I demonstrate that analogies, both explicit and implicit, between Wittgenstein’s discussion of rituals, aesthetics, and psychoanalysis (and, indeed, his own philosophical methodology) suggest that he entertained the idea that Freud’s psychoanalytic project, when understood correctly—that is, as a descriptive project rather than an explanatory-hypothetical one—provides a “surveyable representation” (übersichtliche Darstellung) of certain psychological facts (as opposed to psychological concepts). The consequences of this account are that it offers an explanation of Wittgenstein’s admiration for and self-perceived affinity to Freud, as well (...) as of his apparent “know-nothing approach” to empirical psychology. (shrink)

The small nation-state of Singapore has increasingly been referred to in the popular media as the Intelligent Island of the future. With significant state investment in the promotion and dissemination of information-communications technology and attendant social ramifications, this has become an area that can no longer be ignored or taken for granted. This article intends to map the conditions of possibility on which Singapore can be conceived of as an Intelligent Island, in situating the role of information technology and Intelligent (...) Island discourse within the discourses of postcoloniality, technocapitalism, late modernity, and globalization. In particular, this article attempts to show how, in Intelligent Island discourse, the processes of the construction of a Singaporean nation are intricately linked to the shift in political discourse from mobilizing a rhetoric of crisis to one of utopianism. (shrink)

Theory in sociology is constructed as a canon, a very short list of social theorists who have been endowed with suprahistorical status. Drawing on the feminist analysis of gendered consciousness, the author argues that social theory is organized exactly as it should be if one were thinking like a White male capitalist. The perceptual frameworks it employs—a hierarchy of the social, logical dichotomies, decontextualized abstraction, an individualist approach—resonate well with descriptions of hegemonic masculine consciousness. As a result, social theory has (...) not just distorted social perception, it is becoming functionally irrelevant in contemporary social life. The author argues that reasonable understandings are more likely if we are developing via an epistemology of connection, moving from thinking of theory as a holy text to organizing theory to create bridges between diverse standpoints, across disciplinary boundaries, and between knowing and doing. (shrink)

The author draws on the policy analysis literature to delineate the linkage between conceptualization of risk and the formulation and proposed solution of risk-related policy problems. Two concepts of risk are identified: a concept of risk as a physically given attribute of hazardous technologies and a concept of risk as a socially constructed attribute. The argument is advanced that the social construction of risk provides a firm, theoretical basis for the design of policy. The discussion links the perception, manage ment, (...) and communication of risk to the more fundamental issue of the nature and role of science and technology. (shrink)

In 1915, Frederick Soddy, later a winner of the Nobel Prize in Chemistry, warned publicly of the future dangers of atomic war. Hisforesight depended not only upon scientific knowledge, but also upon emotion, creativity, and many sorts of nonscientific knowledge. The latter, which played a role even in the content of Soddy's scientific discoveries, included such diverse sources as contemporary politics, history, science fiction, religion, and ancient alchemy. Soddy's story may offer important, guiding msights for today's efforts in technology assessment.

The principal aim of this article is to examine the relations between positioning and belonging in terms of the potential for critique of existing social conditions. The underlying purpose is to inform social scientific engagement with social life in order to illuminate the potential for social transformation via reflexivity. These discussions will be informed by the division of reflexivity into two dimensions: endogenous and referential. It is argued that this enables the social scientist to highlight the pre-reflexive world and render (...) it problematic and demonstrates how the objectivity of the social world is both a presupposition and ongoing achievement of everyday interactions. To that extent, the possibility for social conditions to be otherwise is then open to scrutiny. (shrink)

Despite his hostility to religion in his early career, since the turn of the century Habermas has devoted his research to the relationship between faith and knowledge. His two-volume Auch eine Geschichte der Philosophie is the culmination of this project. Spurred by the attacks of 9/11 and the growing conflict between religion and the forces of secularization, I argue that this philosophy of history is the centerpiece of an important turning point in Habermas’s intellectual development. Instead of interpreting religion merely (...) as part of the history of postmetaphysical thinking, Habermas now sees it as a crucial normative resource for both philosophy and social cohesion in the future aswell. Despite its backward-looking approach,my basic thesis is that this book is best understood as a forward-looking appeal for a tolerant, self-reflective democratic politics that brings religious and secular citizens together dialogically through the cooperative use of their rational freedom. (shrink)

This review essay examines the emergence of the patient narrative or “pathography” in the late eighteenth and early nineteenth century in relation to the great cultural, epistemological, and ethical transformations that enabled the formation of modern medicine. John Wiltshire’s book provides an historical overview of this complex process, as well as laying the basis for a contemporary critique of some of its key assumptions.

