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Resources: Simone Weil on Plant Life, Chlorophyll & Related Topics
Philosophy, out of Bounds: The Method and Mysticism of Simone Weil
ABSTRACT: The purpose of this study is exposition on the themes of method and mysticism in the work of Simone Weil. Nearly a decade before the onset of her first mystical experience, Weil developed a method to be rigorously applied in daily philosophical reflection. She outlines this method in her dissertation on Descartes (1929-1930). I examine the question of how Weil applied method to philosophical reflection on her mystical experiences (onset 1938-1939). I analyze Weil’s mystical experiences as a type of transformative experience in L. A. Paul’s strict sense of the term. On Paul’s view, an experience is transformative if it is both epistemically and personally transformative. An experience is epistemically transformative if the only way to know what it is like to have it is to have it yourself. An experience is personally transformative if it changes your point of view, including your core preferences (Paul, 2014).
I present a thought experiment and textual evidence to motivate the claim that Weil’s mystical experiences meet Paul’s conditions for transformative experience. I then propose two epistemological facts that can be revealed by philosophical reflection on mystical experience. First, it is possible to read meaning erroneously in the appearances of things. Second, it is possible to come to hold to the certainty of a conviction for reasons that elude the intellect. My findings suggest that Weil’s late views on philosophy accommodate these two epistemological constraints, thereby demonstrating a possible connection between Weil’s mystical experiences and her mature views on the nature, scope, and proper method of philosophy. However, my preliminary findings also suggest that Weil’s early work on method may have anticipated these epistemological obstacles prior to the onset of her first mystical experience. Thus, further exposition of Weil’s method is needed to support or elucidate the claim (Rozelle-Stone and Davis, 2021) that Weil’s epistemology underwent significant changes because of her mystical experiences.
Carmen Maria Marcous, a Dissertation submitted to the Department of Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Florida State University, College of Arts and Sciences (2022).
Book Review: Simone Weil for the Twenty-First Century by Eric O. Springsted
In his book, Simone Weil in the Twenty-First Century, Eric Springsted–pioneering Weil–specialist in the USA as well as co-founder and long-time president of the American Weil society–-reveals his thorough knowledge and deep understanding of this French philosopher and mystic. In dialogue with thinkers such as Ludwig Wittgenstein, Michael Foster, Gabriel Marcel, Henri de Luba, and Jacques Maritain, he covers much ground in his book’s fourteen chapters, focusing in the first part on Weil’ philosophical and theological thought before turning to her social and political thinking.
The themes range from the place of mystery and the supernatural in Weil’s philosophy to her understanding of obligations, the need for roots, the role of culture, and the relationship between religion and politics. Though there is no central argument holding these different chapters together–-indeed, eleven of the fourteen chapters were published in earlier versions in various journals– the book does justice to Weil’s diverse interests . . . .
Theology Today, vol. 79, no. 3, p. 352 (2022)
Mysticism and the Making of Simone Weil
Education and the ethics of attention: The work of Simone Weil
This paper argues that the influential French thinker, Simone Weil, has something distinctive and important to offer educational and ethical inquiry. Weil’s ethical theory is considered against the backdrop of her life and work, and in relation to her broader ontological, epistemological and political position. Pivotal concepts in Weil’s philosophy – gravity, decreation, and grace – are discussed, and the educational implications of her ideas are explored. The significance of Weil’s thought for educationists lies in the unique emphasis she places on the development of attention, a notion elaborated here via the key themes of truth, beauty, and love.
British Journal of Educational Studies (Aug. 22, 2022)
- Professor Peter Roberts, University of Cambridge, School of Educational Studies & Leadership. His many works include “Simone Weil: Education, Spirituality and Political Commitment,” in Kirylo JD (ed.), A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know (Rotterdam: Sense Publishers, 2013), pp. 129-132.
