This paper presents some results of a case study of the usage of the social networking platform studiVZ by students in Salzburg, Austria. The topic is framed by the context of electronic surveillance. An online survey that was based on questionnaire that consisted of 35 (single and multiple) choice questions, 3 open-ended questions, and 5 interval-scaled questions, was carried out (N = 674). The knowledge that students have in general was assessed with by calculating a surveillance knowledge index, the critical (...) awareness towards surveillance by calculating a surveillance critique index. Knowledge about studiVZ as well as information behaviour on the platform were analyzed and related to the surveillance parameters. The results show that public information and discussion about surveillance and social networking platforms is important for activating critical information behaviour. In the case of studiVZ, a change of the terms of use in 2008 that brought about the possibility of targeted personalized advertising, was the subject of public discussions that influenced students’ knowledge and information behaviour. (shrink)

In modern continental thought, natural science is widely portrayed as an exclusively instrumental mode of reason. The breadth of this consensus has partly preempted the question of how it came to persuade. The process of persuasion, as it played out in Germany, can be explored by reconstructing the intellectual exchanges among three twentieth-century theorists of science, Heidegger, Habermas, and Werner Heisenberg. Taking an iconic Heisenberg as a kind of limiting case of “the scientist,” Heidegger and Habermas each found themselves driven (...) to place new constraints on their previously more capacious assessments of science, especially its capacity to reflect on its method. Tracing how that happened, through archival and historical contextualization and close readings of their texts, lets us make visible Heidegger and Habermas’s intellectual affinities and argumentative parallels, which derived not only from their shared grounding in earlier reactions against positivism, but also from confrontation with contemporary events. The latter included, for Heidegger, the rise of a technically powerful science exemplified by nuclear physics, and for Habermas, post-World War II controversies over science, technology, and their socially critical possibilities. (shrink)

How and from where can power be criticized and resisted? The advent of new managerial forms of power has brought the question once more to the fore. One of the salient issues is whether the ubiquity and apparent omnipotence of contemporary forms of managerial power renders critique and resistance difficult. This article compares the critical potential of French pragmatic sociology and Foucauldian-inspired genealogy. We argue that both approaches offer viable critiques of contemporary forms of power. Yet, whereas the critique of (...) pragmatic sociology hinges on the position of those who exercise critique and/or resist, genealogical critique depends on the concrete form of power that is being scrutinized. We argue that even though we see critique as modus as more convincing than critique as locus, the two approaches can inspire each other in order to advance effective critique. (shrink)

Technologies have always been bearers of profound changes in science, society, and any other aspect of life. The latest technological revolution—the digital revolution—is no exception in this respect. This paper presents the revolution brought about by digital technologies through the lenses of a specific approach: the philosophy of information. It is argued that the adoption of an informational approach helps avoiding utopian or dystopian approaches to technology, both expressions of technological determinism. Such an approach provides a conceptual framework able to (...) address the ethical challenges that digital technologies pose, without getting stuck in the dichotomous thinking of technological determinism, and to bring together ethics, ontology, and epistemology into a coherent account. (shrink)

Three things must be clarified before we can proceed with the examination. These are the terms sustainability, politics and megatrend. Unfortunately, all three are ambiguous and few disciplines have arrived at a consistent definition for any of them. While we will not resolve the ambiguity to everyone's satisfaction, we will attempt to achieve an extensional bargain (Rappaport, 1953) through which we develop an understanding of how we are using the terms. First, sustainable development became a construct in 1987 through the (...) Brundtland Report (Brundtland, 1987) and has remained ambiguous ever since. This is where we begin our examination of sustainable consumption. Megatrend, as a phenomenon, has been defined in a multitude of ways over the past thirty-five years. In this chapter, we adopt the criteria set forth by Mittelstaedt et al. (2014) for categorising megatrends, but will use a broader interpretation of what constitutes megatrends. Finally, our use of the term political will be broader than the more common use of the term relating to legal structures, laws or agencies, and include the underlying institutions that frame the more micro aspects of politics. This approach is necessary because of the scale of sustainability and megatrends in both time and space. (shrink)

Classical realist thought provides a diagnosis of the significance nuclear weapons that calls into question the very possibility of politics in the nuclear age. While sharing similarities with this...