Ideology is commonly defined along functional, epistemic, and genetic dimensions. This article advances a reasonably unified account that specifies how they connect and locates the mechanisms at work. I frame the account along a recent distinction between anchoring and grounding, endorse an etiological reading of functional explanations, and draw on current work about the epistemology of delusion, looping effects, and structuring causes to explain how ideologies originate, reproduce, and possibly collapse. This eventually allows articulating how the legitimating function of ideologies (...) relates to the constitutive and causal role they play when embedded into the facts they are originally designed to anchor. (shrink)

The article argues that historical materialism is not only a theory of historical change but more generally a mediation between the natural foundations of human life and its meaningful symbolic expressions. The article begins with an interpretation of the general philosophical significance of the basic premises of historical materialism as they are sketched in the German Ideology. I argue that these premises point us in two different directions: down, towards a scientific understanding of the natural world, and up, towards interpretations (...) of meaningful human expressions. Reductionist scientific models are appropriate for the understanding of natural forces, but these reveal their own limitations when applied to social life. Social life cannot be understood outside its symbolic expressions, but these are not free floating ideal abstractions, but remain connected to fundamental human purposes and must be understood as such. (shrink)

Ernst Cassirer (1874–1945), Neo-Kantian philosopher of Marburg school, studies myth as a component of symbolic forms. He considers myth as the cornerstone of philosophy of culture as well as the source of such other forms as language, religion, art and science. Cassirer, applying an epistemological approach towards myths and other realms of human culture, argues that human beings experience the world through a mediated process. Of course, this mediated encounter with the world has different aspects in the evolving course of (...) culture. These aspects are completely dependent upon the symbolic form through which man experiences his world. However, it seems what Cassirer puts forth as an explanation of the cultural evolution of mankind is basically influenced by his semiotic viewpoints. Therefore, the present article tries to find the theoretical resources of Cassirer’s thought and analyze his reasoning in this regard. Emphasizing Cassirer’s theoretical assumptions as well as his methodology, we have tried to better understand his claims about myth and other symbolic forms. It has been revealed that Cassirer’s theory is mainly shaped by his particular models of semiotic functions. Analyzing the semiotic functions of each specific form indicates that Cassirer has differentiated three independent functions. Each of these functions works on an expressive,Ausdrucken.representative,Darstellungen.or signifyingBedeutungen.basis and is respectively correspondent with myth, language, and science. (shrink)

In 2018, the Bauman Institute and the Centre for Cultural Analysis, Theory & History, both based at the University of Leeds, initiated a transdisciplinary programme to assess the legacies of Zygmunt Bauman, whose prolific writings we felt to be profoundly relevant to the multiple challenges of the 21st century. In this special issue of Thesis Eleven, we are marking just over three years since the death of Zygmunt Bauman by bringing together some of the contributions to that programme in order (...) to revisit, elaborate, and crucially to extend his intellectual archive. Taking Bauman’s revision of contemporary social realities as a point of departure, each of the participants in this special issue re-examine – critically but also generously – the many questions Bauman asked, tried to answer, and imbued on the way with new and sometimes shocking insights. This paper surveys those contributions by way of introducing the special issue. (shrink)

