Academic freedom has often been defended in a progressivist manner: without academic freedom, creativity would be in peril, and with it the advancement of knowledge, i.e. the epistemic progress in science. In this paper, I want to critically discuss the limits of such a progressivist defense of academic freedom, also known under the label ‘argument from truth.’ The critique is offered, however, with a constructive goal in mind, namely to offer an alternative account that connects creativity and academic freedom in (...) a way that goes beyond mere reference to epistemic progress and involves reference to the freedom to think independently as the freedom we mean when we point to creativity and when we point to academic freedom. The resulting causal independence account is not only epistemologically stronger than a progressivist account, it also allows to counter the curbing of academic freedom in the name of progress. The latter becomes key, for instance, when authoritarian political regimes limit or negate academic freedom with reference to an epistemic progress suitably defined for that regime. (shrink)

Scientific discovery is an important moment in scientific pursuit, but only a few philosophers of science appreciate this moment as a logical issue. Starting from his understanding that all thought contains components of which we are subsidiarily aware in focal content of thinking, Michael Polanyi puts out his thesis that scientific discovery cannot be justified by a series of strictly explicit operations but by merely invoking deeper forms of commitment in sighting the problem and the vision of reality. This article (...) will delve into Polanyi’s notion of scientific discovery in three sections: the first section is dealing with Polanyi’s concept of heuristic philosophy which tones that discovery of problem is the primary requisite of a good scientist to vision reality, the second discusses the role of intellectual passions in scientific justification, and the third focuses on the ontological implication of scientific discovery that it guides us to comprehension of something real both tangible and intangible. The article concludes that since scientific discovery involves the creative and imaginative appeal to reality, its rationality must be counted on by its logical structure and personal experiences in scientific community. (shrink)

What is my thesis? It is not that radical experimentation by the state, rather than liberal democracy, is more in accord with the spirit and logic of Popper’s ‘revolutionary’ epistemology. It is the opposite criticism, that full anarchic libertarianism (individual liberty and the free market without any state interference) better fits Popper’s epistemology and scientific method.

What is typical of Hayek's challenge concerning socialism is that he always maintained that this question was for economic theory to decide. Sketching the historical background of what has come to be known as the "socialist calculation debate" (section 1), I try to link this debate with the Menger-Wieser Zurechnungsproblem and show that the Pareto-Barone approach has determined the theoretical form of this economic controversy. I then go on to explore Hayek's 'inapplicability' argument (section 2) and try to show how (...) it is related to Mises' 'logical impossibility’ argument. This is followed by an examination of Hayek's second argument (section 3), which I refer to as 'the evolutionary argument'. I display what is the specific gist of this argument and connect it tightly to the first one. I then discuss certain methodological issues (section 4) pertaining to the allegedly radical difference between Mises' arguments and Hayek's tentative refutation of socialism. Here I challenge the received view that Mises' based his case on the 'impossibility in principle' of socialism, whereas Hayek's own position was to challenge the 'possibility in practice' of a centrally planned economy. This reading (especially by Willem Keizer) of Hayek's contribution to the debate seems to me misguided and unwarranted. I attempt to propose, on the contrary, that both lines of reasoning involve the same kind as arguments since both of them should be interpreted as impossibility theorems. Finally (section 5) I try to give an appropriate and adequate answer to the question raised in the title of this paper. (shrink)

. The question of whether science may usefully be viewed as a market process has recently been addressed by Mäki, who concludes that “either free-market economics is self-defeating, or else there must be two different concepts of free market, one for the ordinary economy, the other for science.” Here I argue that such pessimism is unwarranted.Mäki proposes that the conduct of economic research itself be taken, self-reflexively, as a test case for any suggested economics of science. While agreeing that we (...) may expect economics to apply to the conduct of economic research itself, I demonstrate that there is a lack of cogency, both in Mäki's argument for his proposal and in his attempt to implement a reflexivity test.Mäki asks what would be exchanged in the scientific “market for ideas”. The answer is that recognition is exchanged for the opportunity to use another's research results. The identification of an organized and pervasive system of exchange establishes a firm basis for analyzing science as a market process. (shrink)

In 20th century's European theory of education there was little interest in philosophy of democracy. John Dewey's Democracy and Education was translated in nearly everyEuropean language but did not become the center of discussion.Even ``radical education'' was much more child-centered thanopen to radical questions of political democracy. This articlediscusses the problem in two respects, first the tension betweenneo-liberalism's concept of individuality and public education,and second the future problems of a theory of ``democraticeducation'' after Dewey. The aim is to overcome traditionalEuropean (...) dualisms like that of ``citizen'' or ``man''i.e. to pave the way for a post-Rousseauian theory of education. (shrink)

Ideally, governing institutions would be designed so that they would produce and implement with certainty ‘human rights-compatible budgets’, i.e. budgets that adequately reflect the obligations enshrined in human rights. However, there are various reasons why a government may ultimately fail to produce such budgets. This article focuses on under-examined challenges for budgeting for human rights: epistemically oriented challenges. More specifically, the article engages in ‘horizon scanning’, and it maps key underlying factors that can be conducive to epistemically oriented challenges to (...) produce and implement human rights-compatible budgets. In addition, the article considers the road ahead from the perspective of institutional design. (shrink)

La formulación de las políticas de investigación y desarrollo está siendo transformada de manera novedosa en los documentos más recientes que se elaboran en Europa. Una de las peculiaridades es que los patrones de investigación transitan hacia prácticas científico-tecnológicas más interactivas entre los distintos actores de la sociedad. Así, como respuesta a la naturaleza compleja de la investigación las primeras medidas se revelan en aquellas estrategias para la promoción de actitudes emprendedoras y colaborativas entre los actores académico-empresariales de la investigación (...) y el desarrollo. A estas iniciativas se superponen otros planteamientos que trascienden el objetivo primariamente economicista de la colaboración e integran los aspectos sociales y éticos en la investigación y el desarrollo. Sin embargo, estas transformaciones también están sujetas a diversas tensiones de base y a objetivos concurrentes. El artículo dilucida estas dinámicas de apertura-y-cierre y manifiesta que algunas de las relaciones y demandas se muestran más resistentes al cambio. (shrink)