Physicians accept fallibility in technical matters as a condition of medical practice. When it comes to moral considerations, physicians are often loathe to act without a good deal more certitude and seem less willing to accept error. This article argues that ethics is intrinsic to medical decision making, that error is the inevitable risk of any action and that inaction carries even greater risk of error. Whether in the moral or the technical sphere, error must be accepted by physicians as (...) part of the learning process which informs and enriches future decisions. Moral virtue, it is concluded, resides more in the making of a decision and in the agony of making it than it does in the potentially fallible decision itself. (shrink)

Neuropragmatism is a research program taking sciences about cognitive development and learning methods most seriously, in order to reevaluate and reformulate philosophical issues. Knowledge, consciousness, and reason are among the crucial philosophical issues directly affected. Pragmatism in general has allied with the science-affirming philosophy of naturalism. Naturalism is perennially tested by challenges questioning its ability to accommodate and account for knowledge, consciousness, and reason. Neuropragmatism is in a good position to evaluate those challenges. Some ways to defuse them are suggested (...) here, along with recommendations about the specific kind of naturalism, a pluralistic and perspectival naturalism, that neuropragmatism should endorse. (shrink)

This paper explicates and defends Morton White’s holistic pragmatism, the view that descriptive and normative statements form a “seamless web” which must be tested as a “unified whole”. This position, originally formulated as a methodological and epistemic principle, can be extended into a more general philosophy of culture, as White himself has shown in his book, A Philosophy of Culture (2002). On the basis of holistic pragmatism, the paper also offers a pragmatist conception of metaphilosophy and defends the need for (...) interdisciplinary inquiry. (shrink)

This essay is part of a dossier on Cristina Lafont's book Democracy without Shortcuts.

Judging the warrant of conspiracy theories can be difficult, and often we rely upon what the experts tell us when it comes to assessing whether particular conspiracy theories ought to be believed. However, whereas there are recognised experts in the sciences, I argue that only are is no such associated expertise when it comes to the things we call `conspiracy theories,' but that the conspiracy theorist has good reason to be suspicious of the role of expert endorsements when it comes (...) to conspiracy theories and their rivals. The kind of expertise, then, we might associate with conspiracy theories is largely improvised—in that it lacks institutional features—and, I argue, ideally the product of a community of inquiry. (shrink)

What does evaluation mean? This article examines the evaluative process as a practical judgment that links a situation to a set of values in order to decide upon a course of action. It starts by discussing A. Sen’s “relational” and “comparative” account of evaluation, built in critical dialogue with J. Rawls’ deductive theory. Comparison, incompleteness, reality, and deliberation are the key principles of Sen’s approach, which, in some respects, echoes that of J. Dewey. The second part shows the relevance of (...) completing Sen’s approach with Dewey’s pragmatism, since Dewey’s emphasis on practical judgment is a useful counterbalance to Sen’s focus on evaluation as a cognitive process. Dewey introduces a shift from values to valuation and draws a distinction between prizing and appraising, which makes the logic of inquiry and the search for consistency between means and ends in a given situation the fulcrum of evaluation. The third part of this paper addresses the relationship between values and norms in evaluative processes. Neither Sen nor Dewey deals with this question in a systematic way, although norms, which are both similar and different from values, contribute to frame evaluations in different ways: as horizons, resources, or constrains. Bringing norms into the picture means completing the pragmatist account with an institutionalist perspective, as we suggest through the example of the evaluation of work. (shrink)

In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciously managed by the subject (...) but also conceived of thinking as an event rather than a process—something that occurs in us rather than something intentionally staged by a reflective subject. Such a twofold dismantling of rationality and subject rather than a flow in a nihilistic/relativistic account of education results in a reinforcement of education that must be understood not so much as the attempt to understand and predict experience but as the means to create new, unpredictable experience. As a result, education, for Dewey, is grounded on, moved by, and directed at uncertainty. Education, in a sense, engenders uncertainty. (shrink)

