The way we experience, investigate and interact with reality changes drastically in the course of history. Do such changes occur gradually, or can we pinpoint radical turns, besides periods of relative stability? Building on Oswald Spengler, we zoom in on three styles in particular, namely Apollonian, Magian and Faustian thinking, guided by grounding ideas which can be summarised as follows: “Act in accordance with nature”, “Prepare yourself for the imminent dawn and “Existence equals will to power”. Finally, we reach (...) the present. How to characterise the new era we entered round the year 2000? (shrink)

Anselm’s 'Proslogion' is, as he says in its Preface, 'unum argumentum', a single line of reasoning, that builds toward the following: “that God is truly,” “that he is the highest good who needs no other,” and that he is the one “whom all things need so that they may be and may be well.” This paper attempts to shed light on how Anselm carries out the threefold task that he sets for himself and way in which his procedure brings unity (...) to the work. Although I do not provide a full account of the unity of the 'Proslogion', I lay the groundwork for such an account by reflecting on the 'Proslogion' in light of the 'Symposium', with a view to bringing a pattern of thinking present in Plato’s work to bear on the 'Proslogion'—an intertextual approach that illuminates aspects of Anselm’s thinking and reveal the rich Platonic and Neoplatonic tradition within which he was working. In the 'Symposium', one discerns a pattern of thinking that consists of three “moments”: a comic moment, a tragic moment, and a philosophic moment. To follow this pattern in one’s inquiry is, as Socrates suggests, to practice 'ta erôtica', “erotics,” the art of erotic thinking. Familiarity with this pattern of erotic thinking helps make sense of Anselm’s thinking in the 'Proslogion', and in this paper I reveal how this is so. (shrink)

When we speak of language we usually use the concept of a particular language. In this sense the concept denoted with the word language may vary from one language to another. Real language (=the language spoken) on the contrary is the reality lived by speakers thus encompassing complex and multifarious activities. Depending on the language spoken, the modes of thinking, modes of being in the conception of things, and systems of beliefs transmitted by means of particular languages, denote the (...) living reality of language with different grammatical categories. The concept “language” is expressed sometimes with a noun, thus denoting something existing in it; sometimes with a verb, thus denoting an action or an activity; and sometimes with an adverb, thus denoting the mode of an activity. The reality or degree of reality implicit in these grammatical categories involves a particular mode of thinking, prompted with a particular mode of being in the conception of things. Because of this it is necessary to distinguish the concept of language as something different from the reality of language. But first of all it is necessary to determine the reality or degree of reality of both the reality lived by speakers and the thing usually conceived of as language or a language. (shrink)

The changes known as the loss of inflexions in English (11th- 15th centuries, included) were prompted with the introduction of a new mode of thinking. The mode of thinking, for the Anglo-Saxons, was a dynamic way of conceiving of things. Things were considered events happening. With the contacts of Anglo-Saxons with, first, the Romano-British; second, the introduction of Christianity; and finally with the Norman invasion, their dynamic way of thinking was confronted with the static conception of things (...) coming from the Mediterranean. The history of English from the 11th to the 15th century meant the introduction, confrontation and adoption of a new mental conception of things, the static way of conceiving of things, both modes of thinking defining the language today. (shrink)

Monism about being says that there is one way to be. Pluralism about being says that there are many ways to be. Recently, Trenton Merricks and David Builes have offered arguments against Pluralism. In this paper, I show how Pluralists who appeal to the relative naturalness of quantifiers can respond to these arguments.

Thinking and Perceiving defends the claim that thought not only affects perceiving, thought improves perceiving. It thus defends a malleable architecture of the mind, opposite strong modularist views that claim that perception is informationally encapsulated and thus cognitively impenetrable. The argument for this view centers around cases of perceptual expertise. Experts in a wide variety of domains—radiology, birdwatching, elite athletics, fingerprint examination—have been empirically studied using behavioral, neural-physiological, and computational methods. This convergence of evidence is best explained in terms (...) of cognitively sensitive perceptual improvements. And these improvements amount to epistemic virtue, where the virtue is partly resident in perception and credited to the perceiving agent. The view has far-reaching implications for a wide range of issues, including the epistemology of perception, the contents of perception, theory-ladenness in science and social perception, understanding and self-understanding, and aesthetic taste. (shrink)

