Are we humans destined to become ‘posthuman’? In this paper, we question the claims of posthumanism, accepting some of its broader insights whilst proposing a more empirically and ethically appropriate ‘vitalist’ response. We argue that despite recent changes in styles of thought that question the uniqueness of ‘the human’, and despite novel technological developments for augmenting human bodies, we remain – fundamentally – persons. Humans, as persons, are constitutively embedded in and scaffolded by the material, social, semantic and cultural niches (...) they have constructed for themselves. An ‘ethopolitical’ response to our present that recognizes this fact not only requires us to engage with the consequences of making lives in the unequal niches that restrict and stunt the personhood of so many human beings at present, but also requires us to broaden the bandwidth of those who are recognized fully as persons. In our conclusion we briefly develop the theme that this emphasis on personhood can be seen as a vitalist – rather than a humanist – stance. (shrink)

What did John Dewey mean by the experience? Researchers of John Dewey’s work often attempt to decipher the American thinker’s thesis, statements and postulates. However, specific approaches have probably become inexact when interpreting many of his concepts, even thinking that they are superficial idealism. Detailed state-of-the-art review during the past decade, in terms of the idea of experience in Dewey, makes it possible to think that this concept –although not precisely defined as that of a dictionary– can be analyzed more (...) accurately. The last is the debate and reflection that will be open to the academic community in this paper; to clarify and, subsequently, define the concept, two fundamental and inherent aspects are presented in this document: first, the pragmatist line that addresses an epistemological framework of the idea; second, two Deweyan elements will be enlightened, these are the living organism and nature, which, as the axis of an empirical influence, are analyzed from the Vermont philosopher’s perspective. This concept also addresses three essential perspectives: biological, psychological and social, bearing in mind that, according to Dewey, real experiences occur if “meaning” comes after. Finally, an interpretative approach will answer, as possible, the question posed at the beginning of this abstract. (shrink)

: In Luce Irigaray's thought, Socrates is a marginal figure compared to Plato or Hegel. However, she does identify the Socratic dialectical position as that of a 'phallocrat' and she does conflate Socratic and Platonic philosophy in her psychoanalytic reading of Plato in Speculum of the Other Woman. In this essay, I critically interpret both Irigaray's own texts and the Platonic dialogues in order to argue that: (1) the Socratic dialectical position is not 'phallocratic' by Irigaray's own understanding of the (...) term; (2) that Socratic (early Platonic) philosophy should not be conflated with the mature Platonic metaphysics Irigaray criticizes; and (3) that Socratic dialectical method is similar in some respects with the dialectical method of Diotima, Socrates' instructress in love and the subject of Irigaray's "Sorcerer Love" essay in An Ethics of Sexual Difference. (shrink)

In Luce Irigaray's thought, Socrates is a marginal figure compared to Plato or Hegel. However, she does identify the Socratic dialectical position as that of a ‘phallocrat’ and she does conflate Socratic and Platonic philosophy in her psychoanalytic reading of Plato in Speculum of the Other Woman. In this essay, I critically interpret both Irigaray's own texts and the Platonic dialogues in order to argue that: the Socratic dialectical position is not ‘phallocratic’ by Irigaray's own understanding of the term; that (...) Socratic philosophy should not be conflated with the mature Platonic metaphysics Irigaray criticizes; and that Socratic dialectical method is similar in some respects with the dialectical method of Diotima, Socrates’ instructress in love and the subject of Irigaray's “Sorcerer Love” essay in An Ethics of Sexual Difference. (shrink)

Universal, scientific knowledge emerges from research practices. Scientists tinker with and align local conditions to produce scientific knowledge. Research equipment and scientific instruments are essential tools for knowledge production. Scientists differ, however, in their ability to handle these material resources of research. One type of scientist, who also represents a way of handling resources, is referred to by field scientists as a "gadget-man." Drawing upon a participant observation study of a marine labora tory in the Caribbean and a study in (...) which the author traced the development of photographic identification of cetacean, this article characterizes "gadget-scientists" in their research quest for scientific knowledge. (shrink)

This article explores a German philosophy of metaphor, which proposed a close link between the body and the mind as the basis for metaphor, debunked the view that metaphor is just a decorative rhetorical device and questioned the distinction between the literal and the figurative. This philosophy of metaphor developed at the intersection between a reflection on language and thought and a reflection on the nature of beauty in aesthetics. Thinkers such as Giambattista Vico, Johann Wolfgang von Goethe, Jean Paul (...) and others laid the foundations for this philosophy and it was successively refined by Gustav Gerber, Alfred Biese and Friedrich Nietzsche. It influenced in its turn in various ways the linguistic study of metaphor and the psychology of metaphor as elaborated, for instance, by a lesser-known American scholar, Gertrude Buck. All these thinkers contributed to a philosophy and psychology of the metaphoric according to which metaphors are not only nice, but necessary for the structure and growth of human thought and language. Obvious parallels between this 19th-century philosophy of metaphor and the 20th-century theory of metaphor developed by Lakoff and his followers are examined throughout. (shrink)

