Category: 2012

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2012 Abstracts Stage 2

Excessive Expenditure. An investigation into ‘the student experience’. Is university an opportunity for rebellion or another cultural norm?

HEGEL’S SITTLICHKEIT:
Using Hegel’s Philosophy of Right and Philosophy of Mind, I have established the theory of Sittlichkeit and the State. The Sittlichkeit is the moral fabric of a society, founded on the historical development of social norms. Within a state, it is the basis of personal and societal morality. If we look at the student experience, it could be seen as part of modern society’s Sittlichkeit, a social norm in itself based around mutual interests and community.

MY OBJECT:
The student experience: excessive drinking, late nights, unhealthy food, promiscuity.

BATAILLE’S NON-PRODUCTIVE EXPENDITURE:
We have urges for sacrifice and ritual not supported by society. Bataille says we must release these need through non-productive expenditure, concerned only with destruction and sacrifice. Bataille’s general economy is this cycle of production and destruction: both equally necessary. Applied to the student lifestyle, excessive behaviours are nothing more than a release of these urges through action for its own sake: non-productive.

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2012 Abstracts Stage 3

The Seven Sins: Deadly or Necessary? Are We Born Mad or Are We Damaged Goods?

DAMAGED GOODS. A Journey Through Hell makes for a Moral Sinner.

“The misguided acts of my past have brought me here to the virtues of my present and will hopefully lead me to the grace of my future.

Sin is mistakes in the face of youthful abandon. I found my moral limit because I crossed my own line and did not feel good about it.” Corey Taylor, Seven Deadly Sins.

Sin isn’t a transgression but a natural human characteristic that allows for moral development.

BORN BAD. The Apple doesn’t fall far from the Tree.

“That repulsive spectacle of fraud…his face was the face of any honest man, it shone with such a look of benediction; and all the rest of him was serpentine.” Dante, Inferno.
The idea of Original Sin, with Eve and the snake.

Evil exists because we have free will. How can we avoid it? “Complete abstinence is easier than perfect moderation.” Augustine, Confessions.

REDEFINE SIN.
“Sin is a matter of opinion, and in my opinion sins are only sins if you are hurting other people. So if you’re not hurting anyone else, where’s the damn sin?” Corey Taylor, Seven Deadly Sins.

“The only absolute either/or there is, is the choice between good and evil.” Kierkegaard, Either/Or.

We must moderate sin, so that we do not live in a life of repression or chaos.
We must make the sins relevant to modernity, to find the right balance between what really is deadly, and what is just a natural part of life.

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2012 Abstracts Stage 3

MI5: Applicability in a Democratic Society

My project is based on an examination into the role and appropriateness of MI5 in light of the perceived democratic value of an individual’s right to privacy, which MI5 necessarily violate for the sake of national security.

My question is whether MI5 is justified in its approach to violate an individual‘s right to privacy, thereby determining its applicability within a democratic society.

I intend to investigate this applicability with respect to the concepts of secrecy, security, and privacy rights. From this, I will establish the condition that we implicitly agree to neglect the transparency of MI5’s operation for the preservation of national security, that through accountability provided by the government will uphold one’s rights to privacy as far as possible. However, we can never guarantee that MI5 do not unlawfully violate one’s rights to privacy. Therefore, through a philosophical investigation of:

1) Kant’s public and private reason, universal principle of Right, external freedom, and the necessity of coercion from authority;
2) Hegel’s conception of the ethical life, citizens disposition to trust the state, freedom between the suffusion of the objective and subjective wills;
3) Marx’s ideological critique, commodification of intelligence, and questioning to what extent individual rights exist; I will deduce to what extent such a condition can be affirmed, thereby determining the applicability of MI5 within a democratic society.

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2012 Abstracts Stage 3

The Power of Dance: what are We Engaged in When We Dance and What Does This Mean When the Autistic Child Dances Both Individually and Alongside Others?

CONCEPT: How dance can affect the autistic child’s sense of self, and whether this is more beneficial in a segregated or integrated setting

PHILOSOPHY: Sparshott’s A Measured Pace: Toward a Philosophical Understanding of the Arts of Dance, supported by such thinkers as Havelock Ellis and criticised by Graham McFee

SOURCES: interviews with teachers, factual research on Autism, case studies on dance for Autistic children, secondary texts on dance such as Thomas’ Dance, Modernity and Culture, and secondary texts on special needs children and the arts such as Roberts’ Encouraging Expression: The Arts in the Primary Curriculum.