Philosophy with children often focuses on abstract reasoning skills, but as David Bohm points out the “entire process of mind” consists of our abstract thought as well as our “tacit, concrete process of thought.” Philosophy with children should address the “entire process of mind.” Our tacit, concrete process of thought refers to the process of thought that involves our actions such as the process of thought that goes into riding a bicycle. Bohm contends that we need to develop an awareness (...) or proprioception of thinking as well. When Socrates enters into dialogue with his interlocutors, he shows the limitations of purely abstract thought by leading them to admit that they really “don’t know.” But, of course, they know. We know what bravery is or what love is, even though we can never “explain” these concepts in abstract terms. Life has taught us through experience what these concepts mean and we have developed an understanding of them. We can recognize when a person acts bravely. This is where I see the link between our tacit, concrete process of thought and emotional intelligence. We need emotional intelligence to learn how to be brave, to learn how to love, and be just in the way we act in the world. Knowing what justice is abstractly does not make us act justly. We have to develop awareness of our actions in order to develop the skills necessary to act the part. This is also where emotional intelligence comes in. In the bulletin of the play Romeo and Juliet, director Barry Edelstein wrote the following: “To perform Romeo and Juliet, actors need a series of skills… they must have the emotional and psychological awareness and openness of uncommon depth; they must listen with acuteness, they must possess an imagination of real suppleness and subtlety…” An abstract portrayal would not bring these characters to life. We can surely agree – abstractly – that racism is destructive, but still act racist, without being even slightly aware of it. My contention is that while our abstract sense of racism has evolved, our tacit, concrete knowledge has not, which explains that racism is for the most part still rampant, even though we know abstractly that it is wrong. So how do we educate and develop the awareness of the tacit, concrete knowledge that informs our actions, and develop the emotional intelligence to give a depth of understanding to what we know and believe abstractly. (shrink)

(1) This paper is about how to build an account of the normativity of logic around the claim that logic is constitutive of thinking. I take the claim that logic is constitutive of thinking to mean that representational activity must tend to conform to logic to count as thinking. (2) I develop a natural line of thought about how to develop the constitutive position into an account of logical normativity by drawing on constitutivism in metaethics. (3) I (...) argue that, while this line of thought provides some insights, it is importantly incomplete, as it is unable to explain why we should think. I consider two attempts at rescuing the line of thought. The first, unsuccessful response is that it is self-defeating to ask why we ought to think. The second response is that we need to think. But this response secures normativity only if thinking has some connection to human flourishing. (4) I argue that thinking is necessary for human flourishing. Logic is normative because it is constitutive of this good. (5) I show that the resulting account deals nicely with problems that vex other accounts of logical normativity. (shrink)

The Neo-Fregean view individuates concepts at the level of Fregean senses. It is an internalist view according to which concepts can be described as ways of thinking that imply classifications and epistemic/normative inferences. In this paper, I argue that the Neo-Fregean view of concepts adequately characterises the targets of conceptual engineering (CE), which I depict as the activity of purposefully changing our concepts in order to change classifications and/or concept-implicit inferences. I discuss and reject rival views that either reduce (...) the targets of CE to linguistic meanings or classification procedures or characterise concepts in a psychological or concept-externalist manner. I argue that the Neo-Fregean view is a more encompassing and adequate characterisation of the targets of CE. (shrink)

Conceptual thinking is form and content simultaneously. It is not that thinking is going on outside of or external to some fixed material substance. That idea would be formalistic thinking – abstract thinking or material thinking. Hegel calls thinking that goes on in its own realm, outside of that which it is thinking about, reflective thinking or reflection. When you look into a mirror you see your own reflection. A reflection is something (...) that comes back to you – the active agent. Thinking that merely reflects on a particular object never penetrates into the object but just superficially glances off the object and comes back into itself as thinking. Thus reflective thinking is something that goes on only in the subjective mind – it doesn’t really ever leave itself and penetrate into the actual object before it. It stays only with itself. Thus in effect it creates a duality between itself as reflective thinking and the object or substance that it is reflecting on. Conceptual thinking is not like that. Conceptual thinking absorbs itself in the content, object or substance as its own thinking itself. Conceptual thinking is thus both the form and content, subject and object, subject and substance – the thought of thought, or the thinking of thinking. Furthermore conceptual thinking is the activity of the Concept itself, it is not something different from the Concept. The Concept differentiates itself because it is living, thinking or dynamic thought itself. That is why we said that the Concept IS the thing. It is not that there is a Concept and a thing that it is the concept of. Hegel is not a Kantian! (shrink)

