Sisyphus revisited. Reflections on the analogy between linguistic meaning and the meaning of life

Sarot, Marcel

doi:10.1515/nzst.1996.38.2.219

Cited by 2 publications

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“…So our lives may have an objective meaning, but any objective meaning of our lives will leave us cold, 18 unless we appropriate it and thereby make it our own subjectively chosen first-person meaning. 19 This is rightly put forward by subjectivists. If someone declares that the meaning of human life is to serve God, I may shrug my shoulders indifferently and seek the meaning of my life in another perspective ; or I may embrace that objective meaning as my first-person meaning.…”

Section: Objective Meaning and Subjectively Given Meaningmentioning

confidence: 96%

Assessing views of life: a subjective affair?

Markus

2003

Rel. Stud.

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Is the assessment of a view of life only a matter of personal preference? I argue that there is more than personal preference. I defend the position that a view of life must be useful for the ascription of meaning and therefore needs to fulfil the requirements of the process of ascribing meaning. In this article I analyse this process and its requirements and deduce from them a set of criteria by which views of life can be assessed.

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Section: Objective Meaning and Subjectively Given Meaningmentioning

confidence: 96%

Assessing views of life: a subjective affair?

Markus

2003

Rel. Stud.

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“…A slightly different, but insightful, way of characterising the basic positions is offered by Sarot (). He distinguishes between externalism and internalism.…”

Section: The Question Of Life's Meaning: One or Many?mentioning

confidence: 99%

“…If it is the meaning of life one is interested in, it is still possible to hold that education can contribute to this, as long as one adheres to what Sarot () called ‘internalism’ with regard to the meaning of life (see Section ). According to Sarot, most theistic views are internalist as well; in other words, they are supernaturalist hybrid views, occupying a middle ground between supernaturalist objectivism and subjectivism.…”

Section: Relations Between Education and The Question(s) Of Life's Mementioning

confidence: 99%

Education and Life's Meaning

Schinkel¹,

Ruyter²,

Aviram³

2015

Journal of Philosophy of Education

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There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live-and therefore, how to raise one's children-is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying (a particular form of) education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and how education might contribute to children's ability to find meaning in life or at least deal with the question. This issue is not only theoretically interesting (though relatively neglected)-it also has practical urgency. For people have a need for meaning that, if unfulfilled, leads to personal and potentially social crises-a need that often expresses itself first and strongly in adolescence; and there are reasons to have doubts about the contribution of today's traditional formal education system to the meaningfulness of children's (and future adults') lives. We argue for the importance of frameworks of values, as well as for a greater emphasis on the affective dimension of meaning, though we reject pure subjectivism. The underlying purpose of this article, however, is not to argue for a particular comprehensive position, but to persuade philosophers of education of the importance of the issue of life's meaning in thinking about education today.

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Sisyphus revisited. Reflections on the analogy between linguistic meaning and the meaning of life

Cited by 2 publications

References 0 publications

Assessing views of life: a subjective affair?

Assessing views of life: a subjective affair?

Education and Life's Meaning

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