Category: Abstracts

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2011 Abstracts Stage 3

Leadership

The aim of this project is to explore different styles of leadership. To discuss the legitimacy, efficiency and value of different styles that are employed by leaders.

The theories of psychologist Daniel Goleman will be explored throughout this project as he clearly identifies six main styles of leadership: Coercive, Authoritative, Affiliative, Democratic, Pacesetting and Coaching. The different styles outlined by Goleman, will be legitimated against the arguments for legitimate authority laid out by Max Weber.

Christopher Hodgkinson’s work on leadership theory will have a major role in the discussion of Goleman’s leadership styles as Hodgkinson lays out his own leadership archetypes: The Careerist, The Politician, The Technician and The Poet.

In Goleman’s theory the ability to learn and develop leadership through growth and development is explored. This will be an interesting contrast to Hodgkinson’s ideas concerning The Poet archetype, an almost mystical character who weaves spells over his subordinates, a true charismatic leader.

Main sources:
Goleman. D Leadership that gets Results, Harvard Business Review, the President and Fellows of Harvard College, 2000

Hodgkinson. C, The Philosophy of Leadership, Basil Blackwell Publisher Ltd, Oxford, 1983

Weber. M . The Theory of Social and Economic Organization, trans. Henderson A.M, Parsons. T, Oxford University Press, New York, 1947

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2011 Abstracts Stage 2

“WikiLeaks could become as important a journalistic tool as the Freedom of Information Act” (Time Magazine). … Truth or Fallacy?

This project was an exploration into the effect of WikiLeaks on our society, weighing up the benefits and disadvantages in order to come to a rational conclusion about the function of WikiLeaks and how freedom of speech and expression can be justifiably curtailed by the government. The philosophers I included were John Stuart Mill, I looked at his work in On Liberty surrounding his argument for freedom of expression regulated by the Harm Principle and also Immanuel Kant’s work in Critique of Pure Reason, where he gives his argument for the existence of the public sphere of discussion and just how important this is to society. Both advocate free speech in society, however both also give justifiable reasons for limiting it some extent. Mill gives a consequentialist theory based upon his Utilitarianism and Kant gives a duty based response.

I also looked at what different types of speech should be regulated, i.e. hate speech, controversial political parties such as the BNP and the benefits we experience through giving these extremists a platform of free speech. To give a comparison between the restrictions we face here in the UK I looked at Chinese censorship and how the dictatorial regime interferes in every aspect of Chinese open discussion, to remind us that this is not what we want to slide into.

Philosophers
– John Stuart Mill
– Immanuel Kant

Main Points
– Freedom of speech – to what extent do we have this right? If at all, when can this be rightfully curtailed? Why is it so important to protect?
– Freedom of media and press – censorship, Wikileaks’ effect on society
– Government control and interference – why should the government be allowed to control our access to information? What are the benefits of a limited government with free sphere for expression?

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2011 Abstracts Stage 3

Violence Vindicated: Can Violence as a Means of Protest Be Justified?

The recent surge in protest activity both nationally and internationally and the inclusion of violent means within these protests opens up a debate as to whether a violent protest can ever be justified. The aim of my project is to explore the possibility of a justification of violence; my context is therefore that of ethics, politics and law. Through the method of axiological critique, I intend to consider the value of violence and whether it is applicable in a protest situation. As protest is generally a part of the political realm it is a political justification of violence that I aim to find. The main philosophical theories that are engaged with in the project are theories which closely explore the notions of protest and violence and are therefore extremely relevant. They are:

– The Just War Theory 
– John Rawls’ Theory of Civil Disobedience 
– Sartre’s discussion of violence 
– Foucault’s discussion of resistance

With regards to the Just War theory, I aim to establish whether the principles which already justify violence in war can justify violence in a protest. An exploration of John Rawls’ Civil Disobedience argues the case for non-violent means of protest. In contrast, Sartre’s discussion of violence considers the necessity of violence as a form of protest. Exploring violent protest in relation to Foucault means considering his views on resistance and power.