What a person is doing often depends on that person’s thought about what they are doing, or about the wider circumstances of their action. For example, whether my killing is murder or manslaughter depends, in part, on whether I understand that what I am doing is killing you, and on whether I understand that my killing is unjustified. Similarly, if I know that the backpack I am taking is yours, then my taking it may be an act of theft; but (...) it is not theft if I simply mistook your backpack for my own. And if I don’t know that in signing a document I’m promising to do some thing, then in signing it I’m not promising to do this at all. -/- According to Elizabeth Anscombe, a central task of philosophical psychology is to articulate this dependency of action on thought. And in a range of papers published during the 1960s, Anscombe sought to elucidate various aspects of this dependency. In this paper we give a systematic overview of how Anscombe understands this dependency, and in the process reveal the conceptual framework underlying Anscombe’s thinking about perception, desire, intention, voluntariness, responsibility, guilt, and sin. (shrink)

In this chapter, Jussi Backman approaches Hannah Arendt’s readings of ancient philosophy by setting out from her perspective on the intellectual, political, and moral crisis characterizing Western societies in the twentieth century, a crisis to which the rise of totalitarianism bears witness. To Arendt, the political catastrophes haunting the twentieth century have roots in a tradition of political philosophy reaching back to the Greek beginnings of philosophy. Two principal features of Arendt’s exchange with the ancients are highlighted. The first is (...) her account, in The Human Condition (1958), of the profound transformation of the Greek perceptions of political life initiated by Plato, the founder of the Western tradition of political philosophy; this transformation, according to Arendt, leads to an instrumentalization of politics as a means toward a higher end. The second feature is Arendt’s distinction, in her unfinished Life of the Mind (1977–8), between three different points of departure for thinking discovered by ancient philosophy—wonder, fear, and conscience—and three different outcomes of thinking—contemplation, willing, and judging. Backman argues that what connects these two interpretations of ancient philosophy is an attempt to rethink and rearticulate the complex relationship between thinking and action, between the reflective vita contemplativa and the world-oriented vita activa. (shrink)

According to the account of artifacts developed by Lynne Rudder Baker, artifacts have a certain “proper function” essentially. The proper function of an artifact is the purpose or use intended for the artifact by its “author(s)”, viz., the artifact’s designer(s) and/or producer(s). Baker’s account therefore traces the essences of artifacts back indirectly to the intentions of an artifact’s original author (e.g., its inventor, maker, producer or designer). Like other “author-intention-based” accounts (e.g., those defended by Amie Thomasson, Simon Evnine, and others), (...) Baker’s treatment, or so I have argued, is subject to the concern that, when stated in its most general form, human creative intentions are not nearly as powerful and discriminating as proponents of author-intention-based accounts make them out to be (see Kathrin Koslicki, Form, Matter, Substance, Oxford University Press, 2018, Chapter 8). When Baker responds to a version of this objection launched against her account by Theodore Sider and Dean Zimmerman, she proposes that we cannot simply think things into existence for which “our conventions and practices do not have a place” (Lynne Rudder Baker, The Metaphysics of Everyday Life: An Essay in Practical Realism, 2007, p. 44). For example, I cannot, according to Baker, make up the word, “bonangle”, apply it to a piece of driftwood and thereby succeed in bringing into existence a new artifact, viz., a bonangle, merely by thinking to myself “It would be nice if the world contained bonangles; I hereby make that piece of driftwood a bonangle”. In order for this response to be effective, however, more needs to be said about how our conventions and practices support the creation of some artifacts and artifact kinds, while disallowing the attempted creation of others. In this paper, I examine the effectiveness of Baker’s response in addressing the challenges posed by the inclusion of artifacts in Baker’s practical realist ontology. (shrink)

When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...) with the current president. -/- How do we teach for integrity in a time, which seems to be totally lacking in any true sense of integrity. (shrink)

Numerous societal issues, from climate change to pandemics, require public engagement with scientific research. Such engagement reveals challenges that can arise when experts communicate with laypeople. One of the most common frameworks for framing these communicative interactions is the deficit model of science communication, which holds that laypeople lack scientific knowledge and/or positive attitudes towards science, and that imparting knowledge will fill knowledge gaps, lead to desirable attitude/behavior changes, and increase trust in science. §1 introduces the deficit model in more (...) detail and shows that adhering to this model often fails to achieve its aims, which motivates the main question of this chapter: how can Ludwik Fleck’s theory of thinking collectives address the persistent problem of deficit approaches in science communication? I suggest that it can do so by exposing the deficit model’s implicit assumption of an expert-lay divide. Accordingly, §2 lays out Fleck’s theory and §3 contrasts it with contemporary debates about science communication. Following this descriptive work, §4 draws on Fleck’s ideas to make four concrete suggestions for further questioning the expert-lay divide. (shrink)

