Environmental ethics is the discipline in philosophy that studies the moral relationship of human beings to, and also the value and moral status of, the environment and its nonhuman contents. This entry covers: (1) the challenge of environmental ethics to the anthropocentrism (i.e., humancenteredness) embedded in traditional western ethical thinking; (2) the early development of the discipline in the 1960s and 1970s; (3) the connection of deep ecology, feminist environmental ethics, and social ecology to politics; (4) the attempt to apply (...) traditional ethical theories, including consequentialism, deontology, and virtue ethics, to support contemporary environmental concerns; and (5) the focus of environmental literature on wilderness, and possible future developments of the discipline. (shrink)

This paper explores the notion of ‘relational values’ from a phenomenological point of view. In the first place, it stresses that in order to make full sense of relational values, we need to approach them through a relational ontology that surpasses dualistic descriptions of the world structured around the subject and the object. With this aim, the paper turns to ecophenomenology's attempt to apprehend values from a first-person perspective embedded in the lifeworld, where our entanglement with other beings is not (...) a theoretical construction but a palpable reality. Overall, the article's main purpose is to show that, in our direct and raw experience, values do not appear as subjective judgments or as objective properties but as events in which we participate alongside other human and non-human beings. (shrink)

Attempts to ‘naturalize’ phenomenology challenge both traditional phenomenology and traditional approaches to cognitive science. They challenge Edmund Husserl’s rejection of naturalism and his attempt to establish phenomenology as a foundational transcendental discipline, and they challenge efforts to explain cognition through mainstream science. While appearing to be a retreat from the bold claims made for phenomenology, it is really its triumph. Naturalized phenomenology is spearheading a successful challenge to the heritage of Cartesian dualism. This converges with the reaction against Cartesian thought (...) within science itself. Descartes divided the universe between res cogitans, thinking substances, and res extensa, the mechanical world. The latter won with Newton and we have, in most of objective science since, literally lost our mind, hence our humanity. Despite Darwin, biologists remain children of Newton, and dream of a grand theory that is epistemologically complete and would allow lawful entailment of the evolution of the biosphere. This dream is no longer tenable. We now have to recognize that science and scientists are within and part of the world we are striving to comprehend, as proponents of endophysics have argued, and that physics, biology and mathematics have to be reconceived accordingly. Interpreting quantum mechanics from this perspective is shown to both illuminate conscious experience and reveal new paths for its further development. In biology we must now justify the use of the word “function”. As we shall see, we cannot prestate the ever new biological functions that arise and constitute the very phase space of evolution. Hence, we cannot mathematize the detailed becoming of the biosphere, nor write differential equations for functional variables we do not know ahead of time, nor integrate those equations, so no laws “entail” evolution. The dream of a grand theory fails. In place of entailing laws, a post-entailing law explanatory framework is proposed in which Actuals arise in evolution that constitute new boundary conditions that are enabling constraints that create new, typically unprestatable, Adjacent Possible opportunities for further evolution, in which new Actuals arise, in a persistent becoming. Evolution flows into a typically unprestatable succession of Adjacent Possibles. Given the concept of function, the concept of functional closure of an organism making a living in its world, becomes central. Implications for patterns in evolution include historical reconstruction, and statistical laws such as the distribution of extinction events, or species per genus, and the use of formal cause, not efficient cause, laws. (shrink)

In this paper I develop a novel account of the phenomenality of language by focusing on characteristics of perceived speech. I explore the extent to which the spoken word can be said to have a horizonal structure similar to that of spatiotemporal objects: our perception of each is informed by habitual associations and expectations formed through past experiences of the object or word and other associated objects and experiences. Specifically, the horizonal structure of speech in use can fruitfully be compared (...) to that of a tool in use. The comparison suggests an account of our linguistic faculty as continuous with more foundational faculties of perception and action. I provide empirical corroboration of this account by drawing on recent neuroimaging studies of the multimodal, sensorimotor bases of speech comprehension. I then discuss how such an understanding of our linguistic ability helps advocates of embodied, non-representationalist accounts of cognition respond to a common objection. Critics grant that embodied approaches may be adequate to account for lower-level, online modes of cognition, such as perception and action, which directly engage their object. But they question whether such approaches can “scale up” to higher modes of cognition, such as imagination, memory, thought, and language, which can entertain absent, non-existent, or abstract objects. By providing a plausible account of the continuity of lower cognition and language-involving cognition, my approach responds to this objection, at least where language is concerned. (shrink)

Explores how continental philosophy can inform environmental ethics.