Thesis: As an individual experience, dance can be the most direct way for the autistic child to access the self; giving way to more stable connections with the world and others.

The most central emotion for an autistic child is fear. The autistic child’s communication difficulties and confused concept of self means fear is associated with situations where the child has to apply the self to the world and to others.

Sparshott’s philosophy of dance argues when dance is done for its own sake, the individual is ‘self-transformed’ into the dancing body.

The most powerful and significant outcome of dance as an individual experience for the autistic child, above all the other arts, seems to be the potential it has to unlock something within their mind. As Sparshott says, it is in the immediacy of dance that engages the individual in a self-transforming experience where the self is in absolute connection with the body.

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2012 Abstracts Stage 3

Capitalism in Modern Britain: a Corrupt System that Needs Improvement?

An investigation into the workings of the economic system of capitalism in modern Britain. Is there an alternative to the system which is causing the economic crisis?

In this project I will be exploring the idea of the effect of the capitalist economy on the workplace of modern Britain. Is it a corrupt system? What are the alternatives?

I will examine the recent unpopularity capitalism is receiving (anti-capitalist movements in the press etc.) and look at the reasons why.

I have chosen to look specifically at the work of Karl Marx and his critique of capitalism. I will address the way in which capitalism has created a divide and imbalance within the workplace and look at how Marx explicates these using key themes.

I have chosen to examine the business structure of the John Lewis Partnership as an alternative to conventional models. In doing so, I will demonstrate how analysing the key points of Marx’s critique can also highlight the way in which a successful alternative can develop. I will conclude by answering the question posed: Is capitalism a corrupt system that needs improvement?

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2012 Abstracts Stage 2

Mummy’s little monster … Can a child be born evil, or are they only made so by adults?

My aim is to explore the question of whether a child can be born purely evil, or whether they can only be made so by adults. I first compared philosopher’s views on the concept of evil whilst also exploring the issue of the age of criminal responsibility in respect to ethics. My territory was the ethical debates behind the treatment of child offenders and debating whether the age of criminal responsibility is correct.

The object I used is the novel and 2011 film We need to talk about Kevin. It is a novel about the relationship between a successful business woman named Eva and her son Kevin, a 16 year old boy who kills seven fellow students at school. The novel tackles the issue of nature vs nurture, asking whether a child can be predisposed to being ‘evil’ and with the intent to kill, or whether a parent’s shortcomings can shape their child and potentially lead them to evil actions.

I looked at the idea of responsibility, both moral and legal, and whether the age of responsibility is ethically sound or not. The fact that the defence of infancy age differs widely from country to country, from as high as 18 in Columbia, to no defence of age at all in Saudi Arabia. suggests that the law is highly debatable.

I looked primarily at the ethics concepts of Kant and Hobbes, comparing Hobbesian ethics laid down in his Leviathan, and Kant’s deontological ethical views with the Groundwork of the metaphysic of morals. I chose to look at Kantian ethics because of his strong claim that one is only responsible for what is under one’s control. Additionally, Hobbes has strong ethical views on authority, which can be linked with the idea of a parental control and also with the age of legal responsibility. Hobbes and Kant both also hold strong different views on why we obey laws in the first place, along with views on freewill and determinism, which ties in with the nature vs. nurture debate.

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2012 Abstracts Stage 2

Is it Edifying to Reject the Moral Boundaries Implicit in Everyday Life in Order to Place Oneself in an Environment where Excess, Ecstasy and Self-Expression are Accessible?

A CRITICAL ANALYSIS OF MUSIC FESTIVALS IN RELATION TO: BATAILLE’S NOTION OF FESTIVITY, MICHAEL KELLEY AND MICHAEL SMITH’S A VOYAGE OF GROWTH AND DISCOVERY, AND NIETZCHE’S DUALISTIC COMPONENTS OF ATTIC TRAGEDY.

BATAILLE
Notion of festival: general and restricted economy, non-productive expenditure, taboo and transgression, sacrifice, the sacred and profane, and joy before death…

CONTEMPORARY MUSIC FESTIVALS
The Burning Man…

A VOYAGE OF GROWTH AND DISCOVERY
Smith and Kelley’s artistic interpretation of carnivalism…

NIETZSCHE
Apollonian and Dionysian: Greek Attic tragedy and Wagner…