In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of (...) newness, openness, and radical possibility. Even the Agambenian notion of ‘coming community’ falls under a Deweyan understanding of society and democracy, which, in Deweyan thought, always exist in suspension and connectedness. Given such premises, the idea of education that emerges from Deweyan thought is that of a leap. The question regarding what education is and entails is left radically open by Dewey, for education belongs to the not-yet. (shrink)

The enactive approach to cognition distinctively emphasizes autonomy, adaptivity, agency, meaning, experience, and interaction. Taken together, these principles can provide the new sciences of language with a comprehensive philosophical framework: languaging as adaptive social sense-making. This is a refinement and advancement on Maturana’s idea of languaging as a manner of living. Overcoming limitations in Maturana’s initial formulation of languaging is one of three motivations for this paper. Another is to give a response to skeptics who challenge enactivism to connect “lower-level” (...) sense-making with “higher-order” sophisticated moves like those commonly ascribed to language. Our primary goal is to contribute a positive story developed from the enactive account of social cognition, participatory sense-making. This concept is put into play in two different philosophical models, which respectively chronicle the logical and ontogenetic development of languaging as a particular form of social agency. Languaging emerges from the interplay of coordination and exploration inherent in the primordial tensions of participatory sense-making between individual and interactive norms; it is a practice that transcends the self-other boundary and enables agents to regulate self and other as well as interaction couplings. Linguistic sense-makers are those who negotiate interactive and internalized ways of meta-regulating the moment-to-moment activities of living and cognizing. Sense-makers in enlanguaged environments incorporate sensitivities, roles, and powers into their unique yet intelligible linguistic bodies. We dissolve the problematic dichotomies of high/low, online/offline, and linguistic/nonlinguistic cognition, and we provide new boundary criteria for specifying languaging as a prevalent kind of human social sense-making. (shrink)

This essay explores the dialectics of theory and practice in terms of argumentation theory. Adapting Jonsen and Toulmin's (1988) notion of a Theory-Practice spectrum, it conceives Theory and Practice as extreme ends of a continuum and discourses as falling at various points along the continuum. Every theoritical discourse has essential practical aspects, and every practical discourse has essential theoretical aspects. Practices are theorized to varying degrees but every practice is thorized to some degree. Reflective discourse, which is discourse about practice, (...) moves to and fro along the Theory-Practice continuum. Reflective discourse involves argumentation. Practical argumentation connects theory to practice; it appeals to general warrants, which may be simple or may tap into elaborate conceptual structures, in order to establish grounds for practical judgments. A practical discipline is a relatively coherent intellectual-professional enterprise that cultivates a field of social practice by engaging within itself and with practitioners in a reflective discourse. The argumentation of a practical discipline, like ordinary practical reflection, moves to and fro along the Theory-Practice continuum but in more methodical steps informed by systematic methodological reflection on the reflective process itself. (shrink)

According to Larry Hickman, John Dewey’s general philosophical project of analyzing and critiquing human experience may be understood in terms of technological inquiry (Hickman 1990, 1). Following this, I contend that technology provides a model for Dewey’s analysis of language and meaning, and this analysis suggests a treatment of linguistic metaphor as a way of meeting new demands of experience with old tools of a known and understood language. An account of metaphor consistent with Dewey’s views on language and meaning (...) avoids a strict dualism of literal meaning and metaphorical meaning as well as the explanatory shortcomings of a nondualistic theory like that found in Donald Davidson’s well-known paper ”What Metaphors Mean” (1978).2 A Deweyan explanation of. (shrink)

In this paper I argue that the essentialism/antiessentialism debate among feminists is a variety of the idealist/realist split that Dewey addressed in The Quest for Certainty. I attempt to use Dewey's thought to subvert this opposition so that we can remove the feminist discussion from the structure of an idealist/realist either/or.