Recent discussions in critical social epistemology have raised the idea that the concept 'knower' is not only an epistemological concept, but an ethical concept as well. Though this idea plays a central role in these discussions, the theoretical underpinnings of the claim have not received extended scrutiny. This paper explores the idea that 'knower' is an irreducibly ethical concept in an effort to defend its use as a critical concept. In Section 1, I begin with the claim that 'knower' is (...) an irreducibly normative and social concept, drawing from some ideas in Wilfrid Sellars. In Section 2, I argue that one's being a knower involves demands for various sorts of ethically-laden recognition. I develop this thought by arguing that Axel Honneth's threefold typology of recognition—love, respect, and esteem—finds clear expression within the context of socio-epistemic practice. I conclude in Section 3 by arguing that Miranda Fricker's proposed " analogy " between epistemic and moral perception should be modified to indicate a closer relationship than mere analogy. (shrink)

Hermeneutics has been theorized and applied as a philosophical framework and interpretive research methodology which pays particular attention to linguistic, social, cultural, and historical contexts to understand the life world and human experiences. While adopted as a qualitative research approach in the fields of education, nursing, psychology, and legal studies, its use is emerging in other human service disciplines. The rich philosophical and theoretical legacy embedded in this research methodology often presents unique challenges and a steep learning curve for researchers, (...) particularly when the research is conducted in international settings. Drawing from insights gained from two hermeneutic studies conducted in Kenya and China, this paper presents considerations for designing a hermeneutic research inquiry. In addition to philosophical, practical, and ethical issues researchers need to consider when designing and implementing hermeneutic studies in international settings, we examine factors and strategies to facilitate successful data collection and interpretation. (shrink)

The Habermas–Foucault debate, despite the excellent commentary it has generated, has the standing of an ‘unfinished project’ precisely because it occasions the interrogation of the fundamental categories of modernity, and because the lingering sense of anxiety, which continues to remain after arguments and counter-arguments, demands new interpretations. Here, I advance the claim that what gives Habermas’s criticisms of Foucault’s histories and theoretical formulations their bite is the categorial distinction he maintains between facts and rights, and by extension, between causes and (...) reasons. The Kantian distinction between de jure validity and de facto effectivity underwrites the categorial distinction between both ‘norms/facts’ and ‘reasons/causes’ conceptual pairs, which distinction, in turn, is reinforced by a picture of the natural world as matter in motion and human agency as self-determination. I want to claim that Foucault’s work enacts a critique of Habermas not by evading the problem of justification but by undermining the very distinctions Habermas needs to maintain the universal and necessary status of communicative rationality. Drawing on Jonathan Lear’s discussion of reasons and causes in relation to the unconscious, I claim that psychoanalytic discourse helps us make intelligible a type of reflection—such as one finds in Foucault’s historiography—that is at once “critical and empirical.” Moreover, the realization that the distinction between causes and reasons may not be categorial and exhaustive shows how Habermas’s insistence on the contrary leads to one particular kind of misrecognition of our practices. (shrink)

The current challenges of implementing responsible innovation can in part be traced back to the assumptions behind the ways of thinking that ground the different pre-existing theories and approaches that are shared under the RI-umbrella. Achieving the ideals of RI, therefore not only requires a shift on an operational and systemic level but also at the paradigm-level. In order to develop a deeper understanding of this paradigm shift, this paper analyses the paradigm-level assumptions that are being brought forward by the (...) different conceptualizations of RI. To this purpose it deploys a pragmatic stance on paradigms that allows discerning ontological and axiological elements shared by the RI community and an accompanying critical hermeneutic research approach that enables the profiling of paradigmatic beliefs and assumptions of accounts of RI. The research surfaces the distance of four salient RI accounts from the currently dominant techno-economic innovation paradigm RI seeks to shift. With this, our contribution helps to raise the self-awareness of the RI community about their presuppositions and the paradigm level barriers and enablers to reaching the RI ideal. This insight is needed for a successful transition to responsible research and innovation practices. (shrink)

We argue for a procedural approach to ethical critique in CDA based upon the ‘argumentative turn’ in CDA advocated in our recent publications. This is not a matter of abandoning substantive critique, or abandoning the long-standing commitment of our version of CDA to critique of domination and of ideology, but of integrating them into a deliberative procedure for critical questioning, from an impartial and unbiased standpoint. The advantage of this position is that it enables us to accentuate ethical criticism and (...) critique in CDA, rather than advocacy and partisanship. The task of critical discourse analysts is to subject argumentation, including their own argumentation, to systematic critical questioning in the spirit of open debate, with no ideological parti-pris. (shrink)