Ultimately, I hope to reach a credible conclusion as to whether violence can be proven to be a justified means of protest using the support of political philosophical theories.

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2011 Abstracts Stage 2

The Camera Never Lies: Exploring Interactions of the Real, the Human, and the Photographic

The cultural dominance and ubiquity of the photographic image invites an uncritical acceptance of its impact and our unconscious absorption of its information.

Knowing that it is literally a ‘trick of the light’ does little to dent our sense of its veracity – after all, our vision functions by a similar trick. The traditional problems of sense-belief apply doubly to photographs, reality is dimensionally translated and reduced, then extrapolated from the photograph by our visual and imaginative conception.

We read and imbue significance in an image, in order to make emotional and visual statements for it, without being quite aware of how we do so. Neither are we aware of what we do when we create images- selected representations of our world, isolated outside time and space – or of their violence upon us – capturing and reproducing a part of ourselves that acts as a whole, suspended in limbo; changing the way we react and perform, changing the world they are meant to mirror.

Vilém Flusser’s ‘Philosophy of Photography’, Susan Sontag’s ‘On Photography’, Roland Barthes’ ‘Camera Lucida’, and various works by Tagg, Elkins, Benjamin and others, explore the truth and utility of the semiotic and ontological interrelation, and the effect of its assumption, as well as the processes of communication of abstract meaning and emotion. By these processes, the apparatus of photography can become a social power without a master, which we feed and sacrifice for, forgetting that such systems, as with money, information, or legislation, are self-interested powers that ought to act for us.

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2011 Abstracts Stage 2

What are the Problems in the British Education System?

Overview
– Over time the British education system has witnessed various changes, some of which have led to improvements.
– Whereas others have created further problems rather than solutions within a very diverse and complex system.
– Educational reformists such as Michael Fullan and Andy Hargreaves highlighted the following problems:
o Overload of work
o Isolation of teachers
o Lack of leadership
o Pressure of assessments
o Cost
o Poor solutions and Failed reforms

Educational Reformists Ideas
– John Dewey believed that in its “broadest sense education is the means of the social continuity of life”.
– Michael Fullan and Andy Hargreaves suggested that changes need to be made to the education system in order to make it more successful.
– Mary Evans stated that the problems in education were as a result of it being a heavily bureaucratically controlled system with limited funds.

Schiller’s Thoughts On Education
– Schiller believed that the aesthetic experience could transform an individual and their society because of what morality and education demands from them.
– Therefore he believed it was important to have a good education in order to understand art and beauty.

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2011 Abstracts Stage 2

Safe as Houses? Public versus Private: a Philosophical Look into Housing in Britain Compared with that Found in Denmark

My project is an investigation into the housing market and provision in Great Britain and whether its needs alteration and if so what and how. This is done by direct comparison to Danish Housing provision.

I will be looking into the current system in Britain whilst referring to three economic philosophers: Marx, Keynes and Freidman. I will also consider whether our system is satisfactory and just. In addition, I will focus on the positives and negatives of a housing economy compared with Government provision.

I took sources from the people affected by private investment housing: the tenants of the Duke of Devonshire.

In interviewed those in council housing and those who owned privately.

I also looked into Government rental documents and the statistics in the private housing market in the Estate Agent ‘Savills’ review

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2011 Abstracts Stage 3

[Facebook] Promoting Authenticity or Inauthenticity. What do you Think?

Heidegger: Facebook promotes authenticity by offering people the chance to assume responsibility over their identity and realise that they are in a ‘self-making-situation’.

Sartre: Facebook promotes authenticity by revealing that there is in fact a lack of identity when presenting a self due to the fact that one always has the freedom to choose to move beyond their current situation

Lyotard: Facebook promotes inauthenticity because individuals are no longer concerned with developing a sense of personal identity that is a true representation of them but only with developing an identity that will perform well within their social network in order to increase their social capital

Foucault: Facebook promotes inauthenticity because people are not concerned with developing an identity that is a true representation of them but only with conforming to a certain ideal of how a person ought to be in order to be accepted and not excluded by their social network

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2011 Abstracts Stage 3

How Have the Concepts of Truth and Knowledge Developed Throughout History in Relation to Capitalism and Post Modernity?

