The practice of social studies continues to be a complicated scientific endeavor. From an epistemological point of view, the social sciences, unlike the natural sciences, do not conform to the predominant definition of science. The existing differences among expositions of “science,” “inquiry,” and “studies” lie with the contested role of the intellectual who is embarked on understanding the social realm. The “maturity” of the social sciences is usually discussed in the context of objectivity and rationality. But continuing epistemological debates would (...) be insufficient without reference to the scholar as a human studying humans. The philosophy of science has focused mainly on the procedures of knowledge accumulation, neglecting social context and its implications for inquiry. To address this neglect, this essay sets out first to retrace doubts about the role of the scholar that emerged with the institutionalization of the social sciences at the outset of the twentieth century and then to rethink these issues in terms of recent scientific developments. What surfaces is a new, participatory role for scholars that demands responsible contextualization and a broader conception of causal stories. (shrink)

Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...

In this paper, I outline the cumulative network model of the self. This model articulates the self as relational, recognizing social relations as constitutive of the self. The theory arises out of concerns about the individualistic paradigms of two main frameworks in the analytic philosophical literature on personal identity, namely, the psychological and the animalist approaches to personhood and is explicitly inspired by feminist theories on relational autonomy and self. I argue that “relationality” is not only social, but that the (...) self is relational throughout, psychologically, physically, biologically, culturally, semantically, as well as socially. Hence, the self is a network of relations. The model also aims to recognize that temporality or historicity is constitutive of the self, that the self is a process, not a static three-dimensional thing. Hence, the self is a cumulative network. (shrink)

This paper examines the status of naturalism in the philosophies of Edmund Husserl and John Dewey. Despite the many points of overlap and agreement between Husserl’s and Dewey’s philosophical projects, there remains one glaring difference, namely, the place and status of naturalism in their approaches. For Husserl, naturalism is an enemy to be vanquished. For Dewey, naturalism is the only method that can put philosophy back in touch with the concerns of human beings. This paper will demonstrate the remarkable similarities (...) between Husserl’s and Dewey’s thought before contending that Dewey’s “naturalistic humanism” offers a conception of naturalism which is compatible with Husserlian phenomenology. Furthermore, reading these two philosophers together, this paper argues, can point the way forward to a naturalism which avoids the dismissal of the contributions made by knowing subjects carried out by dominant contemporary strains of reductive naturalism. (shrink)

This article examines how Quine and Sellars develop informatively contrasting responses to a fundamental tension in Carnap’s semantics ca. 1950. Quine’s philosophy could well be styled ‘Essays in Radical Empiricism’; his assay of radical empiricism is invaluable for what it reveals about the inherent limits of empiricism. Careful examination shows that Quine’s criticism of Carnap’s semantics in ‘Two Dogmas of Empiricism’ fails, that at its core Quine’s semantics is for two key reasons incoherent and that his hallmark Thesis of Extensionalism (...) is untenable. The tension in Carnap’s semantics together with Quine’s exposure of the severe limits of radical empiricism illuminate central features of Sellars’s philosophy: the fully general form of the myth of givenness, together with Sellars’s alternative Kantian characterisation of understanding; the full significance of Carnap’s distinction between conceptual analysis and conceptual explication, and its important methodological implications; the specifically pragmatic character of Sellars’s realism; and Sellars’s methodological reasons for holding that philosophy must be systematic and that systematic philosophy must be deeply historically and textually informed. This paper thus re-examines this recent episode of philosophical history for its philosophical benefits and systematic insights. (shrink)

The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...) the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man’s ability to consider and solve problems that he meets in practical life kata ton orthon logon — by doing right things in the right place at the right time in the right way. This phronetic idea of ‘humanizing modernity’ combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey’s ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey’s philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child’s curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child’s subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman’s practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an ‘educative space’ from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. (shrink)

Mainstream philosophy has seen a recent flowering in discussions of intellectualism which revisits Gilbert Ryle’s famous distinction between ‘knowing how’ and ‘knowing that’, and challenges his argument that the former cannot be reduced to the latter. These debates so far appear not to have engaged with pragmatist philosophy in any substantial way, which is curious as the relation between theory and practice is one of pragmatism’s main themes. Accordingly, this paper examines the contemporary debate in the light of Charles Peirce’s (...) habit-based epistemology. We argue both that knowing-that can be understood as a particularly sophisticated form of knowing-how, and that all bodily competencies—if sufficiently deliberately developed—can be analysed as instantiating propositional structure broadly conceived. In this way, intellectualism and anti-intellectualism are seen to be not opposed, and both true, although Peirce’s original naturalistic account of propositional structure does lead him to reject what we shall call ‘linguistic intellectualism’. (shrink)