ABSTRACTIn this paper I critically analyze the work of Shepard Fairey, the street artist better known as OBEY, as a multimodal discourse. After introducing the notion of street art, I analyze Fairey’s aesthetics, inspired in Pop Art and Soviet Constructivism, as well as his accounts on his own art, in order to unveil his ideology. I then discuss a particular case, concerning the pastiche of the Che Guevara’s image. I will show that the seemingly subversive nature of OBEY’s work, is (...) nothing more than marketing. Consequently, by industrially producing and commodifiying dissent, OBEY banalizes and deactivates it. According to the dichotomy between oppositional and emergent discourses, I conclude that OBEY enacts only an oppositional behavior. Moreover, by ‘manufacturing propaganda dissent’, OBEY performs protest, but in doing so he contributes to perpetuating the system he says he fights against. (shrink)

A political interview intended to justify refugee detention in Australia is analysed using an interdisciplinary critical discourse method. Barthesian semiotic theory in which the ‘Other’ is the foundation of national myth provides a context for a close textual analysis using Hallidayan linguistics. The lexico-grammatical analysis identifies features associated with processes, grammatical metaphors, and nominals. Essentially, the effect is to blunt agency and distance the speaker, but, more importantly, create a classificatory system that allows humans to be treated in certain ways (...) according to bureaucratic procedures. The discursive strategy is labelled technologizing the inhumane because it objectifies the subjective, turning profound human issues into technical issues. Analysed discursively, the interview reveals how discursive control is established and how democracy is represented as impeding the orderly procedure of ‘objective’ procedures. (shrink)

The years since the rise of gay liberation in 1969 have seen remarkable changes in the realm of sexuality. Lesbians and gay men have won important rights and attained a cultural visibility that would have been impossible to imagine even thirty years ago. Yet these rights are limited, and apply only to specific sections of those who face exclusion, discrimination or violence on the basis of their queerness in the realm of gender and/or sexuality.

The goal of this article is to present a first list of ethical concerns that may arise from research and personal use of virtual reality (VR) and related technology, and to offer concrete recommendations for minimizing those risks. Many of the recommendations call for focused research initiatives. In the first part of the article, we discuss the relevant evidence from psychology that motivates our concerns. In Section “Plasticity in the Human Mind,” we cover some of the main results suggesting that (...) one’s environment can influence one’s psychological states, as well as recent work on inducing illusions of embodiment. Then, in Section “Illusions of Embodiment and Their Lasting Effect,” we go on to discuss recent evidence indicating that immersion in VR can have psychological effects that last after leaving the virtual environment. In the second part of the article, we turn to the risks and recommendations. We begin, in Section “The Research Ethics of VR,” with the research ethics of VR, covering six main topics: the limits of experimental environments, informed consent, clinical risks, dual-use, online research, and a general point about the limitations of a code of conduct for research. Then, in Section “Risks for Individuals and Society,” we turn to the risks of VR for the general public, covering four main topics: long-term immersion, neglect of the social and physical environment, risky content, and privacy. We offer concrete recommendations for each of these 10 topics, summarized in Table 1. (shrink)

The present article aims at investigating the political aspects of Wittgenstein’s later philosophy, focusing mainly on the Philosophical Investigations. This theme remains rather marginal within Wittgensteinian scholarship, facing the key challenge of the sparsity of explicit discussions of political issues in Wittgenstein’s writings. Based on the broader anthropological and synecdochic character of Wittgenstein’s later philosophy, the main objective of the article is to make explicit the implicit political import of some of the main themes of the Philosophical Investigations. This is (...) done by correlating them with certain political concepts and issues, such as reification, mystification, emancipation, self-institution and the common. In such a way, a new light is shed on Wittgenstein’s influence on and his relevance to contemporary political theory, while at the same time the first steps are taken for the enrichment of the discussion regarding personal and social autonomy and the critique of late capit... (shrink)

World Crisis and Underdevelopment examines the impact of poverty and other global crises in generating forms of structural coercion that cause agential and societal underdevelopment. It draws from discourse ethics and recognition theory in criticizing injustices and pathologies associated with underdevelopment. Its scope is comprehensive, encompassing discussions about development science, philosophical anthropology, global migration, global capitalism and economic markets, human rights, international legal institutions, democratic politics and legitimation, world religions and secularization, and moral philosophy in its many varieties.