Engineering is a practice that must function in an environment of incomplete and uncertain knowledge. This environment has become even more difficult in an increasingly complex world. Engineering ethics has to be framed and taught in a way that addresses these realities. This paper proposes a combination of the philosophy of pragmatism and the ethic of care as a possible framework for the practice of engineering ethics that can provide flexibility and openness to address engineering ethics problems more realistically within (...) the ethos and culture of engineering. Embedding values into practice, pragmatism and care provide a broad, reflective, and corrective framework for engineering ethics that can accommodate the realities in which engineering operates. It is shown that these two approaches are more consonant with design methodologies and have a natural fit with design thinking, so they mesh well with what engineers do and with the complexities of their work today. As humans more and more try to alter the socio-techno-natural world, e.g., the earth’s climate, the combination of pragmatism and care will allow enhanced ethical behavior. Alterations to complex adaptive systems will produce highly uncertain results that require engineers to have a mindset that allows them to act with humility in the face of significant uncertainty and potential catastrophic failures. (shrink)

This article outlines an approach to a critical cosmopolitan social theory derived from the thought of the Japanese philosopher, Watsuji Tetsurō. In order to develop this, his thought is positioned against the works of the British sociologist, Gerard Delanty, and the Argentinian semiotician, Walter Mignolo. This will be done through the concepts of space, time and the imagination. From their respective intellectual positions these other two have attempted to develop an approach to social theory that cannot be reduced to the (...) optic of conceptual Eurocentrism. However, while they have made significant and important contributions to the development of critical approaches to cosmopolitan social theory, of providing tools to re-imagine the world, they have done so through maintaining old ways of seeing the world. What emerges from Watsuji’s work is an account of a critical cosmopolitanism that moves beyond conceptual Eurocentrism through an approach to social theory grounded in a relational social ontology. His focus on the ontology of social relationships also provides a cosmopolitanism that makes room for the ‘non-social’ and identifies a cosmopolitan view of the world as plural and as ‘hetero-spatial-temporal’. The social ontology developed by Watsuji also forces us to reconsider our understanding of the imagination, and its potential, beyond the dichotomy of an individual faculty or the product of social context. By expanding the notion of the Imaginal of Chiara Bottici, the article introduces a new understanding of the imagination into the debate. (shrink)

In this essay I discuss reciprocity as it unfolds within the context of a Confucian relational ethic. I discuss the relationship between reciprocity and the virtue of shu or 'sympathetic understanding' and then go on to argue that the goods that grow out of reciprocal relationships are necessary for Confucian ethics. These include social equilibrium, a rich sense of self-esteem, and reliable expectations concerning the actions of others. Finally, I discuss the difficulties of acting reciprocally in socially disproportional relationships and (...) in those that involve the manifestation of ill will. It is suggested that Confucian ethics provides a viable account of reciprocity that remains relevant for those living in modern contexts. " The rules of ritual propriety value reciprocity, If I give a gift and nothing is returned, that is contrary to propriety; If the thing comes to me, and I give nothing in return, that is also contrary to propriety. ". (shrink)

According to David Hume values do not belong to the world of facts and cannot be derived from facts. However, Hume’s argument is based on questionable presumptions. His conception of experience as sense perception is erroneous. On contemporary standards it is simply false because sense organs are not channels that passively receive inputs from the world. It is too narrow as it does not take the role of action into account. Further, Hume’s argument is based on the dichotomy between external (...) and internal. Mind is strictly separated from the external world of facts. This entails that experiences, perceptions and ideas do not belong to the world of facts. Causality and values cannot be literally perceived. Therefore they are beyond the scope of empirical knowledge. Hume’s presumptions can be rejected. The consequence is that mind is embodied, and bodies belong to the world of facts. And so do embodied minds. Broadening the notion of experience brings causality and values within the scope of experience. They are experienced on a daily basis in various practices. Values related to vital needs are based on biological facts. More generally, the relation of facts and values can be analyzed if one rejects the hidden causes of perceptions as the object of knowledge. The alternative is the operational conception of knowledge. To know is to know what to do in order to proceed from a problematic situation to future circumstances where the problems are solved. (shrink)

Studies that compare human and animal behaviour suspend prejudices about mind, body and their relation, by approaching thinking in terms of behaviour. Yet comparative approaches typically engage another prejudice, motivated by human social and bodily experience: taking the lone animal as the unit of comparison. This prejudice informs Heidegger’s and Merleau-Ponty’s comparative studies, and conceals something important: that animals moving as a group in an environment can develop new sorts of “sense.” The study of animal group-life suggests a new way (...) of thinking about the creation of sense, about the body, the brain, and the relation between thinking and nature. (shrink)