Autonomous vehicles —and accidents they are involved in—attest to the urgent need to consider the ethics of artificial intelligence. The question dominating the discussion so far has been whether we want AVs to behave in a ‘selfish’ or utilitarian manner. Rather than considering modeling self-driving cars on a single moral system like utilitarianism, one possible way to approach programming for AI would be to reflect recent work in neuroethics. The agent–deed–consequence model :3–20, 2014a, Behav Brain Sci 37:487–488, 2014b) provides a (...) promising descriptive and normative account while also lending itself well to implementation in AI. The ADC model explains moral judgments by breaking them down into positive or negative intuitive evaluations of the agent, deed, and consequence in any given situation. These intuitive evaluations combine to produce a positive or negative judgment of moral acceptability. For example, the overall judgment of moral acceptability in a situation in which someone committed a deed that is judged as negative would be mitigated if the agent had good intentions and the action had a good consequence. This explains the considerable flexibility and stability of human moral judgment that has yet to be replicated in AI. This paper examines the advantages and disadvantages of implementing the ADC model and how the model could inform future work on ethics of AI in general. (shrink)

Ron Giere’s recent book Scientific perspectivism sets out an account of science that attempts to forge a via media between two popular extremes: absolutist, objectivist realism on the one hand, and social constructivism or skeptical anti-realism on the other. The key for Giere is to treat both scientific observation and scientific theories as perspectives, which are limited, partial, contingent, context-, agent- and purpose-dependent, and pluralism-friendly, while nonetheless world-oriented and modestly realist. Giere’s perspectivism bears significant similarity to earlier ideas of Paul (...) Feyerabend and John Dewey. Comparing these to Giere’s work not only uncovers a consilience of ideas, but also can help to fill out Giere’s account in places where it is not fully developed, as well as helping us understand the work of these earlier authors and their continuing relevance to contemporary concerns in philosophy of science.Keywords: Ronald Giere; Paul Feyerabend; John Dewey; Perspectivism; Pragmatism; Pluralism. (shrink)

Stroud has argued for many years that skepticism is conditionally correct. We cannot, he claims, both undergo a Cartesian-style examination of the extent of our knowledge as well as avoid skepticism. One reason Stroud's position appears quite plausible is the so-called "totality condition" imposed for this kind of examination: as inquiring philosophers we are called upon to assess all of our knowledge, all at once. However, in this paper I argue that Stroud's apparent understanding of the totality condition is mistaken. (...) Evidently, Stroud thinks that honoring the totality condition amounts to imposing the strong requirement that we initially assume that we don't know anything about external reality. However, there is a weaker requirement available: that we initially not assume that we know anything about external reality. I argue i) that the weaker conception of the totality condition is most suitable for the kind of philosophical examination that Stroud seems to have in mind; and ii) that according to this same conception skepticism is not conditionally correct. (shrink)

Codes of governance have mushroomed in contexts operating under a single, dominant institutional logic, such as publicly listed corporations. These codes act as institutional prescriptions that help spread best practices throughout industries. More recently, in some countries, specific codes have been developed for hybrid organizations that integrate multiple, conflicting institutional logics simultaneously, such as cooperative enterprises. Drawing on an extensive set of qualitative data, we ask how such institutional prescriptions may (fail to) address governance challenges in organizations with multiple, conflicting (...) institutional demands. In doing so, we extend current literature on governance of hybrid organizations, which has so far focused on individual and organizational levels, to include institutional-level strategies. While governance codes are often inspired by deontological ethics to solve issues in a single institutional logic, we find that governance codes for hybrid organizations should not prioritize a single institutional logic, nor follow a deontological approach to improving governance, but should, on a more pragmatist take, remain open to continuous learning. (shrink)

This paper utilises selective writings by John Dewey and Maurice Merleau-Ponty as the conceptual basis for considering how an enhanced synergistic focus on habit and embodiment could support practice gains in schools. The paper focuses on Dewey’s belief that established habits can help students to incorporate experiences into evaluations of educational progress and Merleau-Ponty’s spotlight on the body-subject, and how it provides a holistic way of conceiving relations that avoid over privileging abstraction and cognition and under-representing the centrality of the (...) body in human experience. We then evaluate the role of language and reflection in relation to habit, embodiment, and education before discussing some of the general educational practice considerations which might improve the quality of students learning experiences. In conclusion, we consider the possibilities for Dewey’s pragmatism to function as a theoretical bridge to Merleau-Ponty’s phenomenology of perception and the nature of experience. We argue that while it is important to recognise points of difference, in relation to philosophical treatments of habit and embodiment, it is also important to consider the overlap and new connections between Merleau-Ponty and Dewey which are valuable to take forward in contemporary education. (shrink)

