In the philosophy of technology after the empirical turn, little attention has been paid to language and its relation to technology. In this programmatic and explorative paper, it is proposed to use the later Wittgenstein, not only to pay more attention to language use in philosophy of technology, but also to rethink technology itself—at least technology in its aspect of tool, technology-in-use. This is done by outlining a working account of Wittgenstein’s view of language and by then applying that account (...) to technology—turning around Wittgenstein’s metaphor of the toolbox. Using Wittgenstein’s concepts of language games and form of life and coining the term ‘technology games’, the paper proposes and argues for a use-oriented, holistic, transcendental, social, and historical approach to technology which is empirically but also normatively sensitive, and which takes into account implicit knowledge and know-how. It gives examples of interaction with social robots to support the relevance of this project for understanding and evaluating today’s technologies, makes comparisons with authors in philosophy of technology such as Winner and Ihde, and sketches the contours of a phenomenology and hermeneutics of technology use that may help us to understand but also to gain a more critical relation to specific uses of concrete technologies in everyday contexts. Ultimately, given the holism argued for, it also promises a more critical relation to the games and forms of life technologies are embedded in—to the ways we do things. (shrink)

The paper offers a general critique of physicalism and of one variety of nonphysicalism, arguing that such theses are untenable. By distinguishing between the absolute conception of reality and the causal completeness of physics it shows that the 'explanatory gap' is not merely epistemic but metaphysical. It defends the essential subjectivity and unity of consciousness and its inseparability from a self-conscious autonomous rational and moral being. Casting a favourable light on dualism freed from misconceptions, it suggests that the only plausible (...) way forward in the search for an understanding of both physical and mental reality is a recognition of the mind as a metaphysically distinct entity. (shrink)

In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have mostly served to obscure (...) the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)

In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have mostly served to obscure (...) the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)

One clear reason why human agents often act badly is because they are insufficiently attentive to moral considerations and concerns, or tempted to ignore these in pursuit of more immediate satisfactions. In so far as madness, insanity or mental instability may be regarded as undermining moral agency, it might also be supposed that such madness attaches more to the non-moral than the moral reasons or motives of agents. Still, the well-known quote from Chesterton at the start of this paper may (...) give pause to conventional thought on this matter. With reference to the ideas of Plato and Freud, as well as attention to literary and cinematic "case studies," this paper argues that moral reasons and motives – of an apparently Chestertonian kind – may be a prime source of morally "insane" conduct. (shrink)

ABSTRACTA cognitive autopoietic system is a dynamic, self-generating, organized and self-organizing thing which self-regulates with respect to an external medium. The present model of the effect of stress on a cognitive autopoietic system captures the notion of how a priori cognitive structures, combined with external sensations, constitute the basis for the development of cognitive structures and their architecture. The ESCA model integrates the fact that the mind–environment relation has a twofold effect: on one hand, it enables self-regulation of mind, but (...) on the other hand, it poses a potential perturbation on the same, which may result in the breakdown of the self-regulation of mind. The architecture of the CS developed on the basis of the ESCA model is consistent with the manifestations of the effect of stress on mind behavior at different levels. The ESCA model predicts that the faculty to concatenate... (shrink)

In an attempt to make sense of the argument in Hegel'sScience of Logic, I have suggested that, when we focus our attention on a concept, we find that our thought moves to other, related concepts. We can then turn our thoughts not only to those other concepts, but also to the movement itself: the transitions, ‘becomings’, or processes that lead from one to the other. Reflection can in its turn look back over these processes, along with their beginnings and endings, (...) to consider them as synthetic wholes. Finally, thought can collapse those syntheses into simple unities that become new conceptual starting points. The whole dynamic described in theLogicis something that takes place in the realm of thought as a result of the activity of thinking.One of the earliest and most penetrating reviews of myOn Hegel's Logic by George di Giovanni took exception to this approach because it committed the fallacy of psychologism. Rather than basing logic on the concepts as objective entities that have a life of their own, I was subordinating it to the subjective processes that occur in the minds of thinkers — and as subjective, logic was amenable to contingencies and distractions that would betray its strict objectivity.The fallacy of psychologism was first identified by Gottlob Frege. Once I examined his arguments, I found it quite relevant to my study of Hegel. Initially, Frege draws a sharp contrast between ideas and concepts — at least that is how the English translators have rendered his German. (shrink)

