In 2006, this journal addressed the problem of technological artefacts, and through a series of articles aimed at tackling the ‘dual nature of technical artefacts’, posited an understanding of these as constituted by both a structural and a functional component. This attempt to conceptualise artefacts established a series of important questions, concerning such aspects of material technologies as mechanisms, functions, human intentionality, and normativity. However, I believe that in establishing the ‘dual nature’ thesis, the authors within this issue focused too (...) strongly on technological function. By positing function as the analytic axis of the ‘dual nature’ framework, the theorists did not sufficiently problematise what is ultimately a social phenomenon. Here I posit a complementary analytic approach to this problem; namely, I argue that by using the Strong Programme’s performative theory of social institutions, we can better understand the nature of material technologies. Drawing particularly from Martin Kusch’s work, I here argue that by conceptualising artefacts as artificial kinds, we can better examine technological ontology, functions, and normativity. Ultimately, a Strong Programme approach, constructivist and collectivist in nature, offers a useful elaboration upon the important question raised by the ‘dual nature’ theorists.Keywords: Technological artefacts; Dual nature; Technological functions; Normativity of artefacts; Performative theory of social institutions. (shrink)

This article was inspired by participant observation of a contemporary collaboration between empirically oriented philosophers of mind and neuroscientists. An encounter between this anthropologist of science and neurophilosophers in a Finnish sleep laboratory led to the following philosophical exploration of the intellectual space shared by neurophilosophy and science studies. Since these fields emerged in the 1970s, scholars from both sides have been visiting brain research facilities, but engaged with neuroscientists very differently and passionately fought with each other over the reduction (...) of mind to brain. As a case in point, this article looks at the philosophical controversy over the dreaming brain. It serves as a window on the problem space opened up by the demise of positivist conceptions of science, now inhabited by both neurophilosophy and science studies. Both fields face the problem of how to bridge the gap between empirical research and conceptual work. At a time when ontological speculation has made a comeback in these areas of research, studies on how epistemic objects manifest themselves in the material culture of neuroscience could help neurophilosophers to become better materialists. In the sleep laboratory, however, the materiality of dreams continues to be elusive. In dreaming science studies and neurophilosophy encounter a phenomenon that – at least in 2015 – still invites a positivist rather than a materialist attitude. (shrink)

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about (...) their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction. Key Words: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein. (shrink)

Recent accounts of mindreading—i.e., the human capacity to attribute mental states to interpret, explain, and predict behavior—have suggested that it has evolved through cultural rather than biological evolution. Although these accounts describe the role of culture in the ontogenetic development of mindreading, they neglect the question of the cultural origins of mindreading in human prehistory. We discuss four possible models of this, distinguished by the role they posit for culture: (1) the standard evolutionary psychology model (Carruthers), (2) the individualist empiricist (...) model (Wellman, Gopnik), (3) the cultural empiricist model (Heyes), and (4) the radical socio-cultural constructivist model, which we favor. We motivate model (4) by arguing that many forms of mental state ascription do not serve the function of simply describing inner states causally responsible for the behavior of a cognitive agent; rather, they relate the agent to her environment by characterizing her practical commitments. Making these practical commitments explicit has an important regulatory function in that it supports action coordination and alignment on joint goals. We propose a model of how the ascription of mental states may have evolved as a linguistic device to perform exactly this function of making agents’ practical commitments explicit. (shrink)

From its inception in 1987 social epistemology has been divided into analytic and critical approaches, represented by Alvin I. Goldman and Steve Fuller, respectively. In this paper, the agendas and some basic ideas of ASE and CSE are compared and assessed by bringing into the discussion also other participants of the debates on the social aspects of scientific knowledge—among them Raimo Tuomela, Philip Kitcher and Helen Longino. The six topics to be analyzed include individual and collective epistemic agents; the notion (...) of scientific community; realism and constructivism; truth-seeking communities; epistemic and social values; science, experts, and democracy. (shrink)

El artículo presenta las bondades y deficiencias de los tres enfoques predominantes en las teorías ontológicas de los artefactos técnicos, que son los enfoques: (1) funcional, (2) intencional y (3) dual. Mostraré que no es conveniente enfocarnos únicamente en las «funciones» o «intenciones» para formular una teoría general sobre los artefactos, sino en un enfoque «dual» que no deje por fuera los elementos materiales y estructurales, pero que tenga coherencia con los elementos simbólicos y contextuales en los que estamos sumergidos (...) los seres humanos. (shrink)

This paper explores the relationship between epistemic integrity, virtue, and authority by offering a virtue epistemological reading of the defences of non-scientific beliefs, practices, and traditions in the writings of Paul Feyerabend. I argue that there was a robust epistemic rationale for those defences and that it can inform contemporary reflection on the epistemic authority of the sciences. Two common explanations of the purpose of those defences are rejected as lacking textual support. A third “pluralist” reading is judged more persuasive, (...) but found to be incomplete, owing to a failure to accommodate Feyerabend’s focus upon the integrity of scientists and the authority of science. I therefore suggest that the defences are more fully understood as defences of the epistemic integrity of scientists that take the form of critical exposures of failures by scientists to act with integrity. An appeal is made to contemporary virtue epistemology that clarifies Feyerabend’s implicit association of epistemic... (shrink)