The disembodiment of cognitive science has resulted in curricula with disembodied concepts and practice. The emergence of the embodied cognitive science provoked public reflections on the nature of the curriculum. This has elevated the body from the ‘peripheral’ position to the ‘central’ position, acting as the subject in action and becoming the bridge to experience transformations. Meanwhile, the nurturing role of the environment for the mind is attracting increasingly more attention, and the environment, the body, and the mind jointly constitute (...) a dynamic system that prompts the transformation and restructuring of learners’ experience. The reshaping of the relationship between the body and education and the integration of physical experience and mind-building have led us to examine curriculum from a completely new perspective, and curriculum construction is thus transformed to the dynamic generation of interaction among the body, the mind, and the environment based on group experiences. To be precise, there are three basic dimensions in the construction of an embodied curriculum: returning to the life-world and promoting the integration of the curriculum narrative framework and the student’s learning trajectory; introducing the embodied experience and realizing the continuous interactions among the learner’s body, mind, and environment; and integrating the functions of technologies to provide a powerful mediating tool for the construction of embodied curriculum. (shrink)

Dominantní pozitivistická epistemologie dat v současné vědě, která staví na metafyzickém realismu a ideálu mechanické objektivity, trpí řadou trhlin. Tyto nedostatky byly identifikovány v mnohých kritických ohlasech, které vedou k nové problematizaci ustáleného konceptu dat. Mezi kritizovanými aspekty tohoto konceptu se opakují varování ohledně zasazenosti dat do kontextu jejich tvorby, jejich zprostředkovanost nebo otevřenost manipulacím. Funkce dat v posledních letech nabývá na důležitosti kvůli stoupající datové náročnosti vědy, a proto je dříve neproblematickému konceptu dat věnováno více pozornosti. Objevují se také (...) alternativní přístupy k epistemologii dat, z nichž tato práce představuje směr konstruktivistický a rétorický. Prezentovaný text lze díky své kompilativní povaze, čerpající z kritické literatury zabývající se epistemologií dat, pojmout jako syntézu a rekonfiguraci existujících myšlenek k danému tématu. Je možné ho rovněž přijmout jako jeden z příspěvků k rétorické argumentaci v diskurzu dat současné vědy. (shrink)

Review of the books: Jerry A. Fodor. Concepts: Where Cognitive Science went wrong. Oxford, UK: Oxford University Press, 1998, 174 pp., ISBN 0-19-823636-0. Geoffrey C. Bowker and Susan Leigh Star. Sorting things out: Classification and its consequences. Cambridge, MA: The MIT Press, 1999, 377 pp., ISBN 0-262-02461-6.

We advance research on how businesses engage with the complex social problems currently known as Grand Challenges. We study the concepts that preceded the term Grand Challenges, the connected ontologies that ground them, and the diversity of perspectives they offered. We construct a knowledge map that includes well-researched obstacles, such as governance obstacles hindering engagement and sensemaking obstacles limiting the ideation of novel and creative efforts. But we also build on prior research to identify curation obstacles, which precede engagement and (...) define which problems receive social attention, and adaptation obstacles, which create uncertainty over workable solutions and bias the momentum of social systems toward the status quo. Our broader view on the obstacles defining Grand Challenges opens new pathways and identifies underexplored levers by which to understand and influence business engagement with complex social problems. (shrink)

AbstractDespite the evident importance of imagination in both ethical decision-making and entrepreneurship, significant gaps remain in our understanding of its actual role in these processes. As a result, scholars have called for a deeper understanding of how imagination impacts value creation in society and how this critical human faculty might more profoundly connect our theories of ethics and business decision-making. In this paper, we attempt to fill one of these gaps by scrutinizing the underlying philosophical foundations of imagination and applying (...) them to the challenges facing entrepreneurs attempting to create new value in an increasingly unpredictable and kaleidic world. Accordingly, we apply a view of imagination developed by the pragmatist philosopher John Dewey to the radically subjective economic philosophy of G.L.S Shackle. As a result, we develop a concept of imagination which we believe can be both significant and hopeful for research at the intersection of business ethics and new value creation. (shrink)

Empirical neuroethics models have always had normative ambitions. Older models attempted to debunk traditional moral theories, whereas newer models attempt to fit their empirical and normative claims with them. The issue of normative significance as it pertains to the use of social science methodology on moral intuitions remains open. This paper analyzes the Is/Ought gap and the empirical underpinnings of influential constructivist approaches in order to argue that the normative ambitions of empirical neuroethics models are not necessarily always misguided. The (...) author clarifies how legitimate normative implications can be dissociated from overreaches and argues that moral intuitions could be used as the factual basis for ethics by employing the distinction between natural facts, social facts, and social constructs. Ultimately, morality can be fruitfully studied and informed by natural and social sciences and, thorough ethical reflection, ought also to inform empirical research. (shrink)