Key thinkers:
Lyotard 
Foucault 
Gadamer 
Kuhn

Main texts used:
The Post Modern Condition 
Truth And Method 
The Scientific Revolution 
The Archaeology Of Knowledge

Other texts used:
The Philosophy Of Science 
Theology And Scientific Knowledge 
The Passion Of The Western Mind

I have used these texts and studied these thinkers in order to explore the concepts of truth and knowledge. Lyotard has given me an insight into the way science and technology function in the post modern condition and Kuhn has shown the alternative possibilities for the development of science. I have studied Foucault to understand the nature of power and how it relates to knowledge.

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2011 Abstracts Stage 3

Philosophy Behind Recession: a Study of Contemporary Economics Through Philosophy

An investigation on how the US reached a destination of an estimated 200 trillion in debt. How is it that America can possibly be named the Land of the Free? In a country with a constitution claiming ‘all men are created equal’; why is it that 15% of the population live below the poverty line? Can the ‘poster boy’ of Capitalism be considered moral? The USA is an economic powerhouse with an annual GDP of 14.6 trillion dollars. However, 42% of $14.6 Trillion is controlled by just under 1% of the population.

I intend to investigate the evolution of the global capitalist economy and its current state of disarray. Marxist rhetoric will serve, amongst several thinkers such as Engels, Machiavelli, Ayn Rand, Sun Tzu and Emmanuel Levinas in investigating the evolution of the US Capitalist system.
Oliver Stone’s Wall Street, a damning indictment of corporate America, will be used as the cornerstone for my arguments against big business and the ever widening gulf between the rich and the poor.

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2011 Abstracts Stage 2

The Dual Nature of the Artist as Genius & Madman and its Repercussions for the Theory that Art is a Source of Moral Enrichment

The aim of my project is to explore the potential repercussions of the non-dichotomous relationship between the genius, the madman, their works of art and the concept that said works of art may be used for the purposes of moral edification.

The western tradition of linking art with morality began with Plato and Aristotle, who each viewed the potential of art in a different way; Plato believed art was dangerous and should be censored, whilst Aristotle believed that art could get people to emotionally engage with traumatic events that they had not yet experienced.

However, the turning point for art originated in the 18th century with the work of Kant, who cemented the relationship between art and morality by concluding that judgements concerning beautiful things were of the same nature as judgements concerning the ethical and the good.

From Kant’s work, the concept arrived in the philosophies of Schiller and Schopenhauer. Schiller believed that art was necessary in order to heal that which he saw as the fractured human spirit; beautiful art would improve the soul and return it to its proper moral course. For Schopenhauer, the beautiful was a part of the realm of Ideas, a, concept for which Schopenhauer is indebted to Plato. In turning our intellect towards the study of the beautiful, in whose realm resides also the moral, we can cancel out the influence of the will on our lives, the will which is the source of all human suffering.

These ideas form the philosophical basis of my project, in which the next step would be to apply the concepts of Schiller and Schopenhauer’s philosophy to the work of an accepted genius/madman.

For this part of the project I chose the work of Sylvia Plath, as I think she fulfils the criteria for both the genius and the madman. After her suicide, Plath left behind a rich body of poetic works, the themes of which correlate nicely with the work of Schiller and Schopenhauer. As such, I was able to examine her poetry using their philosophy and conclude that there are undeniable repercussions associated with the study of the artwork of a mad genius.

At the end of my study, I was able to discern that art, in a moral capacity, exists as somewhat of a double-edged sword and that we should be careful not to put too much faith in its ability to lead us to morality.

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2011 Abstracts Stage 3

Commodification: for Better or for Worse?