Contemporary theories of consciousness are based on widely different concepts of its nature, most or all of which probably embody aspects of the truth about it. Starting with a concept of consciousness indicated by the phrase “the feeling of what happens” (the title of a book by Antonio Damásio), we attempt to build a framework capable of supporting and resolving divergent views. We picture consciousness in terms of Reality experiencing itself from the perspective of cognitive agents. Each conscious experience is (...) regarded as composed of momentary feeling events that are combined by recognition and evaluation into extended conscious episodes that bind cognitive contents with a wide range of apparent durations (0.1 secs to 2 or more secs, for us humans, depending on circumstances and context). Three necessary conditions for the existence of consciousness are identified: a) a ground of Reality, envisaged as an universal field of potentiality encompassing all possible manifestations, whether material or 'mental'; b) a transitional zone, leading to; c) a manifest world with its fundamental divisions into material, 'informational' and quale-endowed aspects. We explore ideas about the nature of these necessary conditions, how they may relate to one another and whether our suggestions have empirical implications. (shrink)

In A Philosophical Defense of Culture, Shuchen Xiang draws on the Confucian philosophy of "culture" and Ernst Cassirer's philosophy of symbolic forms to argue for the importance of "culture" as a philosophic paradigm. A defining ideal of Confucian-Chinese civilization, culture (wen) spans everything from natural patterns and the individual units that make up Chinese writing to literature and other refining vocations of the human being. Wen is thus the soul of Confucian-Chinese philosophy. Similarly, as a philosopher who bridged the classical (...) age of German humanism and postwar modernity, Cassirer implored his and future generations to think of humankind in terms of their culture and to think of the human being as a "symbolic animal." The philosophies of culture of these two traditions, very much compatible, are of urgent relevance to our contemporary epoch. Xiang describes the similarity of their projects by way of their conception of the human being, her relationship to nature, the relationship of human culture to nature, the importance of cultural pluralism, and the role of the arts in human life, as well as the metaphysical frameworks that gave rise to such conceptions. Combining textual exegesis in classical Chinese texts and an exposition of Cassirer's most important insights against the backdrop of post-Kantian philosophy, this book is philosophy written in a cosmopolitan mode, arguing for the contemporary philosophical relevance of "culture" by drawing on and bringing together two different but strikingly similar streams in our world tradition. (shrink)

The article aims to provide a general framework for assessing and categorizing the cognitive systems of human and non-human animals. Our approach stems from biosemiotic, ethological, and phenomenological investigations into the relations of organisms to one another and to their environment. Building on the analyses of Merleau-Ponty and Portmann, organismal bodies and surfaces are distinguished as the base for sign production and interpretation. Following the concept of modelling systems by Sebeok, we develop a concentric model of human and non-human animal (...) cognition that posits three intertwined spheres: corporeity, social communication, and culture. The model explicitly works with the pluralistic perspective that views the communication and cognition of humans as distinct, but not superior to those of non-human animals. Our position is substantiated by two case studies: the first one focuses on the acquisition and spread of nut-cracking technique among the chimpanzees in the Täi forest, the second one on the communication and cognition of deafblind persons. From an epistemological perspective, our paper is a contribution to contemporary attempts to link biosemiotics and ethology with phenomenological concepts of agency, living bodies, and lifeworld. (shrink)

In order to show how Michel Serres’s work diverges from traditional Western philosophy, this article explores a multitude of texts and contexts against which Serres might be better understood. Most starkly, Serres’s work diverges from the eighteenth and nineteenth century Germanic tradition of Bildung, meaning cultivation through introspection, apolitical thought and character building through education. Serres’s moves away from ego-centric thought to eco-centric thought more akin to what Gregory Bateson called an ecology of mind. That is, Serres’s integrates—in a more (...) ecological fashion—poetry, science, the arts, ecology and politics to raise philosophical questions. Further, this author suggests that Serres’s reference to the nineteenth century poem Pierrot Lunaire ) serves as a trope for Serres’s over-arching philosophy. Pierrot is an artist, a sage, an outlier, a Hermes-like figure who breaks with tradition. Arnold Schoenberg’s atonal performance piece, spoken and sung, shattered the boundaries of classical music. Like Schoenberg’s work, Serres’s work, both in style and content, shatters the boundaries of traditional philosophy. Serres’s breaks open a new paradigm in philosophy. (shrink)

Curiosity is a wonder of the human mind. It goes to the heart of modernity, as a driving force for learning, novel insights, and innovation, both for individuals and communities. In societies dependent on science and development, finding out what promotes or hampers curiosity and wonder in school curricula and science education is accordingly essential. In this conceptual article, I suggest a framework for curiosity-based science education and I explore options for its wellbeing and development during preschool, preadolescence, and adolescence. (...) In preschool, curiosity and wonder are triggered by perceptive beauty rather than by facts, and a method emphasizing maximism as a complementary factor in preschool science education is proposed. In prepuberty, curiosity is encouraged by exploring the diversity of the world. Facts and clear-cut knowledge constitute a firm foundation for scientific thinking. In high school, curiosity is ignited by means of a better balance between models and phenomenology. Criticism has arisen over the one-sided use of models in high school science education, which limits scientific thinking to frameworks defined by the actual model. Possible solutions to maintain students’ curiosity and ideas to improve the balance between phenomenology and models are discussed. (shrink)