Despite its impact on public administration, policy development, education, philosophy and politics, American pragmatism has made a relatively small impression on the social sciences. In particular, American pragmatism has seldom influenced feminism, which is remarkable given the potentially striking affinities between these two disciplines. Drawing upon the pragmatist philosophy of John Dewey and the work of feminists who support a pragmatist approach to the study of gender, this article discusses the chequered history of relations between the two disciplines. It also (...) focuses on the methodological possibilities of establishing a pragmatist-feminist position. Taking ethnography as a means to illustrate our ideas, we suggest that a pragmatist-feminist ethnography can help social scientists to rethink theory in terms of its practical application, articulate the value of an anti-foundational view of knowledge and promote investigating people's concrete experiences for understanding gender inequalities. (shrink)

Political CSR scholars argue that multi-stakeholder initiatives (MSIs) should be designed to facilitate deliberation among corporations, civil society groups, and others affected by corporate conduct for their decisions to be considered democratically legitimate. However, critics argue that decisions reached within deliberative MSIs will lack democratic legitimacy so long as corporations are granted a role in helping to make them. If the critics are correct, it leads to a paradox. Corporations must be excluded from holding decision-making authority within MSIs if they (...) are to function as democratically legitimate regulatory institutions at a global level. However, this risks severely diminishing the incentive of corporations to support and participate within MSIs, which often depend heavily for their success on the visibility provided them by corporate participants. In this paper, I argue that this apparent paradox should be considered irrelevant to the future study of MSIs since it is both unnecessary and impractical for researchers to focus on establishing democratically legitimate systems of governance within them. Instead, I recommend an approach informed by three touchstones of pragmatic philosophy to guide their future study—a criterion of usefulness, wariness of category disputes and commitment to experimentalism. I conclude by drawing on research in political science and social psychology that demonstrates an important practical role for deliberation within such organizations, arguing that researchers must zero in on the role that inclusive deliberation can play in bolstering their effectiveness as regulatory instruments. (shrink)

This paper attempts to explicate and compare the ideas of John Dewey and Simone Weil on wisdom. It is a conceptual analysis which proceeds on the assumption that cultivating a love of wisdom in a student is a teacher’s highest calling. The comparison is focussed around two main questions: 1) How is wisdom connected to experience from a psychological perspective? 2) How is wisdom connected to the social dimension of experience?

The aim of this thesis dissertation is to propose a novel position in the debate on scientific realism, modal empiricism, and to show its fruitfulness when it comes to interpreting the cognitive content of scientific theories. Modal empiricism is an empiricist position, according to which the aim of science is to produce empirically adequate theories rather than true theories. However, it suggests adopting a broader comprehension of experience than traditional versions of empiricism, through a commitment to natural modalities. Following modal (...) empiricism, there are possibilities in nature, and constraints on what is possible, and a theory is empirically adequate if it correctly delimits the range of possible experiences. The position rests on a situated and pragmatic conception of natural modalities and of empirical confrontation. We claim that it can do justice to the empirical success of science, while not falling prey to the problem of theory change that undermines scientific realism. We explain how constraints of necessity on phenomena can be known by induction, and how this modal epistemology fits with scientific practice. Finally, we claim that a commitment to natural modalities allows for a rich interpretation of the cognitive content of theories. Modal empiricism could renew some metaphysical debates within a pragmatist framework, by tying them to experience and not being constrained by realist prejudices. -/- L'objet de cette thèse est de proposer une position originale dans le débat sur le réalisme scientifique, l'empirisme modal, et d'en démontrer la fructuosité quand il s'agit de tirer des enseignements du contenu cognitif des théories scientifiques. L'empirisme modal est une position empiriste, suivant laquelle le but de la science n'est pas de produire des théories vraies, mais des théories empiriquement adéquate. Cependant, il propose d'adopter un cadre plus large que les versions traditionnelles d'empirisme pour penser l'expérience, en incorporant un engagement envers les modalités naturelles, ou l'idée qu'il y a du possible dans la nature, et des contraintes sur les possibles. Nos théories sont empiriquement adéquates si elles délimitent correctement l'étendue des expériences possibles. Cette position s'appuie sur une conception située et pragmatique des modalités naturelles et de la confrontation empirique. Nous prétendons qu'elle est à même de rendre justice au succès empirique des sciences, sans pour autant faire face au problème du changement théorique qui mine le réalisme scientifique. Nous expliquons comment les contraintes de nécessité sur les phénomènes peuvent être connues à l'issue d'une induction, et en quoi cette façon de voir s'accorde avec la pratique scientifique. Enfin, nous affirmons qu'un engagement envers les modalités naturelles offre une richesse interprétative à même de renouveler, dans un cadre pragmatiste, plus ouvert que le réalisme, certaines questions métaphysiques tout en les ramenant à l'expérience . (shrink)