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability (...) to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities , can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning. (shrink)

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students (and ourselves) develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) (...) the ability to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities (qualification, analysis, and interpretation), can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning. (shrink)

The view that the subject matter of epistemology is the concept of knowledge is faced with the problem that all attempts so far to define that concept are subject to counterexamples. As an alternative, this article argues that the subject matter of epistemology is knowledge itself rather than the concept of knowledge. Moreover, knowledge is not merely a state of mind but rather a certain kind of response to the environment that is essential for survival. In this perspective, the article (...) outlines an answer to four basic questions about knowledge: What is the role of knowledge in human life? What is the relation between knowledge and reality? How is knowledge acquired? Is there any a priori knowledge? (shrink)

From antiquity several philosophers have claimed that the goal of natural science is truth. In particular, this is a basic tenet of contemporary scientific realism. However, all concepts of truth that have been put forward are inadequate to modern science because they do not provide a criterion of truth. This means that we will generally be unable to recognize a scientific truth when we reach it. As an alternative, this paper argues that the goal of natural science is plausibility and (...) considers some characters of plausibility. (shrink)

Is there such a sub-discipline as “sociology of valuation and evaluation”? Identifying the main focus, the topics, and the analytical designs, i.e., reflecting on a theoretical profile of such an investigation, is far from complete. The main question is indeed—where to start when addressing the sociology of valuation and evaluation? Is it a specific area of research, analysis, and inquiry, with specific objects? Should we confine it to the many important qualitative and quantitative studies dedicated to the measure of market (...) performance, the efficiency of public policy, profitability of private investment, or identification of best practices in various areas ? Beyond business and administration processes, a huge body of research in economic sociology has developed in recent years that has renewed the investigations on economic experience through a moral lens (Lamont 2000; Vatin 2008; Karpik 2010; Beckert and Aspe .. (shrink)

It is a natural assumption in mainstream epistemological theory that ascriptions of knowledge of a proposition p track strength of epistemic position vis-à-vis p. It is equally natural to assume that the strength of one’s epistemic position is maximally high in cases where p concerns a simple analytic truth. For instance, it seems reasonable to suppose that one’s epistemic position vis-à-vis “a cat is a cat” is harder to improve than one’s position vis-à-vis “a cat is on the mat”, and (...) consequently, that the former is at least as unambiguous a case of knowledge as the latter. The current paper, however, presents empirical evidence which challenges this intuitive line of reasoning. Our study on the epistemic intuitions of hundreds of academic philosophers supports the idea that simple and uncontroversial analytic propositions are less likely to qualify as knowledge than empirical ones. We show that our results, though at odds with orthodox theories of knowledge in mainstream epistemology, can be explained in a way consistent with Wittgenstein’s remarks on ‘hinge propositions’ or with Stalnaker’s pragmatics of assertion. We then present and evaluate a number of lines of response mainstream theories of knowledge could appeal to in accommodating our results. Finally, we show how each line of response runs into some prima facie difficulties. Thus, our observed asymmetry between knowing “a cat is a cat” and knowing “a cat is on the mat” presents a puzzle which mainstream epistemology needs to resolve. (shrink)

The ArgumentL. E. J. Brouwer and David Hubert, two titans of twentieth-century mathematics, clashed dramatically in the 1920s. Though they were both Kantian constructivists, their notoriousGrundlagenstreitcentered on sharp differences about the foundations of mathematics: Brouwer was prepared to revise the content and methods of mathematics (his “Intuitionism” did just that radically), while Hilbert's Program was designed to preserve and constructively secure all of classical mathematics.Hilbert's interests and polemics at the time led to at least three misconstruals of intuitionism, misconstruals which (...) last to our own time: Current literature often portrays popular views of intuitionism as the product of Brouwer's idiosyncratic subjectivism; modern logicians view intuitionism as simply applying a non-standard formal logic to mathematics; and contemporary philosophers see that logic as based upon a pure assertabilist theory of meaning. These pictures stem from the way Hilbert structured the controversy.Even though Brouwer's own work and behavior occasionally reinforce these pictures, they are nevertheless inaccurate accounts of his approach to mathematics. However, the framework provided by the Brouwer-Hilbert debate itself does not supply an adequate correction of these inaccuracies. For, even if we eliminate these mistakes within that framework, Brouwer's position would still appear fragmented and internally inconsistent. I propose a Kantian framework — not from Kant's philosophy of mathematics but from his general metaphysics — which does show the coherence and consistency of Brouwer's views. I also suggest that expanding the context of the controversy in this way will illuminate Hilbert's views as well and will even shed light upon Kant's philosophy. (shrink)

