The author argues that Michael Polanyi’s philosophy of science can be understood as an (unconscious) attempt to recapture elements of experience largely forgotten or repressed in modernity. Specifically, the author argues that Polanyi’s epistemology appears to draw on elements of oral—aural experience that have been relatively ignored by the heavily visual sensory orientation typical of modern Western societies. The author does this by first deriving the primary features of the modern objectivist conception of knowledge from Polanyi’s critique of objectivism and (...) then using the anthropological literature on the differences between oral and literate cultures to demonstrate that these same aspects of the objectivist paradigm correspond closely to typical features of literate, visual consciousness while Polanyi’s alternative formulations correspond to a more oral—aural orientation. (shrink)

This article presents a case study of a recent controversy over the use of computed tomography as a diagnostic technology in South Korean hospitals. The controversy occurred in the wake of a series of conflicts in the late twentieth century over the legitimate placement of healing practices, medicinal substances, and medical technologies within Korea’s separate “Western Medicine” and “Korean Medicine” systems of health care and pharmaceutical distribution. The controversy concerned an attempt to use hi-tech imaging technology—the epitome of modern medicine—in (...) a clinic that maintains a strong ideological attachment to Korean healing traditions. A close study of this dispute, based on interviews, participant observation, and documentary analysis, showed that discursive positions taken about the translatability of medical technologies changed with the context of dispute, and did not reflect a stable epistemic boundary between rival medical paradigms. (shrink)

Drawing on interviews and observational work with practicing U.K. plant scientists, this article uses Michel Callon's work as a tool to explore the issue of collaboration between academic science and business, in particular, calls by the Biotechnology and Biological Sciences Research Council for a return to “public good” plant science. In an article titled “Is Science a Public Good?” Callon contributed to the debate about the commercialization of science by suggesting that commercialization and the public good need not be incompatible. (...) Moving away from arguments that center on the effects of business involvement in science, he suggested that analysts use another model, centered on “diversity.” This model allows us to ask what society might want from science, what public good science might look like, and how public good science can be ensured while also recognizing that science cannot be easily separated from the market. (shrink)

Science and emotions are typically juxtaposed: science is considered rational and unattached to outcomes, whereas emotions are considered irrational and harmful to science. Ethnographic studies of the daily lives of scientists have problematized this opposition, focusing on the emotional experiences of scientists as they go about their work, but they reveal little about disciplinary differences. We build on these studies by analyzing Citation Classics: accounts about the making of influential science. We document how highly cited scientists retrospectively describe emotional aspects (...) of their research and assess variation in these narratives across six diverse disciplines: Chemistry; Clinical Medicine; Neurobiology; Physics; Plant and Animal Science; and Psychology and Psychiatry. Using correspondence analysis, we develop a multidimensional model to explain disciplinary variation in scientists’ accounts of emotions and link this variation to internal, external, and material aspects of the disciplines. We find differences in norms of appropriate emotional expression, or “feeling rules,” between the “hard” and “soft” sciences, the basic and applied sciences, and the sciences that study living organisms versus those that study organs, cells, or atoms. By comparing accounts across disciplines and elaborating the structuring principles underlying these patterns, we integrate knowledge from varied case studies into an integrative and multifaceted model. (shrink)

The study reported in this paper focused on nursing students’ learning and, in particular, their integration of caring science in theory and practice. An educational model incorporating educational drama was developed for implementation in three different teaching contexts within the nursing and midwifery study programmes at a Swedish college. A central aim was to understand the dynamics of educational drama in the healthcare context and its impact on learning and teaching. Using a phenomenological approach, seventeen students and six teachers were (...) interviewed and their experience of drama as an educational method explored.The research findings illustrate the meaning of learning and teaching that is sensitive to students’ lifeworld experiences. In order to be a successful method for closing the gap between caring science theory and practice, not only the educational drama, but teaching in general, must be anchored in the lived world of the students – that is, their experiences of health and care. While embodied reflection, as a key factor in integrating theory and practice, was shown to be well supported by educational drama, it was also found that “the method” tends too readily to take over and govern teaching and learning. The findings of this study further indicate how learning in practice and embodied reflection can be supported by the inclusion of well-chosen caring science theory to cast light on caring practice dilemmas. (shrink)