We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options. However, conceptualizing (...) individuals as profit-maximizing actors neglects their freedom to reflect on the purposes and goals of their actions. We build on the work of pragmatist philosopher John Dewey, who distinguishes between habitualized and creative problem-solving behaviors, conceptualizes knowledge construction as a process of interdependent scientific social inquiry, and understands actors as having the freedom to determine what kind of people they wish to be. We apply pragmatist theory to business education and suggest equipping students with a plurality of theories, supplementing neoclassical economics with other economic perspectives and views from other disciplines on economic behavior. Moreover, we suggest putting students into learning situations that require practical problem solution through interdependent social inquiry, encouraging ethical reflection. In doing so, we contribute by linking the problematic conceptions of freedom identified in economic theorizing to the debate on responsible management education. We conceptualize a pragmatist approach to management education that explicitly re-integrates the freedom to discursively reflect on the individual and societal purpose of business activity and thereby makes existing tools and pedagogies useful for bringing potential freedom back into business. (shrink)

The paper aims to better identify the relationship between moods and emotions showing their link to the overall environment. Adopting a Situated Approach to Emotions, 209–227, 2012; Stephan Emotion Review, 4, 157–162, 2012; Stephen et al. Philosophical Psychology, 27, 65–81 2014) enables showing that the link to emotions to the environment is best understood using the term situation, while moods’ link to the environment is best captured by the notion of context. Exploring the difference points out that what is selected (...) as the situation versus the context in a given environment may explain the relationship between emotions and moods, and clarify why, for instance, certain emotions can alter a mood while others do not. The paper begins putting forward the general take on emotions from a Situated Approach to Emotions in line with contemporary discussions of the Situated Approach to Mind. Then, following John Dewey’s conception of situation, the paper distinguishes situation from context, and reviews the hypothesis of equating them with emotions and moods respectively. The analysis is then connected to previous research done on the difference between emotions and moods and, given the insightful outcomes of connecting moods and emotions to other theoretical aspects of the mind, it shows how the link to the environment is a crucial trait to understand emotions and moods dynamics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Aesthetics of Asian Art:The Study of Montien Boonma in the Undergraduate Education ClassroomMary Ann Maslak (bio)John Dewey, in his Experience and Nature, expounds on the developmental nature of human experience premised on the concept of qualitative propinquity—the integration and harmonization with the environment exemplifies the essence of experience. This principal line of reasoning shapes his fundamental argument in Art as Experience, one of Dewey's most significant educational works (...) used today.1 In it he argues that the roots of experience lie in the commonplace occurrences in the course of human life. The integration of the meaning and value drawn from previous and present circumstances results in an "experience," which, in turn, constitutes a foundation of learning for the individual. Dewey's ideas are not only appropriate but also useful in the field of education. In what ways may future teachers experience art? How does the experiential process of examining art contribute to future teachers' pedagogical tools that can be used to incorporate art into the elementary school classroom?This article demonstrates how an experiential study of a work of art in an undergraduate education course—part of the St. John's University/Lincoln Center Institute for the Arts in Education (LCIAE) Higher Education Collaborative program in New York City—contributes to the pedagogical repertoire of process-based learning for teachers and their future students. The article begins by providing a theoretical background for the work, followed by the definitions of three concepts that are pertinent to this piece: aesthetic education, the experiential approach to learning, and process-based instruction.2 The article then focuses on the specific aims of the university's arts course, the LCIAE Partnership Program, and data and analyses from the process-based aesthetic learning for the students enrolled in the course. It ends with conclusions about aesthetic education. [End Page 67]Theoretical BackgroundAssuming the sociocultural nature of learning suggested by Dewey demands consideration of the layers of experience, it is necessary to discern the learners' emerging thoughts in light of various experiences. As a teacher, I subscribe to this belief and wanted to note how I could employ scaffolding practices to the aesthetic education learning experience for my undergraduate students. I aimed to accomplish this goal by scaffolding aesthetic experiences for students from their personal points of understanding, the university's classroom setting, and the context of museum exhibitions.Scaffolding instruction has a lengthy and persuasive history that provided the underpinning for my approach to the course.3 The intent of scaffolding is to help a learner undertake a task or goal that is beyond the learner's present level.4 Effective scaffolding encompasses a number of key features within cognitive and emotional domains.5 Cognitive elements include (1) selecting challenging activities for students; (2) monitoring their efforts; (3) using guiding questions to develop self-regulation; and (4) using indirect questioning strategies to extend and enhance the learning experience. Emotional support includes (1) structuring experiences to discourage frustration and encourage confidence; and (2) creating an atmosphere of comfort. While not all these features are applicable to scaffolding activities in an art education course of a university's teacher education program, I was mindful of their importance in structuring this course.Given that this course was my undergraduate students' initial exposure to aesthetic education, scaffolding served as an appropriate systematic pedagogical approach. In the words of Maxine Greene, aesthetic education is an intentional experience "designed to nurture appreciative, reflective, cultural, participatory engagements with the arts" by enabling the student to observe, analyze, and interpret meaning.6 In other words, it is the interactive study of the nature and expression of beauty. It seeks to enhance perception and affect, cognitive development, and personal growth by assuming that works of art provide an inexhaustible resource for exploration and reflection by the learner and an understanding based on the cultural context in which the artwork was created. Greene's philosophy, developed from the work of Dewey, posits that understanding a work of art is based on the active connection to and association with the piece. Therefore, the approach to its study is of the utmost importance.The experiential approach to learning is a... (shrink)