This article explores the nature of "the phenomenological attitude," which is understood as the process of retaining a wonder and openness to the world while reflexively restraining pre-understandings, as it applies to psychological research. A brief history identifies key philosphical ideas outlining Husserl's formulation of the reductions and subsequent existential-hermeneutic elaborations, and how these have been applied in empirical psychological research. Then three concrete descriptions of engaging the phenomenological attitude are offered, highlighting the way the epoché of the natural sciences, (...) the psychological phenomenological reduction and the eidetic reduction can be applied during research interviews. Reflections on the impact and value of the researcher's stance show that these reductions can be intertwined with reflexivity and that, in this process, something of a dance occurs—a tango in which the researcher twists and glides through a series of improvised steps. In a context of tension and contradictory motions, the researcher slides between striving for reductive focus and reflexive self-awareness; between bracketing pre-understandings and exploiting them as a source of insight. Caught up in the dance, researchers must wage a continuous, iterative struggle to become aware of, and then manage, pre-understandings and habitualities that inevitably linger. Persistance will reward the researcher with special, if fleeting, moments of disclosure in which the phenomenon reveals something of itself in a fresh way. (shrink)

Vivoscape, from Latin ‘vivo’ and the English ‘scape’ is presented as a new ecosemiotic agency that integrates the interactions between biological and ecological components of a taxon with the environment. According to this model, the interactions between species and the environment are fused into a new functional unity driven by external and internal events. Sensorial and relational channels are used by a taxon to sense external energy gradients, matter, information and to return actions and proactions in an external operational environment. (...) The eco-field model is suggested as the functional ecosemiotic mechanism associated with each vivoevent. (shrink)

By accepting that the formal structure of human language is the key to understanding the uniquity of human culture and consciousness and by further accepting the late appearance of such language amongst the Cro-Magnon, I am free to focus on the causes that led to such an unprecedented threshold crossing. In the complex of causes that led to human being, I look to scholarship in linguistics, mythology, anthropology, paleontology, and to creation myths themselves for an answer. I conclude that prehumans (...) underwent an existential crisis, i.e., the realization of certain mortality, that could be borne only by the discovery-creation of the larger realm of symbolic consciousness once experienced as the sacred (but today we know it as "the world" – as opposed to our immediate natural environment and that of other animals). Thus, although we, the human species, are but one species among innumerable others, we differ in kind, not degree. This quality is our symbolically enabled self-consciousness, the fortress of cultural identity that empowers but also imprisons awareness. (shrink)

I discuss the realizability and the ethical ramifications of Machine Ethics, from a number of different perspectives: I label these the anthropocentric, infocentric, biocentric and ecocentric perspectives. Each of these approaches takes a characteristic view of the position of humanity relative to other aspects of the designed and the natural worlds—or relative to the possibilities of ‘extra-human’ extensions to the ethical community. In the course of the discussion, a number of key issues emerge concerning the relation between technology and ethics, (...) and the nature of what it is to have moral status. Some radical challenges to certain technological presuppositions and ramifications of the infocentric approach will be discussed. Notwithstanding the obvious tensions between the infocentric perspective on one side and the biocentric and ecocentric perspectives on the other, we will see that there are also striking parallels in the way that each of these three approaches generates challenges to an anthropocentric ethical hegemony, and possible scope for some degree of convergence. (shrink)

This paper responds to the issues raised by D. Chalmers by offering a research direction which is quite radical because of the way in which methodological principles are linked to scientific studies of consciousness. Neuro-phenomenology is the name I use here to designate a quest to marry modern cognitive science and a disciplined approach to human experience, thereby placing myself in the lineage of the continental tradition of Phenomenology. My claim is that the so-called hard problem that animates these Special (...) Issues can only be addressed productively by gathering a research community armed with new pragmatic tools for the development of a science of consciousness. I will claim that no piecemeal empirical correlates, nor purely theoretical principles, will really help us at this stage. We need to turn to a systematic exploration of the only link between mind and consciousness that seems both obvious and natural: the structure of human experience itself. In what follows I motivate my choice by briefly examining the current debate about consciousness at the light of Chalmer’s hard problem. Next, I outline the phenomenological strategy. Finally I conclude by discussing some of the main difficulties and consequences of this strategy. (shrink)

When I was five, a pond and thicket area down the street from my house was filled in and leveled while I was away. I remember coming home and finding my beloved ecosystem denuded of all greenery, and completely empty of the beavers and their dam, the minnows, the birds, and the countless rabbits and squirrels that had been a comforting and valued presence. I was devastated. Consumed and overcome by grief and loss. I did not want to eat, or (...) play, or go to school. I felt as though I had lost something deeply important, and intimately a part of the fabric of my life. It was the first time in my short life that I became aware of the fragility of life—mine and others—and from that moment, I found myself in a different .. (shrink)

While human beings generally act prosocially towards one another — contra a Hobbesian “war of all against all” — this basic social courtesy tends not to be extended to our relations with the more-than-human world. Educational philosophy is largely grounded in a worldview that privileges human-centered conceptions of the self, valuing its own opinions with little regard for the ecological realities undergirding it. This hyper-separation from the ‘society of all beings’ is a foundational cause of our current ecological crises. In (...) this paper, we develop an ecosocial philosophy of education based on the idea of an ecological self. We aspire to consolidate voices from deep ecology and ecofeminism for conceptualizing education in terms of being responsible to and for, a complex web of interdependent relations among human and more-than-human beings. By analyzing the notion of opinions in light of Gilles Deleuze’s critique of the ‘dogmatic image of thought,’ we formulate three aspects of ESPE capable of supporting an ecological as opposed to an egoistic conception of the self: rather than dealing with fixed concepts, ESPE supports adaptable and flexible boundaries between the self and the world; rather than fixating on correct answers, ESPE focuses on real-life problems shifting our concern from the self to the world; and rather than supporting arrogance, EPSE cultivates an epistemic humility grounded in our ecological embeddedness in the world. These approaches seek to enable an education that cultivates a sense of self that is less caught up with arbitrary, egoistic opinions of the self and more attuned to the ecological realities constituting our collective life-worlds. (shrink)

