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"How should we describe the devastation brought about on the lives of the enslaved? How should we describe plantation slavery as an institutionalized and transgenerational structure of dominance? Irreparable Evil, by David Scott, is an intellectual engagement with the insufficiently acknowledged legacy of plantation slavery in the New World. He argues that while slavery involved unimaginable practices of violence, its destructive powers include that of an inherited form of life. The perniciousness of slavery was its legacy as an inheritance of future generations. Scott's locational focus is the Anglophone Caribbean with an emphasis on Jamaica. Written as a series of interconnected essays, Scott consider what he means by moral and reparatory history and the related concepts of incomparable evil and incommensurable evil. He explores the problems of fictional conceptions of slavery's evil and concludes with an interrogation of whether or not the evil of slavery is ever truly reparable"--

This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning.

A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression?

The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.

Praise for On Learning

'Provides a nuanced and layered understanding of the complex concept and practice of learning to students and researchers.'
Educational Review

Frontmatter -- Contents -- Acknowledgements -- Abbreviations -- Introduction -- 1 Ontogenesis and the Concepts of Individuation -- 2 The Individuation of Perceptive Unities and Signification -- 3 Individuation and Affectivity -- 4 Problematic of Ontogenesis and Psychic Individuation -- 5 The Individual and the Social, the Individuation of the Group -- 6 The Collective as Condition of Signification -- 7 An Ethics of Ontogenesis and a Non-human Humanism -- Conclusion -- Bibliography -- Name Index

This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning. A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression? The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.

Series Preface -- List of Abbreviations -- Introduction: Foucault's Modernisms / David Scott -- Part 1. Conceptualizing Foucault 1. The Origin of Parresia in Foucault's Thinking: Truth and Freedom in The History of Madness / Leonard Lawlor and Daniel J. Palumbo ; 2. The Secret of the Corpse-Language Machine: The Birth of the Clinic and Raymond / Roussel David Scott ; 3. Intersections of the Concept and Literature in TheOrder of Things: Foucault and Canguilhem / Samuel Talcott ; 4. ArcArcheology of Knowledge: Foucault and the Time of Discourse / Heath Massey ; 5. Carceral, Capital, Power: The 'Dark Side' of the Enlightenment in Discipline and Punish / Christopher Penfield ; 6. Foucault's History of Sexuality / Chloë Taylor -- Part 2. Foucault and Aesthetics. 7. Technologies of Modernism: Historicism in Foucault and Dos Passos / Christopher Breu ; 8. Thought as Spirituality in Raymond Roussel / Ann Burlein ; 9. Life Escaping: Foucault, Vitalism, and Gertrude Stein's Life-Writing / Sarah Posman ; 10. The Specter of Manet: A Contribution to the Archaeology of Painting / Joseph Tanke ; 11. The Hermaphroditic Image: Modern Art, Thought and Exp rience in Michel Foucault / Nicole Ridgway -- Part 3. Glossary. Archaeology / Heath Massey ; The "Author-Function" / Seth Forrest ; Biopower / Chloë Taylor ; Discipline / Steve Tammelleo ; Episteme / Samuel Talcott ; Genealogy / Brad Elliot Stone ; Power / Brad Elliot Stone ; Problematization / Daniele Lorenzini ; Transgression / Janae Scholtz ; Truth / Marc De Kesel ; Subjectivation / Mark Murphy -- Notes on Contributors -- Index.

In these series of letters-which David Scott wrote to Stuart Hall following his death-Scott characterizes Hall's voice and his practice of speaking, listening, and generosity as the foundational elements of Hall's intellectual work.