Are professional athletes alienated towards the original values that uphold sport?

Historically, sport had been used among other things as a means of building character, promoting the spirit of fair play, and even nation building. Now in our contemporary society, sport is budding into one of the most forceful business and entertainment franchises within our capitalist culture.

My aim: to investigate how the commodifications of sport (through cultural advancement) have altered and enhanced the social value of modern day athletes

Territory: There is perhaps no better illustration of the commodifications of professional sport than the advancements of European football. As a result, my project is particularly focused on investigating the commodifications and cultural advancements of sport within European Football

Methodology: I intend to discuss my topic of the commodifications of sport through a hermeneutical critique, engaging on the evolvement of professional sport that has led the 21st century athlete into becoming a ‘celebrity’ rather than purely a competitor. My discussion is centred upon two key philosophical theories involving the works of Karl Marx (theory of alienation) and Martin Heidegger (a question concerning technology)

The objective of my discussion is a critical dialogue in which I seek to outline the cultural changes that have caused this apparent transformation within our society, and hence altered the social value of professional athletes today. This project aims to prove that through capitalist commerce and exploitation, the business of sport and its athletes become alienated, and additionally have lost a relationship towards the original bounds that compile sports and competition.

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2011 Abstracts Stage 3

Linking Heidegger’s Essay The Question Concerning Technology to the Changes of Technology within Football from the 1960s to the Present Day

The aim of my project is to link Heidegger’s essay The Question Concerning Technology to the changes of technology within football from the 1960s to the present day.

From watching the 1966 World Cup Final, England vs. West Germany and the 2010 Tyne-Wear Derby, Newcastle United vs. Sunderland, and also with the use of some useful websites, I would be able to highlight the changes of technology within football. These are the six changes of technology within football which I have highlighted:

1. Picture Quality/Display
2. Replays
3. Capturing of the Game play/Emotions
4. Football boots
5. The Football
6. Co-commentary/Audio

I will explain Heidegger’s essay The Question Concerning Technology from his book The Questioning Concerning Technology, and relate the changes of technology within football to the relevant parts of his theory.

A few examples of linking Heidegger’s theory to the changes of technology within football

– Heidegger talks about how modern technology reveals but also challenges, and I linked this to the development in the replays from the 1960s to today in the use of different camera angles which reveals more of what just happened, e.g. of a goal scored or challenging a decision made by the referee.
– Heidegger talks about how nature’s energy has become a standing reserve and how nature is now a resource of technological exploitation. As well, we ourselves are situated in the standing reserve as human resources. I linked this to the development in camera angles in capturing more emotions in football today than in the 1960s, therefore making football more of a standing reserve. Why? More is revealed (captured) in the match for the television audience.

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2011 Abstracts Stage 2

Do the Mass Media and the Cult of Celebrity Alienate Us from Our True Selves?

In my project I discuss the effect that celebrity culture has on modern day society. The mass media have a stranglehold on what we see, what we read and what we believe through television, newspapers and the internet. It is almost inescapable but the question is does the power of the mass media and the cult of celebrity alienate us from ourselves and stunt our true desires in life?

In order to philosophically deconstruct this phenomenon my methodology revolves around the examination of the theories of Guy Debord and his notion of the spectacle, Theodor Adorno’s attack on mass culture in The Culture Industry and Karl Marx’s critique of commodity fetishism in Das Kapital.

“The more he contemplates, the less he lives; the more he identifies with the dominant images of need, the less he understands his own life and his own desires” (Debord, Society of the spectacle 16: 2004)

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2011 Abstracts Stage 3

Can True Ethical Business Practice Exist in a Capitalist Society?

Aims:
To come to a conclusion whether a capitalist society is a breeding ground for unethical business practice.

What is capitalism?
Capitalism is an economic system in which the means of production are privately owned and profit is the incentive for motivation

Philosophers: Rawls and Marx
I shall investigate how Rawls and his ‘Theory of Justice’ can be applied to a system of capitalism. Also how Marx and his stance against a free market may or may not be correct.