John Dewey’s theory of truth is widely viewed as proposing to substitute “warranted assertibility” for “truth,” a proposal that has faced serious objections since the late 1930s. By examining Dewey’s theory in its historical context – and, in particular, by drawing parallels with Otto Neurath’s concurrent attempts to develop a non-correspondence, non-formal theory of truth – I aim to shed light on Dewey’s underlying objectives. Dewey and Neurath were well-known to each other and, as their writing and correspondence make clear, (...) they took similar paths over the mid-century philosophical terrain. I conclude that Dewey’s account of truth is more principled, and more relevant to historical debates, than it first appears. (shrink)

Argues that truth, moral right, political right, and aesthetic value may be understood as arising out of a naturalist account of humanity, if naturalism is rightly conceived.

The purpose of this article is to explore the epistemological foundations of narrative research in education. In particular, I seek to explain how one can obtain knowledge, given its origin in teachers' subjective experiences. The problem with rhetorical and aesthetic criteria that narrative researchers use to warrant their knowledge claims is not that they don't meet a correspondence criterion of truth as post-positivists contend, but rather that they fail to connect teachers' ethical views with their practice. Since narrative research is (...) aimed at understanding teachers' actions and not at seeking some kind of mechanism in teachers' behaviour, the link between past experiences and present teaching practice is not causal but teleological. I suggest that although the knowledge claims of narrative researchers may not be justified (because they don't meet the criteria of truth as correspondence theory), we might nonetheless be intellectually entitled to accept them. Entitlement is an epistemic right or warrant that constitutes knowledge as justification, but uses different reasons—teleological not causal explanations. I offer three criteria to establish entitlement to accept narrative researchers' findings: (1) the meeting of rhetorical standards such as plausibility, adequacy, and persuasion; (2) the inclusion of teachers' stories about their pedagogical practice; (3) the meeting of ethical criteria that connects a teacher's actions to an articulate and defensible end-in-view or vision of the good. (shrink)

The terms “perspectivism” and “perspectivalism” have been the focus of an intense philosophical discussion with important repercussions for the debate about the role of mechanisms in scientific explanations. However, leading exponents of the new mechanistic philosophy have conceded more than was necessary to the radically subjectivistic perspectivalism, and fell into the opposite error, by retaining not negligible residues of objectivistic views about mechanisms. In order to remove this vacillation between the subjective-cultural and the objective-natural sides of mechanisms, we shall raise (...) the question about theory-ladenness over again and interpret it in its connection with the technical–experimental nature of scientific knowledge, as affirming the perspectival character of scientific knowledge: It is because of the character at once theory-laden and practice-laden, i.e. technique-laden, of our putting questions to nature that empirical reality must be investigated from particular perspectives: nature can be known scientifically only from a potentially infinite number of perspectives or theoretical points of view, concretely exemplified by mechanisms or experimental ‘machines’ that allow specific access to specific aspects of sensible reality. (shrink)

The standard arguments for antirealism are densely abstract, often enigmatic, and thus unpersuasive. The ubiquity and irreducibility of what linguists call generic statements provides a clear argument from a specific and readily understandable case. We think and talk about the world as necessarily subject to generalization. But the chief vehicles of generalization are generic statements, typically of the form “Fs are G,” not universal statements, typically of the form “All Fs are G.” Universal statements themselves are usually intended and understood (...) as though they were only generic. Even if there are universal facts, as Russell held, there are no generic facts. There is no genericity in the world as it is “in-itself.” There is genericity in it only as it is “for-us.”. (shrink)

The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...) of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. (shrink)