The purpose of this paper is to draw out and make explicit the assumptions made in the treatment of technology within business ethics. Drawing on the work of Freeman (1994, 2000) on the assumed separation between business and ethics, we propose a similar separation exists in the current analysis of technology and ethics. After first identifying and describing the separation thesis assumed in the analysis of technology, we will explore how this assumption manifests itself in the current literature. A different (...) stream of analysis, that of science and technology studies (STS), provides a starting point in understanding the interconnectedness of technology and society. As we will demonstrate, business ethicists are uniquely positioned to analyze the relationship between business, technology, and society. The implications of a more complex and rich definition of lsquotechnologyrsquo ripple through the analysis of business ethics. Finally, we propose a pragmatic approach to understanding technology and explore the implications of such an approach to technology. This new approach captures the broader understanding of technology advocated by those in STS and allows business ethicists to analyze a broader array of dilemmas and decisions. (shrink)

This article compares the two worldviews of Daoism and selected lost gospels, and considers the pedagogical implications. It explores their core concepts and how each applies these concepts...

This article explores the pedagogical implications of John Dewey’s claim that his definition of experience is shared by Daoists. It compares characteristics of experience with those in Daoism, and then considers the similarities and differences between key cultivation practices each proposes, focusing on the roles of the teacher and sage. My main reference to Daoism is the translation of the Daodejing by Roger Ames and David Hall, who use Dewey’s conception of experience to explain the character of Daoism. There are (...) two facts that Dewey chooses to define experience and link with Daoism—what it is not, and what it is. Comparisons of these facts with Daoism support Dewey’s claim: both define the ‘what is’ as the principle of unity of opposites. While sharing this view, their proposals for its cultivation reveal similarities, but also some significant differences. The Daodejing gives the Daoist sage a major role to play in the cultivation process of other persons, as does Dewey for the teacher. However, unlike Dewey’s teacher who guides the process, the sage is to create a cultivating environment, thus allowing the sage to ‘let go.’ The Daoist practices offer new ideas to consider in the quest for experience in lessons. (shrink)

This article endeavors to interpret certain facets of Dewey’s philosophy in light of an underinvestigated research program in contemporary situated cognition, namely, plant cognition. I argue that Dewey’s views on situated cognition go substantially further than most philosophers of embodied mind are ready to admit. Building on the background of current research in plant cognition, and adding conceptual help of Dewey, I contend that plants can be seen as full-blown cognitive organisms, although they do not have what one would normally (...) call “a body.” Through this line of inquiry, I identify what are among the most pressing problems in current theories of the embodied mind and subsequently try to overcome them by means of Dewey’s metaphysics of the psychical. (shrink)

In the vein of Peirce’s communication philosophy, language communication inevitably suffers from its vagueness and uncertainty. Paradoxically, what enables this vagueness and uncertainty to be solved, and the condition of communication to be sufficiently met, is not language itself, but “collateral experience” communicators may weave, exchange, and share in communication. Collateral experience is forceful in penetrating the “universe,” in which communicators may be engaged, and in helping them in the wake of communication to acquire knowledge current in the community. Consequently, (...) generality for a communicative act becomes established as the final goal of communication. Generality overcomes the vagueness and uncertainty arising from local and partial contingencies of context, and transcends beyond it. Due to communication, people become capable of finally resolving puzzlement, and of establishing their beliefs, with a guidance for their action. (shrink)

Colin Koopman’s Pragmatism as Transition offers an argumentative retelling of the history of American pragmatism in terms of the tradition’s preoccupation with time. Taking time seriously offers a venue for reorienting pragmatism today as a practice of cultural critique. This article examines the political implications third wave pragmatism’s conceptualization of time, practice, and critique. I argue that Koopman’s book opens up possible lines of inquiry into historical practices of critique from William James to James Baldwin that, when followed through to (...) their conclusion, trouble some of the book’s political conclusions. Taking time and practice seriously, as transitionalism invites pragmatists to do, demands pluralizing critique in a way that puts pressure on familiar pragmatist convictions concerning liberalism, progress, and American exceptionalism. (shrink)

