would not exist in its modern form.”* While it’s initially shocking to think that the priggish and uptight Kant has anything to do with the often-nihilistic modern art world—Kant is arguably the most influential philosopher in the last
Why did Roger Scruton say Kant is key for Modern Art? Read More »
Here is an example of a phenomenon that has long puzzled me: Nasty in-group fighting. In The Rise of Neo-Kantianism, Klaus Christian Köhnke asks: What can “explain one of the most distressing features of the neo-Kantians: the fierceness and bitterness of their polemics, the nastiness of their ad hominem arguments, which destroyed personal friendships and
Movement in-fighting and schisms — psychology Read More »
By Professor Stephen R.C. Hicks, Rockford University, USA Lecture 1: What is the purpose of education? Why is philosophy of fundamental importance to deciding one’s educational mission, curriculum, teaching and assessment methods, and even the location and architecture of one’s school? Other lectures in the series: Part Two: Reality: Metaphysics and Education: The Creation Story,
“Philosophy” of “Education” [Lecture 1 of Philosophy of Education course] Read More »
A world devastated by war. Sigmund Freud asserts “Man is a wolf to man.” Martin Heidegger — rejecting the Enlightenment and everything since ancient Greek philosophy — asks: “Are we allowed to tamper with the rule of ‘logic’?” Themes: The new psychology. Pessimism. Instinct and aggression. Logic as limiting. Emotions as accessing. Nihilism? World War
This lecture was given to UFM’s Psychology Faculty in October 2024. Themes: two anecdotes from the history of medicine, why we live in revolutionary times, what an entrepreneurial mindset is, why it’s essential for careers in this new era of robotics and AI, how entrepreneurism can re-focus one’s self-education and formal education. Related: “The Entrepreneurial