The Critical Theory of the early Frankfurt School promised, in Adorno’s words, a ‘rational critique of reason’. Science and Technology Studies can play a role in the renewal of this approach. STS is based on a critique of the very same technocratic and scientistic assumptions against which Critical Theory argues. Its critique of positivism and determinism has political implications. But at its origins STS took what Wiebe Bijker called the ‘detour into the academy’ in order to institutionalize itself as a (...) social science. It adopted empirical methods, developed case histories, and limited its scope, avoiding politically controversial issues. Its latent political critique has become explicit in recent years as STS has responded to the rise of technical politics by broadening its concerns. Its wide scope converges with the equally encompassing Critical Theory. Together, STS and Critical Theory offer a new concept of politics. (shrink)

A work ehic is a value-based motivation for working. In the now developed world, three such values have been stressed over time: soial status, duty, and wealth or, simply, money. Craft pride has also been proffered but is increasingly a victim of automation. Each will be considered here. First, however, a few remarks about how socio-economic conditions influence a society's stance regarding one's obligation to work.

This paper discusses and criticizes Joseph Nye’s account of soft power. First, we set the stage and make some general remarks about the notion of social power. In the main part of this paper we offer a detailed critical discussion of Nye’s conception of soft power. We conclude that it is too unclear and confused to be of much analytical use. However, despite this failure, Nye is aiming at explaining an important but also neglected form of social power: the power (...) to influence the will and not just the behavior of other agents. In the last part of this paper we briefly discuss Steven Lukes’ alternative view of a “third dimension” of power and end with a sketch of a more promising way to account for this neglected form of power. (shrink)

Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full-fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of (...) education and, by implication, in society as a whole. This article focuses on this growing interest by offering a survey of the main arguments and ideas that have given shape to the idea of philosophy for children in recent decades. This aim is twofold: first, to make more familiar an actual educational practice that is not at all well known in the field of academic philosophy itself; and second, to invite a re-thinking of the relationship between philosophy and the child ‘after Lipman’. (shrink)

The debate between Marcuse and Habermas over technology marked a significant turning point in the history of the Frankfurt School. After the 1960s Habermas's influence grew as Marcuse's declined and Critical Theory adopted a far less Utopian stance. Recently there has been a revival of quite radical technology criticism in the environmental movement and under the influence of Foucault and constructivism. This article takes a new look at the earlier debate from the standpoint of these recent developments. While much of (...) Habermas's argument remains persuasive, his defense of modernity now seems to concede far too much to the claims of autonomous technology. His essentialist picture of technology as an application of a purely instrumental form of nonsocial rationality is less plausible after a decade of historicizing research in technology studies. The article argues that Marcuse was right after all to claim that technology is socially determined even if he was unable to develop his insight fruitfully. The article derives a new approach to technology criticism from both constructivism and Habermas's communication theory. The essence of technology is shown to be historical and reflexive, like the essence of other social institutions. As such an institution, its rationality is always implemented in value?biased forms subject to political critique. (shrink)

An extended review essay on Andrew Feenberg's Heidegger and Marcuse that argues that the concept of negation in Hegel is distinct from that in Heidegger which makes such an attempted synthesis problematic.

This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...) the fundamental, overall intellectual aims and methods of inquiry. At present inquiry is devoted to the enhancement of knowledge. This needs to be transformed into a kind of rational inquiry having as its basic aim to enhance personal and social wisdom. This new kind of inquiry gives intellectual priority to the personal and social problems we encounter in our lives as we strive to realize what is desirable and of value – problems of knowledge and technology being intellectually subordinate and secondary. For this new kind of inquiry, it is what we do and what we are that ultimately matters: our knowledge is but an aspect of our life and being. (shrink)

The article is a critical examination of Marcuse's speculations about the possibility of determining a biological foundation for ethical norms. It considers three key objections to this project: that Marcuse fails to adequately define needs, that he misinterprets Freud, and that, details aside, he fundamentally misunderstands what a `biological' foundation for ethics would entail. The objections are accepted, to varying degrees, as regards the content of Marcuse's argument. The article concludes, however, with a different account of biological foundations designed to (...) rescue the deeper aims of Marcuse's project. Key Words: biology • ethics • foundation • Herbert Marcuse • needs • socialism. (shrink)

has become an honorific title used by researchers to commend their work, or the particular approach they adopt. Conversely, the work of others is often dismissed on the grounds that it is "uncritical". However, there are important questions about what the term critical means, about what we should be critical of, and about the form that criticism ought to take. These questions are addressed here in relation to both the role of the social researcher itself and that of researchers operating (...) as public intellectuals. It is argued that the distinction between these roles is an important one, and has implications for what can legitimately be criticised, on what grounds, and in what way. In each case, there are proper limits to criticism, albeit different ones. Like anything else, criticism is not always a good thing. Key Words: critical social research • scientific criticism • social criticism • public intellectuals. (shrink)