The history of the relationship between philosophy and education has been a long and troubled one. In part, this stemmed from the problematic nature of philosophy itself, but this difficulty was compounded by controversy as to the age at which training in philosophy should begin. Although Socrates seemed indifferent to whether he conversed philosophically with young or old, his pupil, Plato, was inclined to restrict philosophy to mature students, on the grounds that it made the younger ones unduly contentious. Since (...) philosophers in those days had the reputation of being ‘friends of wisdom,’ and since being a friend of wisdom seemed to require extensive experience, it came to be taken for granted, generation after generation, that philosophy was not for the young. It has sometimes been made available, on a limited basis, at the secondary school level, but almost never to students in the lower grades. To the suggestion that this prevented children from having access to ideas, theories and abstract concepts, the stock response was that children were mired in the ‘concrete’ level of experience and had no interest in abstractions. To the report that very young children almost invariably greeted opportunities to discuss philosophy with joy and delight, the standard reply was that this proved that the children could not be doing philosophy, since the study of philosophy is a serious and difficult matter. The recent career of philosophy in elementary and secondary education has been a matter of overcoming precisely these objection and misconceptions. Unfortunately, a listing of the advantages to be derived by the young from the study of philosophy—its strengthening of reasoning and judgment, its fostering of concept-formation skills, its clarification of values and ideals—is likely to obscure the intrinsic satisfactions that children derive from their classroom communities of philosophical inquiry. But even here there are signs of change, and a new appreciation of the educational possibilities of philosophy is at last beginning to surface in the schools. (shrink)

The current emphasis that organisations are placing upon knowledge and the corresponding attention that workplace epistemological values are receiving within the educational community has resulted in an interesting convergence of discourses—school-based and work-based. Even as workplaces are tending toward abstraction over practice—based knowing, schools are being nudged into doing the reverse. The result of this ferment is that traditional barriers between these kinds of knowledge are being removed. As can be seen from workplace examples, it is possible for liberal learning (...) to be in the service of instrumental ends. So too schools may come to see more clearly the value of situatedness and team-work in the transaction of liberal learning. More generally, we see also new possibilities for retreat from received views about the worth of practical knowledge. (shrink)

In this essay, I explore Justus Buchler’s ordinal naturalism with the goal of establishing how his phenomenological approach extends the range of human inquiry to include the many and varied traits of natural phenomena that are not “simply” the result of sensate experience or material functions. To achieve this goal I critically assess Buchler’s notion of “ontological parity”–the idea that abstract phenomena such as values, relations, ideals, and other mental contents are just as relevant as sense-data when one attempts to (...) provide an adequate description of the world in naturalistic terms. I argue that certain phenomena, subsisting within what Buchler calls the “proceptive domain,” are legitimate objects of knowledge as they are par t of a larger domain of phenomenological analysis: nature more broadly and justly understood. It is my view that in the attempt to describe the natural world Buchler’s ordinal naturalism succeeds where other forms of naturalism fail because his form of naturalism offers a more capacious view of nature that attempts to describe whatever is in any way, not just focus on what is readily apparent to speci?c forms of observation that may privilege one domain of analysis over another. I draw the conclusion that because Buchler’s ordinal naturalism contains within it a working principle of ontological parity, his approach to nature ful?lls the criteria of the phenomenological method, and so I title his ordinal naturalism an ordinal phenomenology (Corrington 1992, 1-6, 9-14). Ultimately it is my aim to bring Buchler’s thought into closer connection with continental phenomenology, as well as to illustrate a more just and open understanding of nature through an analysis of his unique variety of philosophical naturalism. (shrink)

The development of art marketing as a new field of management occurs in a context of great confusion as to what constitutes the very definition of art, one aspect of this confusion being nothing else but the confusion between art and marketing itself. This confusion leads to conflicts between those who consider that art should be defined by a clear aesthetic criterion and those who accept the absence of such a criterion as a legitimate consequence of the principle of freedom (...) which applies both to the creation of the artist and to the taste of the public. This state of confusion does not seem to be experienced in the same way in France where it has tended to be considered as a symptom of crisis in the world of art and in the United States where it has raised as a dominant force in contemporary art. Hence the confusion of art and marketing varies as a function of time (as shown by the emergence of a new field of management) and of space (as shown by the comparison of the French and American cases). It will be proposed that it is possible to account for these historical fluctuation thanks to an institutional approach based on the notion of system of legitimacy. We shall propose the essentially dynamic institutional foundations of modernity leading to the proliferation of innovations which consequences are ever more difficult to anticipate as a reason why, in America, philosophers coming from the analytic tradition found it meaningful to address questions such as “What is art” (Arthur Danto) or “When is there art” (Nelson Goodman”) expressing the need to go beyond pragmatism as expressed by John Dewey’s Art as Experience to promote a positive attitude towards contemporary art, while, in France confusion between art and marketing has been commonly considered negatively as the sign of the triumph of the most radical form of rhetoric, i.e. sophism. (shrink)