In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of (...) newness, openness, and radical possibility. Even the Agambenian notion of ‘coming community’ falls under a Deweyan understanding of society and democracy, which, in Deweyan thought, always exist in suspension and connectedness. Given such premises, the idea of education that emerges from Deweyan thought is that of a leap. The question regarding what education is and entails is left radically open by Dewey, for education belongs to the not-yet. (shrink)

In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...) grow and create meaningful existence. I argue that throughout his work, Dewey dismantled the understanding of the subject as a detached and self-assured centre of agency. In Deweyan understanding, on one hand, the subject is empowered to reflect on experience and to use this reflection to evolve new ways of acting, thus pushing experience forward. On the other hand, by acting, the subject can create new points of interaction within experience. This understanding of thinking and subject has far-reaching consequences for education, which must be conceived not so much as the attempt to master and control experience but as the means to create new, unpredictable experience by putting new points of interactions into our relationship with the environment, changing our being-embedded-in-the-world. Dewey repositions educational, intentional agency away from control and mastery and in the direction of growth and openness. (shrink)

Sixteen years after Kim’s seminal paper offering a welcomed analysis of the emergence concept, I propose in this paper a needed extension of Kim’s work that does more justice to the actual diversity of emergentism. Rather than defining emergence as a monolithic third way between reductive physicalism and substance pluralism, and this through a conjunction of supervenience and irreducibility, I develop a comprehensive taxonomy of the possible varieties of emergence in which each taxon—theoretical, explanatory and causal emergence—is properly identified and (...) defined. This taxonomy has two advantages. First, it is unificatory in the sense that the taxa it contains derive from a common unity principle, which consequently constitutes the very hallmark of emergentism. Second, it can be shown that the emergence taxa it contains are able to meet the challenges that are commonly considered as being the hot topics on the emergentists’ agenda, namely the positivity, the consistency and the triviality/liberality challenges. (shrink)

The overall objective of this dissertation is to study moral entrepreneurship within animal and business ethics in relation to moral change. In particular the current capability in bringing about moral change and its potential to do so.

Practice-based philosophy of science has gradually arisen in the sociology of scientific knowledge (SSK) and science and technology studies (STS) during the past decades. It studies science as an ensemble of practices and theorising as one of these practices. A recent study has shown how the practice-based approach can be methodologically justified with reference to Peirce and Dewey. In this article, I will explore one consequence of that notion: science, as practice, is necessarily social. I will disambiguate five different senses (...) in which science is social. First, science presupposes language, which is essentially social. Second, practices, including science, are adaptations of the behaviour of an organism to an environment, of which other organisms are a part. Third, practices, including science, are public and hence shareable. Fourth, scientific knowledge can serve as a vehicle of social and moral reform. Fifth, scientific knowledge can be applied to improve the human condition. This fivefold result bears on the problem of realism. (shrink)

In recent decades, the shift towards the “learnification” of educational discourse has de facto reframed educational purposes and schooling practice, thus reframing what students should know, strive for, and, in a sense, be. In this paper, given the efforts to disrupt the dominance of learning discourse, I seek to engage regarding a specific concern, namely, the progressive removal of imagination within educational official framework. Indeed, imagination has virtually disappeared from the documents, publications, web pages and recommendations of major educational agencies (...) and institutions worldwide, with important and potentially damaging consequences for schooling, teaching and learning. Employing a Deweyan perspective, I argue that imagination plays a crucial role in the creation of pivotal educational features and phenomena, such as knowledge, inquiry, choice and deliberation, critical agency, meaning creation, and, importantly, the openness of possibilities. Therefore, the eclipse of imagination becomes, at the very same time, the eclipse of education; nurturing imagination is about nurturing education. (shrink)

The classical philosophy of American pragmatism has experienced a striking renaissance within the social sciences during the last decade especially in France and Germany. My essay takes this development as a starting point to propose a historical and epistemological combination of pragmatism and sociological practice theory from an anthropological viewpoint. In the long run this combination is not only supposed to overcome their pretended incommensurateness in social theory, but to consolidate their methodological convergences, which, while actually reclaimed in international social (...) and cultural anthropology, still wait to be applied in a more systematic relation. Hence, the essay examines their respective approaches concerning knowledge, action and the importance of experience starting with William James and Émile Durkheim (1). In a second step, the concepts of experience and practice in the works of John Dewey and Pierre Bourdieu will be compared one to another (2). The essay finishes by outlining a possible combination based on emergence theory that still has to be developped (3). (shrink)