In this paper, I shall discuss Nishida’s 西田 philosophy of body from the aspects of acting intuition, rhythm, and situatedness. Pure experience used to be the starting point of Nishida’s early philosophy. In his later philosophy, however, the keyword in Nishida’s philosophy is no longer “experience” but “acting.” It is neither “I think therefore I am” nor “I will therefore I am,” but “I act therefore I am.” As the organ of acting intuition, body is one of the most important (...) philosophical concepts in Nishida’s later philosophy. I shall interpret the philosophy of acting intuition as a phenomenology of rhythm. Also, I shall argue that acting intuition can be understood as a situated action. For Nishida, our body is historical: I am not a knowing body, but an acting body. (shrink)

This paper considers contradictory features of emotional or affective experience and expression in schizophrenia in light of the “Kretschmerian paradox”—the fact that schizophrenia-spectrum patients can simultaneously experience both exaggerated and diminished levels of affective response. An attempt is made to explain the paradox and explore its implications. Recent research on emotion in schizophrenia is reviewed, including subjective reports, psychophysiological measures of arousal or activation, and behavioural measures, focusing on flat-affect and negative-symptom patients. After discussing relevant concepts and vocabulary of emotion (...) (“affect”, “emotion”, “mood”, “feelings”, the “passions”), the need for a phenomenological approach focusing on subjective experience is proposed. Four modes of nonparanoid experience in schizophrenia are discussed: Bodily Alienation, Disengagement, Unworlding, and Subjectivisation. Each mode involves withdrawal from functional contexts—temporal, practical, and interpersonal—normally associated with emotional reactivity and expression; each may be accompanied by forms of non-emotional affectivity no less intense than the emotions they replace. Possible relationships between psychophysiological measures, expressive behaviour, and subjective emotional or affective response are considered. (shrink)

Herbert Blumer was a key figure in what came to be identified as the Chicago School of Sociology. He invented the term ‘symbolic interactionism’ as a label for a theoretical approach that derived primarily from the work of John Dewey, George Herbert Mead and Charles Cooley. But his most influential work was methodological in character, and he is generally viewed today as a prominent critic of positivism, and of the growing dominance of quantitative method within US sociology. While this picture (...) is broadly accurate, it neglects an important strand in his methodological thinking. He was committed to the goal of a science of social life, while at the same time he was uncertain whether such a science is possible. In his Appraisal of Thomas and Znaniecki’s The Polish Peasant, he identified a serious dilemma facing this project: the problem of how a scientific approach can be made compatible with the distinctive nature of human social life. In the first chapter of his most influential book, Symbolic Interactionism, he advocates a naturalistic approach to case study, and seems to treat this as avoiding the dilemma. However, there is evidence to suggest that, even towards the end of his life, he regarded the problem as still unresolved. In this article, I examine both sides of Blumer’s dilemma, and whether his attitude towards it changed. However, my interest here is not only historiographical. I evaluate Blumer’s arguments and show that his intellectual struggle with this issue remains relevant today, despite the shifts that have taken place in social science methodology and the philosophy of science since his death. (shrink)