Though it has been claimed that modern yoga retains little of its origins of religious austerity, I will argue that even if yoga as a physical practice has taken a strong position among the modern fitness trends, there are still important links to the philosophic­al and religious traditions of India – not least in the minds of many of its practitioners. Reorientations of these traditions to more modern settings have an impact on the practitioners’ bodies, and the embodied experience of (...) the practice in turn influences yoga. (shrink)

The purpose of this article is to develop a critical and extended understanding of creative practices in organisation from a phenomenological point of view. To develop such an understanding of practice, this paper will first outline a phenomenological understanding of creative practice, understood particularly with Merleau-Ponty as an embodied and situated nexus of action. Subsequently, the paper will show the contribution of pragmatism to an interpretation of practice as an experience-based reality and will describe the significance of habits. After briefly (...) comparing common characteristics of both pro-experiential philosophies, some perspectives on a creative "inter-practice" and an inclusive "pheno-pragma-practice" will be explored. Furthermore, improvisation is discussed as a form and medium for the actual realisation of an embodied, situational inter-practice. Finally, some practical, political, theoretical and methodological implications and perspectives on creative pheno-pragmatic practices in organisation will be outlined. (shrink)

An anti-representationalist view of language and a deflationary view of truth, key themes in contemporary pragmatism and especially Richard Rorty, do not undermine the notion, in critical theory, of ideology as 'false consciousness'. Both Foucault and Marx were opposed to what Marxists call historical idealism and so they should be seen as objecting to forms of ideology-critique that do not sufficiently avoid such an 'Hegelian' perspective. Foucault's general views on the relations between truth and power can plausibly be construed in (...) a way that makes them compatible with a Marxian critical theory. (shrink)

I draw upon the conceptual resources of the extended mind thesis to analyze empathy and interpersonal understanding. Against the dominant mentalistic paradigm, I argue that empathy is fundamentally an extended bodily activity and that much of our social understanding happens outside of the head. First, I look at how the two dominant models of interpersonal understanding, theory theory and simulation theory, portray the cognitive link between folk psychology and empathy. Next, I challenge their internalist orthodoxy and offer an alternative "extended" (...) characterization of empathy. In support of this characterization, I analyze some narratives of individuals with Moebius syndrome, a kind of expressive deficit resulting from bilateral facial paralysis. I conclude by discussing how a Zen Buddhist ethics of responsiveness is helpful for articulating the practical significance of an extended, body-based account of empathy. (shrink)

: In 2000, the Romanian journal Paideia published a series of essays to commemorate the fiftieth anniversary of the death of John Dewey. Three articles--by Peter Hlebowitsh, then the editor of Education and Culture; Daniel Tanner, then the president of the John Dewey Society; and William Schubert, past president of the JDS-- were prepared and translated into Romanian for publication. Paideia editor Nicolae Sacalis has contributed an article describing Dewey's influence in Romania. In "The Writings of John Dewey in Romania: (...) Policy and Pedagogy," Sacalis describes the interest in pragmatism of the Romanian intellectuals of the 1920s and 1930s and how Dewey's writings became important to the government's education leaders and school practitioners. Dewey's popularity was so great that a comprehensive overview of his work was published to honor and acknowledge his eightieth birthday. The writings of Dewey were silenced thereafter but not forgotten. His works reappeared in the 1970s for a new generation of Romanian educators, and since the 1989 revolution, his writings have received even greater popularity, leading to the commemoration of his death by Paideia. (shrink)

Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer actionistic approach in conduct pragmatism. Conduct pragmatism prioritises action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of education relate to (...) pragmatist thought and in the second part of the paper we outline some of these potentials. We indicate the possibilities for pragmatist philosophy of education to engage with diverse bodies of thought, moving away from an insular focus on one or two philosophers, and a diversity of locations where philosophy is active and conducted. (shrink)

Following a brief reconstruction of Hutto & Satne’s paper we focus our critical comments on two issues. First we take up H&S’s claim that a non-representational form of ur-intentionality exists that performs essential work in setting the scene for content-involving forms of intentionality. We will take issue with the characterisation that H&S give of this non-representational form of intentionality. Part of our commentary will therefore be aimed at motivating an alternative account of how there can be intentionality without mental content, (...) which we have called skilled intentionality. Skilled intentionality is the individual’s selective openness and responsiveness to a rich landscape of affordances.A second issue we take up concerns the distinction between ur-intentionality and content-involving intentionality. We will argue that our notion of skilled intentionality as it is found in humans cuts across these two categories. Instead of distinguishing between different forms of intentionality we recommend focusing on how skilled intentionality takes different forms in different forms of life. (shrink)