The following points, which represent a path to a semiotics of being, are pertinent to various sub-fields at the conjunction of semiotics of nature (biosemiotics, ecosemiotics, zoosemiotics) and semiotics of culture—semioethics and existential semiotics included. 1) Semiotics of being entails inquiry at all levels of biological organization, albeit, wherever there are individuals, with emphasis on the living qua individuals (integrated biological individualism). 2) An Umwelt is the public aspect (cf. the Innenwelt, the private aspect) of a phenomenal/experienced world that is (...) organism-specific (rather than species-specific) and ultimately refers to an existential realm. 3) Existential universals at work on Earth include seeking out the edible, dwelling in a medium, holding a phenomenal world (possibly an Umwelt) and being endowed with life, and consequently being mortal. 4) Human Umwelten include speechless Umwelten, spoken Umwelten and alphabetic Umwelten. 5) An Uexküllian phenomenology—stating that semiotic states represent the general class to which all mental/cognitive states belong—can draw on the works of the phenomenologists David Abram and Ted Toadvine (The notion of semiotic states is treated in Tønnessen 2009a: 62–63. For an introduction to eco-phenomenology, see Brown and Toadvine (eds.) 2003). 6) A task for such a phenomenology is to portray the natural history of the phenomenal world. 7) An imperative task in our contemporary world of faltering biological diversity is that of Umwelt mapping, i.e. a mapping of ontological niches. 8) The ecological crisis is an ontological crisis with historical roots in humankind’s domestication of animals and plants, which can be taken as archetypical for our attempted planet-scale taming of the wild. 9) The process of globalization is expressed by correlated trends of depletion of semiotic diversity and semiotic diversification. 10) Semiotic economy is a field which task it is to map the human ontological niche insofar as its semiotic relations are of an economic nature. All ten points will be commented (explicitly or implicitly) in due time. (shrink)

This paper aims to explore the relationship between humans and nature and the implied intimacy, so-call ‘ecophilia,’ in light of the French philosopher Maurice Merleau-Ponty. It is revealed from the Merleau-Pontian view of body and nature that there may be a more harmonious relationship between humankind and nature than the commonly assumed, and an alternative understanding of education may thus arise. Following an introduction, this paper falls into three parts: an exploration of the meaning of nature, the corporeality of the (...) body as central to our encounter with nature and the educational implications. The introduction argues that central to one’s understanding of nature is one’s understanding of oneself and the world. To some extent, our current environmental problems are related to a negative understanding of nature. The meaning of nature and our relationship with it will be elaborated by the exploration of the key significance of body to be found in Merleau-Ponty’s philosophy. It will be argued that overall, our understanding of the body may be central to reconnecting humankind and nature. Such a re-conceiving of the part played by the body in our relationship with nature may re-orient education towards a love of nature: ecophilia. (shrink)

This article describes how we seem to live in a willed blindness towards the effects that our meat production and consumption have on animals, the environment and the climate. A willed blindness that cannot be explained by either lack of knowledge or scientific uncertainty. The blindness enables us to see ourselves as moral beings although our lack of reaction to the effects of our actions tells another story. The article describes the consequences of intensive meat production and consumption to animal (...) welfare and environmental degradation and discusses different strategies to overcome the willed blindness focusing on the development of either a new moral vision of our obligations or new visions of what a good life is. (shrink)

Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to taking (...) growth seriously. What emerges is a reflexive biosemiotics that has humans explicitly concerned with the in situ emergence of new signification in themselves and in other organisms. This requires we take a pedagogical stance in our attitudes and practices towards other species, which we can enrich with insights derived from re-interpreting traditional empirical studies. By freeing the habit-forming process from confining stereotype, a biological pedagogy can enable a more fluid and creative biosphere, unencumbered to explore unfolding possibilities in semiotic space. (shrink)

The always vexed relationships between philosophy, theory, methodology, empirical work and their representations and legitimations have been thrown into chaos with the belated acknowledgement of the Anthropocene. Unsurprisingly, traditional Western thought may have been complicit, given its underlying anthropocentric assumptions and humanist commitments in education philosophy, theory and practice. The postcritical knowledge ecology developed here is applied to both a modest and responsible form of methodological inquiry in an ethnographic study of nature experience. Our contextualised experiment adds to the nascent (...) literature of an environmentally oriented education now demanded in the Anthropocene. (shrink)

