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Mike’s Spinoza Reading List – mcrumps blog
People who are unfamiliar with Spinoza should read the TTP first, and then move on to the Ethics. If they start reading the Ethics and find its “geometric form” impenetrable, then they should move on to some of the secondary literature.
philosophy  spinoza 
5 weeks ago by rybesh
Within and Against Modernity: Spinoza on Imagination and Revolution - PhilEvents
Friday, May 4

10:00–10:15—Opening Remarks (Omri Boehm)

10:30–12:00—"The Politics of Imagination: Spinoza and the Origins of Critical Theory" (Thomas Hippler)

12:15–1:45—"Genius or Prophet: Kant's Critique of Judgment vs. Spinoza's TTP" (Omri Boehm)

3:15–4:45—"Spinoza and the Revolutionary Laws of Human Nature" (Hasana Sharp)

5:00–6:30—"Juris Communia as anima imperii: The Symptomatic Relationship between Law and Conflict in Spinoza" (Filippo del Lucchese)

Saturday, May 5

10:30–12:00—"The Siren Song of Revolution: Spinoza on the Art of Political Change" (Michael Rosenthal)

12:15–1:45—TBA (Toni Negri)

3:15–4:45—"Democracy, Imagination, and Revolution: Marx, Reader of Spinoza" (Vittorio Morfino)

5:00–6:30—"Spinoza, History, and its Secularization" (Yirmiyahu Yovel)
august 2018 by circius
God, Darwin and Spinoza | Thought Leader
Spinoza, in turn, deserves inclusion here because of his identification, in the 17th century, of God and nature (in his language, ‘Deus sive Natura’), which may seem to make him, as many claim, a pantheist (‘God is everywhere’); but more accurately, I believe, one should regard him as a ‘panentheist’. This means that God is indeed found in nature, BUT ALSO exceeds concrete nature as it exists at any given time. In Spinoza’s doctrine this is manifested in his claim that humans know only two attributes of the divine (and only) substance, namely thought and extension (what Descartes had regarded as ‘created substances’), BUT that there were infinitely more of such attributes. Spinoza also thought of nature or God as ‘natura naturans’ (‘nature naturing’, or causing itself), which appeals to me because it resonates with Darwin’s emphasis on nature’s endless spawning of new species. ‘Natura naturata’ (‘nature natured’, or the products of causal chains), by contrast, refers to what nature has already produced at any given time, which – animals, plants and humans, as well as specific ideas, theories and arguments – are, in Spinoza’s terms, (finite) ‘modes’ of the two knowable attributes, extension and thought.
spinoza  darwin 
august 2018 by kbrobeck
Spinoza Gesellschaft e.V.
bibliographical information for Studia Spinozana
august 2018 by circius
Spinoza: Works in Latin
Ethics, the Intellectual Emendation, and the Tractatus Politicus, all in english, latin and french.
june 2018 by circius
Are.na / block added by kmd k
"I’m distrustful of content-based pedagogy because I’m distrustful of any desire to reproduce identity, to make more of the same. I think pedagogy that seeks to reproduce little versions of the teacher is as suspect as parenting that seeks to reproduce little versions of the parent.

I think that good teaching, like good parenting, demands helping a younger person articulate their best self and understand themselves in relation to the world; it can’t do that by determining for a student who they are or what they need to be.

My approach to pedagogy is equally rooted in philosophy and in pragmatism. In my experience, you just can’t make people think or be what they don’t want to think or be, or what they’re not ready to think or be. You can point people in a certain direction; but if they don’t want to run with you, they’ll just be gazing vaguely in that direction while you sprint off towards the sunset.

It is inevitably the case that in a class with 6 or 12 or 40 students, only a few will share your investments and interests. It can be more or less depending on context and institution, but as a teacher you always have to be prepared for the possibility that you walk into a room and not a single student in there gives a shit about what you have to say. What do you do with those students? How do you serve those students? I absolutely reject the idea of just writing students off. I think if you’re going to stand in front of someone for 45 minutes and tell them what to do, you have to either bring in something they can find a way into or have the excuse of a prescribed curriculum. Nothing else will do.

This is why I consider my job to help students learn how to think whatever they’re thinking, rather than telling them what to think. I would love if my students learned about socialism or psychoanalysis or Spinoza from me; I would love it if they came out of the closet after I teach Sedgwick or whatever. But that’s not always going to happen, and it’s never going to happen with every student. Unless I am in a position to vet or choose each student individually - and unless each student is also in a position to leave my class - I don’t consider it ethical to demand students think or know in a particular way, in part because I know people can’t always overcome the modes of thinking they’ve internalized without a lot of work. I’ve never taught a graduate seminar, but if I could teach, say, a grad seminar on Spinoza and interview each potential student for 20 minutes first to see if they could hack it, that would be one thing. But if I’m walking into a room full of undergrads or high schoolers, some or all of whom don’t want to be there, I have to be able to offer them tools and concepts that don’t demand allegiance to a specific content or ideology.

-Fuck Theory Tinyletter"
content  pedagogy  education  unschooling  learning  identity  teaching  howweteach  colonization  pragmatism  philosophy  deschooling  experience  curriculum  spinoza  ethics  thinking  criticalthinking  ideology 
april 2018 by robertogreco

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