Common understandings of neuroethics, i.e., of its distinctive nature, are premised on two distinct sets of claims: (1) neuroscience can change views about the nature of ethics itself and neuroethics is dedicated to reaping such an understanding of ethics; (2) neuroscience poses challenges distinct from other areas of medicine and science and neuroethics tackles those issues. Critiques have rightfully challenged both claims, stressing how the first may lead to problematic forms of reductionism while the second relies on debatable assumptions about (...) the nature of bioethics specialization and development. Informed by philosophical pragmatism and our experience in neuroethics, we argue that these claims are ill-founded and should give way to pragmatist reconstructions. Namely, neuroscience, much like other areas of empirical research on morality, can provide useful information about the nature of morally problematic situations but it does not need to promise radical and sweeping changes to ethics based on neuroscientism. Furthermore, the rationale for the development of neuroethics as a specialized field need not to be premised on the distinctive nature of the issues it tackles or of neurotechnologies. Rather, it can espouse an understanding of neuroethics as both a scholarly and a practical endeavor dedicated to resolving a series of problematic situations raised by neurological and psychiatric conditions. (shrink)

We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options. However, conceptualizing (...) individuals as profit-maximizing actors neglects their freedom to reflect on the purposes and goals of their actions. We build on the work of pragmatist philosopher John Dewey, who distinguishes between habitualized and creative problem-solving behaviors, conceptualizes knowledge construction as a process of interdependent scientific social inquiry, and understands actors as having the freedom to determine what kind of people they wish to be. We apply pragmatist theory to business education and suggest equipping students with a plurality of theories, supplementing neoclassical economics with other economic perspectives and views from other disciplines on economic behavior. Moreover, we suggest putting students into learning situations that require practical problem solution through interdependent social inquiry, encouraging ethical reflection. In doing so, we contribute by linking the problematic conceptions of freedom identified in economic theorizing to the debate on responsible management education. We conceptualize a pragmatist approach to management education that explicitly re-integrates the freedom to discursively reflect on the individual and societal purpose of business activity and thereby makes existing tools and pedagogies useful for bringing potential freedom back into business. (shrink)

The late nineteenth- and early twentieth-century debate over ‘internal’ and ‘external’ relations is well explored, as far as its course in Britain is concerned. F. H. Bradley’s idealistic internalism, on the one hand, and Bertrand Russell’s realistic externalism, on the other, were at the center of this debate. Less well known, however, is that there was also a discussion about relations in the United States at the time. The central figures in this discussion were Edward Gleason Spaulding and John Dewey. (...) Like Russell, Spaulding advocated a realist-inspired externalism, while Dewey criticized this viewpoint from a pragmatist perspective. The aim of the present paper is to reconstruct the exchange between Spaulding and Dewey and to elaborate the specifics of this exchange. In doing so it will emerge, among other things, that, in contrast to Bradley’s idealist rejection of externalism, Dewey’s pragmatist attempt at a refutation was more in line with common sense and science and that Spaulding’s version of externalism differed markedly from Russell’s in its strong empirical orientation. Overall, an undeservedly forgotten chapter in the history of early twentieth-century American philosophy is revisited and reassessed. (shrink)

According to some Philosophy for Children theorists, the pedagogy of the Community of Inquiry hinges upon the acceptance of a pragmatist epistemology. The underlying idea is that it is possible to participate, and to justify participation, in a community of inquiry only if some pragmatist view of truth and knowledge is true and accepted by the participants engaged in dialogue. In this article we argue that this claim is false. In this way, we want to free the pedagogy of the (...) Community of Inquiry from some epistemological assumptions that we regard as unwarranted. To support our contention, we shall highlight two distinctions that are important in order to appreciate the connection between epistemology and education: first, the distinction between the disposition of intellectual humility and the belief in fallibilism; second, the belief in the existence of Cartesian certainties and the attitude of psychological certainty. Finally, we also argue that to vindicate dialogic inquiry it is neither necessary to adopt a pragmatist theory of truth, nor is it necessary to regard warranted judgement as the primary aim of inquiry. In contrast, we argue that truth is the aim of inquiry, and so is the aim of children when they participate in a dialogic inquiry. In this way we also suggest a justification of philosophy with children that does not instrumentalize it. (shrink)

Practice-based philosophy of science has gradually arisen in the sociology of scientific knowledge (SSK) and science and technology studies (STS) during the past decades. It studies science as an ensemble of practices and theorising as one of these practices. A recent study has shown how the practice-based approach can be methodologically justified with reference to Peirce and Dewey. In this article, I will explore one consequence of that notion: science, as practice, is necessarily social. I will disambiguate five different senses (...) in which science is social. First, science presupposes language, which is essentially social. Second, practices, including science, are adaptations of the behaviour of an organism to an environment, of which other organisms are a part. Third, practices, including science, are public and hence shareable. Fourth, scientific knowledge can serve as a vehicle of social and moral reform. Fifth, scientific knowledge can be applied to improve the human condition. This fivefold result bears on the problem of realism. (shrink)