In claiming that 'nature speaks', authors such as Scott Friskics and David Abram implicitly agree that language use is linked to moral considerability, adding only that we need to extend our conception of language to see that non-humans too use it. I argue that the ethical significance of language use derives from its role in dialogue, in which speakers make truth-claims, question and potentially criticise the claims of others, and provide justifications for the claims they raise themselves. Non-human entities (as (...) a contingent matter) seem not to engage in dialogue in this sense, and none of the examples Friskics and Abram offer suggest that they do. Thus the conception of language such authors employ is too weak to support the ethical conclusions they implicitly wish to defend. (shrink)

This study focuses on food waste generated by households in four Nordic countries: Finland, Denmark, Norway, and Sweden. Based on existing literature we present comparable data on amounts and monetary value of food waste; explanations for food waste at household level; a number of public and private initiatives at national levels aiming to reduce food waste; and a discussion of ethical issues related to food waste with a focus on possible contributions from ecocentric ethics. We argue that reduction of food (...) waste at household level, which has an impact on issues such as climate change and unjust distribution of food resources, needs to be based on an appreciative and relational understanding of nature and food and not only on economic and moralizing arguments. This is done by drawing on an ecocentric perspective where food is seen as one of the areas where new narratives need to be developed to establish cultural habits replacing a focus on affluence and individual choice with a focus on participatory embeddedness in a more-than-human lifeworld. (shrink)

Contemporary political theory (CPT) has approached questions of plurality and diversity by drawing rather implicitly on anthropological accounts of difference. This was the case with the ‘cultural turn’, which significantly shaped theories of multiculturalism. Similarly, the current ‘ontological turn’ is gaining influence and leaving a marked impact on CPT. I examine the recent turn and assess both the possibilities it offers and the challenges it poses for decentering CPT and opening radical, decolonial avenues for thinking difference otherwise. I take Paul (...) Nadasdy's critique of the ontological turn as an invitation to reflect on the methodological precepts that inform how the field frames the scope and limits of comparison. In pursuit of this, I examine the Zapatistas’ notion of a ‘world of many worlds’, which provides a way of approaching difference that captures the generative aspects of the ontological turn while avoiding the pitfalls of relativism and political inertia. I argue that the Zapatistas’ insights offer ethical guidance towards social and ecological thriving. Ultimately, my goal is to move CPT towards a more capacious form of making sense of what is out there in the world, and thus make room for better ways of inhabiting the Earth. (shrink)

This essay is divided into two parts, deeply intermingled. Part I examines not only the origin of conscious experience but also how it is possible to ask of our own consciousness how it came to be. Part II examines the origin of experience itself, which soon reveals itself as the ontological question of Being. The chief premise of Part I is that symbolic communion and the categorizations of language have enabled human organisms to distinguish between themselves as actually existing entities (...) and their own immediate experience of themselves and their world. This enables them to reflect upon abstract concepts, including “self,” “experience,” and “world.” Symbolic communication and conceptualization grow out of identification, the act of first observing conscious experiencing and intimating what it is like, mimesis, a gestural protolanguage learned through imitation, and reflection, seeing oneself through the eyes of others. The step into actual intentional speech is made through self-assertion, narrative, and intersubjectivity. These three become the spiral of human cultural development that includes not only the adaptive satisfaction of our biological needs, but also the creativity of thought. With the mental-conceptual separation of subject and object – of self and world – the human ability to witness the universe (and each other) is the ground of our genuinely human quality. Consciousness gives human life its distinctively human reality. It is, therefore, one and the same ability that enables us to shape planet Earth by means of conceptual representations (rather than by means of our hands alone) while also awakening us to the significance of being. -/- Looking beyond human self-consciousness to investigate the origin and nature of awareness itself in Part 2, reductive objective materialism is found to be of little use. Direct experience also falls short in that, in order to be transformed into objective knowledge about itself, it must always be interpreted through and limited by the symbolic contexts of culture and the idiosyncratic conceptualizations of the individual. Awareness-in-itself must thus be considered ultimately unexplainable, but this may more indicate its inexpressible transcendence of all symbolic qualifiers than its nonexistence. It is suggested that awareness is not “self-aware” (as in deity) but is instead unknowing yet identical with the only true universal: the impetus of creative unfolding. Our human knowledge, as an expression of this unfolding, is seen to emerge from our conscious experiencing and, in turn, to have the power – and enormous responsibility – of directing that experience. Our underlying symbolic worldviews are found to be autopoietic: They limit or open our conscious experience, which, in turn, confirms those worldview expectations. As we explore a future of unforeseeable technological breakthroughs on an ailing planet who patiently copes with our “success,” truly vital decisions about the nature, meaning, extent, and future of conscious experience will have to be made. (shrink)

Language skirts the somatic fringes of the moment, particularly in practices where the powers of human speech and writing seem nullified. Horse training is one such practice. We tell stories of horse training that sensitize us and bring us close to creatures whose movements, resonating with our own, connect us to a prelinguistic, animate world. In so doing, we bridge the gap between the reflective detachment of our customary, wordy practices and the wordlessness of pre-reflective animality. Yet a phenomenological discursiveness (...) shows us how vital moments of “becoming animal” can be consciously and linguistically sustained. “Becoming horse in the duration of the moment” addresses the corporeally-charged consciousness of being with horses on the ground and in the saddle. This paper describes a relationality and temporality that, though mostly wordless in strictly human terms, speaks a sophisticated language of moment resonance. In so doing, it contests the dualisms of verbal and non-verbal discourses, the separation of humans and other animals, and the divisions that keep somaticity on the fringes of consciousness. It responds to the ecological challenge to get beyond the linguistic appropriation of the other, human speciesism and anthropomorphic projections, in order to discern the kinesthetic and energetic expressivities of connecting with other beings and with the elements of animate existence. Horse training provides a case for “living” in the somatic fullness of the moment. (shrink)