It is common for social theorists to utilize the metaphors of ‘flow’, ‘fluidity’, and ‘liquidity’ in order to substantiate the ways in which speed and mobility form the basis for a new kind of information or network society. Yet rarely have these concepts been sufficiently theorized in order to establish their relevance or appropriateness. This article contends that the notion of flow as utilized in social theory is profoundly metaphysical in nature, and needs to be judged as such. Beginning with (...) a discussion of the accelerating timescape that characterizes the network society, it will then move on to examine three main issues with this ‘metaphysics of flux’. First, that the concept of flows unjustly privileges the process of becoming and, as a result, is unable to account for the materiality, substantiality, and agency of the objects being mobilized, and the contingency of their mediation. Second, that it posits the accelerating tendencies of capital as an ontological inevitability, thus discounting resistance to such forces. Finally, that it ignores the human faculty for reason and speculative thought in developing alternative means of political praxis. The solution, it will be argued, is not to abandon metaphysical accounts of the network society, but rather to challenge those accounts that, in exhibiting a crude empiricism, work to justify the status quo. (shrink)

Youth is a historical construction and an answer to a specific challenge of individualisation in biography. And, as a historical and social construction, youth has to be learned. This article focuses on youth development from an action or activity theory perspective and as a learning process. It demonstrates how different youth problems and forms of youth differentiation follow forms of youth learning. Moreover, it shows how late modern development creates the demand for a new non-formal learning perspective to secure the (...) development of new forms of competence. Based on Danish research concerning peer learning as a non-formal learning context, some perspectives of peer-learning competence are discussed. (shrink)

In this paper, I explore Wittgenstein’s inheritance of one specific strand of Kant’s criticism, in the Critique of Pure Reason, of reason’s inherent pretensions to totality. This exploration reveals new critical possibilities in Wittgenstein’s own philosophical method, challenging existing interpretations of Wittgenstein’s political thought as “conservative” and exhibiting the closeness of its connection to another inheritor of Kant’s critique of totality, the Frankfurt school’s criticism of “identity thinking” and the reification of reason to which it leads. Additionally, it shows how (...) Wittgenstein’s linguistic philosophy offers to challenge and undermine, in a historically novel way, the metaphysical assumptions underlying some of our most characteristic and ubiquitous social practices. (shrink)

This article puts forth 2 competing notions of the American Dream, 1 radical and 1 conservative (both put forth by Thomas Jefferson), as the basis for 2 competing public philosophies of American democracy and education. This article traces out the ecology of inequality that has determined the context of these 2 competing public philosophies, especially in relation to the evolution of U.S. education. The ideology of the American Dream is still a potent philosophical means for constructing reformist discourses for American (...) politics and education. The rhetoric of the American Dream focuses on the unrealized promises found within the Declaration of Independence and it articulates the need of equality and freedom for all members of our society. This article traces the framework of these conflicting American Dreams from their inception and into our contemporary context. (shrink)