Congenial information is often judged to be more valid than uncongenial information. The present research explores a related possibility concerning the process by which people label a claim as fundamentally factual or opinion. Rather than merely being more skeptical of uncongenial claims, uncongenial claims may be metacognitively categorized as more opinion than factual, while congenial claims may be more likely to be categorized as factual. The two studies reported here attempt to trace a preliminary outline of how claims are categorized (...) as fact, opinion, or some mix of the two in the context of mundane claims, contentious political issues, and conspiracy theories. The findings suggest that claims are more likely to be labeled factual to the extent that one subjectively agrees with the content of the claim. Conspiracy theories appear to occupy a middle-ground between fact and opinion. This metacognitive approach may help shed light on popular debate about conspiracy theories, as well as seemingly intractable political disagreements more generally, which may reflect fundamental differences in the perceived epistemic foundations of claims rather than simple disagreement over the facts of the matter. Given limitations of the stimuli and participant samples, however, it remains to be seen how generalizable these findings are. (shrink)

In this study of Giorgio Agamben's pre-Homo Sacer work, I assess his idea of the ethical subject. Over the course of these early writings, he adopts a Walter Benjamin-inspired redemptive aim as he endeavours to uncover the circumstances of alienated subjectivity and possibility of authentic experience. However, while Agamben borrows from Benjamin to elaborate on the ethical potential of the nihilist pose, a more Kantian conception of idealist autonomy becomes increasingly pronounced. This Kantianism is at odds with the Benjaminian nihilism (...) that guides his redemptive prescription, leaving Agamben's ethical subject mired in a realm of meaningless authenticity. (shrink)

When Auerbach writes in Mimesis: The Representation of Reality in Western Literature that, although Homer can be analyzed, he cannot be interpreted, he puts the reader on notice that not all verbal discourse embodies the structure of interpretation. He equally shows the reader that there is discourse which, in order to be read, must be interpreted—that of the Bible and its heirs. Although Mimesis has long been celebrated, its readers have not properly remarked that what allows Auerbach to achieve his (...) penetrating reading of Western literature is precisely the critical distinction which he makes between analysis and interpretation, between that which is devoid of or lacks (is ignorant of) interpretation and that which consciously involves (wills) interpretation. Given the failure to appreciate the distinction which Auerbach systematically draws between analysis and interpretation, it is hardly surprising that philosophers and literary critics have failed to see that the distinction between analysis and interpretation presupposes a general theory of interpretation which applies no less to philosophy than to literature. (shrink)

In Why Tolerate Religion?, Brian Leiter argues against the special legal status of religion, claiming that religion should not be the only ground for exemptions to the law and that this form of protection should be, in principle, available for the claims of secular conscience as well. However, in the last chapter of his book, he objects to a universal regime of exemptions for both religious and secular claims of conscience, highlighting the practical and moral flaws associated with it. We (...) believe that Leiter identifies a genuine and important contemporary legal and philosophical problem. We find much to admire in his reasoning. However, we raise questions about two claims that are crucial for his argument. The first claim is that it is not religion as such, but conscience that deserves toleration and respect. The second claim is that respect for religion and conscience demands ‘principled toleration’ but does not entail stronger policies of legal exemptions. Against the first claim, we argue that Leiter does not successfully distinguish religious belief from secular conscience and morality; and he does not explain why secular conscience deserves respect. Against the second claim, we argue that the most promising theories of legal exemptions are not classical theories of liberal toleration. (shrink)

This article is prompted by some ideas from Robert S. Brumbaugh and Alfred North Whitehead, in particular. Four different views of experienced time are considered as well as four different conceptions of the practice of life that are the implications of these views of time. Further, four different famous works of literature are considered in the effort to understand these views of time and their implications for the practice of life.