This article discusses the notion that the invisibility of the animalness of the animal constitutes a fundamental obstacle to change within current production systems. It is discussed whether housing animals in environments that resemble natural habitats could lead to a re-animalization of the animals, a higher appreciation of their moral significance, and thereby higher standards of animal welfare. The basic claim is that experiencing the animals in their evolutionary and environmental context would make it harder to objectify animals as mere (...) bioreactors and production systems. It is argued that the historic objectification of animals within intensive animal production can only be reversed if animals are given the chance to express themselves as they are and not as we see them through the tunnel visions of economy and quantifiable welfare assessment parameters. (shrink)

In phenomenological research, layered understandings emerge from a complex process of experiencing and reflection, engaged in by both researcher and participant. Researcher and participant engage in a dance, moving in and out of experiencing and reflection while simultaneously moving through a shared intersubjective space that is the research encounter. If researchers are to empathise - imaginatively project themselves into participants’ experience - they need to be open to this intersubjective space. First, I describe and reflect upon two particular moments of (...) empathy which have arisen in two different phenomenological research interviews. I then attempt to make sense of these encounters with reference to phenomenological theory and philosophy related to empathy and intersubjectivity. A final section discusses some dilemmas we face as researchers when we apply empathy in our phenomenological research practice and considers the epistemological status of our empathic findings. (shrink)

Attention is drawn to the movements of the body and to the ethical imperative that emerges in compelling, flowing moments of teaching. Such moments of teaching are not primarily intellectual, discursive events, but physical, sensual experiences in which the body surrenders to its own movements. Teaching is recognized momentarily as a carnal intensity embedded in and emerging from the flesh. The ethical imperative to this teaching is felt proprioceptively and kinaesthetically when one holds in self-motion the well-being of another as (...) being of the same flesh. The teaching caress offers a primary example. This gesture of intimacy discloses an embodied ethic that contrasts with the transcendental ethics of curricular prescriptions, professional codes of conduct, and the presumptions of self-monitoring behavior. It is a gesture of care for another person, without fastidious carefulness. It is a gesture of pure duration, without sanctimonious purity, in its contact with the beauty, truth and value of the teachable moment. From earliest engagements with children to the dynamics of the university classroom, what makes for good teaching is essentially attentiveness to intimate gestures, such as the caress, that guide teachers kinethically in the moment. (shrink)

ABSTRACTPatric Baert suggests that ‘encountering difference’, as we might when immersing ourselves in new cultural settings, allows us to redescribe and reconceptualise ourselves, our culture and our surroundings. By so doing, individuals can learn to see themselves, their own culture and their own presuppositions from a different point of view. They can then contrast their interpretations with alternative forms of life; and this is a requirement both for learning about themselves and coming to understand others. There is evidence that such (...) learning can reduce animosity towards others and encourage reciprocity. In this paper, I discuss the possibility that such an approach could also be useful if applied to the more-than-human world, as an antidote to nature’s exploitation by humans. I therefore argue that we need to ‘encounter difference’ with nature’s forms, which will allow us to learn from it. The meaning and implications of such ‘encountering difference’ will be developed in relation to Bhaskar’s philosophy of metaReality. (shrink)

This paper adopts the lens of environmental ethics to explore whether there is a disparity between the ethical approaches of a company in comparison to those expressed by stakeholders in relation to environmental issues, specifically those communicated through the corporate environmental report. Discourse analysis is adopted to explore the environmental section of the sustainability reports of the case study company as compared to the responses of a sample of the company’s stakeholders, using the lens of three branches of environmental ethics: (...) utilitarianism, deontology and virtue ethics. Results indicate that the ethical approaches expressed in the case study company’s environmental reports were grounded in utilitarianism and deontology, in contrast to a virtue ethics approach expressed by external stakeholders. The disparity widened as the relationship between the company and the stakeholder became less direct. This disparity signals a failure to meet one of the primary purposes for preparing sustainability reports: to engage with stakeholders. As such this research contributes to the literature by identifying a disparity in the how this information is communicated compared with how it is perceived by stakeholders. This has important implications for the success of current stakeholder engagement practices. (shrink)

In this paper, we examine how increasing understanding and explicit awareness of social consciousness can develop through transformations in worldview. Based on a model that emerged from a series of qualitative and quantitative studies on worldview transformation, we identify five developmental levels of social consciousness: embedded, self-reflexive, engaged, collaborative, and resonant. As a person's worldview transforms, awareness can expand to include each of these levels, leading to enhanced prosocial experiences and behaviours. Increased social consciousness can in turn stimulate further transformations (...) in worldview. We then consider an educational curriculum to facilitate the understanding of worldview and the cultivation of social consciousness as core capacities for twenty-first century students and global citizens. (shrink)