There are realist philosophers and social scientists who believe in the indispensability of social ontology. However, we argue that certain pragmatist outlines for inquiry open more fruitful roads to empirical research than such ontologizing perspectives. The pragmatist conceptual tools in a Darwinian vein—concepts like action, habit, coping and community—are in a particularly stark contrast with, for instance, the Searlean and Chomskian metaphysics of human being. In particular, we bring Searle's realist philosophy of society and mind under critical survey in this (...) paper and contrast it with a pragmatist, sociologizing approach. Drawing from Dewey, James, and recent antirepresentationalism, we propose for research work a methodological relationalism of its own kind, altogether detached from the ontologies of society and mind. (shrink)

Abstract: Philosophy is often conceived in the Anglophone world today as a subject that focuses on questions in particular “core areas,” pre-eminently epistemology and metaphysics. This article argues that the contemporary conception is a new version of the scholastic “self-indulgence for the few” of which Dewey complained nearly a century ago. Philosophical questions evolve, and a first task for philosophers is to address issues that arise for their own times. The article suggests that a renewal of philosophy today should turn (...) the contemporary conception inside out, attending to and developing further the valuable work being done on the supposed “periphery” and attending to the “core areas” only insofar as is necessary to address genuinely significant questions. (shrink)

Many recent writers on democracy have lamented its decay and warned of its imminent death. We argue that the concerns are focused at three different levels of democracy. The most fundamental of these, celebrated by Tocqueville and by Dewey, recognizes the interactions and joint deliberations among citizens who seek sympathetic mutual engagement. Such engagement is increasingly rare in large-scale political life. In diagnosing and treating the problems, we recommend returning to the debate between Lippmann and Dewey, in which many of (...) the concerns now prominent were already voiced. This inspires the main work of the paper – the reconstruction of Dewey’s conception of democracy as a ‘mode of associated living’. We focus on the thesis that democracy is educative and explicate Dewey’s notion of growth, showing how democratic education contributes to three important functions: the capacity for sustaining oneself, the enrichment of individual experience, and the ability to enter into cooperative discussions with fellow citizens. Dewey’s conception of democratic education is directed at fostering particular virtues and, if citizens come to possess them, the need for Lippmann’s ‘omnicompetent individual’ vanishes. We conclude by suggesting that Dewey’s project of educating democratic character is pertinent for addressing the disaffection of our times. (shrink)

In the spirit of James and Dewey, I ask what one might want from a theory of knowledge. Much Anglophone epistemology is centered on questions that were once highly pertinent, but are no longer central to broader human and scientific concerns. The first sense in which epistemology without history is blind lies in the tendency of philosophers to ignore the history of philosophical problems. A second sense consists in the perennial attraction of approaches to knowledge that divorce knowing subjects from (...) their societies and from the tradition of socially assembling a body of transmitted knowledge. When epistemology fails to use the history of inquiry as a laboratory in which methodological claims can be tested, there is a third way in which it becomes blind. Finally, lack of attention to the growth of knowledge in various domains leaves us with puzzles about the character of the knowledge we have. I illustrate this last theme by showing how reflections on the history of mathematics can expand our options for understanding mathematical knowledge. (shrink)

Reflective practice is one of the most popular theories of professional knowledge in the last 20 years and has been widely adopted by nursing, health, and social care professions. The term was coined by Donald Schön in his influential books The Reflective Practitioner , and Educating the Reflective Practitioner , and has garnered the unprecedented attention of theorists and practitioners of professional education and practice. Reflective practice has been integrated into professional preparatory programmes, continuing education programmes, and by the regulatory (...) bodies of a wide range of health and social care professions. Yet, despite its popularity and widespread adoption, a problem frequently raised in the literature concerns the lack of conceptual clarity surrounding the term reflective practice. This paper seeks to respond to this problem by offering an analysis of the epistemology of reflective practice as revealed through a critical examination of philosophical influences within the theory. The aim is to discern philosophical underpinnings of reflective practice in order to advance increasingly coherent interpretations, and to consider the implications for conceptions of professional knowledge in professional life. The paper briefly examines major philosophical underpinnings in reflective practice to explicate central themes that inform the epistemological assumptions of the theory. The study draws on the work of Donald Schön, and on texts from four philosophers: John Dewey, Nelson Goodman, Michael Polanyi, and Gilbert Ryle. Five central epistemological themes in reflective practice are illuminated: (1) a broad critique of technical rationality; (2) professional practice knowledge as artistry; (3) constructivist assumptions in the theory; (4) the significance of tacit knowledge for professional practice knowledge; and (5) overcoming mind body dualism to recognize the knowledge revealed in intelligent action. The paper reveals that the theory of reflective practice is concerned with deep epistemological questions of significance to conceptions of knowledge in health and social care professions. (shrink)

