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A science historian at The University of Manchester has cracked "The Plato Code" - the long disputed secret messages hidden in the great philosopher's writings.

"It is a long and exciting story, but basically I cracked the code. I have shown rigorously that the books do contain codes and symbols and that unraveling them reveals the hidden philosophy of Plato.

 This post attempts to dig up the roots of wild and crazy public policies.

Kant (1724-1804) kicked it off.  Boiled down, he said we cannot know the thing-in-itself apart from our mind interpreting it.

We can have no knowledge of things as they are in themselves, existing independently in a physical world. (p. 283)

"Home is where the heart is," and "At the turn of the century Vienna is my real home,"

Home is not where we happen to be born or reside, subject to meaningless chance; we may be born on a means of transportation or in a jail, or be under circumstances that force us to reside in a location that is not home.

Prof Haggard is demonstrating "transcranial magnetic stimulation", a technique that uses magnetic coils to affect one's brain, and then to control the body.

The machinery can't force Prof Haggard to do anything really complicated – "You can't make me sign my name," he says, almost ruefully – but at one point, Christina is able to waggle his index finger slightly, like a schoolmaster. It's very fine control, a part of the brain specifically in command of a part of the body. "There's quite a detailed map of the brain's wiring to the body that you can build,"

I watch as Christina controls Prof Haggard's fingers like a marionette.

The ancient Romans used to expose unwanted babies on hillsides. Thankfully, we have come a long way since those bad old days. We would never countenance letting a baby die of exposure or get eaten by animals. No, today’s infanticide promoters insist that babies be killed painlessly. After all, we aren’t barbarians!

It is tempting to dwell on these shocking views and thereby miss the bigger picture. “After-Birth Abortion” is merely the latest example of bioethical argument wielded as the sharp point of the spear in an all-out philosophical war waged among the intelligentsia against Judeo/Christian morality based in human exceptionalism and adherence to universal human rights.

A new article that has gotten much attention in the blogosphere, “After-Birth Abortion: Why Should the Baby Live?” published in the Journal of Medical Ethics, asserts that whatever reasons justify abortion — and in the USA that means anything and everything — also support the right of parents to have unwanted infants painlessly killed

the risk of what some call “scientism” — the belief that natural science can explain everything, right down to the detail of our subjective and social lives. All we need is a better form of science, a more complete theory, a theory of everything. Lord knows, there are even Oscar-winning Hollywood movies made about this topic. Frank’s point, which is still hugely important, is that there is no theory of everything, nor should there be. There is a gap between nature and society. The mistake, for which scientism is the name, is the belief that this gap can or should be filled.

One huge problem with scientism is that it invites, as an almost allergic reaction, the total rejection of science. As we know to our cost, we witness this every day with climate change deniers, flat-earthers and religious fundamentalists. This is what is called obscurantism, namely that the way things are is not explained by science, but with reference to occult forces like God, all-conquering Zeus, the benign earth goddess or fairies at the bottom of my garden. Now, in order to confront the challenge of obscurantism, we do not simply need to run into the arms of scientism. What is needed is a clearer overview of the occasions when a scientific remark is appropriate and when we need something else, the kind of elucidation we find in stories, poetry or indeed when we watch a movie or good TV (Frank watched a lot of TV).

People often wonder why there appears to be no progress in philosophy, unlike in natural science, and why it is that after some three millenniums of philosophical activity no dramatic changes seem to have been made to the questions philosophers ask. The reason is because people keep asking the same questions and perplexed by the same difficulties. Wittgenstein puts the point rather directly: “Philosophy hasn’t made any progress? If somebody scratches the spot where he has an itch, do we have to see some progress?” Philosophy scratches at the various itches we have, not in order that we might find some cure for what ails us, but in order to scratch in the right place and begin to understand why we engage in such apparently irritating activity. Philosophy is not Neosporin. It is not some healing balm. It is an irritant, which is why Socrates described himself as a gadfly.

Nobody has ever seen a will. How many grams does a will weigh? What colour does it have? We don't find a will in the brain, that's for sure. What we have is the conscious experience of having free will, of actually deliberating, wanting something, of weighing different goals against each other and so on, and that conscious experience of free will, that will be explained by science.

So, what makes you you?

you make the provocative argument that there is no such thing as a self, that there never has been, that there never will be.