In 1870, Hermann von Helmholtz criticized the Kantian conception of geometrical axioms as a priori synthetic judgments grounded in spatial intuition. However, during his dispute with Albrecht Krause (Kant und Helmholtz über den Ursprung und die Bedeutung der Raumanschauung und der geometrischen Axiome. Lahr, Schauenburg, 1878), Helmholtz maintained that space can be transcendental without the axioms being so. In this paper, I will analyze Helmholtz’s claim in connection with his theory of measurement. Helmholtz uses a Kantian argument that can be (...) summarized as follows: mathematical structures that can be defined independently of the objects we experience are necessary for judgments about magnitudes to be generally valid. I suggest that space is conceived by Helmholtz as one such structure. I will analyze his argument in its most detailed version, which is found in Helmholtz (Zählen und Messen, erkenntnistheoretisch betrachtet 1887. In: Schriften zur Erkenntnistheorie. Springer, Berlin, 1921, 70–97). In support of my view, I will consider alternative formulations of the same argument by Ernst Cassirer and Otto Hölder. (shrink)

What are the rules of the metaphysical game? And how are the rules, whatever they are, to be justified? Above all, the rules should be fair. They should be rules that we metaphysicians would all accept, and thus should be justifiable to all rational persons engaged in metaphysical inquiry. Borrowing from Rawls’s conception of justice as fairness, I develop a model for determining and justifying the rules of metaphysics as a going concern.

RÉSUMÉDans ses écrits de Jena, Fichte tente de résoudre l’apparent conflit entre la nécessité de faire reposer la philosophie sur des principes scientifiques et celle de respecter sa nature de vocation autonome. Ce faisant, il a prétendu accomplir d’autres tâches, sur les plans métaphilosophique, pédagogique et polémique : justifier les questions qui l’occupaient, communiquer sa pensée correctement et répondre aux incompréhensions de ses adversaires. Cet article montre qu’à travers ces considérations, Fichte s’essaie aussi au problème plus vaste qui consiste à (...) préciser la relation entre la «lettre» de la philosophie comme doctrine et son «esprit» intersubjectif. (shrink)

The study aims to argue that the humanist model of medicine approaches the practice of self-care, the latter being an actualization of the former concerning all those ideas and issues in which they overlap. The humanisitic model covers pacient-centred medicine and offers a holistic approach to the patient which involves treating him/her as a patient, not as a body, emphasizes the doctor-patient partnership atmosphere, a relational, communicational and informational environment. The concept of spatialization in philosophy came out as an empirical (...) mecanicist model in sciences and influenced the appearance of the biomedical model. In the humanistic model, the patient can be, to a certain extent, the factor making decisions with regard to the chronic disease. Self-care matches especially the human medicine with regard to the outlook on the patient as a person, the long-term partnership in the communication, information and correct decision-making for the disease, the empathic environment, the responsibility shared between two people, the assistance provided when making decisions for the patient’s “friendship”with the chronic disease. (shrink)

Henri Bergson's philosophy is centered on forming a concept of lived time or durée, which he saw as a process of continuous variation and flux. He believed that the study of time should be the foundation of philosophy. By studying time, we find an integration of concrete, infinite, qualitative multiplicity within consciousness that we should use to understand the essence of reality. I show that his insights into the reality of duration come directly from a metaphysical or phenomenological interpretation of (...) integral and differential calculus. Drawing on the recently published lectures from 1902–1905, I show how An Introduction to Metaphysics schematizes the methodology of Matter and Memory and Time and Free Will by means of this mathematical analogy. To Bergson, the concepts of calculus are not mere metaphors; they unleash certain metaphysical implications that problematize the mind's relation to movement, life, consciousness, time, and consequently, reality itself. (shrink)

The first part of this essay is basically historical. It introduces the explanation–understanding divide, focusing in particular on the general–unique distinction. The second part is more philosophical and it presents two different claims on action. In the first place, I will try to say what it means to understand an action. Secondly, we will focus on the explanation of action as it is seen in some explanatory sciences. I will try to argue that in some cases these sciences commit what (...) I call an “external contradiction”. (shrink)

