Reconceptualising Schopenhauer's "Compassion" through Diametric and Concentric Spatial Structures of Relation

Schopenhauer's compassion (Mitleid) emphasises that a person participates immediately in another's suffering. A pervasive theme among critics historically is that Schopenhauer engages in an unwitting reduction of compassion to some form of egoism. This article argues that a spatial-relational framework of understanding can support Schopenhauer's compassion and defend it against the charges of egoism. This spatial-relational framework is drawn from a reinterpretation of a dimension of Lévi-Strauss' observations on cross-cultural structures of relation - diametric and concentric spatial projections - without needing to endorse Lévi-Strauss' structuralist commitments. A distinction between concentric spatial projections as assumed connection and diametric opposition as the 'thick partition' of assumed separation offers contrasting frames for understanding a relational self, in Schopenhauer's Mitleid. The objections of critics, including Nietzsche, that Schopenhauer's compassion is mere egoism, are criticisms due to the projection of a diametric spatial-relational structure of assumed separation onto Schopenhauer's way of thinking. Schopenhauer's distinctive conception of compassion adopts an implicit concentric relation as assumed connection which challenges traditional diametric structured Western logic, the framework within which his critics are embedded.La compassió de Schopenhauer (Mitleid) emfasitza que una persona participa immediatament del sofriment d'una altra. Una de les qüestions que ha romàs al llarg de la història entre els crítics de Schopenhauer és la seva reducció inconscient de la compassió a una forma d'egoisme. Aquest article argumenta que una concepció de marc espacio-relacional manté la compassió de Schopenhauer contra les assumpcions egoistes. Aquest marc espacio-relacional sorgeix d'una reinterpretació d'una part de les observacions de Lévi-Strauss en les estructures de relacions interculturals -en les projeccions diametrals i concèntriques- sense que haguem de comprometre'ns amb els pressupòsits estructuralistes de Lévi-Strauss. Una distinció entre les projeccions espacials concèntriques suposadament connectades i el contrari diametral com a suposadament separat ens ofereix marcs contrastables per entendre el sí relacional del Mitleid de Schopenhauer. Les objeccions que han fet alguns crítics, entre ells Nietzsche, que la compassió de Schopenhauer és una forma simple d'egoisme són degudes a la projecció d'una estructura espacio-relacional i diametral suposadament separada del pensament de Schopenhauer. La concepció schopenhaueriana de la compassió adopta una relació concèntrica suposadament connectada que qüestiona la lògica d'Occident, estructuralment diametral, el marc en el qual es mouen els seus crítics.La compasión de Schopenhauer (Mitleid) enfatiza que una persona participa inmediatamente del sufrimiento de otra. Una de las cuestiones que ha permanecido a lo largo de la historia entre los críticos de Schopenhauer es su reducción inconsciente de la compasión a una forma de egoísmo. Este artículo argumenta que una concepción de marco espacio-relacional mantiene la compasión de Schopenhauer contra las asunciones egoístas. Este marco espacio-relacional surge de una reinterpretación de una parte de las observaciones de Lévi-Strauss en las estructuras de relaciones interculturales -en las proyecciones diametrales y concéntricas- sin que tengamos que comprometernos con los presupuestos estructuralistas de Lévi-Strauss. Una distinción entre las proyecciones espaciales concéntricas supuestamente conectadas y el contrario diametral como supuestamente separado nos ofrece marcos contrastables para entender el sí relacional del Mitleid de Schopenhauer. Las objeciones que han hecho algunos críticos, entre ellos Nietzsche, de que la compasión de Schopenhauer es una forma simple de egoísmo son debidas a la proyección de una estructura espacio-relacional y diametral supuestamente separada del pensamiento de Schopenhauer. La concepción schopenhaueriana de la compasión adopta una relación concéntrica supuestamente conectada que cuestiona la lógica de Occidente, estructuralmente diametral, el marco en el que se mueven sus críticos

Developing Derrida’s psychoanalytic graphology: diametric and concentric spatial movements

Derrida’s work encompasses dynamic spatial dimensions to understanding as a pervasive theme, including the search for a ‘new psychoanalytic graphology’ in Writing and Difference. This preoccupation with a spatial text for repression also occurs later in Archive Fever. Building on Derrida, this paper seeks to develop key aspects of a new dynamic psychoanalytic graphology through diametric and concentric interactive spatial relation. These spatial movements emerge from a radical reconstruction of a neglected aspect of structural anthropologist LéviStrauss’ work on spatial relations prior to myth. This psychoanalytic graphology is argued to silently pervade Freud’s own direct accounts of repression. This graphological domain is developed through diametric and concentric spatial movements across common concerns of Derrida and Freud such as inversions, interruption and restoration, regarding traces in the unconscious. A spatial text is uncovered for diverse features of Freudian repression, including ambivalence in obsessional neurosis and psychosis, splitting of the ego and repetition compulsion. This psychoanalytic graphology challenges the construction of a restricted subjectivity based on repressive diametric spatial relations. It goes beyond Freud’s logocentric repression, resonant with Derrida’s more radical call for a wider spatio-temporal understanding of structures of differential relation, prior to causality and myth