Networks and the World Wide Web seem to provide an answer to efficiently creating and disseminating knowledge resources. Knowledge, however, is ambiguous in character, and contains both explicit (information) and tacit dimensions - the latter being difficult to value as well as to transfer. Participant identity, commitment and behaviour within the network also affect the sharing of knowledge. Hence, existing laws and norms (including property rights) which have been established on the basis of discrete transactions and monetary value-oriented exchange may (...) not be adequate to deal with the whole spectrum of knowledge transfer. A model is needed to address transfer across a large heterogeneous network. We introduce the concept of sub-networks where tacit knowledge resides and argue that considering social norms underlying trust and other informal mechanisms provides a more suitable basis for understanding the exchange of tacit knowledge. Norm establishment is complicated by the fact that values differ across cultures; however, the social norms that underpin sub-networks can sustain knowledge transfer within them. The purpose of this conceptual article is to introduce the concept of sub-networks and to identify the sub-network/network relationship as an area in which it is necessary to look beyond property rights and raise the issue of norms. We believe that an analysis of the role of social norms in knowledge sub-networks and their interaction with global networks points to a key element in understanding networks and any emerging theory of network ethics in the twenty-first century. (shrink)

I want to consider how the general characteristics of a discipline might facilitate ?social mechanisms for distributing knowledge? that do not depend on uniformity of use, but, in fact, on different uses by different people. Indeed, I want to show that the ways in which a discipline is organized afford the growth of knowledge and do so, in particular, by facilitating an approach to what Thomas Kuhn described as ?the essential tension? between, on the one hand, the traditional or customary (...) elements of disciplined enquiry, which are prerequisites for there being a community of enquiry, and, on the other hand, the innovative elements of disciplined enquiry, which are needed on account of the always already inadequate character of our engagement with the objects of enquiry. (shrink)

Inspired by an economic interpretation of the Faustus drama allegorically disclosing the ‘alchemical’ nature of modern economy, the paper presents a critical view on the development of technology as concomitant phenomenon of work practices with particular focus on manufacturing. It starts with a theoretical perspective on the dynamics of creating explicit propositional knowledge and its re-appropriation for practical use. This lays the ground for understanding how technical artefacts emerge from and, in turn, affect social practices. It further helps to understand (...) the development of human reflective action competence and working capacity as most relevant forces of production in complex and dynamic market environments. These relationships are exemplified in some detail by looking at the problematic development and use of IT in manufacturing’s value creating processes. The paper finally advocates reflective attitudes and evolutionary procedures as basic principles for designing useful and useable IT systems according to human needs and for protecting oneself from the Faustian omnipotence delusion of endless and effortless wealth creation. (shrink)

How can we identify and estimate workers’ tacit knowledge? How can we design a personnel mix aimed at improving and speeding up its transfer and development? How is it possible to implement tacit knowledge sustainable projects in remote areas? In order to answer these questions, it is necessary to distinguish between types of tacit knowledge, to establish what they allow for and to consider their sources. It is also essential to find a way of managing the tacit knowledge ‘stock’ and (...) distribution within the workforce. In short, a conceptual framework is needed to manage tacit knowledge. Based on previous works and 2 years of action research, this paper introduces such a framework and describes its partial application to support the pre-operational training and hiring in a large industrial plant in Brazil. Two contributions emerge from the research. First, the concept of ‘levels of similarity’ is introduced as a means to qualify the experience of workers and estimate the associated tacit knowledge. Second, the capability of carrying out three types of judgement properly and speedily is put forward as being a core ability of those who possess what has been called ‘collective tacit knowledge’ (Collins in Organ Stud 28(2):257–262, 2007). In practical terms, the results indicate the opportunity for companies to capitalize on the experience and tacit knowledge of their workers in a systematic way and with due recognition. Ultimately, positive impacts are expected in their absorptive capacity as well as in their management and human resources systems, accident prevention, productivity and the development of sustainable projects in remote areas. (shrink)

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991.

Auschwitz and Hiroshima stand out as two realities whose uniqueness must be reconciled with their inevitability as outcomes of highly rationalized processes of technoscientific progress. Contrary to Michael Walzer’s notion of “double effect”, whereby unintended consequences and the particular uses to which warfare may lead remain outside the moral purview of scientists, this paper endorses the commitment of the Society for Social Responsibility in Science to argue that members of the technoscientific community are always responsible for their work and the (...) eventual uses made of it. In what follows four related views are outlined pertaining to modern situations within which the technoscientific community operates, so as to highlight the urgency of infusing a sense of responsibility for the products of their activities into this community. A provisional “code” is suggested that may serve as a guide for increased personal responsibility of individual technoscientists (academic scientists and industrial engineers). (shrink)