People who teach business ethics seem locked between two general approaches: an applied philosophy approach that emphasizes the application of abstract ethical theories and principles to specific cases, and the case method approach that leaves the students without any more general theoretical framework with which to approach ethical issues. Classical American Pragmatism, understood as a school of philosophical thought, links these two approaches by providing a new grounding for moral theory in which moral rules are understood as working hypotheses abstracted (...) from concrete situations and moralreasoning demands the return to concrete situations as the foundation for moral decision making that is inherently contextual. Thus moral decision making is bottom up rather than top down, and a sense of moral rightness comes not from the indoctrination of abstract principles but from attunement to the way in which moral beliefs and practices must be rooted naturally in the very conditions of human existence. (shrink)

This article sketches the main features of traditional philosophical models of evidence, indicating idealizations in such models that it regards as doing more harm than good. It then proceeds to elaborate on an alternative model of evidence that is functionalist, complex, dynamic, and contextual, a view the author calls dynamic evidential functionalism (DEF). This alternative builds on insights from philosophy of scientific practice, Kuhnian philosophy of science, pragmatist epistemology, philosophy of experimentation, and functionalist philosophy of mind. Along the way, the (...) article raises concerns about the total evidence condition, requirements of certainty or incorrigibility on evidence, and accounts that restrict the type of things that can serve as evidence (to, for example, sense data, facts about particulars). DEF can also help us see the special value of novel predictions and experiments as evidence, as well as help us think about how to critically evaluate the putative evidence to determine whether it is evidence. (shrink)

The disconnect problem arises wherever there is ongoing and severe discordance between the scientific assessment of a politically relevant issue, and the politics and legislation of said issue. Here, we focus on the disconnect problem as it arises in the case of climate change, diagnosing a failure to respect the necessary tradeoff between authority and autonomy within a public institution like science. After assessing the problematic deployment of scientific authority in this arena, we offer suggestions for how to mitigate climate (...) change’s particular disconnect problem, as well as more general proposals for reforming science advising. (shrink)

Consequentialist positions in philosophy spell out normative notions by recourse to final aims. Hedonistic versions of ETHICAL consequentialism spell out what is MORALLY right/justified via recourse to the aim of increasing pleasure and decreasing pain. Veritistic versions of EPISTEMIC consequentialism spell out what is EPISTEMICALLY right/justified via recourse to the aim of increasing the number of true beliefs and decreasing the number of false ones. Even though these theories are in many respects structurally analogous, there are also interesting disanalogies. For (...) example, popular versions of epistemic consequentialism implicitly endorse the truth-indication principle (which claims that a belief is epistemically justified only if there are factors indicating that the belief itself is true), whereas popular versions of ethical consequentialism do not subscribe to an analogous pleasure-indicating principle (which claims that an act is morally justified only if there are factors indicating that performing the act itself is pleasurable). In a first step I will argue that this difference rests on the fact that plausible versions of epistemic consequentialism have to meet certain constraints, which versions of ethical consequentialism do not have to satisfy. As these constraints can be easily met by incorporating the truth-indication principle, epistemic consequentialists tend to subscribe to it. In a second step I will investigate whether the identified constraints can also be met independent from the truth-indication principle. Are there plausible versions of veritistic epistemic consequentialism that reject the principle, thereby allowing that some beliefs can be epistemically justified even though no factors speak in favor of their truth? Building on ideas put forward by Ludwig Wittgenstein, Crispin Wright, and others, I will answer this question affirmatively. (shrink)

In this article, I argue that pragmatism has something to gain from returning once more to the question of truth, and acknowledging the truth of the existence of Being and its elements. The practical relevance of this insight is shown by my proposition for a practical hermeneutic social scientific method which logically follows from the truth of Being. The method is compatible with the inevitability of subjective judgments in any kind of scientific research, as well as with many pragmatist insights. (...) It is my hope that pragmatists will be willing to follow their own adagium and conceive of this confrontation with difference as an opportunity to re-assess their views. (shrink)

Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with (...) P4C, as neither one of them can facilitate all of P4C's ideals of reflective thinking, community, fallibilism, care, open-mindedness, empathy, and meaningfulness. I will argue that P4C incorporates Dewey's middle ground position between relativism and absolutism. (shrink)