The neglected shadow : European perspectives on emotional supports for early school leaving prevention

Recent OECD reports emphasize ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for system level emotional supports. The current study involves qualitative research interviews with senior government officials and secondary school management representatives across eight European countries, with a particular focus on school climate and emotional support issues. Issues raised by interviewees for students at risk of early school leaving include supports for withdrawn children, for those at risk of suicide and those being bullied at school affecting their nonattendance. Other emerging themes include alternatives to suspension and teacher education for improving their conflict resolution skills. Some interviewees explicitly observe the dearth of emotional support services available in practice in their countries. The pervasive policy gaps across national levels for a mental health and emotional support strategy, as part of an early school leaving prevention strategy, requires serious and immediate attention.peer-reviewe

Beyond the ‘diminished self’ : challenging an array of objections to emotional well-being in education

With early school leaving prevention being an agreed European Union headline target of 10% across the EU by 2020, emotional-relational dimensions to education are gaining renewed attention in European education policy. Against this backdrop, prominent criticisms of an emotional well-being agenda in education by Ecclestone and Hayes require further consideration. The key objective of this paper is to challenge and reconstruct six key arguments of Ecclestone and Hayes against emotional wellbeing in education. There is a need to move beyond paradigms of conceptual coherence that rest upon diametric oppositions – thought/feeling, healthy/sick, diminished/undiminished, optimism/pessimism, subject/negation of a subject, learning/therapy. It is argued that an emotional well-being agenda in education is a conceptually coherent one, once different levels of prevention and intervention are distinguished and the argument goes beyond flat, undifferentiated conceptions of ‘therapeutic culture’. The Cartesian model supported by Ecclestone and Hayes to frame a ‘diminished’ self is but one selfhood. A more nuanced debate would focus on the strengths and weaknesses of different, pluralistic conceptions of selfhood. Their most substantive objections to an emotional well-being agenda in education concern deficit labelling and privacy and are important cautionary notes.peer-reviewe

Examining the roles and consequent decision-making processes of high-level strength and conditioning coaches

Research into sports coaches has identified the valuable role they play concerning social support provided to athletes together with their contribution to social and cultural interactions within both the participation and performance domains. The purpose of the present study was to qualitatively extract and examine the knowledge and on-task cognitions of high-level coaches (HLCs) within strength and conditioning (S and C). Applied cognitive task analysis (ACTA) was used to examine ten HLCs, each purposefully sampled to reflect over eight years of work in full time environments. The analysis of responses demonstrated HLCs engage in a pattern of innovative and diverse thinking, together with adaptability and multilevel planning, designed to promote an inclusive approach from performers, coaches and management. Commonality was demonstrated within the decision making of HLCs during the design of training programs. Communication was another important consideration when connecting with athletes, observing athletes, speaking to the head coach and integrating their approach with others. A confident, flexible approach to adapting to situational demands was evident and supported by the ability to recall and select from a wide range of previously learnt and tested strategies. Evidence is offered for the importance of interpersonal and social factors in HLCs’ relationships with athletes and coaches. The incorporation of strategies to support versatile, dynamic decision making within future S and C coach development materials will support more impactful performances by coaches at all stages of the coaching process

A phenomenological reinterpretation of Horner’s fear of success in terms of social class.

The current study developed the concept of fear of success that was originally examined by Martina Horner (1970; Journal of Social Issues, 28(2), 157-175, 1972). The key dimension in Horner’s (1970; Journal of Social Issues, 28(2), 157-175, 1972) studies was gender. The key dimension in the current study was social class. It was hypothesised that individuals from socio-economically disadvantaged backgrounds fear that, for them, success will lead to alienation from their community, and the loss of identity and loss of overall sense of belonging within their culture. The majority of the previous studies were based in the USA and examined fear of success using objectivist conceptions of success and quantitative methodologies. Eleven participants took part in the current study, three males and eight females. Two-phase qualitative interviewing was employed as the primary source of data collection in an attempt to gain a deeper understanding of the constructions and experiences of the participants in relation to success. The majority of participants believed that they would have to make vast life changes, in order to facilitate their views of desired success. The participants’ fear was rooted in what they perceived as the “consequences of success”. These participants occupied a “trade-off mindset”; for these young people, success meant leaving their family, friends, community and culture behind. The thought of losing this “connection” and sense of belonging was expressed with noticeable anxiety