This paper is a survey of standards being used in the domain of digital cultural heritage with focus on the Metadata Encoding and Transmission Standard created by the Library of Congress in the United States of America. The process of digitization of cultural heritage requires silo breaking in a number of areas—one area is that of academic disciplines to enable the performance of rich interdisciplinary work. This lays the foundation for the emancipation of the second form of silo which are (...) the silos of knowledge, both traditional and born digital, held in individual institutions, such as galleries, libraries, archives and museums. Disciplinary silo breaking is the key to unlocking these institutional knowledge silos. Interdisciplinary teams, such as developers and librarians, work together to make the data accessible as open data on the “semantic web”. Description logic is the area of mathematics which underpins many ontology building applications today. Creating these ontologies requires a human–machine symbiosis. Currently in the cultural heritage domain, the institutions’ role is that of provider of this open data to the national aggregator which in turn can make the data available to the trans-European aggregator known as Europeana. Current ingests to the aggregators are in the form of machine readable cataloguing metadata which is limited in the richness it provides to disparate object descriptions. METS can provide this richness. (shrink)

In this paper we reflect on the looming question of what constitutes expertise in ethics. Based on an empirical program that involved qualitative and quantitative as well as participatory research...

This article discusses how designers learn about the creation of board games by familiarizing themselves with tacit knowledge and company processes. To some extent board game design depends on general design methodology and knowledge. However, in order to be able to work in an international board game publishing house and to design board games for a multicultural audience, the designer has to know about preferences regarding materials, production processes, visualization and packaging. A board game is usually a product of teamwork (...) where designers from different fields of expertise come together to solve design challenges having to do with both form and function. Since a board game sometimes is created from the idea to a ready made product all set for marketing inside a game publishing house, the designer also has to understand the different stages of the product development process. This study is conducted in the department of product development at a Scandinavian game publishing house with professional board game designers coming from different educational backgrounds. The designers are of different ages and in different stages of their careers. Traditional research methods such as qualitative thematic interviews are used to demonstrate how tacit knowledge is transferred by both management and fellow designers and how a designer becomes familiar with the company’s design philosophy. The findings are that expertise in game design involves mastering a multitask challenge which may best be learned through familiarizing oneself with both tacit knowledge learned in everyday work but also by analyzing feedback coming from different sources. (shrink)

This paper seeks to join studies which have drawn attention to the ethical reflexivity of research and the research enterprise in the organisational studies’ field. Towards this end, we review OB, HRM, and IR studies on direct employee participation in organisations post-1990s to examine their normative underpinnings. Using Fox’s three frames—unitarist, pluralist, and radical—we compare the underpinnings within and across the chosen disciplines to bring ethical reflexivity to studies in this area of inquiry. Implications are drawn out to take forward (...) the quest for more ethically reflexive employee participation research. (shrink)

The present work tackles the issue of the effects of digitalisation on employment. This issue has been attracting a growing interest, in particular because of the anxiety generated by the idea that digital technologies could cancel a large number of jobs. Although I agree with argument put forward in opposition to the existence of a causal link between technological innovation and increased productivity at the macroeconomic level, I believe that the novelty and pervasiveness of digital technologies require more in-depth micro-level (...) analysis in order to understand the extent to which new digital technologies are currently employed by leading manufacturing companies and the ways new technologies are affecting employment. The empirical findings show that among the different technologies included under the umbrella of Industry 4.0, mainly robots have received a great deal of attention so far, while the current application and employment impact for other emerging technological opportunities such as 3D printing, Internet of Things, Augmented reality, Big data Analytics have not been studied yet. In relation to the qualitative changes of the labour market, our empirical research confirms that there are new types of skills that will be demanded in the future in manufacturing, in particular in relation to service provision and software development. (shrink)