‘Linguistic meaning must be public’ – for Quine, here is not a statement to rest with, whether it be reckoned true or reckoned false. It calls for explication. When we do, using Quine’s words to piece together what he thought, we find that much too much is concealed by the original statement. Yes, Quine said ‘Language is a social art’; yes, he accepts behaviourism so far as linguistic meaning is concerned; yes, he broadly agrees with Wittgenstein’s anti-privacy stricture. But precisely (...) what is being said by the original statement to be public, and what does calling it ‘public’ amount to? Pressing such questions complicates the picture enormously, partly though by no means entirely aligning Quine with linguistic internalism vis-à-vis Chomsky. (shrink)

This article discusses the ‘computer game’ as a pragmatic concept. A dual nature of the computer game as both a pragmatic idea and a pragmatic meaning is introduced. Practical meanings of the computer game correspond with the concrete effects that engaging with computer games produces in an individual. Practical ideas of the computer game correspond with the subjectively constituted conceptual families concerning the computer game’s assumed practical meaning. Individual computer games can be considered flat or round depending on the range (...) of their practical meanings. Thus, the article contributes to the study of cultural objects by offering a framework for examining the evolution and existence of such objects as cross-cultural practical entities – less in terms of communication, media, and materiality, and more in terms of concrete actions and events that individuals across societies commence and conceptualize. (shrink)

Human behavior is an underlying cause for many of the ecological crises faced in the 21st century, and there is no escaping from the fact that widespread behavior change is necessary for socio-ecological systems to take a sustainable turn. Whilst making people and communities behave sustainably is a fundamental objective for environmental policy, behavior change interventions and policies are often implemented from a very limited non-systemic perspective. Environmental policy-makers and psychologists alike often reduce cognition ‘to the brain,’ focusing only to (...) a minor extent on how everyday environments systemically afford pro-environmental behavior. Symptomatic of this are the widely prevalent attitude–action, value–action or knowledge–action gaps, understood in this paper as the gulfs lying between sustainable thinking and behavior due to lack of affordances. I suggest that by adopting a theory of affordances as a guiding heuristic, environmental policy-makers are better equipped to promote policies that translate sustainable thinking into sustainable behavior, often self-reinforcingly, and have better conceptual tools to nudge our socio–ecological system toward a sustainable turn. Affordance theory, which studies the relations between abilities to perceive and act and environmental features, is shown to provide a systemic framework for analyzing environmental policies and the ecology of human behavior. This facilitates the location and activation of leverage points for systemic policy interventions, which can help socio–ecological systems to learn to adapt to more sustainable habits. Affordance theory is presented to be applicable and pertinent to technically all nested levels of socio–ecological systems from the studies of sustainable objects and households to sustainable urban environments, making it an immensely versatile conceptual policy tool. Finally, affordance theory is also discussed from a participatory perspective. Increasing the fit between local thinking and external behavior possibilities entails a deep understanding of tacit and explicit attitudes, values, knowledge as well as physical and social environments, best gained via inclusive and polycentric policy approaches. (shrink)

If economics has been the “dismal science” of the past century, health policy promises to be that of the next. Health policy issues evoke far less passion than the emotion-laden immediacies of bedside decision making. Nevertheless, it is patent that “macro” issues in all their obscurity and complexity are unavoidable if the health care delivery system of the future is to be fiscally sound and publicly acceptable. In addition, as Americans are now learning, options for care at the bedside are (...) ineluctably constrained by seemingly distant societal choices. (shrink)

In this paper I examine a controversy ongoingwithin current Deweyan philosophy of educationscholarship regarding the proper role and scopeof science in Dewey's concept of inquiry. Theside I take is nuanced. It is one that issensitive to the importance that Dewey attachesto science as the best method of solvingproblems, while also sensitive to thosestatements in Dewey that counter a wholesalereductivism of inquiry to scientific method. Iutilize Dewey's statements regarding the placeaccorded to inquiry in aesthetic experiences ascharacteristic of his method, as bestconceived.

In this essay, as a philosophical exercise in exploring some of the underlying assumptions that serve as an interpretive context for classical Chinese philosophy, I will first follow Dewey’s philos...

Scholars have recognized that contentious political action typically draws on relatively stable scripts for the enactment of claims making. But if such repertoires of political practice are generally reproduced over time, why and how do new modes of practice emerge? Employing a pragmatist perspective on social action, this article argues that change in political repertoires can be usefully understood as a result of situated political innovation—i.e., of the creative recombination of existing practices, through experimentation over time, by interacting political agents (...) for whom old repertoires were proving inadequate to the changing context of action. The utility of this approach is demonstrated by applying it to explain the historical emergence of a new set of populist mobilizing practices in early twentieth-century Peru. The results have implications for the study of political action and historical change. (shrink)