Presented here is a review of the book by Michael Wooldridge The Road to Conscious Machines: The Story of AI. The book was published in 2021 by Pelican Publishing Company. The book presents a philosophical exploration of the AI-related quest to understand the essence of our minds, ethics, and consciousness. Nonetheless, the book is unconventional as it focuses on failures of past AI programs rather than on AI success stories. The author also indicates the possible pathways to develop new, more (...) efficient AI paradigms. The short technical section at the end of the book offers more in-depth information on topics like Prolog, Bayesian, and deep neural networks. (shrink)

. I emphasize the importance of broadening behavioral, ecological, and conservation science into a more integrative, interdisciplinary, socially responsible, compassionate, spiritual, and holistic endeavor. I stress the significance of studies of animal behavior, especially ethological research concerned with animal emotions in which individuals are named and recognized for their own personalities, for helping us to learn not only about the nonhuman animal beings with whom we share Earth but also about who we are and our place in nature. We are (...) best understood in relationship with others. To this end I develop the notions of “minding animals” and “deep ethology.” Animals are sources of wisdom, a way of knowing. We are all citizens of Earth, members of a global community in which intimate reciprocal and beneficent peaceful relationships are mandatory. A world without cruelty and with boundless compassion, respect, grace, humility, spirituality, and love would be a better world in which to live. We have compelling responsibilities for making Earth a better and more peaceful habitat for all beings. It is essential that we do better than our ancestors. We must reflect and step lightly as we “redecorate” nature. Time is not on our side. I plead for the development of heartfelt and holistic science that allows for joy and play. Science need not be suspicious of things it cannot fully understand. We must not avert our eyes or other senses from the eyes and voices of other beings who urgently need our uncompromising and unconditional aid and love. We can do much more than we have done for animals and the Earth. (shrink)

Walt Disney’s movie, The Pagemaster (1994) begins on a dark and stormy night, with a young boy stumbling into an immense, gothic-styled library for refuge from the rain. Once inside, he is soon carried away by a tumultuous river of coloured paints, transformed into an animated characterization of himself, and thrust into an animated world of literature, where he battles Captain Hook, flees Moby Dick, and participates in other classic tales of adventure, horror, and fantasy. -/- Adults might understand the (...) film as a fanciful description of how they feel when reading a lively book. Although they would probably not imagine themselves tagging along with the animated characters like a 4th musketeer, they might very well claim that they enter a fiction through the viewpoint of one or more of the characters, experiencing, imaginatively, mental images of the sights, sounds, smells, and movements that the character would experience. Under this description, the reader would be forming multi- modal images that would correspond directly to what the literary characters are doing, thinking, and experiencing. When a fictional hero whips out his sword and slashes a rope in half, the reader might form a visual image of the hero’s determined face, an auditory image of the sound of the whizzing sword, and a motor image of an extended arm movement. I call such an imitative participation, by use of mental images in any modality, a simulation. -/- I suggest that this imitative experiencing of a fiction through the production of multi-modal imagery - a simulation - is not the only way in which readers might engage a literary text. In this paper I explore the hypothesis that readers might use their own bodily processes - those of the somato-viscero-motor system (SVM) for a non-imitative activity that I call a reinterpretation and that the reinterpretation might make a distinctive contribution to the reading process. As an example of a simulation and a reinterpretation, take the SVM experience of the reader’s breathing. A simulation would occur if the text describes a character who is taking deep breaths of air and the reader creates a mental image representing the experience of breathing. In this case, the reader’s mental image of breathing would stand for a property of the literary work - the fictional experience of breathing. -/- By contrast to the simulation, a reinterpretation would occur if the text describes a character who is gazing at long, wispy clouds that extend outward from a horizon and the reader uses his own experience of breathing to stand for the visual sense of looking at a long, continuous expanse of filmy white: the reader’s actual breathing would stand for a property of the literary work - the fictional experience of seeing. Breathing is not the same as seeing. This should help clarify the following definition. -/- I hypothesize that a reinterpretation occurs when the reader becomes aware of some component of the SVM system and reinterprets it as a property of the literary work that is not the same as that particular SVM process. The SVM experience is projected into the literary work. (shrink)

In this chapter, we focus on animism and how it is studied in the cognitive science of religion and cultural anthropology. We argue that philosophers of religion still use (outdated) normative notions from early scientific studies of religion that go back at least a century and that have since been abandoned in other disciplines. Our argument is programmatic: we call for an expansion of philosophy of religion in order to include traditions that are currently underrepresented. The failure of philosophy of (...) religion to discuss and accommodate different perspectives means a large part of human religious beliefs, practices, and experiences remains outside its purview. As a point of focus, we examine animism in two cultures as a way to think about what sorts of questions and ideas an expansion of philosophy of religion into lesser-explored traditions could offer. (shrink)