The purpose of this article is a critical reflection on the field of educational administration and its varied and often conflicting epistemologies. It is argued that the field of educational administration is a community of diverse epistemologies. Although epistemological heterogeneity has been persistently vilified by both theorists and pragmatists with their own discursive agendas, it is this precise environment of critical dialogue and diversity that is conducive to new frontiers in the field. A phenomenology of recognition is thus presented as (...) a showcase for the possibility of approaching and expanding the field topically rather than treatise-like generalizations at the macro level, which are mostly dated discussions on philosophy of science. The principal value of the article is showing alternative pathways—not limited to the discussions about theory of recognition—to new frontiers in educational administration by demonstrating the possibility of thematic theory developments in the field and defending the diversity of existing epistemologies in the field as an asset rather than a liability for further development in the field. (shrink)

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE (...) and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators. (shrink)

Technological knowledge is of many different kinds, from experience-based know-how in the crafts to science-based knowledge in modern engineering. It is inherently oriented towards being useful in technological activities, such as manufacturing and engineering design. The purpose of this thesis is to highlight special characteristics of technological knowledge and how these affect how technology should be taught in school. It consists of an introduction, a summary in Swedish, and five papers: Paper I is about rules of thumb, which are simple (...) instructions, used to guide actions toward a specific result, without need of advanced knowledge. One off the major advantages of rules of thumb is the ease with which they can be learnt. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Paper II describes how Gilbert Ryle's distinction between knowing how and knowing that is applicable in the technological domain. Knowing how and knowing that are commonly used together, but there are important differences between them which motivate why they should be regarded as different types: they are learnt in different ways, justified in different ways, and knowing that is susceptible to Gettier type problems which technological knowing how is not. Paper III is based on a survey about how Swedish technology teachers understand the concept of technological knowledge. Their opinions show an extensive variation, and they have no common terminology for describing the knowledge. Paper IV deals with non-scientific models that are commonly used by engineers, based on for example folk theories or obsolete science. These should be included in technology education if it is to resemble real technology. Different, and partly contradictory, epistemological frameworks must be used in different school subjects. This leads to major pedagogical challenges, but also to opportunities to clarify the differences between technology and the natural sciences and between models and reality. Paper V is about explanation, prediction, and the use of models in technology education. Explanations and models in technology differ from those in the natural sciences in that they have to include users' actions and intentions. (shrink)

This article explores the fit between the lived reality in entrepreneurial organizations and the Buddhist concept of the bodhisattva in order to see whether the juxtaposition of these two very different realities can shed light on the impact of spiritual values in the workplace. Semi-structured interviews were conducted with an array of entrepreneurs who have been practising Buddhists for over three years to see whether they were using core elements of this concept in their daily work and, if so, how (...) they experienced the value and impact of these notions. The interviews showed that it was very much a part of the participants’ daily work lives and seems to be a force in creating a happier, more nourishing work environment. All participants brought up the notion unasked and provided stories describing how their relationships at work were influenced by this and other fundamental aspects of their spiritual practice. The data have implications at the levels of both individual action and societal change. Buddhism has shown a strong ability to retain its core concepts while developing new practices as it moved from one culture to another over the centuries. Perhaps Western societies will prove to be as conducive an environment for the further evolution of Buddhist teachings as was eighth-century Tibet. As Tibet's unique form of aliveness was infused into Buddhism without changing the core constructs or values, perhaps what is alive about Western culture (such as entrepreneurialism) will nourish analogous new forms. (shrink)

The management of cross-sector social partnerships (CSSPs) among government, business, and not-for-profit entities can be complex and difficult. This article considers the importance of organizational experience and learning for the successful development of CSSPs. By analyzing the Manchester Super Casino, this research emphasizes the significant benefits of prior experience with CSSPs that enable partners to learn and develop relationships, skills, and capabilities over time, which then have positive influences on future performance. The result is a refined learning model of the (...) CSSP process that includes key variables for CSSP success. As such, these findings provide a template for managing complex CSSPs from the perspective of the different partner organizations. (shrink)