In this paper, I will analyze Axel Honneth’s theory against the background of some of the criticisms that Amy Allen levelled against it. His endeavor seems to partially compromise his ability to identify the domineering forms of power that the subject does not acknowledge consciously and affectively. I will argue that, despite some significant limitations, Honneth’s theory has become increasingly able to analyze social negativity since The struggle for recognition. Also, in both defending Honneth’s methodology and delimiting its scope, I (...) aim to contribute to the debate between two understandings of power: power as ‘domination’ and power as ‘constitution’. (shrink)

ABSTRACTThis paper describes a critical realist intensive case study, which develops and tests a ‘dialectic process model of transformative learning’. The model is inspired by Bhaskar's onto-axiological chain as outlined in his formulation of dialectical critical realism. The study describes transformative environmental learning processes focusing on food security in two primary schools in rural South Africa. The model elaborates on the four links in the onto-axiological chain by describing four knowledge interests across the two cases: knowledge of ‘what is and (...) what is not’, knowledge of ‘what could be’, knowledge of ‘what should be’, and knowledge of ‘what can be’. The model also highlights the emergent nature of epistemic relations in transformative learning processes. The paper discusses the model in relation to a transformative, open-ended and context specific approach to Environmental Education /esd. The paper illustrates that Bhaskar’s MELD is a robust schema for investigating learning-led change in EE and suggests its relevance in other research contexts concerned with societal transformation. (shrink)

In many of his writings, Castoriadis argues that ‘the discovery of the imagination’ occurs in the works of Aristotle, Kant, Fichte, Freud, Heidegger and Merleau-Ponty. Although he has systematically encountered and interrogated the works of Aristotle, Kant, Freud, and Merleau-Ponty, the work of Fichte remains an enigmatic absence within the orbit of Castoriadis' work. This study is an attempt to address this enigma through a close reading of Fichte’s The Science of Knowledge.

Michelle’s thesis explores the extent to which a researcher could contribute to change by engaging leaders in conversations that might intensify commitment to or the direction of their actions around socio-environmental decline in Bermuda as a country historically organised in the tradition of an entrepreneurial for-profit enterprise. The framing of a space to reflect on highlighted the significance of time that led to the bricolage design of a heuristic device called a moon gate. Time, the keystone of the moon gate, (...) created a prism lighting up the twists and turns of kaleidoscopic images of the chaos of the markets and the creative diversity of human and nonhuman participants. She undertook a philosophical approach with her study of the contested space of time around sensitivity to maintaining a fulcrum point based on the wellbeing of people and planet. (shrink)

Sustainability assessments bring together different perspectives that pertain to sustainability in order to produce overall assessments and a wealth of approaches and tools have been developed in the past decades. But two major problematics remain. The problem of integration concerns the surplus of possibilities for integration; different tools produce different assessments. The problem of implementation concerns the barrier between assessment and transformation; assessments do not lead to the expected changes in practice. This paper aims to analyze issues of complementarity in (...) sustainability assessment and transformation as a key to better handling the problems of integration and implementation. Based on a generalization of Niels Bohr’s complementarity from quantum mechanics, we have identified two forms of complementarity in sustainability assessment, observer stance complementarity and value complementarity. Unlike many other problems of sustainability assessment, complementarity is of a fundamental character connected to the very conditions for observation. Therefore complementarity cannot be overcome methodologically; only handled better or worse. Science is essential to the societal goal of sustainability, but these issues of complementarity impede the constructive role of science in the transition to more sustainable structures and practices in food systems. The agencies of sustainability assessment and transformation need to be acutely aware of the importance of different perspectives and values and the complementarities that may be connected to these differences. An improved understanding of complementarity can help to better recognize and handle issues of complementarity. These deliberations have relevance not only for sustainability assessment, but more generally for transdisciplinary research on wicked problems. (shrink)

