La revisión de las humanidades a partir de la cultura material parte de la consideración de que la conciencia y la agencia humanas no pueden disociarse de su nicho tecnológico. El presente artículo trata de indagar cómo la experiencia subjetiva de la ciudad se ha visto modificada por la universalización del smartphone como herramienta de orientación a través de los sistemas de navegación gps. Con este fin, y a través del marco teórico formulado por Henri Lefebvre, el artículo realiza un (...) análisis exploratorio acerca de la producción del espacio urbano contemporáneo. Recurriendo a la revisión crítica de la teoría cartográfica, interroga si la universalización de los mapas digitales supone una recuperación de la experiencia subjetiva o una extensión del espacio abstracto propio del capitalismo de la experiencia. (shrink)

For centuries, philosophers of time have produced texts containing words and pictures. Although some historians study visual representations of time, I have not found any history of philosophy on pictures of time within texts. This paper argues that studying such pictures can be rewarding. I will make this case by studying pictures of time in the works of Leibniz, Arthur Eddington and C. D. Broad, and argue they play subtle roles. Further, I will argue that historians of philosophy more widely (...) could benefit from paying more attention to pictures. (shrink)

This paper explores the variety of ways that emerging sources of data are being used to re-conceptualize the city, and how these understandings of what the urban is shapes the design of interventions into it. Drawing on work on the performativity of economics, this paper uses two vignettes of the ‘new urban science’ and municipal vacant property mapping in order to argue that the mobilization of Big Data in the urban context doesn’t necessarily produce a single, greater understanding of the (...) city as it actually is, but rather a highly variegated series of essentialized understandings of the city that render it knowable, governable and intervene-able. Through the construction of new, data-driven urban geographical imaginaries, these projects have opened up the space for urban interventions that work to depoliticize urban injustices and valorize new kinds of technical expertise as the means of going about solving these problems, opening up new possibilities for a remaking of urban space in the image of these sociotechnical paradigms. Ultimately, this paper argues that despite the importance of Big Data, as both a discourse and practice, to emerging forms of urban research and management, there is no singular or universal understanding of the urban that is promoted or developed through the application of these new sources of data, which in turn opens up meaningful possibilities for developing alternative uses of Big Data for understanding and intervening in the city in more emancipatory ways. (shrink)

This article explores the link between the territorial imperative of the modern state, the exercise of violence and the practice of cartography. After first tracing the ways in which the exercise of ‘non-state’ coercion has been either eliminated historically or isolated ideologically, the question of the map is brought to bear on the issue of violence and territoriality. The article thus illustrates the importance of cartographic violence: the way the state and its violent constitution of territory have been sanctified through (...) the project of the map. (shrink)

In the late 1930s networks of amateur observers across Britain were collecting data on birds , aircraft and society itself . This paper concentrates on birdwatching practice in the period 1930–1955. Through an examination of the construction of birdwatching's subjects, the Observers, and their objects, birds, it is argued that amateur strategies of scientific observation and record reflected, and were part-constitutive of, particular versions of ecological, national and social identity in this period. The paper examines how conflicts between a rural, (...) organicist Britishness and a modern, planner-preservationist Britishness were elaborated and contained within the figure of the birdwatcher and within the institutional epistemologies of the Royal Society for the Protection of Birds and the British Trust for Ornithology. Such conflicts are shown to be embedded in the structuring of visual perception in different strategies of bird and aircraft identification, particularly between analytic and gestalt methods; the paper examines, using the related ‘field-science’ of aircraft recognition, the importance of identificatory processes in the construction of the Observer, and concludes by examining whether tensions between organicist and scientific discourses were in any sense resolved by the end of this period. (shrink)

Scientists of the Human Genome Project tend to rely on three metaphors to describe their work, each of which implicitly tells much the same story. Whether they claim to interpret the ultimate "book," to fix a flawed "machine," or to map a mysterious "wilderness," they invariably cast the researcher as one who dominates and exploits the Other. This essay, which explores the ways such a story conflicts with feminist values, proposes an alternative.

In ‘Situated Knowledges’, feminist science studies scholar – and, as will be argued in this chapter, critical new materialisms scene-setter – Donna Haraway (1988) reveals her own politicised ‘electroshock’ (578) therapeutic take on epistemology and what it means to create knowledge from the ground up. She builds her argument upon Marxist, historical and feminist materialisms, the rich tradition of feminist epistemology and, above all, Sandra Harding’s (1986, 1987, 1991) standpoint theory. Connecting the foregoing philosophies to the Foucauldian idea of power/knowledge (...) (Foucault 1990 [1976], 1995 [1975]) and a critique of disembodied, objectifying vision, Haraway conceptualises her materialist project along four criss-crossing axes, namely: ontology (theorising what the world is); epistemology (theorising about how to see the world as it is); ethics (theorising why the world is as it is and how it ought to be); and politics (theorising how to effectively change the world). It is in the thought-provoking assemblage of these four philosophical domains that Haraway’s eco-philosophy sets the framework for what this chapter describes as critical new materialist philosophies. (shrink)