One of the basic intentions of theology is to extend the explanatory function of the community's faith beyond the community to the realm of wider human experience. In this sense, theology may be called “scientific,’and it will benefit from conforming as much as possible to the characteristics of scientific theory formation. Using the work of Karl Popper and Imre Lakatos as a guide, the following theological theory is proposed: Homo sapiens is God's created co‐creator, whose purpose is the stretching/enabling of (...) the systems of nature so that they can participate in Gods purposes in the mode of freedom. It is argued that this research program produces new knowledge in relating the Christian faith to scientific views of human being as comprised of both genes and cultures to a theory of technological civilization; to freedom, determinism, and natural selection; and to credible notions of human purpose. Traditional Christian doctrines are related to this research program. (shrink)

In man-machine communication, there is a relationship between what may be described as tacit (human) and explicit (machine) knowledge. The tacit lies in practice and the explicit in the formulation of the processes and content of this practice. However, when a human communicates with another human face to face, we may describe them as communicating aspects of the tacit and explicit dimension of their knowledge, i.e. the expression and its background of meaning for the particular situation. When this is unsuccessful (...) in being communicated, some mediator (not necessarily a third person) is needed to provide the bridge for the particular discrepant aspects of the tacit and explicit dimensions to meet. This is achieved by making the tacit nature of the discrepancy in the communication explicit to both participants such that they both understand the background to their discrepancy. Once they become aware, it is possible for them to begin to resolve it. (shrink)

Thesis (Ph. D.)--University of Hawaii at Manoa, 1996.

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)

This study is based on the background of how artificial intelligence technology is applied to the field of creativity and design education to improve the design vision, teaching methods, and actual design productivity of practitioners. The purpose of the research is to compare traditional design education and new design education methods combined with AI technology. Taking the Technological Pedagogical Content Knowledge technology integration model as the starting point, a comprehensive evaluation is selected for different types of research to explore the (...) animation design professional courses in design education, the content of students’ perception preferences, and the evaluation of ease of learning so as to conduct research and analyze AI technology. Design new education strategies and practice methods under the background. In the research, a comparative experimental study was conducted on 40 first-year students majoring in animation design. The results show that through online design studio project practice, with personalized project learning guidance, the learning needs of students to show a better trend, and customized learning and project practice content can enhance the learning experience and performance of students. In the future, we can further expand the scope of analysis, include more case studies, and conduct more comprehensive research, including how to deal with the expansion of the platform for students’ learning of design in situations similar to coronavirus disease 2019 that profoundly affects our lives, and how the project is applied in practice. (shrink)

This article examines the emerging field of today's superscience—biotechnology— within the context of the national innovation system of one small country, namely Finland. This context is explored primarily through the practices of one particular Finnish biotechnology center, BioCity. The Silicon Valley rhetoric, which every self-respecting technology project around the world seems to incorporate into its own vocabulary, is compared with the everyday “reality” of this biotechnology center. The article focuses on the implementation of technology policy, organized following the “triple helix” (...) model, in the field of biotechnology. Some comparisons with different countries are also made to give a picture of Finland in relation with the European life sciences industry. The article is concluded by a consideration of the future prospects of BioCity and Finnish biotechnology. (shrink)

This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: Describing a classroom event ; Devising a procedure for co-classifying events ; Repurposing decontextualized events to fit a preferred analytic model. Hitherto these assumptions have obscured the (...) phenomenal integrity of the learning environment; since the topic sought is based on critical incidents according to analysts’ interests, but not on the actual identifying details of the setting as made available by the participants. While teaching and learning moments are generic issues, in methodological terms these matters have to be explored in their details. In our article, we align ourselves with particular research approaches, namely ethnomethodology and conversation analysis, that facilitate close analysis of ‘perspicuous settings’, such as classroom interactions, through which phenomena such as teaching and learning moments are made visible as collaborative accomplishments. (shrink)