Parmenides may fairly be said to have undertaken two parallel efforts: first, to offer a persuasive account of the nature of ‘what-is’ (to eon); and second, to establish ‘it is’ as the only true and trustworthy way of speaking and thinking about what-is. Fragment 7.3-6 plays a crucial role in this latter effort when Parmenides’ goddess directs the youth to put aside all information obtained through sense perception and instead ‘judge by reason the poludêris elenchos spoken by me.’ Although (...) the meaning of the phrase has been variously understood, I argue that it is properly taken to mean ‘a much-contested testing’ (of the possible ways of inquiry). In characterizing the elenchos as poludêris or ‘much contested’ the goddess is asserting that the decision to follow the ‘it is’ route of inquiry must be continually reaffirmed against the pull of custom and sense experience. (shrink)

A comparative analysis of the different notions of ‘ways of thinking’ introduced by philosophers. A guiding thread running through historical epistemology in an attempt to unify the researches of its authors. A comprehensive study of Ian Hacking’s ‘project of styles of reasoning’ and its implications for the relativism.

The aim of this article is to explore Gadamer’s early reflections on Plato’s utopian thought and its potential topicality. In the following section, I will show how areté, understood as a hermeneutical and existential virtue, is dialectically related to ethics and politics in Gadamer’s phenomenological reception of Plato’s philosophy. I argue that, in Gadamer’s eyes, Socratic-Platonic self-understanding enables human beings to be aware of their political responsibilities, to recognize how they are existentially and mutually related to the other, and to (...) clarify dialectically their own existential possibilities in order to transcend their inherited world of values. In the third section, I aim to show how these are the grounds on which Gadamer’s initial thoughts on the utopian dimension of Platonic political philosophy developed, mainly through his further critical account of the works on the German “political Plato” published in Germany between 1927 and 1933, i.e., Kurt Singer’s Platon, der Gründer (1927), Julius Stenzel’s Platon. Der Erzieher (1928), and Kurt von Hildendrandt‘s Platon, Der Kampf des Geistes um die Macht (1933). Then, in the fourth section, I will express my own views on the relevance of reconsidering how the notions of areté, phrónesis, and andreía are already related in Plato’s dialogues, complementing the insights on Gadamer’s interpretation of areté in section two. My purpose is to go beyond Gadamer’s reading and provide us with a more solid ground to address his late reflections on political courage and its relations with his dialectical understanding of Platonic utopia as a myth. Therefore, I will explore the problem of civil disobedience, a topic that was actually not at the centre of Gadamer’s concerns, as a genuine mode of utopian political action which can enact a true deviation from the sophistic pólis and its understanding of power. Finally, in the conclusion, I will characterize Gadamer’s portrait of Platonic utopia as a dialectical myth which enables human beings to recognize when politics are being reduced to mere power abuse by the State and also suggest why Gadamer’s approach to utopias is still relevant today. (shrink)

Lipsey and Lancaster's "general theory of second best" is widely thought to have significant implications for applied theorizing about the institutions and policies that most effectively implement abstract normative principles. It is also widely thought to have little significance for theorizing about which abstract normative principles we ought to implement. Contrary to this conventional wisdom, I show how the second-best theorem can be extended to myriad domains beyond applied normative theorizing, and in particular to more abstract theorizing about the normative (...) principles we should aim to implement. I start by separating the mathematical model used to prove the second-best theorem from its familiar economic interpretation. I then develop an alternative normative-theoretic interpretation of the model, which yields a novel second best theorem for idealistic normative theory. My method for developing this interpretation provides a template for developing additional interpretations that can extend the reach of the second-best theorem beyond normative theoretical domains. I also show how, within any domain, the implications of the second-best theorem are more specific than is typically thought. I conclude with some brief remarks on the value of mathematical models for conceptual exploration. (shrink)

Our world is beset with appalling problems. To solve these urgent, intractable global problems it is not new scientific knowledge and technology that we need so much as new actions: new policies, new international relations, new institutions and social arrangements, new ways of living. The mere provision of scientific know-ledge and technological know-how cannot help much: indeed, all too often it actually makes matters worse. The dreadful truth is that science has played a crucial role, often unwittingly, in the creation (...) of our problems. To solve our problems we certainly need to learn, but what we need to learn is not so much new knowledge as new actions—new, more cooperative, wiser ways of living. Above all, we need to learn how to resolve our conflicts in more just, humane and rationally cooperative ways. This in turn requires that we create new institutions and traditions of learning, rationally devoted to helping us to learn how to become more cooperative and wise. We need a new kind of academic enterprise, all over the world, which takes as its basic task to promote not just knowledge, but rather wisdom—wisdom being defined as the capacity to solve problems of living so as to achieve what is of value, for oneself and others (wisdom thus including but going beyond knowledge). (shrink)

The definition of thinking in general form is given. The constructive logic of thinking is formulated. An algorithm capable of arbitrarily complex thinking is built.