ABSTRACT:Organization theory and business ethics are essentially the positive and normative sides of the very same coin, reflecting on how human cooperative activities are organized and how they ought to be organized respectively. It is therefore unfortunate that—due to the relatively impermeable manmade boundaries segregating the corresponding scholarly communities into separate schools and departments, professional associations, and scientific journals—the potential symbiosis between the two fields has not yet fully materialized. In this essay we make a modest attempt at establishing further (...) connectivity by surveying the terrain covered by the two disciplines jointly, as if the boundaries between them did not matter. We commence by providing a concise overview of the organization theory discipline for interested non-specialists from the field of business ethics. Next, we proceed to point out four research themes commonly investigated by members of both communities, and also a variety of organization-theoretical perspectives on each. In the final part of this essay we explore what organization theory has to offer business ethics, and what the boundaries of that potential contribution are. We warn skeptical readers in advance that the spirit and tone of our essay is most definitely upbeat, as we are convinced that the potential for symbiosis between the two fields is vast and inspiring, even though it has only been unleashed partially and incidentally thus far. (shrink)

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy (...) between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs. (shrink)

Does a privileged frame of reference exist? Part of Einstein’s success consisted in eliminating Bergson’s objections to relativity theory, which were consonant with those of the most important scientists who had worked on the topic: Henri Poincaré, Hendrik Lorentz and Albert A. Michelson. In the early decades of the century, Bergson’s fame, prestige and influence surpassed that of the physicist. Once considered as one of the most renowned intellectuals of his era and an authority on the nature of time, The (...) Stanford Encyclopedia of Philosophy (2010) does not even include him under the entry of “time.” How was it possible to write off from history a figure that was once so prominent? Through an analysis of behind-the-scenes of science correspondence, this article traces the ascendance of Einstein's views of time at the expense of Bergson’s. (shrink)

The article situates Vico's hermeneutical science of history between a hermeneutics of suspicion and a redemptive hermeneutics. It discusses Vico's early writings and his ambivalent trajectory from Cartesian rationalism to counter-enlightenment historicist and critic of natural law reasoning. The complexity of Vico's thinking belies some of the popular treatments of his thought developed by Isaiah Berlin and others.

The investigation into logical form and structure of natural sciences and mathematics covers a significant part of contemporary philosophy. In contrast to this, the metatheory of normative theories is a slowly developing research area in spite of its great predecessors, such as Aristotle, who discovered the sui generis character of practical logic, or Hume, who posed the “is-ought” problem. The intrinsic reason for this situation lies in the complex nature of practical logic. The metatheory of normative educational philosophy and theory (...) inherits all the difficulties inherent in the general metatheory but has also significantly contributed to its advancement. In particular, the discussion on its mixed normative-descriptive character and complex composition has remained an important part of research in educational philosophy and theory. The two points seem to be indisputable. First, the content of educational philosophy and theory is a complex one, connecting different disciplines. Second, these disciplines are integrated within the logical form of practical inference or means-end reasoning. On the other hand, the character of consequence relation in this field, although generally recognized as specific, represents an unresolved prob- lem, a solution of which requires a sophisticated logical theory and promises to influence the self- understanding of educational philosophy and theory. (shrink)

This paper explores the concept of subjectivity from the perspective of a nonnative-English-speaking teacher educator at a Midwestern university in the USA. It begins with a literature review on the role subjectivity plays in education. It argues that acknowledging the existence of subjectivity allows us to investigate its enabling and disabling potential in relation to our practice. Building on George Herbert Mead’s work, various forms of the teacher educator’s subjectivity are revealed and examined with regard to his teaching and research. (...) It is hoped that this paper would serve as a prompt for more conversations on subjectivity as well as a point of entry into a better understanding of the teacher educators working in a cross-cultural context. (shrink)