The ecology of fear has become a common rhetoric in efforts to support climate mitigation. The thesis of the collapse is an extreme version, asserting the inevitable collapse of the world. Fear, then, becomes the ultimate emotion for spurring action. In this article, drawing on the work of the pragmatist John Dewey, we show that fear is an ambiguous emotion. Dewey stressed the quality of an emotion. Following his reasoning, this article draws a distinction between intense and moderate fear. Intense (...) fear annihilates action, while moderate fear fulfils the conditions for an emotion of quality (in the Deweyan sense), which enables action. For this reason, the thesis of the collapse must be rejected, while an ecology of fear, drawing on moderate fear, may be maintained. (shrink)

Bioethics has made a compelling case for the role of experience and empirical research in ethics. This may explain why the movement for empirical ethics has such a firm grounding in bioethics. However, the theoretical framework according to which empirical research contributes to ethics—and the specific role it can or should play—remains manifold and unclear. In this paper, we build from pragmatic theory stressing the importance of experience and outcomes in establishing the meaning of ethics concepts. We then propose three (...) methodological steps according to which the meaning of ethics concepts can be refined based on experience and empirical research: function identification, function enrichment, and function testing. These steps are explained and situated within the broader commitment of pragmatic ethics to a perspective of moral growth and human flourishing. We hope that this proposal will give specific direction to the bridging of theoretical and empirical research in ethics and thus support stronger actualization of ethics concepts. (shrink)

Relationships between patients and psychiatrists are shaped by a complex array of factors. The clinical experience centers on diagnostic and treatment decisions occurring in the context of a structured relationship that is regulated by principles of professional ethics and personal boundaries. At the same, however, patients and psychiatrists are unique and autonomous agents with emotional responses to one another that may evoke a wish for a personal friendship or other sorts of personal relationships that are outside the bounds of the (...) usual professionally defined structures. Negotiating the tension between the need for professional regulation and the desire for developing a friendship with certain patients can present clinical and ethical challenges in psychiatric practice. Pragmatist reasoning can help the psychiatrist and patient to successfully negotiate the dilemma that may arise when either or both of them wishes to develop a personal friendship but still adhere to the ethical tenets of the patient/psychiatrist professional dyad. (shrink)

In recent years, the growing scientific interest in design has led to great advances in our knowledge of authentic design processes. However, as these findings go counter to the existing theories in both design research and cognitive science, they pose a serious challenge for both disciplines: there is a wide gap between what the existing theories predict and what designers actually do. At the same time, there is a growing movement of research on authentic cognitive activities, which has among other (...) things documented the central roles of action and the physical environment in these activities, something that existing cognitive theories have overlooked and cannot properly account for. This creates an explanatory gap analogous to the one found in design. This book aims to fill both of these gaps with a cognitive theory of how designers work. It revolves around the roles of physical activities and working materials in design, and the theory explains at length how these have functions that are essential to cognition. The two threads of design and cognition run in parallel throughout the book: the cognitive theory is applied to design, but is also consistently related to cognition in general. The result is, in back cover text parlance, a 'provocative' account of cognition and human performance, which should be of interest to cognitive scientists as well as to design researchers. (shrink)

In this report on an interview-based school case study undertaken with seven school leaders using component theory analysis and the hermeneutic method, we reveal the relational essence of learning design at the Australian Science and Mathematics School. The phenomenon of learning togetherness presents, forged by deliberately practised notions of contributive leadership within open learning spaces and ongoing attention to new interdisciplinary curriculum forms. This case study highlights the phenomenological nature of a school that has been deliberately purposed for deep collaborative (...) learning forms, respecting student and teacher ideas in the process, and marginalising habitual industrial school design forms that constrain effective student and teacher learning. The study has relevance for school leaders and teachers wishing to pursue new school design forms within enabling learning cultures that attend more closely to the learning needs of young people poised to enter the Third and Fourth Industrial Revolutions. (shrink)

The many constraints of outer space experience challenge the human ability to coexist. Paradoxically, astronauts assert that on the international space station there are no conflicts or, at least, that they are able to manage their differences, behavioral as well as cognitive, in full respect of human rights and the imperatives of cooperative living. The question is: Why? Why in those difficult, a-terrestrial, and therefore almost unnatural conditions do human beings seem to be able to peacefully and collaboratively live together? (...) What is there beyond terrestrial boundary conditions that allows for such a result? And what can we learn from the astronauts’ experience about the effectiveness of human rights on Earth? My proposal is that the a-terrestrial dimension deeply alters the mind/body indexical framework and, in this way, disentangles the human inclination to semiosis from the cognitive and behavioral habits of categorization and territorialization inherent in the experience on Earth. If analyzed through the spectrum of an interdisciplinary approach involving anthropology, semiology, law, and human geography, I think that outer space enterprises can offer many insights into the cognitive and ethical/political hindrances to the effectiveness of human rights and their intercultural uses. Meanwhile the compulsive greed for a possessive territorialization of outer space and celestial bodies is growing by leaps and bounds. It haunts and imbues both astropolitics and space law. The astronauts’ semio-anthropological experience of human rights and cooperative coexistence seems to have been left in orbit. The future requires awareness and action by anthropologists, semioticians, cognitive scientists, geographers and lawyers, working all together in an interdisciplinary effort to move beyond approaching the experiential with a territorial mindset. The hope is that the “dark dream” of human exploitation/colonization of outer space will not turn from a political and legal speculation into a future reality. (shrink)