Believing that this pattern corresponds to the 12-note musical scale widely used by Pythagoreans, Kennedy divided the texts into equal 12ths and found that "significant concepts and narrative turns" within the dialogues are generally located at their junctures. Positive concepts are lodged at the harmonious third, fourth, sixth, eight and ninth "notes", which were considered to be most harmonious with the 12th; while negative concepts are found at the more dissonant fifth, seventh, 10th and 11th.Kennedy has also found that the enigmatic "divided line" simile in the Republic, in which Plato describes a line divided by an unstated ratio, falls 61.7% of the way through the dialogue. It has been thought that the line refers to the golden mean, which expressed as a percentage is 61.8%.

It also explains why it is that Aristotle, Plato's pupil, emphatically claimed that Plato was a follower of Pythagoras, to the bafflement of most contemporary scholars.

The idea I am exploring is that the very concept of individualism, a signifier of uniqueness and particularity, lacks the basics of mindfulness needed to comprehend itself in a virtual mind universe. The thesis is that the transformation of the concept of individualism will allow a transformation of the meta-narrative of our modern civilization as we proceed to undo and eliminate the restrictions imposed pell-mell by natural selection.

Our current civilization with all its defaults and pitfalls has given us a world unlike any other in our short history, and though our minds are still Neolithic in their conceptualization we are in fact in a better state of affairs than ever before.

This is a segment of conversation between the philosopher Bernard Stiegler and cultural theorist Irit Rogoff that took place on the occasion of Stiegler’s lecture series, “Pharmaconomics” at Goldsmiths in February, March 2010, as part of his current professorial fellowship. In this segment, we touch on a couple of Stiegler’s key terms in the development of his thought, such as “transindividuation,” “transmission,” and “long circuits.” In his three-volume work Technics and Time, Stiegler has argued that “technics” (a constellation of models and discourses converging on information systems, codes, prostheses, machines, etc.) constitute what “is most properly to be thought as the key philosophical question of our time.” As Andrés Vaccari states about Technics and Time: In the human sciences, culture and language have also been progressively engulfed by the universe of technics: the artificial realm of institutions, rituals, knowledges, symbol systems and practices that makes humans functional, speaking, meaning-making creatures; that is, what makes humans human. The essence of the human, it seems, is the technical; which is paradoxically the other of the human: the non-human, the manufactured, unnatural, artificial; the inhuman even.1

Attention is the reality of individuation in Gilbert Simondon’s sense of the terms: insofar as it is always both psychical and collective. Attention, which is the mental faculty of concentrating on an object, that is, of giving oneself an object, is also the social faculty of taking care of this object – as of another, or as the representative of another, as the object of the other: attention is also the name of civility as it is founded on philia, that is, on socialised libidinal energy. This is why the destruction of attention is both the destruction of the psychical apparatus and the destruction of the social apparatus (formed by collective individuation) to the extent that the later constitutes of system of care, given that to pay attention is also to take care.

The first is education in the larger sense of transmission—inter-generational transmission—because, to my mind, this is the essence of education. What is education in this sense? Education is the relation between diverse generations, and contact is its mode of transmission. For example, an artist is capable of affecting, in and of themselves, a line of transmission from Paleolithic art through to contemporary art, and this transmission is a relationship to time, to human—I don’t like the word “human,” so perhaps we could say “mortal”—experience. These lines are within the artist, not made manifest by him or her, nor are they structures of representation, and they are put into effect through their practice, through the contact with them. Initially, the most common, everyday experience of education is the relationship between parents and children, or we could say that the space of the family is the first space of education. And here we can already begin to identify problems, which are very close, very connected to problems that you can see at other levels and modalities of education, in schools and in museums and in other similar institutions. And so I would like to speak about those three levels; this “family” education; academic education, lets say; and “cultural” education, that of cultural institutions. And in these three different levels, you can encounter the same problems—problems of circuits, long and short. Today, the problem of education at the level of the family is the short-circuiting of the relationship between generations through the operations of the media. What is created between generations are in fact long circuits. What Freud or Groddeck call the “id” is an unconscious space of long circuits. These unconscious spaces link generations along very, very long spans of time. What is produced within these long circuits are the material of the dream, for example, which is at stake in Freud’s interpretation of dreams, as well as clearly being the matter from which artists operate and produce. Joseph Beuys is extremely important for me because he was working on this question of long circuits aligning him in individuated ways with the past.

the concept of kung fu (or gongfu)