This article calls for a new theoretical synthesis that overcomes the fragmentation, specialization and professionalization within the social sciences. As an alternative to utilitarianism and the colonization of the social sciences by rational choice models, it proposes a new articulation of social theory, the Studies and moral, social and political philosophy. Based on a positive anthropology that finds its inspiration in Marcel Mauss’s classic essay on the gift, it recommends a return to classical social theory and explores articulations between theories (...) of reciprocity, care and recognition. (shrink)

Taking as its exegetic point of departure Peirce's outline of a semiotic theory of cognition from the mid 1890s, this paper explores the relevance of this outline to a theory of learning and also to a broader, normative vision of education. Firstly, besides providing for fallibilism in philosophical inquiry Peirce's outline accords with critical strategies of his fellow pragmatists, such as William James's detection of the ‘psychologist's fallacy’ and John Dewey's rejection of the ‘philosophical fallacy’. It is pointed out that (...) this merit of Peirce's outline is due to his abstract and often neglected notion of a prespecialised scientific intelligence. Secondly, the paper shows that Peirce's semiotic approach to prescientific learning processes conditioning all kinds of theoretical activity may indeed complement James's and Dewey's contributions: giving careful attention to the work of linguistic and paralinguistic signs in such learning processes Peirce's analysis captures indexical and iconic aspects, as well as symbolic aspects of linguistic interaction and experientially constrained dialogue. Following Peirce's analysis the paper considers how the iconicity of linguistic structure, ostensive acts and the practical situatedness of language use are pre‐conditions of experiential learning in every day life as well as in scientific learning. It is also shown how this semiotic analysis is connected with Peirce's important notion of abduction. Finally, it is pointed out that a broader vision of education may issue from Peirce's semiotic analysis and that such a vision would emphasise that the life experience of individuals entering educational institutions should be made to bear on the objectives as well as the teaching practices of educational institutions. (shrink)

In order to raise awareness of the ambiguous nature of scientific-technological progress, and of the challenging problems it raises, problems which are not easily addressed by courses in a single discipline and cannot be projected onto disciplinary curricula, Technical University of Darmstadt has established three interdisciplinary study concentrations: “Technology and International Development”, “Environmental Sciences”, and “Sustainable Shaping of Technology and Science”. These three programmes seek to overcome the limitations of strictly disciplinary research and teaching by developing an integrated, problem-oriented approach. (...) For example, one course considers fundamental nuclear dilemmas and uses role-playing techniques to address a controversy in the area of nuclear security. At the same time, incorporating interdisciplinary teaching into a university that is organized around mono- or multi-disciplinary faculties also poses a number of challenges. Recognition in disciplinary curricula, and appropriate organizational support and funding are examples of those challenges. It is expected that science and engineering students, empowered by such interdisciplinary study programmes, will be better prepared to act responsibly with regard to scientific and technological challenges. (shrink)

Weiming’s program of overcoming the enlightenment mentality and throws a critical light on his conceptions of religious or spiritual Confucianism, of a Confucian modernity, and of the multiple modernities theory in general. It defends a unitary rather than multiple concept of modernity in terms of the realization of a morally controlled principle of free subjectivity and tries to show how Confucianism, understood as a secular ethics, could contribute to this goal.

Since the turn of the millennium Jürgen Habermas's contributions to social and political theory have been increasingly turning toward matters of religious and theological relevance. This article weighs up the import and coherence of Habermas's recent reflections on religious belief and its relationship to reason and modernity in Western philosophical culture. At the forefront of the analysis stands Habermas's conception of appropriate “limits” and “boundaries” between the domains of knowledge and faith and the possibility and desirability of a process of (...) “discursive translation” of contents of religious language into forms of secularized, universalizing moral argument. The article defends the thesis that Habermas's project of a rapprochement between contents of religious language and norms of scientific thinking founders on its attempt to reconcile too many different, conceptually centrifugal tendencies. However, these difficulties and inconsistencies in Habermas's recent thinking remain instructive and ought to continue to engage the interest of scholars concerned today with the question of how far the philosophy of the social sciences can and cannot accommodate commitments to theism in the practice of research. (shrink)

The paper suggests a critique of scientism by revealing the existential genesis of knowledge-constitutive interests in scientific research. This scenario of overcoming scientism is spelled out in terms of the doctrine of cognitive existentialism. On the doctrine?s central claim, a knowledge-constitutive interest is not fixed and determined by a strongly situated epistemic position that is distinguished by invariant norms of theorizing, methodological devices, cognitive aims, goals, and values. In reflecting upon its situated transcendence, scientific research has a potentiality for discarding (...) that form of objectivist realism which is pre-supposed by the ideology of scientism. The paper develops arguments against the essentialist picture of scientific research shared by philosophers as different as Heidegger and Habermas. (shrink)