Could a person ever transcend what it is like to be in the world as a human being? Could we ever know what it is like to be other creatures? Questions about the overcoming of a human perspective are not uncommon in the history of philosophy. In the last century, those very interrogatives were notably raised by American philosopher Thomas Nagel in the context of philosophy of mind. In his 1974 essay What is it Like to Be a Bat?, Nagel (...) offered reflections on human subjectivity and its constraints. Nagel’s insights were elaborated before the social diffusion of computers and could not anticipate the cultural impact of technological artefacts capable of materializing interactive simulated worlds as well as disclosing virtual alternatives to the “self.” In this sense, this article proposes an understanding of computers as epistemological and ontological instruments. The embracing of a phenomenological standpoint entails that philosophical issues are engaged and understood from a fundamentally practical perspective. In terms of philosophical praxis, or “applied philosophy,” I explored the relationship between human phenomenologies and digital mediation through the design and the development of experimental video games. For instance, I have conceptualized the first-person action-adventure video game Haerfest (Technically Finished 2009) as a digital re-formulation of the questions posed in Nagel’s famous essay. Experiencing a bat’s perceptual equipment in Haerfest practically corroborates Nagel’s conclusions: there is no way for humans to map, reproduce, or even experience the consciousness of an actual bat. Although unverifiable in its correspondence to that of bats, Haerfest still grants access to experiences and perceptions that, albeit still inescapably within the boundaries of human kinds of phenomenologies, were inaccessible to humans prior to the advent of computers. Phenomenological alterations and virtual experiences disclosed by interactive digital media cannot take place without a shift in human kinds of ontologies, a shift which this study recognizes as the fundamental ground for the development of a new humanism (I deem it necessary to specify that I am not utilizing the term “humanism” in its common connotation, that is to say the one that emerged from the encounter between the Roman civilization and the late Hellenistic culture. According to this conventional acceptation, humanism indicates the realization of the human essence through “scholarship and training in good conduct” (Heidegger 1998, p. 244). However, Heidegger observed that this understanding of humanism does not truly cater to the original essence of human beings, but rather “is determined with regard to an already established interpretation of nature, history, world, and […] beings as a whole.” (Heidegger 1998, p. 245) The German thinker found this way of embracing humanism reductive: a by-product of Western metaphysics. As Heidegger himself specified in his 1949 essay Letter on Humanism, his opposition to the traditional acceptation of the term humanism does not advocate for the “inhuman” or a return to the “barbaric” but stems instead from the belief that the humanism can only be properly understood and restored in culture as more original way of meditating and caring for humanity and understanding its relationship with Being.). Additionally, this study explicitly proposes and exemplifies the use of interactive digital technology as a medium for testing, developing and disseminating philosophical notions, problems and hypotheses in ways which are alternative to the traditional textual one. Presented as virtual experiences, philosophical concepts can be accessed without the filter of subjective imagination. In a persistent, interactive, simulated environment, I claim that the crafting and the mediation of thought takes a novel, projective (In Martin Heidegger’s 1927 Being and Time, the term “projectivity” indicates the way a Being opens to the world in terms of its possibilities of being (Heidegger 1962, pp. 184–185, BT 145). Inspired by Heidegger’s and Vilem Flusser’s work in the field of philosophy of technology as well as Helmuth Plessner’s anthropological position presented in his 1928 book Die Stufen des Organischen und der Mensch. Einleitung in die philosophische Anthropologie, this study understands the concept of projectivity as the innate openness of human beings to construct themselves and their world by means of technical artefacts. In this sense, this study proposes a fundamental understanding of technology as the materialization of mankind’s tendency to overcome its physical, perceptual and communicative limitations.) dimension which I propose to call “augmented ontology.”. (shrink)

Four basic problems that a theory of science has to deal with concern epistemology, structure, causality, and dynamics of science. These problems deal with the relationship of induction/deduction, actors/structures, internal/external factors, and continuity/discontinuity. Traditionally they have been solved one-sidedly. Considering science as a self-organizing system allows a more integrative approach. Science is a complex, nonlinear system that is made up of two moments: scientific actors and scientific structures. Scientific self-organization operates synchronously and diachronically. Synchronous scientific self-organization is a mutual production (...) process between scientific actors and structures. Scientific systems are self-organizing units that perform the production of theories and truths by the way of a productive, circular causal duality of scientific actors and scientific structures. Science is a dynamic system where research practices produce and reproduce structures that produce and reproduce research practices. Scientific structures are medium and outcome of scientific actions. At the action level one can find a systemic hierarchy that is made up of individual researchers, research groups, scientific communities, and the overall scientific community. Scientific structures include theories, research institutions, technologies, journals, publications, science funds; norms, values, and rules of scientific conduct. The main scientific practices can be categorized as genuinely scientific practices (innovation, dissemination, scientific interchange, funding-related activities, teaching), cultural practices (public discourse), political practices (science policy), and economic practices (action related to scientific knowledge as commodities, patents, science-industry-partnerships, sponsorship). Science is an open system that is structurally coupled to other subsystems of society, it is neither internally, nor externally determined, its development is caused by a complex interplay of internal and external factors, it is a relatively autonomous system. Systems in nature and society act as a sort of data for the scientific system, research processes establish an informational relationship between the scientific system and its environment in the sense that theories are complex, non-linear reflections of environmental processes. Due to the fact that all complex systems are informational, one can say that science produces information about information systems. Science is a 2nd order information system, it produces meta-information. Philosophy of science is a science of science, it produces information about information about information, it is a 3rd order information system. The metaphor of science as a grand hypertext refers to the self-referential character of scientific texts. A scientific text by the way of citation refers to other scientific texts, it incorporates part of the history of science, and methodologically discusses other texts. The formation of scientific knowledge can be described as a double-process of induction and deduction, abstraction and concretization, where scientific knowledge consists of both empirical knowledge and theoretical knowledge and is formed in loop that consists of two self-organization processes. The self-organization of scientific knowledge is a mutually productive relationship between experience and theory. Scientific knowledge is a unity of experience and theory. The self-organization of scientific knowledge is a dialectical cycle where signals from material reality are transformed into experienced data that is interpreted and results in hypotheses and theories which are transformed into methods and technologies that are employed in order to cause effects in material reality that can again be observed as data. In this self-organization process there is the bottom-up-emergence of theoretical knowledge and the top-down-emergence of experiences and material effects. Each scientific theory is a truth claim, but one that is based on a systematic methodology, permanent evaluation and correction, and conflict-based discourse. Hence scientific truths are not absolute truths, they are truths-in-question, truths-in-discourse, and truths-in-conflict, and truths-in-development. One can distinguish formal, adequate, discursive, and practical truth of a theory. Due to the fact that the knowledge-based society is a high risk society, practical truth of science in the form of an ethically responsible science is of central importance. Diachronic self-organization of science means that dominant scientific paradigms at some point of time loose their effectiveness, paradoxes and instabilities show up, science enters crisis, a new dominant paradigm emerges. If a large gap between scientific theory and the problems posed for science by itself and by society emerges, the dominant structural patterns are increasingly questioned. This can have scientific or wider societal causes, or a combination of both. The resulting crisis is a process of creation and destruction. The whole process is one of the emergence of scientific order from noise. Variation is a permanent phenomenon of scientific evolution, but in phases of instability where the self-organization of science shifts from self-reproduction to order from noise the degree of variation and development by chance is much larger. (shrink)