By tracing a specific development through the approaches of Peirce, James, and Dewey I present a view of (classical) pragmatist epistemology that invites comparison with recent work in feminist epistemology. Important dimensions of pragmatism and feminism emerge from this critical dialectical relationship between them. Pragmatist reflections on the role of reason and philosophy in a changing world encourage us to see that philosophy's most creative and most responsible future must also be a feminist one.

The purpose of this article is to present an understanding of knowledge and learning in organisations from pragmatist perspectives. Relying on the work of early pragmatists as well as contemporary pragmatists, we introduce a conceptualisation of knowledge as the outcome of inquiry. Knowledge, in this article, is presented as provisional, multi-perspective, both particular and general. Our point of departure here is that the chief value of knowledge is its usefulness in solving problems. Pragmatist views of knowledge are further explicated in (...) our discussion of four pragmatist themes, which we have identified as particularly viable on the basis of Jane Addams’ pragmatist view and the practice of democracy in organised life: 1) Knowledge as transactional in organisations, 2) Reciprocity and learning in organisations, 3) Experience-based knowledge and meaning-making in organisations, and 4) Sustainability as an ongoing, democratic process in organisations. In the pragmatist school of thought we draw upon, a predominant issue is always also the very purpose of knowledge, or what we refer to as ‘usefulness’. Under discussion, we argue that a pragmatist understanding of knowledge and learning in organisations allows us to move beyond the polarisation of cognitive-possession — social-process and instead work from an alternative framework, with a focus on processes of learning and knowledge in organisations that aim at integrative, democratic problem solving. (shrink)

In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres on the claim (...) that philosophical dialogue about what we should believe and value can help to effect a mutual adjustment between our reason and our sentiments and bring us to think as whole human beings. It argues the case by first looking at the use of reflective practical reason to effect a change in our desires and conduct when we deem them to be undesirable. The use of reason to provide us with courses of action and other practical remedies to deal with what we see as defects in our character suggests that our cognitive and affective powers are capable of working together through mutual adjustment. By extension, I argue that reason can help us to examine the moral dimension of problems and issues in various areas of study, while making our understanding of them responsive to our feelings. The introduction of an educational means to give effect to this mutual adjustment brings us back to the role of philosophy. Philosophy provides the opportunity for reasoned dialogue that brings the factual material that students encounter into connection with what they are learning to value. It brings a normative cast to the study of history, society, literature, art, science and technology and enables the knowledge that students gain through their studies to be applied to matters of value. In general, it brings moral sensitivity to all kinds of subject matter and enables students to apply their knowledge and intelligence to the formation of values. In the years since I wrote this piece, I had the privilege to assist with the initial draft of documents on ethical understanding as a general competence in the Australian national curriculum and of constructing and implementing a pilot program for ethical inquiry in New South Wales primary schools, which led to ethics becoming an option for students who do not attend religious instruction. In different ways, both experiences brought home to me the importance of incorporating considerations of value throughout the curriculum and the value of philosophical inquiry as a means of doing so. Reflection on these experiences resulted in my book Teaching Ethics in Schools. (shrink)

In this article we contend that attempts to foster democratic education in the United States' public schools rarely include mathematics class in meaningful ways. We begin with Dewey's conception of democracy and then argue that current ways of thinking about mathematics do not provide adequate foundations for democratic mathematics education. Our reconceptualization of mathematics draws on Dewey's uniquely humanistic philosophy of mathematics. We conclude with some implications of democratic mathematics education for school and society. Thus, this project seeks to blur (...) the theory-practice dualism, developing a theoretical argument which draws sustenance from and seeks to contribute back to educational practice. (shrink)

The present paper describes a joint action paradigm in which individuals or pairs utilized two computer keys to keep a dot stimulus moving inside a larger rectangle. Members of a pair could neither see nor hear each other. This paradigm allowed us to combine the discrete-trial type dependent variables commonly utilized by representational theorists, with the continuous, temporal dependence variables utilized by dynamical theorists. Analysis revealed that individuals kept the dot in the rectangle longer than dyads and did so by (...) moving it back and forth within the rectangle. Dyads, however, pressed their individual buttons as quickly as possible in order to keep the dot near the middle of the rectangle. These findings indicate that joint action constitutes a multi-scale phenomena that is best investigated via multiple, complementary methodologies versus single-measure, competing theories. (shrink)