Enron:
The case study of Enron will be my example of how the free market may give too much freedom to independent companies. It also shows how Marx to some extent is right, but furthermore how Rawls can be seen with the workings of this major meltdown.

Why Business?
I chose business and its ethics because I hope to further my knowledge in the field of accounting as this is the profession I one day hope to enter. Both Rawls and Marx have great influences on the decisions faced in this profession.

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2011 Abstracts Stage 2

Poverty: How to Solve It, Capitalism or Communism?

Aims:
– Personal work on an issue that interests me
– An issue that relates to possible career path
– Increase understanding of poverty
– Look into solving poverty
– Seeing whether the systems we live by are moral
– Questioning the status quo of my society

Grounding:
– Economist Paul Collier, author of background book
– Marx, philosopher and sociologist, author of Communist manifesto

Outcome:
Capitalism is the answer to solving poverty, communism is not applicable, nor desired, it cannot come into being without capitalism. In order to alleviate world poverty, capitalist society must embrace the third world into our bosom, aid, investment, trade, military intervention and laws, will elevate the third world out of poverty.

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2011 Abstracts Stage 3

The Problem of Authenticity in Postmodern Society

The aim of my project is to look at the influence of postmodern society and postmodern culture on our experience as authentic, autonomous selves. I hope to unearth something about the true nature of authenticity, if it indeed exists at all, and through the course of this investigation I also hope to obtain a better understanding of my own self. The main question I wish to resolve is: In this postmodern society can anyone really become an authentic individual and consider their experiences to be authentic? The foreseeable problems are centred on the condition of the postmodern world, which promotes inauthenticity. I shall be considering the views of Adorno: The Culture Industry; Heidegger: Being and Time; Nietzsche: Thus Spoke Zarathustra, whilst also investigating The Truman show.

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2011 Abstracts Stage 3

Are Holidays Part of Our Real Lives or an Escape into Unreality?

LOOKING AT NIETZSCHE AND HIS CRITQUE AGAINST THE `’REAL” AND “APPARENT” WORLD

IS THERE ONLY ONE WORLD? IF SO WHICH ONE ARE WE LIVING IN?

IS A HOLIDAY A FORM OF AN ILLUSION?

ARE WE BORN INTO A CULTURE OF ESCAPISM?

IN OUR ESCAPISM CAN WE STILL FIND TRUTH?

The Schopenhauerian man voluntarily takes upon himself the suffering involved in being truthful.’

The quote is bound up with Nietzsche’s view that most people don’t like seeing reality as it is, i.e. the one and only reality there is. People prefer all the illusions, which the apparent world gives us by way of hope that we will enter the real true world where everything will be alright; for example heaven or even on holidays.

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2011 Abstracts Stage 2

Does the Revived Television Series “Doctor Who” (2005-Present) Provide a Positive Interpretation of Nietzsche’s Moral Philosophy?

“God is Dead”

Stephen Hawking stated in “The Grand Design” (2010) that “philosophy is dead”, and certainly as far as furthering our understanding of the physical nature of the Universe, that job seems much better suited to physicists than Priests and Theologians. However this increasingly empiricist attitude of society has lead to a crisis of values and an onset of nihilism.

It’s my opinion that of all the philosophers I’ve studied Friedrich Nietzsche, despite dying over a Century ago, grasps and provides the most convincing answer to the potentially valueless existence we face today. Nietzsche’s answer isn’t a normative one however but is in need of personal study and analysis by all who seek to learn something from it.

Go Beyond Good and Evil by journeying through time and Space

I’ve chosen to use “Doctor Who” (2005-present) as a way of interpreting and critiquing Nietzsche’s moral philosophy.

I feel I’m justified in this comparison given the immensely positive critical reception of this series which is often praised for being innovative and challenging, recently being described as a show that: “makes your mind work…” by the site www.avtoday.co.uk.