We exist inside a Game of Thinking. We call it the universe, life, reality. But it is the Game of Thinking, a game not played by us, but by thought. Thinking is a fact; everything else is theory. Thought wants us to think. If that was not true, we would be able to stop thinking. But we are not. Our thinking process runs our lives, yet we do not control it, create it, or guide it. (...) Nor can we switch it off. For it to be real, freedom has to not be a thought. By acquiring more thought, thought acquires you. By acquiring less thought, you acquire you. There is no need to understand black holes or string theory. Those things don’t matter, and they may not even exist. There is, likewise, no need to understand ourselves. The benefits of understanding a fool are minimal, and we are all fools. But there is a need to understand understanding itself, which is the Game of Thinking. This book is the first of its kind that questions what is never questioned, namely thinking itself. The purpose of this book is to acquire less thought, not more. (shrink)

L.S. Vygotsky’s “regulative” account of the development of human thinking hinges on the centralization of “directive” speech acts (commands or imperatives). With directives, one directs the activity of another, and in turn begins to “self-direct” (or self-regulate). It’s my claim that Vygotsky’s reliance on directives de facto keeps his account stuck at Tomasello's level of individual intentionality. Directive speech acts feature prominently in Tomasello’s developmental story as well. But Tomasello has the benefit of accounting for a functional differentiation in (...) directive communication—i.e., in collaborative activity, the command gives way to both the request and informational assertion. Lacking such differentiation, Vygotsky’s account runs the risk of playing to a rather strident conception of the socius, one more Machiavellian than Marxist. (shrink)

My chapter examines Isaac Watts’s and Catharine Trotter Cockburn’s views concerning the metaphysics of the mind and their underlying accounts of powers and substances. In Philosophical Essays on Various Subjects Watts criticizes Locke’s account of substances and argues for his own preferred account of substance. Watts argues that there is no need to postulate an unknown substratum, as Locke does. Instead, Watts searches for a better explanation of what substances are. His proposal is that bodily substance just is solid extension (...) and that mental substance is identical with the power of thinking. This means that Watts believes that some powers can be substances. I will show how Watts defends his account of substances against various objections. Cockburn was not satisfied by Watts’s account of substance and disagrees with Watts’s understanding of powers. She believes that Watts is too quick to draw metaphysical conclusions. Cockburn takes seriously the limitations of human understanding and emphasizes that humans are ignorant about many metaphysical truths. I end by assessing the strengths and weaknesses of Watts’s and Cockburn’s accounts of powers and substances. (shrink)

In this article, we critically reflect on the concept of biomimicry. On the basis of an analysis of the concept of biomimicry in the literature and its philosophical origin, we distinguish between a strong and a weaker concept of biomimicry. The strength of the strong concept of biomimicry is that nature is seen as a measure by which to judge the ethical rightness of our technological innovations, but its weakness is found in questionable presuppositions. These presuppositions are addressed by the (...) weaker concept of biomimicry, but at the price that it is no longer possible to distinguish between exploitative and ecological types of technological innovations. We compare both concepts of biomimicry by critically reflecting on four dimensions of the concept of biomimicry: mimesis, technology, nature, and ethics. (shrink)

Current work in language models (LMs) helps us speed up or even skip thinking by accelerating and automating cognitive work. But can LMs help us with critical thinking -- thinking in deeper, more reflective ways which challenge assumptions, clarify ideas, and engineer new concepts? We treat philosophy as a case study in critical thinking, and interview 21 professional philosophers about how they engage in critical thinking and on their experiences with LMs. We find that philosophers (...) do not find LMs to be useful because they lack a sense of selfhood (memory, beliefs, consistency) and initiative (curiosity, proactivity). We propose the selfhood-initiative model for critical thinking tools to characterize this gap. Using the model, we formulate three roles LMs could play as critical thinking tools: the Interlocutor, the Monitor, and the Respondent. We hope that our work inspires LM researchers to further develop LMs as critical thinking tools and philosophers and other 'critical thinkers' to imagine intellectually substantive uses of LMs. (shrink)