Existing theories of capital, neo-classical as well as Marxist, are anchored in the material sphere of production and consumption. This article offers a new analytical framework for capital as a crystallization of power. The relative nature of power requires accumulation to be measured in differential, not absolute, terms. For absentee owners, the main goal is not to maximize pro.ts, but rather to ‘beat the average’ and exceed the ‘normal rate of return’. The theoretical framework builds on Thorstein Veblen’s separation of (...) industry from business and on Lewis Mumford’s dichotomy between democratic and authoritarian techniques. Extending their contributions, we argue that capital is a business, not an industrial category, a human mega-machine rather than a material artefact. Indeed, it is the social essence of capital which makes accumulation possible in the .rst place. Capital measures the present value of future business earnings, and these depend not on the productivity of industry as such, but on the ability of absentee owners strategically to limit such productivity to their own differential ends. Introducing the twin concepts of the ‘differential power of capital’ (DPK) and the rate of ‘differential accumulation’ (DA), we examine the non-linear and possibly negative link between industrial growth and accumulation in the USA. (shrink)

While Cavell is well known for his reinterpretation of the later Wittgenstein, he has never really engaged himself with post-Investigations writings like On Certainty. This collection may, however, seem to undermine the profoundly anti-dogmatic reading of Wittgenstein that Cavell has developed. In addition to apparently arguing against what Cavell calls ‘the truth of skepticism’ – a phrase contested by other Wittgensteinians – On Certainty may seem to justify the rejection of whoever dares to question one’s basic presuppositions. According to On (...) Certainty, or so it seems, the only right response to someone with different certainties is a reproach like ‘Fool!’ or ‘Heretic!’. This article aims to show that On Certainty need not be taken to prove Cavell wrong. It explains that Wittgenstein, in line with the first two parts of The Claim of Reason, does not reject scepticism out of hand but rather questions the sceptic’s self-understanding. Using arguments from Part Three of The Claim, the article moreover argues that a confrontation with divergence calls for self-examination rather than self-righteousness. Precisely because Wittgenstein acknowledges ‘the groundlessness of our believing’ or, in Cavellian terms, ‘the truth of skepticism’, he is not the authoritarian thinker that some have taken him to be. (shrink)

Little of the work in critical and hermeneutical psychology has been linked to instructional technology. This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness (...) regarding cultural, political, and other issues. IT professionals are encouraged to engage reflectively with the power‐relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively. (shrink)