In considering philosophy of education now and in the future, this paper explores the issue from an Australasian perspective. While philosophy of education in this part of the world has strong international links there is an absence of indigenous influences. A number of philosophical strands have developed including naturalism and postmodernism which have informed thinking about education policy and practice. The institutional side of philosophy of education has witnessed both the promotion of philosophers to professorial positions and the slow decline (...) in numbers as departing staff are not replaced. How philosophy of education will fare in the future will depend on the survival of an academic community, the opportunity to teach papers in the subject to undergraduate and postgraduate students (and so replace ourselves) and convincing teachers and policy makers that philosophy of education makes an indispensable contribution to improving policy and the educational experiences of students. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Therapists and related theorists and practitioners of mental health tend to hold one of two broad views about how to help patients. On the one hand, some maintain that, or at least act as though, the basic point of therapy is to help patients become clear about what they want deep down and to enable them to achieve it by overcoming mental blockages. On the other hand, there are those who contend that the aim of therapy should instead be to (...) psychologically enable patients to live objectively desirable lives, say, ones that involve developing their inherent talents or exhibiting an authentic/strong/integrated self. In this chapter, I argue that neither of these prominent approaches is complete. Contra the former, sometimes what patients want deep down is not something to promote, and, against the latter, it can sometimes be reasonable for patients to want to sacrifice their own objective interests and for therapists to assist them in this regard. I argue that the category of meaningfulness does well at accounting for these counterexamples to the two dominant approaches, while capturing the kernels of truth in them. The proper aim of therapy, I suggest, is to enable patients to live meaningfully. (shrink)

I argue that we find the articulation of a problem concerning bodily agency in the early works of the Merleau-Ponty which he explicates as analogous to what he explicitly calls the problem of perception. The problem of perception is the problem of seeing how we can have the object given in person through it perspectival appearances. The problem concerning bodily agency is the problem of seeing how our bodily movements can be the direct manifestation of a person’s intentions in the (...) world. In both cases what, according to Merleau-Ponty, obscures a recognition of the phenomenon in question is a conception of our bodily capacities, i.e. our sensibility and our motility, which reduces these to the workings of mechanisms that are blind to meaning. I argue that both the problem concerning perception and the problem concerning bodily agency can be properly called transcendental. The problem of perception is transcendental because it concerns the very intelligibility of appearances and judgements with empirical content. The problem of bodily agency is transcendental in the sense that it concerns the very intelligibility of our bodily capacity to carry out intentions and by implication the intelligibility of our intentions as such. (shrink)

In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere :222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. In this essay I do two things. (...) First I look at the other side of critical pragmatism showing how, by adopting ethnographic methods, critical pragmatism can be used to refine and expand local, common sense understanding. Second I show how philosophers can draw on ethnography to understand the ways in which normative issues are felt, defined and creatively resolved on the local level, and how they can in turn use that understanding to provide some general guidelines for addressing educational problems. I show how critical pragmatism can aid education by displaying and thematizing the innovative solutions that people, caught between different normative imperatives, devise to maintain an inclusive, educationally meaningful environment. In this part I draw on my work in a Catholic school to illustrate how ethnography can be used by philosophy to capture innovative resolutions to conflicts of value and I show how philosophy can then serve to thematize these resolutions by appropriating more general categories for addressing similar educational concerns. (shrink)

This book is a synthesis of more than three decades of research into the concept of time and its semiotic nature. If traditional philosophy – and philosophy of time should be no exception – in the shadow of advancing biology can be said to have reached an impasse, one important reason for this, in harmony with Wittgenstein’s vision, appears to have been its lack of appropriate tools for explicating language. The present theory of time proceeds, accordingly, from the exploration of (...) temporal expressions in language as an evolutionary fact. It derives in a hypothetical, coherent feedback process of hierarchically ordered distinctions the semantics of time from its biologically dictated perceptual and cognitive-pragmatic origins. The corresponding abductive-regulative model is anchored in the assumption of biological rhythmization as the very foundation of perception and mental/physical action. Understood to originate in space and spatial perspective, time reveals itself as an instrument for temporal perspective on motion (events and situations) in a process of analysis, i.e., discontinuation of chaos made divisible and continuous by the rhythmical screen. Whereas traditional philosophy of time paid attention almost exclusively to the temporal category of tense, the biopragmatic model sees strong evidence in the perspectival nature of time for ascribing the decisive, and probably universal, role in temporal analysis to the linguistic category of aspect. Aspect may, according to the present findings, be assumed to partake already of change-of-state and cause-effect analysis without which man’s adaptation to new situations – and precondition for survival – would be inconceivable. The proposed model of space/time cognition, inspired by Hegelian dialectics, Heidegger-Gadamer’s hermeneutic circle and Peircean logic, makes Kantian a priori superfluous and liberates time from its enigmatic appearance. For the first time in temporal studies it thus appears possible to derive hypothetically linguistic expressions of time all the way from pretemporal, homogeneous continuity effected by biological rhythmization, via pretemporal metonymic (Gestalt), chunk-wise partitioning – as a general precondition for the perception and, based on primary metaphorization, the cognition of things, space and motion – to temporal analysis/discontinuation proper, primarily by aspectual perspective, and the subsequent synthesized, heterogeneous continuity of temporally ordered events. The conception of time, so disastrous for modern temporal logic, i.e., as moving object assigned extension, divisible continuity (‛linearity’) and direction, can be shown to have emerged as a result of secondary metaphorization. (shrink)

