Kindless Philosophy

  Carl Gustav Jung , a Swiss psychiatrist and the founder of Analytical Psychology, was a key figure in the early development of psychoanalysis alongside Freud. After diverging from Freud, Jung developed Analytical Psychology , which emphasizes both the personal unconscious and the collective unconscious, including the archetypes it contains. The primary aim of this approach is psychological growth and self-realization. Jung explicitly describes the methodology of Analytical Psychology as phenomenological . This means it focuses on subjective experiences, events, and the observable facts they reveal. For Jung, psychological truth is a matter of existence itself, rather than a judgment or evaluation. For instance, when discussing the motif of the “ virgin birth ” in psychology, the focus is not on its factual accuracy but on its presence as an idea. In this way, psychology examines the existence of certain ideas without assessing their objective truth. Within this framework, psychol...

 A Quiet and Flowing Life Like Water When someone asks me, "How do you live?" I reply, "I live like water." This doesn't mean that I do nothing amidst the situations and events given to me. It simply means I continue doing something without much thought or attachment. When Wonhyo described the state of Nirvana as "deep and tranquil like true suchness, far removed from the ten marks," I cannot fathom what that tranquility is or whether it is the same as the tranquility I feel. However, at least when I express my state in words, my mind is neither cluttered nor confused. This quiet and flowing life like water is not stagnant. When facing phenomena, I do not refuse the will and effort to interpret them subjectively. Nevertheless, I do not cling to them. The vitality of the fish, wind, and moss that I encounter as I flow like water is an unavoidable situation given to me. When Merleau-Ponty spoke of "being-toward-the-world," might he not have m...

 Setting Off on the Right Foot “Talking about the mind, for many people, is rather like talking about sex: slightly embarrassing, undignified, maybe even disreputable. "Of course it exists," some might say, "but do we have to talk about it?" Yes, we do. Many people would rather talk about the brain (which, after all, is the mind) and would like to think that all the wonderful things we need to say about people could be said without lapsing into vulgar, undisciplined mentalistic talk, but it is now quite clear that many things need saying that cannot be said in the restricted languages of neuroanatomy, neurophysiology, or behavioristic psychology. It is not just the arts and humanities that need to talk about the mind; the various puritanical attempts to complete the biological and social sciences without ever talking about it have by now amply revealed their futility. In fact there is something approaching a new consensus among cognitive scientists and the more libe...

Phenomenology of mind(spirit) „Dies Werden der Wissenschaft überhaupt, oder des Wissens, ist es, was diese Phänomenologie des Geistes, als der erste Teil des Systems derselben, darstellt. Das Wissen, wie es zuerst ist, oder der unmittelbare Geist ist das Geistlose, oder ist das sinnliche Bewußtsein. Um zum eigentlichen Wissen zu werden, oder das Element der Wissenschaft, was ihr reiner Begriff ist, zu erzeugen, hat er durch einen langen Weg sich hindurchzuarbeiten. - Dieses Werden, wie es in seinem Inhalte und den Gestalten, die sich in ihm zeigen, aufgestellt ist, erscheint als etwas anderes denn als die Anleitung des unwissenschaftlichen Bewußtseins zur Wissenschaft; auch etwas anderes als die Begründung der Wissenschaft; - so ohnehin, als die Begeisterung, die wie aus der Pistole mit dem absoluten Wissen unmittelbar anfängt, und mit andern Standpunkten dadurch schon fertig ist, daß sie keine Notiz davon zu nehmen erklärt.“  (G.W.F. Hegel, Phänomenologie des Geistes , Akademic Ve...

Adolescence and Youth identity Cognitive psychology considers the human adolescent period to be truly important. The human brain becomes stable after adolescence, but the synaptic network strengthens or dies depending on learning and experience. This process is called ‘pruning’. About half of the synapses formed in early childhood are pruned during adolescence. This highlights how important the influence of the environment is in the process of human development. It means, it would not be an exaggeration to say that education during adolescence determines almost everything about one's future life. From Aristotle's virtue theory, a happy human life lies in “unity of virtue and action.” Even adolescents can enjoy a happy life. This kind of happy life should be based on the harmony of purpose and means at that period.  ‘Education’; the flesh of the world “ou si tout rapport de moi à l'Être jusque dans la vision, jusque dans la parole, n'est pas un rapport charnel, avec la c...

 Avoiding some of the Consequences of Streaming The advantage of mixed ability grouping is that it provides direct instruction to every individual student. The problem with standardized education is that students may not be able to keep up with classes, and in the worst case, they may unintentionally fall into a lower group.(ibid., 15) The world horizon of teachers, students, and education “Percevoir, c'est se rendre présent quelque chose à l'aide du corps, la chose ayant toujours sa place dans un horizon de monde, et le déchiffrement consistant à remplacer chaque détail dans les horizons perceptifs qui lui conviennent. Mais de telles formules sont autant d'énigmes, à moins qu'on ne les rapproche des développements concrets qu'elles résument.” (M. Merleau-ponty, PP , 104) The horizon of the world is revealed through perception. The horizon is the place where experience and knowledge meet and phenomena are formed.  Phenomenological horizon of body-subject Merleau-Pon...