The application of statistical methods and models both in the natural and social sciences is nowadays a trivial fact which nobody would deny. Bold analogies even suggest the application of the same statistical models to fields as different as statistical mechanics and economics, among them the case of the young and controversial discipline of Econophysics . Less trivial, however, is the answer to the philosophical question, which has been raised ever since the possibility of “commuting” statistical thinking and models (...) between natural and social sciences emerged: whether such a methodological kinship would imply some kind of more profound unity of the natural and the social domain. Starting with Adolphe Quetelet (1796-1874) and ending with the Vienna Circle (from the late 1920s until the 1940s), this paper offers a brief historical and philosophical reconstruction of some important stages in the development of statistics as “commuting” between the natural and the social sciences. This reconstruction is meant to highlight (with respect to the authors under consideration): (1) the existence of a significant correlation between the readiness to “transfer” statistical thinking from natural to social sciences and vice versa, on the one hand, and the standpoints on the issue of the unity/disunity of science, on the other; (2) the historical roots and the fortunes of the analogy between statistical models of society and statistical models of gases. (shrink)

In this article, we critically reflect on the concept of biomimicry. On the basis of an analysis of the concept of biomimicry in the literature and its philosophical origin, we distinguish between a strong and a weaker concept of biomimicry. The strength of the strong concept of biomimicry is that nature is seen as a measure by which to judge the ethical rightness of our technological innovations, but its weakness is found in questionable presuppositions. These presuppositions are addressed by the (...) weaker concept of biomimicry, but at the price that it is no longer possible to distinguish between exploitative and ecological types of technological innovations. We compare both concepts of biomimicry by critically reflecting on four dimensions of the concept of biomimicry: mimesis, technology, nature, and ethics. (shrink)

The recent wave of data on exoplanets lends support to METI ventures (Messaging to Extra-Terrestrial Intelligence), insofar as the more exoplanets we find, the more likely it is that “exominds” await our messages. Yet, despite these astronomical advances, there are presently no well-confirmed tests against which to check the design of interstellar messages. In the meantime, the best we can do is distance ourselves from terracentric assumptions. There is no reason, for example, to assume that all inferential abilities are language-like. (...) With that in mind, I argue that logical reasoning does not have to be couched in symbolic notation. In diagrammatic reasoning, inferences are underwritten, not by rules, but by transformations of self-same qualitative signs. I use the Existential Graphs of C. S. Peirce to show this. Since diagrams are less dependent on convention and might even be generalized to cover non-visual senses, I argue that METI researchers should add some form of diagrammatic representations to their repertoire. Doing so can shed light, not just on alien minds, but on the deepest structures of reasoning itself. (shrink)

What does it mean to think? In the following article I will show Gilles Deleuze’s answer to this question. According to him ’to think is to create — there is no other creation — but to create is first of all to engender ' thinking ' in thought ’. To understand what this means, to grasp the radical nature of such an event, we need to see how for Deleuze to engender thinking in thought means a repetition of (...) that genetic process which has brought forth the thinking subject in the first place. In this event that which otherwise subsists beneath normal experience, as life- and consciousness sustaining forces, now become conscious experience. The implication of this is that true thinking means the creation of a new life and consciousness. Via a close-reading of chapter two of Difference and Repetition I show how this leads the thinker into a radical metamorphosis of consciousness, a process of Stirb und Werde. (shrink)

In his consideration of thought development, Auguste Comte proposed a three-stage model, in which the mechanism of development may lead to new types of thought. So the process that led to a philosophy of science may be repeated to create a new type of thought. The thought development is attributed to a process of accumulation of challenged but unanswered questions, followed by a decline of interest in that type of thinking.