The destruction of man in the Shoah or Holocaust did not mean that Levinas argues in favor of turning away from the socio-historical reality to cultivate his own little garden. The deepest truth of subjectivity can be found in an alterity that calls for a socio-political responsibility. The political implications are rooted in different layers of Levinas’s thought. In his Talmudic comments, Levinas questions the reality of war as the truth of politics. But his explorations of subjectivity, ethical relationality and (...) society allow to understand different political options such as contract theory, liberation philosophy and human rights and the necessity of building a just society. Paradoxically, a just and equitable society ignores the uniqueness of the unique other. While organized responsibility is necessary, it introduces a new form of violence. In this article, we bring together the different layers in Levinas’s political vision and we explore its limits. A fundamental question is whether Levinas’s vision of politics is based on ethics or whether his ethics is a critique of politics. (shrink)

I offer an outline of an integrated phenomenological analysis of free fantasy and of fictional worlds. My main concern amounts to stress the scissions entailed in free fantasy and in the consciousness of fictional objects: a scission of the I, and a scission of the experience. Firstly, I offer a somewhat new characterization of the presence of the objects of free fantasy, which disconnects any possible relationship of those objects with a real perception as the leading form of an originally (...) giving consciousness. My leading example is daydream. Secondly, I take the Husserlian analysis of neutralization as a conceptual tool to explain the consciousness of fictional worlds, against a new tendency for interpreting these worlds in light of the concept of “possible world”. The two approaches converge to a twofold characterization of the mode of being of fictions and of the modality of presence of the objects of fantasy. (shrink)

In this essay I critique two influential accounts of rational autonomy in common schooling that conceive liberalism as an ideal form of life, and I offer an alternative approach to democratic education that views liberal theory as concerned with coexistence among rival ways of living. This view places moral agency, not rational autonomy, at the heart of schooling in liberal societies—a moral agency grounded in initiation into dynamic traditions that enable self-definition and are accompanied by exposure to life-paths other than (...) one’s own. This alternative challenges the tendency in large diverse democracies (such as those of the US and the UK) to prefer common to particularistic schools, thereby placing many types of faith and secular schools on a more equal footing and providing moral justification for education in the national cultures of small liberal republics (such as Denmark, Israel and Lithuania) that maintain special relationships to particular groups while acknowledging the rights of all citizens. I call this approach the pedagogy of difference. (shrink)

ABSTRACTIn this essay I agree with Nicholas Burbules that ‘Phronesis’ is an ethical and political category that grounds the possibility of intercultural communication in translation from one particular context to another rather than in the presumption of one or another account of universalism. After a brief review of the development of this idea in key milestones of Western philosophy, I argue that it requires an education in dialogue across difference that can foster hope for peaceful coexistence among diverse traditions and (...) perspectives in diverse democratic societies. (shrink)

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...) Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. (shrink)

In recent years phenomenology has attracted the interest of science, acquiring a role far beyond philosophy. Despite Husserl's clear denial of a possible naturalization of phenomenology, scientists from different fields have proposed its naturalization. To achieve this goal, different methodologies have been proposed. Most scientists seem to agree on the claim that phenomenology cannot be a science itself because it fails to respect one of the prerequisites of science, that is, the capacity to explain its phenomena. Phenomenology, thus, is forced (...) to remain a purely descriptive effort, preliminary to authentic scientific practice. I argue, instead, that the experimental development of phenomenology explains phenomena (that is, appearances and/or subjective experiences in first person account) and uses rigorous methods, conducts valid measurements, and can validate its results. The paper provides a variety of examples of how experimental phenomenology works. (shrink)

It's natural to think that the principles expressed by the statements "Promises ought to be kept" and "We ought to help those in need" are defeasible. But how are we to make sense of this defeasibility? On one proposal, moral principles have hedges or built-in unless clauses specifying the conditions under which the principle doesn't apply. On another, such principles are contributory and, thus, do not specify which actions ought to be carried out, but only what counts in favor or (...) against them. Drawing on a defeasible logic framework, this paper sets up three models: one model for each proposal, as well as a third model capturing a mixed view on principles that combines them. It then explores the structural connections between the three models and establishes some equivalence results, suggesting that the seemingly different views captured by the models are closer than standardly thought. (shrink)