Building on earlier work on the relationship between corporate social performance (CSP) and a firm’s financial performance, this integrative empirical study supports the theoretical argument that the higher a firm’s CSP the lower its financial risk. Specifically, the relationship between CSP and risk appears to be one of reciprocal causality, because prior CSP is negatively related to subsequent financial risk, and prior financial risk is negatively related to subsequent CSP. Additionally, CSP is more strongly correlated with measures of market risk (...) than measures of accounting risk. Of all CSP measures, reputation for social responsibility appears to be the most important one in terms of its risk implications. (shrink)

This paper aims to analyse Axel Honneth's theory of recognition by focusing on two distinct methodological approaches present in it, namely, critique and reconstruction. The critical moment in Honneth's theory of recognition is articulated around two concepts: world-disclosing critique, which is based on the attempt to suggest new and provocative points of view on social reality through the usage of rhetorical devices; and misrecognition, as the empirical starting-point for the theoretical model. These two notions, which can be traced back to (...) Adorno and the so called "first generation" of the Frankfurt School, are interpreted as the mainlines of the diagnostic moment in Honneth's critical theory, as they provide an effective analytical insight into the reality of social suffering. Furthermore, they represent the basic fundament upon which the second level, reconstruction, is articulated. By bringing to light the core aspects of social interaction, they provide the initial clues for the development of the normative framework of recognition, the formal idea of a "good life". The final part of the paper argues that such an interpretation of Honneth's theory of recognition helps to overcome some of its most problematic aspects and thus to deepen its critical potential. (shrink)

This article focuses on the dialectic of metapsychology and hermeneutics in psychoanalysis. By combining the causal language of the former with the intentional terminology of the latter, Freud's discourse continuously transgresses narrowly conceived boundaries of scientific disciplines and places its stakes both in the humanities and the natural sciences. The argument is made that attempts to reduce psychoanalytic theory to either causal explanation or interpretation of meaning, turn it into a closed thought-system and rob it of its vitality. Moreover, it (...) is argued that although Freud understood himself to be a scientist, by eschewing the dichotomous reductionism characteristic for both his orthodox followers and critics who try to turn psychoanalysis into either a natural-science-like discipline or a hermeneutics, Freud demonstrated that his self-understanding was far more sophisticated than either of these two groups admit to. This argument is supported by a detailed discussion of Freud's epistemological premises, his conception of science and reality, and, especially, the place which Freud allocated to metapsychology in his interdisciplinary science. It is claimed that metapsychology served Freud as a double-edged sword, both enabling creative and metaphorical thought about the mind's hidden reality, and revealing the necessary incompleteness of hermeneutics. The article concludes with the claim that psychoanalysis needs metapsychology in order to pursue this dual task. (shrink)

We remain perplexed why Loughlin and Pritchard chose to single out our study on lay views of mental health as a basis for attacking relativism generally within social science. We consider that political, epistemological and health policy grounds for a social scientific consideration of lay knowledge are so strong that they negate naïve objectivist critiques which appearl to the reason and thus reasonableness of professional knowledge. Reason and rationality, like reality, are not singular, clear cut and self-evident. Accordingly, it is (...) the responsibility of social scientists to explore the ambiguities and complexities of knowledge held and enacted by a whole range of social groups. (shrink)