This paper seeks to address the question of schooling for democracy by, first, identifying at least one form of social character, dependent, after Marcuse, on the historical emergence of a “new sensibility.” It then explores one pedagogical thread related to the emergence of this form of subjectivity over the course of the last two centuries in the west, and traces its influence in the educational counter-tradition associated with philosophical anarchism, which is based on principles of dialogue and social reconstruction as (...) opposed to monologue and reproduction. The idea of a dialogical school has been made possible by a historical shift in adult views of child as interlocutor rather than “othered” object of adult formation—a shift that can be observed in an historical process of “closer approaches” between adult and child and a recognition of childhood and adulthood as forms of subjectivity that lie on a synchronous rather than a diachronic lifespan continuum. Finally the author identifies an archetype of “school” understood as a specific type of intentional community—an experimental zone in which participants are allowed and encouraged, through explicitly dialogical practice, to develop the personal and relational habits that make authentic democracy possible—a communal form that gives practical meaning to Dewey’s notion of school as “embryonic society”: a utopian space where natality is recognized as a fundamental cultural force, and where the evolutionary possibilities inherent in neoteny are taken as normative. (shrink)

The article provides an overview of different approaches to the semiotic study of landscapes both in the field of semiotics proper and in landscape studiesin general. The article describes different approaches to the semiotic processes in landscapes from the semiological tradition where landscape has been seen as analogous to a text with its language, to more naturalized and phenomenological approaches, as well as ecosemiotic view of landscapes that goes beyond anthropocentric definitions. Special attention is paid to the potential of cultural (...) semiotics of Tartu–Moscow school for the analysis of landscapes and the possibilities held by a dynamic, dialogic and holistic landscape definition for the development of ecosemiotics. (shrink)

The intent of this chapter is to suspend the belief in the goodness of literacy -- our chirographic bias -- in order to gain a deeper understanding of how the engagement with texts structures human consciousness, and particularly the minds of children. In the following pages literacy (a term which in this chapter refers to the ability to read and produce written text) is discussed as a consciousness altering technology. A phenomenological analysis of the act of reading shows the child’s (...) engagement with texts as a perceptual as well as a symbolic event that builds upon but also alters children’s speech acts. Speaking and reading are both forms of language use, but with different configurations of perceptual and symbolic qualities. Children’s literature uses textual technology and, intentionally or not, participates in structuring children’s pre-literate minds. Some of its forms, such as picture books and early readers, are directly intended to bridge the gap between the pre-literate listener and the literate reader and ease the transition into the literate state. It is my hope that the phenomenological analysis of the experiences of speaking and reading might help us understand more clearly how children’s literature impacts the minds of children. Such an analysis can awaken a critical awareness of the power that letters wield as they shape the reader’s psychological reality, and it can sharpen our sense of wonder about the metamorphosis of language from speaking to writing. (shrink)

Nature-based solutions (NbS) have in recent years occupied a central position in conservation and climate discussions among both scientists and policy makers. NbS generally refer to a set of strategies which use nature, or natural objects, to address societal (human) issues while simultaneously supporting the broader environment. This paper examines the concept of NbS to determine whether it is a useful and well-motivated category to guide future climate and conservation efforts. I argue that NbS may in fact be a valuable (...) contribution to environmental thought and policy, but not for the reasons that they are typically thought to be. Specifically: while we have reason to doubt that NbS should be prioritized over other environmental strategies on the grounds that they are uniquely environmentally-friendly or supportive of biodiversity, they may nevertheless have an advantage insofar as they play a vital aesthetic role in developing a healthier relationship between humans and the nonhuman world. (shrink)

I argue that ordinary confabulation is a side-effect of an interpretive faculty that makes sense of the world by rationalising our experience within the context of a personal and cultural narrative. However, I argue that a hyperactivity of the same process manifests as schizotypy—latent schizophrenic tendencies—that can lead to extreme dissociation of interpretation from experience. I first give a phenomenological account of the process of interpretation, arguing that it is enacted through the creation of conceptual cognitive content from an originary (...) non-conceptual experience. I then ground this account in empirical evidence, showing how our direct perception is moulded and adapted as it is conceptualised to fit our individual and collective expectations. Finally, I argue that hyperactive over-interpretation results in schizotypic dissociation, thus suggesting that schizophrenia should be understood as a disorder of interpretation, the extreme end of a spectrum that includes ordinary confabulation. (shrink)

A clarification of Naess's ?depth metaphor? is offered. The relationship between Naess's empirical semantics and communication theory and his deep ecology approach to ecophilosophy (DEA) is developed. Naess's efforts to highlight significant conflicts by eliminating misunderstandings and promoting deep problematizing are focused upon. These insights are used to develop the implications of the DEA for environmental policy. Naess's efforts to promote the integration of science, ethics, and politics are related to the National Environmental Policy Act (NEPA). The action?oriented aspect of (...) deep ecology, its focus upon redirecting environmental policy, is also highlighted. The discussion is framed by Brian Norton's contention, in Toward Unity Among Environmentalists, that Naess's deep/ shallow distinction is not consequential. In the final section some of the uniqueness of Naess's contribution is intimated, the ?sturdiness? of deep ecology's foundation is considered, and directions for future theoretical and practical contributions are suggested. As will be observed, Naess has many important insights to offer, but some vexing issues persist. (shrink)