With the advent and growth of electronic communication, the word "cyberspace" has entered into everyday parlance. But what does this word signify? I begin by sketching an equivalence between physical space and cyberspace, showing that they share the concepts of place, distance, size and route in common. With this mutual framework in place, I go on to examine various theories—substantival, relational, Einsteinian and Kantian—concerning the nature of physical space. We see that, while cyberspace shares some of the properties of physical (...) space isolated by each of these theories, still it cannot be subsumed under any one theory. We also see that cyberspace exhibits several novel properties, projecting it far beyond the scope of any existing theory and setting it apart as an exciting new spatial medium. (shrink)

In cognitive psychology, a false memory refers to a fabricated or distorted recollection of an event that did not actually happen. Both ‘memory-distortion’ and ‘false memory creation’ refer to the processes of recollection in which the recollected events are not actually happened. This paper has three aims: to examine Ricoeur’s analysis of memory and imagination; to explain and reinforce the constructive role of memory; to show in what manner the first two aims lead to the conclusion that the phenomena of (...) ‘distorted or false memory creation’ are reproductive because the nature of recollection is constructive in the sense of representation of past. In this regard, Ricoeur’s trajectory not only displaces the essential structure of memory and imagination behind the curtain of their distinction and connection, but also contributes to the debates in cognitive psychology. (shrink)

In this paper, I explore the strategy of circularity employed by Kant and Husserl in their treatment of categoriality. I focus on the relation between transcendental and metaphysical deductions in Kant’s Critique of Pure Reason, and on the problem of “epistemic foundationalism” and categoriality in Husserl’s Sixth Logical Investigation. I propose that the strategy of circularity is manifested through the peculiar self-enclosure of the categories of transcendental deduction vis-à-vis metaphysical deduction (Kant) and categorial intuition vis-à-vis sensuous intuition (Husserl). Although it (...) is usually regarded as a deficient and damaging occurrence in argumentation, circularity appears to be a crucial component in the analysis of both thinkers. The analytical realms recognized by both these thinkers, are acknowledged as continually dependent upon the self-evidential “contingency” of the realms they are supposed to hierarchically overarch. The strict separation between the transcendental and phenomenological realms and their addressees appears to be founded on mutual circularity, where the relation between investigator and investigated extends beyond their separation and reconciliation. Both Kant and Husserl, through the circular relationship with empiricism-rationalism and psychologism radically re-articulated the logic-ontology and founding-founded polarities. (shrink)

On all sides, one hears appeals to objectivity and exhortations to be objective. These admonitions are usually made by scientifically-minded people. Laudable as these appeals may be, they are sometimes so framed as to give the impression that objectivity is a quality or property of events that is immediately recognizable. It is thus, a finality, an ultimate for knowledge, which, when recognized, is taken as given. Ulterior questions, as to what constitutes the objective character of fact, are considered spurious meanderings (...) of minds intent on weaving a cosy scheme of the universe.[...]. (shrink)

The paper proposes that taking the notion of “community of inquiry” as a regulative ideal is a valuable working tool for the refinement and improvement of the practice of Philosophy for Children (P4C). Reed (1996) and Sprod (1997) have already drawn attention to this, stating that the community of inquiry is more a regulative idea than a typical occurrence. Building on these claims, we will show that taking the notion of community of inquiry as such gives new light to many (...) of the items and aspects of the description of what constitutes a community of inquiry. Consequently, it provides ways to identify important moments in the philosophical practice that consolidate the community of inquiry, and a working tool to grasp and handle some of the crucial moves that the facilitator, as well as other participants, do to install and strengthen the community in the sessions. (shrink)

I am populating this file from the bottom up. Later years are still empty. Try stuff in or before 1998 for a start. My Oxford DPhil Thesis (1962) is the oldest item available here.

No presente artigo, pretendo analisar uma das interpretações da distinção transcendental entre fenômenos e coisas em si mesmas, a tese dos dois aspectos [the two-aspect view]. Meu objetivo é indicar e esclarecer alguns pressupostos fundamentais dessa interpretação, nem sempre explicitados pelos seus defensores. Um dos maiores desafios dessa interpretação é explicar como é possível conciliá-la com a tese kantiana da não espacialidade das coisas em si mesmas. Pretendo mostrar que a conciliação pressupõe a satisfação das três seguintes condições: em primeiro (...) lugar, é necessário admitir que, para Kant, a relação cognitiva entre objeto e sujeito cognoscente é _constitutiva_ do objeto; em segundo lugar, é preciso conceber a identidade entre fenômeno e coisa em si mesma como uma _identidade relativa_, não absoluta; em terceiro lugar, é preciso admitir que certos enunciados sobre o objeto da cognição possuem uma estrutura lógica peculiar, a estrutura de um _juízo reduplicativo_. A análise desses pressupostos visa contribuir para a elucidação dos compromissos teóricos da tese kantiana do idealismo transcendental. (shrink)