The Model of Participatory Zoning was developed by the Cartographic Laboratory Diathesis at the University of Bergamo and was applied in the framework of Program Régional Parc W/ECOPAS. This model establishes a specific research methodology and develops some GIS -based analytical tools. The research team designed these analytical tools in order to employ environmental protection models in the field research, which are based on sustainable development and participative management zoning model). The Model of Participatory Zoning, based on participatory mapping that (...) includes geographical competence in applied research, allows the transformation of theoretical concepts into management tools, that is, it embraces all project management phases, from methodological design to the digital capitalization of the outcomes achieved. This model considers territory not merely as something that conveys the material conditions of the humans who settled there, but also as something that embodies symbolic, cultural, and communal values, on which the functioning of any given society depends. For these reasons, maps must be approached with attention to cartographical semiosis, a theory whereby the drawing of a map must not be separated from an analysis of the territory since maps act as symbolic agents for a given society, that is, they prescribe the conditions for any territorial action. Far from being only a useful representational tool, maps, and in particular participatory maps, set out the place where the viewpoints of institutional agents – who are appointed to plan environmental and territorial conservation – are brought into question and placed side by side with those of local actors – who employ specific territorial knowledge either to promote or hinder conservation. (shrink)

Maps and mapping raise questions about models and modeling and in science. This chapter archives map discourse in the founding generation of philosophers of science (e.g., Rudolf Carnap, Nelson Goodman, Thomas Kuhn, and Stephen Toulmin) and in the subsequent generation (e.g., Philip Kitcher, Helen Longino, and Bas van Fraassen). In focusing on these two original framing generations of philosophy of science, I intend to remove us from the heat of contemporary discussions of abstraction, representation, and practice of science and thereby (...) see in a more distant and neutral light the many productive ways in which maps can stand in analytically for scientific theories and models. The chapter concludes by complementing the map analogy – i.e., a scientific theory is a map of the world – with a model analogy, viz., a scientific model is a vehicle for understanding. (shrink)

This thesis investigates how preservice teachers understand ‘challenging behaviour’ and how this knowledge informs their teaching practice. Challenging behaviour is problematised as a knowledge referent and the epistemic tensions that preservice teachers experience in coming to ‘know’ about challenging behaviour are explored. This is an in-depth, qualitative study that focuses on the experiences, knowledge and knowledge-change of five final-year preservice primary teachers before, during and after their final Professional Experience. Data was gathered via interviews, focus groups, concept maps, document analysis (...) and classroom observations. Foucault’s theories of knowledge comprised the theoretical framework of the study and discourse analysis was used for data analysis. Major conclusions reached were threefold. Firstly, this study embraced the ambiguity and complexity of ‘challenging behaviour’ by avoiding the definitional debate and instead identifying and positing three discourses of challenging behaviour. This approach was found helpful in understanding preservice teachers’ knowledge of the topic. Secondly, it was found that the preservice teachers’ knowledge of challenging behaviour was, at best, ‘confused’ insofar as it was rarely discursively consistent. Thirdly, the types of epistemic processes through which the preservice teachers reconstructed their discursively inconsistent knowledge were theorised as either ‘matching’ or ‘squishing’. These epistemic processes were cast as problematic. Both ‘matching’ and ‘squishing’ demonstrated potential to maintain epistemic equilibrium and so limit possibilities for knowledge expansion and reflective practice. Moreover, in the case of ‘squishing’, this epistemic process was found to generate confusions, which were at times unsupportive of pedagogical decision-making. Two major implications of the research concern teacher education. Firstly, because the preservice teachers’ confusions, pedagogical distress and quandaries around challenging behaviour seemed to stem from discursively inconsistent knowledge, there is a call for teacher education programs to more clearly delineate multiple knowledges of challenging behaviour. Secondly, the preservice teachers’ epistemology was characterised by an overwhelming propensity to perceive a theory/practice divide in their professional knowledge. However, for these preservice teachers, there was not such a polarity to be bridged regarding challenging behaviour. Recasting the theory/practice problem in terms of knowledge showed the preservice teachers were doing a good deal of complex epistemological work ‘in the middle’ of theory and practice. Theory was not considered irrelevant, it was mobilised to make specific pedagogical decisions during practicum. However, understandings of these ‘practical theories’ were fraught with the incoherence and confusions associated with the epistemic practice of ‘squishing’. Thus, although the preservice teachers’ knowledge indicated they were ‘working in the middle’ of theory and practice, they were not doing so with great accuracy or effectiveness. It then is necessary to offer preservice teachers more comprehensive tools to work with and understand ‘knowledge’, rather than ‘theory/practice’. (shrink)