And Crucially the head producers Russell T Davies and Stephen Moffat have not only got a reputation for exploring deep philosophical issues with their dramas in a way that often borders on the unnerving, but both their runs of “Doctor Who” have been characterized by an undeniably existentialist and atheistic edge. Going so far as to pit the protagonist against the devil itself!

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2011 Abstracts Stage 2

Conjoined Twins: If a woman is knowingly pregnant with conjoined twins, is it a fairer act to abort them rather than to carry on with her pregnancy, due to the quality of life they will experience?

This year I used the topic conjoined twins in my project. I was inspired to do so after watching a channel four documentary, ‘Bodyshock: The twins who share a brain’. This featured two sets of female craniopagis (joined by the head) twins one pair 48 years older than their junior. After realising the presence of lots of sets of conjoined twins alive today I began to query far reaching questions about the nature of their life. I used these girls as empirical research and included lots of quotes from interviews with 49 year old Schappell twins Reba and Lori in order to help me answer the question above. I also read their biography, and several books about conjoined twins in general and especially their sociological transition through history.

I also used philosophy and practically applied the notion of aborting conjoined twins, to the theories of two philosophers John Stuart Mill and Immanuel Kant. For Mill the abortion would be acceptable according to his hedonistic greatest number principle. I argued using quotes from Mill’s work that he would opt for them to be aborted since they would inflict various levels of pain upon all those involved. Kant would not accept their abortion, he would see it as a virtue of their mother not to do this, and sees abortion in general as a non-universalizable maxim. In order to do this I read several books on the philosophers some are listed below. I then explained in my own words what each of the philosophers would say about this issue. I started my project by thinking that the quality of lives of twins eternally joined together would be very low, but by the end of the project I had completely changed my mind. I learned that conjoined twins do not mind (even favour) their situation, possibly because it is all they have known. All the evidence I found showed them stating emphatically that they would not wish for separation even if it was possible. They claimed not feeling a sense of unwillingly feeling trapped to another person as I imagined. They have also found a purpose and place among society in the twenty first century in a way that they did not in the eighteenth as were forced to join the freak show. Therefore I agreed with Mill over Kant but for different reasons and in my conclusion I argued their case using evidence of the excellent life quality conjoined twins have experienced in the past.

Sources…
Dreger, A. (2004) One of us, Conjoined Twins and the Future of Normal. Harvard University Press, London.

Mill, J S. (2001) Utilitarianism. Hackett Publishing Company, United States of America.

Guyer, P. (2006) Kant. Routledge Publishing, Abingdon.

Face to Face: The Schappell Twins (2000 United States of America) Television Broadcast. Ellen Weissbrod. New York, A&E Television Networks. Documentary and Living channel, 05/01/2000 8pm, Series 2 Episode, 3.

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2011 Abstracts Stage 3

A Second Enlightenment: A Revolution in Education

In this project, borrowing from the philosophy of Martin Heidegger, I shall argue that with the increase of technology, the spread of capitalism and the loss of ambiguity in language, a second Enlightenment is needed; in order to save man from destroying, and losing his ambiguous relationship with the world. I shall argue that the only way for man to avoid such fate is through a revolution in education. I shall draw on the educationalists Ken Robinson, and Mary Evans to demonstrate that contemporary education is failing children, for multiple reasons. Essentially modern education systems have turned into businesses, as such not only do they restrict creativity in the class room, but they are ensuring ‘cut-backs’ in creative subjects.

I shall draw on the philosophy of Gilles Deleuze to demonstrate why creativity and creative thinking are an essential attribute of any individual. Moreover I shall argue alongside Jean François Lyotard, that the modern world calls for order and structure which is dramatically limiting the creative abilities of individuals in our society. Thus my proposal is that the only way to change this ordered, scientific mind-set, inherited from the Enlightenment, is to revolutionise the way we educate children, so as to encourage creativity and critical thinking. Furthermore I shall argue that if this is not achieved, the conclusion could result in the end of mankind.