Labor, Collectivity, and the Nurturance of Attentive Belonging
in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?, New York: Palgrave Macmillan, pp. 207-226
in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?, New York: Palgrave Macmillan, pp. 207-226
in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?, New York: Palgrave Macmillan (2020), pp. in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?,New York: Palgrave Macmillan, pp. 227-
in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?, New York: Palgrave Macmillan pp. 125-142
in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?, New York: Palgrave Macmillan, pp. 25-40
in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?, New York: Palgrave Macmillan, pp. 41-60
in Sophie Bourgault & Julie Daigle, eds., Simone Weil, Beyond Ideology?, New York: Palgrave Macmillan, pp. 161-184.
in David Tracy, Filaments: Theological Profiles, Chicago: University of Chicago Press
in Charlotte Alston, Amber Carpenter & Rachael Wiseman, eds., Portraits of Integrity: 26 Case Studies from History, Literature, and Philosophy, Bloomsbury Academic, 2020, pp. 141-149.
D.K. Levy is a moral philosopher working in the Department of Philosophy at the University of Edinburgh.
The purpose of this article is to provide a comment on Simone Weil’s brief but seminal essay ‘Reflections on the Right Use of School Studies with a View to the Love of God.’ It complements an earlier one on Weil’s Lectures on Philosophy. The essay was sent via a letter to her friend and mentor, the Catholic priest, and Dominican friar, Father Joseph-Marie Perrin O.P. It set out her belief that school studies should provide the individual pupil or student with an education in the value and acquisition of attention. This, Weil believed, would be of fundamental value when reaching out to God through prayer. Such a capacity for attention would also enhance the student’s general academic and social learning providing a basis for authentic dialogue with others, and not only teachers and schoolfellows. The article introduces her as a religious philosopher, explains the origins of the essay, and Weil’s friendship with Father Perrin, who was her Christian religious mentor, examines the text itself, considers some critical commentaries, and assesses its relevance to the philosophy and practice of education today.
RUDN Journal of Philosophy, vol. 24, no. 3, pp. 398-409
Throughout his philosophical career, Peter Winch had a particular interest in the philosophy of Spinoza, as is evidenced not only by a variety of references on a diverse range of issues in his works but also by several lectures and seminars he delivered on this thinker. A reconstruction of his interpretation of Spinoza’s system, which unites epistemological, metaphysical, and ethical considerations as mutually dependent, brings to the fore Winch’s interest in the individual not only as an important epistemological but equally as a moral agent, who is embedded in a web of circumstances that shape her view on the world and the possibilities and options she is able to entertain. Moreover, in his reading of Spinoza, the focus on the irreducibility of the individual’s standpoint is also connected to the philosophies of Wittgenstein and Simone Weil, a connection which adds at the same time an emphasis on a fundamental limitation of moral philosophy in general.
Sarah Trooper, “The Identity of Man – Winch Between Spinoza, Weil, and Wittgenstein,” in Michael Campbell & Lynette Reid, eds., Ethics, Society and Politics: Themes from the Philosophy of Peter Winch, Springer (2020), pp. 135-148