Indigenous agricultural knowledge (IAK) can be analyzed for its technical role in food production strategies, and for its role as cultural knowledge producing and reproducing mutual understanding and identity among the members of a farming group. IAK can also be approached from the perspective of critical theory, analyzing the relationship between knowledge and relations of power, with the goal of liberating indigenous farmers from forms of domination. The paper considers relationships between the different aspects of IAK, using examples of the (...) influence of non-local technologies and ideas on indigenous agricultural practices in the Ecuadorian Andes. The examples elucidate how technical change is a signifier of the changing relationship between indigenous farmers and wider society. The political implications of these changes are ambiguous, however, because the change is not necessarily one of social and cultural assimilation. As indigenous peasant organizations in Ecuador now reflect on these changes, they are connecting the questions of IAK, indigenous cultural identity and political strategy. Some organizations speak of recovering and revalorizing indigenous technologies as a tool for, and symbol of, resistance to domination by wider society. Others see selective modernization of indigenous agriculture as a necessary strategy to sustain the social and cultural cohesion of the group, even if this implies social changes. The different perspectives reflect both different conditions facing the organizations, and their varying approaches. That peasant organizations have these discussions suggests that they should constitute an important meeting point for farmers and crop researchers to discuss technology development strategies as equal partners. The organizations can provide an institutional forum in which participants reflect critically on the agrarian knowledge that they have, why they have it, and what it can contribute to future strategies of agrarian and social change. (shrink)

Advocates of the strong programme in the sociology of knowledge contend that its four defining tenets entail the elimination and replacement tout court of epistemology by strong sociology of knowledge. I advance a naturalistic conception of both substantive and meta-level epistemological inquiry which fully complies with these four tenets and thereby shows that the strong programme neither entails nor even augurs the demise of epistemology.

The paper shows how Karl Popper's critique of 'historicism' is permeated by psychoanalytic discourse regardless of his critique that psychoanalysis is one of the exemplars of pseudoscience. Early on, when he was formulating his philosophy of science, Popper had an apparently stringent criterion, viz. falsifiablity, and painstaking analysis. The central argument of this paper is that despite his representation of psychoanalysis as the principal illustration of the category he dubs as 'pseudoscience', Popper's analysis has been infused with psychoanalysis when it (...) comes to his social and political philosophy. Besides, not only was his interpretation of the proponents of 'historicism' and the 'closed' society mediated by the very concepts of a field which he indicted as pseudoscientific but also he frequently slipped into vacuous and unverifiable accusations forgetting the jurisdiction he formerly accorded to empirical adequacy and logical consistency when examining and assessing theories. (shrink)

In this article I present an original interpretation of Roy Bhaskar’s project in Dialectic: The Pulse of Freedom. His major move is to separate an ontological dialectic from a critical dialectic, which in Hegel are laminated together. The ontological dialectic, which in Hegel is the self-unfolding of spirit, becomes a realist and relational philosophical anthropology. The critical dialectic, which in Hegel is confined to retracing the steps of spirit, now becomes an active force, dialectical critique, which interposes into the ontological (...) dialectic at the ‘fourth dimension’ of a naturalistically reconfigured account of relational human nature, agency. This account allows Bhaskar to explain and vindicate the crucial role social criticism must play in any realistic project of self-emancipation, and to create a space that didn’t exist in Hegel for an open-ended concrete utopianism. Freedom is thus the actualization of human nature, but is not automatic: the relation of human nature to freedom is mediated historically through dialectical critique, which, informed by concrete utopianism, can have emancipatory power. Content Type Journal Article Category Article Pages 13-44 Authors Craig Reeves, Brunel University Journal Journal of Critical Realism Online ISSN 1572-5138 Print ISSN 1476-7430 Journal Volume Volume 12 Journal Issue Volume 12, Number 1 / 2013. (shrink)