The aim of the paper is to sketch an idea—seen from the point of view of a cognitive scientist—of cognitive semiotics as a discipline. Consequently, the article presents aspects of the relationship between the two disciplines: semiotics and cognitive science. The main assumption of the argumentation is that at least some semiotic processes are also cognitive processes. At the methodological level, this claim allows for application of cognitive models as explanations of selected semiotic processes. In particular, the processes of embedded (...) interpretation are considered: belief revision, dynamic organization of meaning and metaknowledge. The explanations are formulated in terms of artificial cognitive agents of the GLAIR/SNePS cognitive architecture. Finally, it is suggested that even if someone rejects the idea of artificial cognitive systems as simulations of semiotic processes, they may acknowledge the usefulness of cognitive modeling in analysis of semiotic processes in virtual, simulated worlds and in the area of “new media”. (shrink)

In this chapter I shall bring to the fore the family resemblances of the different notions of the concept of ‘ways of thinking’ that I have introduced in the previous chapter. For example, I shall compare Hacking’s styles project with Daston and Galison’s study on objectivity as well as with other projects such as Fleck’s, Kuhn’s and Foucault’s. Thanks to these comparative analyses, I shall identify points where all these projects support one another. I shall also provide a model (...) for studying objectivity that incorporates the notions of Fleck, Foucault, Kuhn and Hacking. Used together, these notions provide a more profound understanding of how objectivity emerges. Furthermore, I shall propose a layered diagram that maps the differences between the notions of thought style, episteme, paradigm and style of reasoning. Finally I shall highlight two philosophical issues, relativism and contingency, connected with the concept of ‘ways of thinking’ in all its different notions. I shall argue that this issue is particularly controversial in the case of Hacking’s notion. (shrink)

In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to randomly selected (...) 125 pre-service math teachers from Central Luzon, Philippines. The survey instruments are administered through the student-educator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40-item validated test. Using descriptive analysis, findings revealed that preservice mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education. (shrink)

When William James published Pragmatism, he gave it a subtitle: A New Name for Some Old Ways of Thinking. In this article, I argue that pragmatism is an epistemological method for articulating success in, and between, a plurality of practices, and that this articulation helped James develop radical empiricism. I contend that this pluralistic philosophical methodology is evident in James’s approach to philosophy of religion, and that this method is also exemplified in the work of one of James’s most (...) famous students, W.E.B. Du Bois, specifically in the closing chapter of The Souls of Black Folk, “Of the Sorrow Songs.” I argue that “Sorrow Songs” can be read as an epistemological text, and that once one identifies the epistemic standards of pragmatism and radical empiricism in the text, it’s possible to identify an implicit case for moderate fideism in “Sorrow Songs.” I contend that this case illuminates the pluralistic philosophical methodology James worked throughout his career to develop, and that the James-Du Bois approach to philosophy may even help locate the epistemic value of other religious practices, beyond the singing of hymns, and identify terrain mainstream philosophy has long neglected. (shrink)

Proprioception is usually used in reference to body movement and the self-perception of body movement. Proprius in Latin means “one’s own,” or “self.” It refers to the physical knowledge acquired, say, in the process of doing a particular activity, such as riding a bicycle, for instance. You can be told how to ride a bicycle, and this may be of some help. But in the end, it’s the physical knowledge and not the mere theoretical knowledge that enables you to ride (...) your bike. David Bohm, a world-renowned theoretical physicist, applied this notion of proprioception to the movement of thought, the process of thought. In On Dialogue, he contends that thinking can become aware of its own movement and aware of itself in action: -/- “Proprioception” is a technical term – you could also say “self-perception of thought,” “self-awareness of thought,” or “thought is aware of itself in action.” Whatever terms we use, I am saying: thought should be able to perceive its own movement, be aware of its own movement. In the process of thought there should be the awareness of that movement, of the intention to think, and of the result which the thinking produces. -/- This opens the door to an understanding of thinking as a process like any other physical process, such as riding a bicycle. We usually think of thinking as an abstract process – one of learning abstract knowledge and how to apply that knowledge. And this is what we are primarily taught in school. Unfortunately, some methods used in doing philosophy with children focus too much on strictly developing abstract critical thinking skills. -/- In doing philosophy with children, I am interested in focusing on the process of thinking in the process of thinking. In this way, it is also different from metacognition, which tends to focus on the ability to self-correct in response to the self-assessment toward the completion of a task. (shrink)

The article is a more detailed consideration of the problems that were outlined in the first part of this study, “The Application of the Proprioception of Thinking in Doing Philosophy with Children” (Socium and Power, 2019, no. 4). This time, the author pays attention to the characterization of thinking as a process in the practice of philosophizing with children, justifying the effectiveness of this practice, which forms the awareness of actions and develops emotional intelligence. The author contrasts static (...) abstract thinking with the dynamics of a tacit concrete process of thought. Philosophizing with children in a dialogue form completely engages in the thought process, focuses on the very thinking, which is constantly developing taking into account different points of view, is complicated and deepens the understanding on an emotional level. (shrink)