The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’ . Then, (...) what political projects do critical pedagogies present to us? What alternative visions of schooling do critical pedagogies offer against the mainstream pedagogy? The purpose of this paper is to identify main projects of critical pedagogy, and to explore overarching politics that underlie the field of critical pedagogy. Although there are diverse theories and approaches in critical pedagogy, three overarching projects can be identified, which I call: 1) the project of experience, 2) the project of anti‐system, and 3) the project of inclusion. Based on an examination of the general trends and characteristics of these three projects of critical pedagogy, I argue that three prominent politics that underlie the field of critical pedagogy are culturalist politics, self/identity politics, and grassroots politics. In trying to better understand why and how critical pedagogy has developed the political stances as it has, the last part of the paper links these three politics to the historical developments of the New Left and the New Social Movements. (shrink)

The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’ (, p. (...) 108). Then, what political projects do critical pedagogies present to us? What alternative visions of schooling do critical pedagogies offer against the mainstream pedagogy? The purpose of this paper is to identify main projects of critical pedagogy, and to explore overarching politics that underlie the field of critical pedagogy. Although there are diverse theories and approaches in critical pedagogy, three overarching projects can be identified, which I call: 1) the project of experience, 2) the project of anti‐system, and 3) the project of inclusion. Based on an examination of the general trends and characteristics of these three projects of critical pedagogy, I argue that three prominent politics that underlie the field of critical pedagogy are culturalist politics, self/identity politics, and grassroots politics. In trying to better understand why and how critical pedagogy has developed the political stances as it has, the last part of the paper links these three politics to the historical developments of the New Left and the New Social Movements. (shrink)

Critical pedagogy speaks of teachers as liberating and transformative intellectuals.Yet their voice is absent from its discourse.The emancipatory action research, described in this article, created a dialogue between teachers and the ideas concerning oppression and liberation found in Neo-Marxist pedagogies. It strongly suggests that teachers can contribute to the further development of these ideas. It indicates that Critical Theory’s perceptions of the totality of oppression were largely accepted by these teachers after their own inner-reflective processes.Yet, the teachers rejected the dyadic (...) perception of oppressors and oppressed, and that of the ‘victimization’ of the subject, as they perceived such an approach to weaken the subject and exempt him/her from the struggle for liberation. They also highlighted the problematic aspects of positive utopia, which many of the critical pedagogies share, and offered a modest, yet intellectually rich perception of the struggle for liberation. As opposed to the static positive utopia that many of Neo-Marxist pedagogies offer, they suggested a dynamic and subjective perception of liberation; one that is neither restricted by the past nor by locality. This research suggests that teachers could well make a valuable contribution to the formation of a new counter-education. And that the development of a new pedagogical language in education could benefit by being done with them rather than for them. (shrink)

This paper begins by defending the twofold relevance, political and theoretical, of the notion of social suffering. Social suffering is a notion politics cannot do without today, as it seems indispensable to describe all the aspects of contemporary injustice. As such, it has been taken up in a number of significant research programmes in different social sciences (sociology, anthropology, social psychology). The notion however poses significant conceptual problems as it challenges disciplinary boundaries traditionally set up to demarcate individual and social (...) phenomena. I argue that philosophy has a role to play in the attempt to integrate the diverging perspectives stemming from the social sciences. I attempt to show that, as it engages with the social sciences to account for the conceptual and normative issues thrown open by the question of social suffering, philosophy in fact retrieves the very idea of critical theory, as a conjugated critique of social reality and of its knowledge. I conclude by showing how the question of social suffering then becomes a useful criterion to distinguish between the different existing approaches in critical theory. (shrink)

This paper outlines the background and significance of philosophy of technology as a focus of inquiry emerging within nursing scholarship and research. The thesis of the paper is that philosophy of technology and nursing is fundamental to discipline development and our role in enhancing health care. It is argued that we must further our responsibility and interest in critiquing current and future health care systems through philosophical inquiry into the experience, meaning and implications of technology. This paper locates nurses as (...) important contributors to the use and integration of health care technology and identifies nursing as a discipline that can provide specific insights into the health experience of individuals, cultures and societies. Nurses are encouraged to undertake further examination of epistemological, ontological and ethical challenges to arise from technology as a focus of philosophical inquiry. The advancement of philosophy of technology and nursing will make a profound contribution to inquiry into the experience of technology, the needs of humanity and the development of appropriate health care. (shrink)

This paper consists of an introduction to the life and work of Iring Fetscher by the interviewer, followed by a conversation with Fetscher, and notes. In the interview, Fetscher discusses his relationship to Marxism, Hegelianism, Lukács, and the Frankfurt School, as well as his critique of Althusser. The contribution of Fetscher, an extremely well-known German specialist on Soviet and Marxist thought, is here discussed in greater detail than anywhere else to date in the English-language scholarly literature.