The aim of this paper is to provide a dynamic interpretation of Kant’s logical hylomorphism. Firstly, various types of the logical hylomorphism will be illustrated. Secondly, I propose to reevaluate Kant’s constitutivity thesis about logic. Finally, I focus on the design of logical norms as specific kinds of artefacts.

We to critique the following question: can we have reasonable certainty that the terms in speculative or empirical theories correspond meaningfully to things in the ontological structure of the world, or are they only convenient fictions useful for predicting phenomena? We first justify this question as meaningful, and capable of admitting a meaningful answer. We then analyze question itself with examples from physics and biology. We conclude that we can be reasonably certain that the terms in an empirical theory have (...) some degree of ontological significance, provided that they are directly related to phenomenal experiences. We also suggest that the advance of science can be aided through this understanding. Finally we use these conclusions to analyze the existence of the mind and certain physical structures. (shrink)

In understanding economics and the organisation of economics, the questions are what constituteeconomics and the thinking behind economics today? In short what is the field of economics? And in what ways can we connect to and understand this field of study? Of course, the answer to this depends upon the perspective chosen, in which one sees and thinks of economics from a particular philosophical and even political position and perspective. If one takes the perspective on economics from a qualitative paradigm (...) that draws upon the tradition from Kant, Husserl, Simmel, Mead, Schutz, Blumer, then it can be stated that economics cannot only be understood as something that appears in nature. On the contrary, economics must be understood as “something” which results from human behaviour, interaction and groups in human activities and the thinking involved and embedded in those activities. Therefore in analyzing economics it is significant to note that economics belongs to and is being constructed by people due to their everyday lives. What appears as central in those statements, from a qualitative perspective, is that the essences of economics have to be discussed in relation to the mind and thinking related to an understanding of individual and group societal activities. Economics is to be understood as constructed and maintained through everyday human interactions and exchanges, whereby people are creating the meanings of situations with objectives of what are believed as important in the understanding of economics activities, actions and results. Those meanings and definitions of economics are being produced and exchanged in order to become a new comprehensive framework that influences, co-produces, limits and creates contradictions in everyday economic life. This additional qualitative focus [1] outlines the importance of understanding how human cognitions produce meaning of objects, definitions, activities and actions which provides the framework for the field of economics. The epistemological perspective for this is that the objects are not only within themselves.No, instead the objects are as they presents themselves to people, and thereby the meanings we are constructing and attaching to them. The paper will therefore discuss some of the scientific complexities in three areas: mind and thinking; understanding economics as a social activity and construction, and the interplay between economic activities and economic theoretical work. (shrink)

Best known for his ethical works, Immanuel Kant was part of the liberal Enlightenment and addressed most of the principal political issues of his day. Several of his major works were written in the wake of the storming of the Bastille in Paris, while Europe was engaged in the French Revolutionary Wars. His rejection of revolution but endorsement of the principles for which the French revolutionaries were fighting, as well as his plea for a federation of European states that would (...) settle disputes peacefully, reflected his engagement with the controversies raised by the Revolution. But, although he could not countenance revolution, he declared that, once a revolutionary government has succeeded in establishing itself, citizens should obey the new government, rather than try to restore the ousted authorities. (shrink)

Ferdinand Pöhlmann argues that a sense of one’s own basic abilities to move is a constitutive condition on the ability to perceive the world spatially. This constitutive relation explains why egocentric spatial representation is to be regarded as a kind of self-representation. In arguing for these claims, conceptual as well as empirical questions are discussed and an overview of accounts that take action as a constitutive condition on spatial representation is given. The picture that emerges is linked to the phenomenological (...) (Scheler) as well as to the analytic (Evans) tradition in the Philosophy of Mind.​. (shrink)