This paper discusses the problematic use of the “pragmatic credo” – defined as a minimal set of basic pragmatist propositions – in practice, especially when facing creation. To do so, we analyze how managers deal with “art-based firms” and provide results from an in-depth case study of a small firm operating in garden art and design (Béjean 2015; 2008). The findings are interpreted in light of previous theoretical developments in management theory (Hatchuel European Management Review, 2(1): 36–47.), as well as (...) symbol theory (Goodman 1968; 1978). They suggest that, while appearing wise and reasonable, the pragmatic credo as embodied in practical management doctrines rather inhibits collective action and masks the necessary revision of symbolic “orders of action”, defined as the way action is itself pre-categorized by a special class of symbols. The paper concludes by providing further insights of how an “epistemology of action” could contribute to enriching both pragmatism and management, especially when action is no longer the solution to resort to but rather the enigma to unfold. (shrink)

Humans are powerful and clever, and also more ignorant than they know. As a result, they too often fail to acknowledge or even recognize their limitations, and are more arrogant than humble regarding their capabilities. Education that explicitly recognizes and addresses the context of science and technology, their inherent values and ethical implications and concerns, and their problematic as well as beneficial impacts can potentially rescue the human species from itself.

In this paper I ask whether the University has a special role to play in democratic societies. I argue that the modern University can no longer lay claim to a research monopoly since nowadays research is conducted in many places outside of the University. The University can, however, still lay claim to a kind of knowledge monopoly which has to with the central role Universities play in the definition of what counts as scientific knowledge. The problem is, however, that the (...) University’s knowledge monopoly is predominantly understood in epistemological terms. This leaves only one role for the University in a democratic society, viz., that of the expert. Based on ideas from John Dewey and Bruno Latour I suggest a different way to understand the distinction between ‘scientific’ and ‘everyday’ knowledge. Against this background I argue that the University can contribute towards the democratisation of knowledge if it articulates the difference between scientific and everyday knowledge in non-epistemological terms. (shrink)

The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted (...) by a lack of attention to theory. In this paper we make a case for capacity building with regard to theory, explore the different roles of theory in educational research, and provide an outline of an agenda for capacity building with regard to theory. (shrink)

In this paper the truth is studied in the frame of autonomous systems theory. The method of the truth verification is worked out in its functional aspect. The verification is based on comparison of the predicted inner state of the autonomous agent, that is the cognitive subject, to the achieved inner state of the agent. The state is achieved as the result of performing the action in the real world—the agent’s environment. The action design is created on the basis of (...) the agent’s model of the world. The truth is defined as the adequacy of the model of the real world in the context of the goal that is assumed to be reached as the effect of the performed action. The concepts of the cognitive subject, the truth bearings and the knowledge are redefined. The classical problems of aletheiology and epistemology are discussed in the light of the proposed approach. The cybernetic construct of an autonomous agent allows the researcher to consider a wide class of cognitive entities, which, in the previous approaches, have been limited only to human beings as cognitive subjects. (shrink)

The issue of the conservatism of scientific research questions the nature and the role of the internal and external forces controlling the emergence of new research questions or problems, the exploration of risky directions of research, or the use of risky research methods. This issue has recently gained a new framing in connection with the growing importance of the peer-review process and of the social and economic pressures weighing on the funding of scientific research. Current literature then interrogates the external (...) and internal features that promote what are described as conservative tendencies in scientific research. In this paper, I propose to contribute to this debate by clarifying what might be internal sources of conservatism in science; that is, that are inherent to the research process itself. I distinguish two possible understandings of the sources and manifestations of this internal conservatism. I first present a representational description of the nature and origin of conservatism in science, which brings to the fore the difficulties researchers find in setting aside their conceptual framework. I then offer for consideration a larger perspective on conservatism by arguing for the existence of a practical conservatism generated by all the dimensions of scientific activities. In this framework, conservatism in science can be explained by the tendency of all practices to close in on their own local objectives. I illustrate this view by reference to an historical episode: the discovery of the chemical nature of genes by Avery. (shrink)