: This essay explores how early approaches in feminist aesthetics drew on concepts honed in the field of feminist legal theory, especially conceptions of oppression and equality. I argue that by importing these feminist legal concepts, many early feminist accounts of how art is political depended largely on a distinctly liberal version of politics. I offer a critique of liberal feminist aesthetics, indicating ways recent work in the field also turns toward critical feminist aesthetics as an alternative.

Tracing the interplay between theory and practice in the dynamics of philosophical argument, This paper represents philosophy as an open, Critical discipline, Which keeps asking the same fundamental questions about knowledge, Reality, Justice, Freedom, Harmony and truth under changing historical conditions. In the light of this, The present impasse of human thought which manifests itself in the confrontation between totalitarian functionalism in the west on the one hand and totalitarian ideologism in the east on the other, The need for a (...) reversal of thinking becomes evident. The present deadlock of human thought and the confrontation between west and east resulting from it can be broken only if one-Sided functional practice is replaced by fully-Fledged human practice. This requires moving beyond popper's one-Dimensional 'critical' rationalism and marxism-Leninism's 'scientific' dialectical materialism to a critical humanism, Based on man's contingent experience of reality. (shrink)

This paper presents an 'internal' criticism of Winch's seminal 'Understanding a Primitive Society'. It distinguishes between two contrasting approaches to critical social understanding: (1) the metaphysical approach, central to the whole tradition of critical philosophy and critical social theory from Kant, through Marx to the Frankfurt School and contemporary theorists such as Habermas and Searle; (2) the descriptive approach, advocated by Winch, and which derives from Wittgenstein's critique of philosophical theory. It is argued, against a long tradition of 'critical theory' (...) depicting Wittgenstein's philosophy as irredeemably 'conservative', that the descriptive approach is perfectly apt for generating a critical understanding of central Western institutions. Rather than seeking to provide an explanatory theory through which to discern what allegedly is imperceptible to theoretically unaided perception (i.e. the metaphysical approach), the descriptive approach aims for a 'perspicuous presentation' of our everyday practices and institutions in such a way as to see their 'irrational' and 'alienating' dimensions. Winch's basic position in 'Understanding a Primitive Society' is endorsed, but it is argued that ultimately he fails in his descriptive intent. In place of the Christian prayer analogy that Winch invokes in order to make sense of Zande witchcraft, it is proposed that Western commodity production and exchange provide a more appropriate, instructive, and critical comparison. (shrink)

The paper asks how certain zones of technical practice or technologies come to matter as "the Technological", a way of construing political change in terms of technical innovation and invention. The social construction of technology (SCOT) established that things mediate social relations, and that social practices are constantly needed to maintain the workability of technologies. It also linked the production, representation and use of contemporary technologies to scientific knowledge. However, it did all this at a certain cost. To understand something (...) as socially constructed implies that it can be positioned on a pre-given social grid. Making this understanding stick risks affronting others with the claim that their position is not singular, only ordinary. It also runs the risk of not having purchase on those aspects of technological relationality that overflow the framing context of the social (Callon et al. 2002). Building on the ground prepared by SCOT and relying on the work of (Stengers 2000) and (Simondon 1964, 1989), the paper discusses how technologies could be understood as relational events within the contemporary political space. Developing an account of technologies centred on relationality, this paper outlines an epistemology and ontology of the anomalies of technological events, and suggests how excess could explain the Technological. (shrink)

Simon A Longstaff; Democratic Education and the Curriculum Safety-net: a tantalising illusion?, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2.

The approach to AIDS as a disease and a threat for social discrimination is used as an example to illustrate a conceptual thesis. This thesis is a claim that concerns what we call a medical issue or not, what is medicalised or needs to be demedicalised. In the friction between medicalisation and demedicalisation as discursive strategies the latter approach can only be effected through the employment of discourses or discursive strategies other than medicine, such as those of the law and (...) of economics. These discourses each realise different values, promote a different subject, and have a different concept of man. The concept of discourse is briefly outlined against concepts such as the linear growth concept of science and the growth model of science as changes in paradigm. The issue of testing for AIDS shows a conflict between the medical and the legal discourse and illustrates the title of our contribution: the human body as field of conflict between discourses. (shrink)