Micro-interaction dynamics of affective sanctioning have been widely acknowledged but rarely related to the emergence of social phenomena. This paper aims to highlight the constitutive force of interaction activity by critically analysing two sociological models, Bourdieu's theory of practice and Barnes's Performative Theory of Social Institutions (PTSI). Such a comparison allows me to reveal two differing models of social phenomena currently operating in sociological debates: an extrinsic structuralist model which tacitly conveys macro-structural phenomena as prior and determinant of individuals and (...) their micro-interactions, and an intrinsic structuralism model which prioritizes individuals’ interactions and conceives them as constituting both the individual and the structural. I argue that the latter's emphasis on the dynamics of mutual susceptibility to affective sanctioning as underpinning consensus among inherently heterogeneous individuals provides a platform to further support the tenets of Interactionism and helps to expose Bourdieu's over-deterministic methodological individualism prevalent in most sociological theory. I conclude that by conceiving emotions as causal, rather than the effect of social forces, sociological theory can provide an explanation of both individual practices and systemic phenomena which resolves macro-structural tensions. In doing so, I suggest an ontological understanding of the “social” which supports the Interactionist central tenet that the local takes priority over wider structural phenomena. (shrink)

My starting point is that discussions in philosophy about the ontology of technical artifacts ought to be informed by classificatory practices in engineering. Hence, the heuristic value of the natural-artificial distinction in engineering counts against arguments which favour abandoning the distinction in metaphysics. In this chapter, I present the philosophical equipment needed to analyse classificatory practices and then present a case study of engineering practice using these theoretical tools. More in particular, I make use of the Collectivist Account of Technical (...) Artifacts (CAT) according to which there are different classificatory practices for natural, artificial, and social objects. I demonstrate that in the community studied, artificial kinds are marked by distinctive classificatory practices. The presence of these distinctive classificatory practices in engineering with regard to artificial kinds should inform discussions about the ontology of technical artifacts just as the distinctive classificatory practices in natural science inform discussions about natural kinds. (shrink)

The article began life as, and retains the character of, spoken argument for not allowing the neurosciences to shape the agenda of the history of the human sciences. This argument is then used to suggest purposes and content for the journal, History of the Human Sciences. The style is rhetorical, even polemical, but open-ended. I challenge two clichés about the neurosciences, that they intellectually challenge other areas of knowledge, and that they are reconfiguring the human with the notion of ‘brainhood’. (...) The suggestion is that the real challenges lie elsewhere; specifically with understanding the relations of different forms of knowledge and making it conceivable by political action, or simply mode of life, to implement one way of being human rather than another. The conclusion re-asserts the value of the heading, ‘history of the human sciences’, and of the value of the journal with this name, as a forum in which to reflect on the identity and relations of forms of knowledge about ‘the human’ in all their variety. (shrink)

A hypothetical evolutionary scenario is offered meant to account for the emergence of mental selves. According to the scenario, mental selves are constructed to solve a source-attribution problem. They emerge when internally generated mental contents are treated like messages arising from external personal sources. As a result, mental contents becomes attributed to the self as an internal personal source. According to this view, subjectivity is construed outward-in, that is, one's own mental self is derived from, and is secondary to, the (...) mental selves perceived in others. The social construction of subjectivity and selfhood relies on, and is maintained in, various discourses on subjectivity. (shrink)

Here I challenge the philosophical consensus that we use folk psychology for the purposes of metarepresentation. The paper intends to show that folk psychology should not be conceived on par with fact-stating discourses in spite of what its surface semantics may suggest. I argue that folk-psychological discourse is organised in a way and has conceptual characteristics such that it cannot fulfill a fact-stating function. To support this claim I develop an open question argument for psychological interpretations, and I draw attention (...) to the central role of rationality, the conceptual connections, and the essential evaluative content inherent in folk psychological ascriptions. As a conclusion I propose that a fictionalist account of the discourse would fit its characteristics better than a factualist-realist interpretation. (shrink)

This thesis will address the question of whether there are any situated cognition concepts of memory functioning as investigative kinds in the sciences of memory. Situated cognition is an umbrella term, subsuming extended, embedded, embodied, enacted and distributed cognition. I will be looking closely at case studies of investigations into memory where such concepts seem prima facie most likely to be found in order to establish a) whether the researchers in question are in fact employing such concepts, and b) whether (...) the concepts are functioning well – functioning as investigative kinds – and should therefore continue to be employed, or whether something has gone wrong in the practice of the science and they should employ a different kind of concept. An historically situated approach to the case studies will allow me to answer part b) here. -/- Along the way, I will argue for a way of construing scientific research that I call the dynamic framework account, an account of (im)maturity for science, a variety of conceptual role semantics with respect to scientific concepts, and the historically situated case study-based method I will employ in answering the central question. My conclusions, and the way I reach them, constitute contributions to debates about situated cognition particularly, and to philosophy of science more generally, as well as recommendations for scientific practice. (shrink)