The idea that in human history it is possible to recognize distinct ways of thinking is widespread in the literature. Sometimes, instead of the phrase ‘ways of thinking’, other labels are used, such as ‘forms of thought’, ‘modes of thinking’, ‘ways of knowing’, ‘ways of reasoning’, ‘mental attitudes’ or ‘worldviews’. At any rate, it is possible to say that there is a concept, that of ‘ways of thinking’, which has played a crucial role in philosophy at (...) least since the Enlightenment and has acquired considerable weight with the emergence of a French tradition in philosophy of science called historical epistemology. This concept appears in different versions, as if they were species of the same genus. In this chapter, I shall outline its history, from Vico to Hacking and beyond, and I shall show how and why its different species have been introduced. My account provides a guiding thread running through philosophy of science that unifies the researches of important authors such as Lévy-Bruhl, Brunschvicg, Metzger, Koyré, Fleck, Foucault, Kuhn, Hacking and others. This guiding thread is mainly constituted by the project of historicizing Kant’s a priori by replacing it with a given notion of ‘ways of thinking’. (shrink)

Main principles of the complex nonlinear thinking which are based on the notions of the modern theory of evolution and self-organization of complex systems called also synergetics are under discussion in this article. The principles are transdisciplinary, holistic, and oriented to a human being. The notions of system complexity, nonlinearity of evolution, creative chaos, space-time definiteness of structure-attractors of evolution, resonant influences, nonlinear and soft management are here of great importance. In this connection, a prominent contribution made to system (...) analysis and to a necessary reform of education and thinking by Edgar Morin is considered. (shrink)

This paper delves into Hegel's critique of Kantian ethics, focusing on the accusation that Kant's Categorical Imperative (CI) represents an abstract ethical philosophy. Hegel argues that Kantian ethics relies on an unproductive form of abstract thinking, exemplified in Kant's emphasis on universalizing maxims without considering the concrete particularities of situations. The author contends that Hegel's critique remains valid even when considering Christine Korsgaard's responses. The paper unfolds by elucidating Hegel's notion of "abstract thinking" and explaining how the CI's (...) emphasis on formal principles leads to abstract ethical judgments. It critically analyzes Korsgaard's defense, asserting that her responses do not sufficiently address Hegel's concerns. The paper underscores Hegel's claim that the CI lacks concrete content, rendering it unable to accommodate the complexities of real-world ethical situations. Furthermore, this analysis explores how the inheritance of abstract thinking from Kantian ethics continues to detrimentally impact contemporary approaches to ethical challenges. Ultimately, the paper upholds Hegel's assertion that the CI's abstract nature hinders its effectiveness as a comprehensive ethical framework and that any abstract approach to ethics is destined to fail when it comes to teaching someone how one ought to act. (shrink)

Kant’s conception of mental illness is unlikely to satisfy contemporary readers. His classifications of mental illness are often fluid and ambiguous, and he seems to attribute to human beings at least some responsibility for preventing mental illness. In spite of these apparent disadvantages, I argue that Kant’s account of mental illness can be illuminating to his views about the normative dimensions of human cognition. In contrast to current understandings of mental illness, Kant’s account is what I refer to as “non-pathological.” (...) That is, most mental illnesses are for Kant continuous with normally functioning cognition. Someone with a healthy reason can easily fall into mental illness and someone with mental illness can (perhaps not as easily) re-establish healthy reason. By accepting a non-pathological definition of mental illness, it follows for Kant that humans have more agency and responsibility regarding their mental health than current views allow, which explains why several of his writings aim to prescribe a “diet of the mind” (2:271). Contrary to popular readings of Kant as a champion of reason’s power, Kant’s conception of mental illness shows that he recognizes how fragile human reason can be. (shrink)

This paper brings together several strands of thought from both the analytic and phenomenological traditions in order to critically examine accounts of cognitive enhancement that rely on the idea of cognitive extension. First, I explain the idea of cognitive extension, the metaphysics of mind on which it depends, and how it has figured in recent discussions of cognitive enhancement. Then, I develop ideas from Husserl that emphasize the agential character of thought and the distinctive way that conscious thoughts are related (...) to one another. I argue that these considerations are necessary for understanding why forms of cognitive extension may diminish our cognitive lives in different ways. This does not lead to a categorical rejection of cognitive enhancement as unethical or bad for human flourishing, but does warrant a conservative approach to the design and implementation of cognitive artifacts. (shrink)

This is the full version of the Delphi Report on critical thinking and critical thinking instruction at the post-secondary level.