Introduction to Process Philosophy (SEM140)

DESCRIPTION

Process philosophy, long confined to the margins of philosophical thought, is now gaining recognition for its ability to renew our understanding of reality. Unlike traditional approaches centred on the idea of substance and stability of objects, processualism offers a dynamic vision of the universe, emphasising becoming, relationship and emergence. This perspective provides an original analytical framework, not only for the natural world and living beings, but also for human societies and social structures. Through four structured educational stages, the seminar invites participants to explore the historical, conceptual, scientific and social dimensions of this philosophy, while promoting dialogue with contemporary science and classical philosophy.

Process philosophy is based on a central intuition: the world is in perpetual becoming, and is not made up of fixed and immutable entities. This perspective challenges the primacy of substance over change, proposing that reality be understood as a network of dynamic and interconnected relationships. The implications of this approach are vast, touching on metaphysics, ethics, natural sciences and social sciences.

STEPS

STEP 1: SITUATING PROCESSUAL METAPHYSICS

This first step provides a historical overview of processualism. It begins with the insights of Heraclitus, famous for his vision of universal flux, before moving on to the more systematic formulations of Bergson, Whitehead and Simondon. The aim is to show how the primacy of becoming has gradually been asserted against the metaphysics of substance, and why this philosophy, long marginalised, is now gaining relevance in the face of rapid changes in our world. This historical contextualisation enables students to understand the emergence of processualism as a response to the limitations of static conceptions of reality.

STEP 2: EXPLORING FUNDAMENTAL CONCEPTS

The second step delves into the core concepts of process philosophy: becoming, relation, concrescence, creativity, individuation and emergence. These notions are contrasted with classical concepts such as substance, identity and causality. This critical comparison helps students grasp the reversal operating in processual thought and its implications for how we understand the world. Links to contemporary sciences such as physics, biology, and systems theory are also explored to show the relevance of these concepts in analysing complex and interconnected dynamics.

STEP 3: PROCESSUALISM AND NATURAL SCIENCES

The third step examines the contribution of processualism to our understanding of nature. It highlights the interrelationships and interdependence within ecosystems, the importance of self-organisation in thinking about life, and the notion of irreversibility in physical and biological temporality. The aim is to show that the natural world cannot be reduced to a set of static substances, but must be viewed as a dynamic fabric of relationships in perpetual flux.

STEP 4: PROCESSUALISM AND HUMAN SOCIETIES

The final stage explores the social and ethical implications of processualism. Students will be invited to reflect on socialand political transformations, cultural changes, and contemporary issues related to technology, particularly artificial intelligence. The focus is on relational ethics and how a processual view of the world can enrich our understanding of community, solidarity, and ways of coexisting in a complex and uncertain world.
By confronting the future and contemporary challenges—from ecology to artificial intelligence—the seminar shows that processual philosophy is not a theoretical abstraction, but a tool for rethinking our relationship to the world and to others. Students will emerge from this course with an enriched vision of reality, capable of articulating philosophy, science and societal issues within an open and dynamic perspective.

OBJECTIVES

• Clear introduction to process metaphysics: familiarise students with the history and fundamental principles of this philosophy.
• Mastery of fundamental concepts: understand key notions such as becoming, relation, concrescence, creativity, individuation and emergence, and their theoretical significance.
• Interdisciplinarity: highlight the resonances between processual thinking and the natural and social sciences, as well as the implications for the analysis of complex phenomena.
• Critical reflection: stimulate critical thinking on the philosophical, social and ethical implications of processualism.
• Dialogue between philosophy and contemporary sciences: encouraging students to articulate philosophical and scientific perspectives for a comprehensive understanding of the transformations of the world.

EDUCATIONAL ACHIEVEMENTS

• Historical and conceptual mastery of processualism: understanding of the main historical stages of processualism and its evolution in contemporary philosophy, as well as mastery of central concepts such as becoming, relation, concrescence, creativity, individuation and emergence.
• Link between philosophy and contemporary sciences: familiarity with the connections between processual thinkingand the sciences (physics, biology, systems theory), and ability to mobilise these concepts in the analysis of complex phenomena.
• Applications to contemporary societies and issues: knowledge of the implications of processualism for human societies, including ethical, political and technological dimensions, and ability to reflect on current issues from this perspective.
• Critical and comparative analysis of philosophical traditions: ability to analyse and compare different metaphysical traditions, identifying their presuppositions and implications, and to develop critical thinking about their limitations and potentialities.
• Interdisciplinary approach and conceptual articulation: ability to articulate philosophical and interdisciplinary perspectives, to mobilise concepts in various scientific and social contexts, and to produce structured and critical reflection on emerging global dynamics.

ASSESSMENT METHODS

The seminar will be assessed on the basis of two main components:

• Individual analysis assignment: Students will be required to write a one-page assignment in response to a question. This assignment will highlight their ability to analyse, formulate personal insights, and support their thinking with relevant bibliographical and theological references.
• Participation in forums: The quality of students' engagement in group discussions will be assessed, with an emphasis on their ability to listen, relate faith to different contexts, offer personal testimonies, and enrich theological dialoguewith insightful and well-documented contributions.