This article discusses multisensorial aesthetic experience of environmental materiality via a craft process. The locally situated study investigates the interrelations of humans and environment through soil. In focus is how craft practitioners use their material sensitivity to reflect the idea of interdependency in the context of the contemporary environmental discourse. This is done through presenting an artistic research project in which craft is used to explore the human imprint in a particular geological environment, the Venice Lagoon. The case study Traces (...) from the Anthropocene: Working with Soil combines environmental research methods of contaminated soil and artistic research in the field of ceramic art. Craft making provides an embodied way to engage with the local environment. The cultural value and environmental disruption of the lagoon area forms a context for reflecting the aesthetic experience to better understand how we are active participants, in continuous flux with our material environment. (shrink)

The issue discussed in this paper, although controversial, is cognitively nontrivial. Namely, we shall be interested in the matter of possibility to use certain semiotic conceptions in research conducted in the area of a certain group of specific sciences, that is humanities. The aim of this work is to show the possibility of adopting in humanities ready-made conceptions of symbol created on the grounds of the analytical philosophy of language and logical semiotics. Also, we wish to outline the actual state (...) of assimilating and using the mentioned philosophical conceptions by scientists who represent the sciences under consideration. (shrink)

When it comes to the body, the professional pedagogical field shows a paradoxical attitude: With regard to sense-oriented school subjects, educational policies tend to underline a close relatedness of body and mind. However, where learning is primarily connected with mental activities and intellectual engagement, the body is rarely assigned an integral role. Discussing the grounding ideologies of this paradox, I will consult phenomenological and enactivist perspectives in order to develop an approach to embodied learning which takes into account both sense-oriented (...) as well as intellectual domains. I will argue that considering the interdependence of body and mind including their situatedness does not only benefit the cultivation of the body and the senses, but also opens up further perspectives for intellectual engagement. (shrink)

This article proposes a rethinking of Bourdieu’s habitus as context-specific, multiple, and decentralized based on nine months of participant-observation fieldwork with dumpster divers in New York City. Dumpster divers are mostly white, college-educated people in their twenties and thirties who eat food from retail trash as a lifestyle choice. Sociologists have recently theorized culture as a fragmented, incoherent “toolkit” of cultured capacities acquired throughout the lifetime. Bourdieu on the contrary, theorized socialized culture as habitus, a relatively durable, classed structure acquired (...) during childhood. While he recognized the possibility of acquiring “specific” habitus (Bourdieu 2000) later in life, he never developed the theoretical implications of socialization across multiple contexts. Building on ethnographic evidence of dumpster divers’ contradictory pursuit of food taste through the distasteful behavior of eating from the trash, I develop an alternative model of habitus as interlinked bundles of dispositions acquired in specific contexts. To theorize the bundled quality of habitus, I introduce what I call the practical congruity of dispositions. I show how rather than being disparate elements of a cultural repertoire, ways of seeing, common sense, dexterity, and orientations “make sense” in conjunction as actors mobilize them in specific contexts: dumpster diving acquires a commonsensical character based on the practical sense practitioners acquire. My understanding of habitus goes beyond the fragmentation assumed in notions of culture as a repertoire of cultured capacities, on the one hand, and the continuity and coherence premised in notions of primary and secondary habitus, on the other hand. (shrink)

Some strongly empiricist views of scientific knowledge advocate a rejection of metaphysics. On such views, scientific knowledge is described strictly in terms of knowledge of the observable world, demarcated by human sensory abilities, and no metaphysical considerations need arise. This paper argues that even these views require some recourse to metaphysics in order to derive knowledge from experience. Central here is the notion of metaphysical inference, which admits of different “magnitudes”, thus generating a spectrum of putative knowledge with more substantially (...) empirical beliefs at one end, and more metaphysically imbued beliefs at the other. Given that metaphysical inference is required even concerning knowledge of the observable, the empiricist hope of avoiding metaphysics altogether is futile: knowledge of the observable simply involves metaphysical inferences that are of smaller magnitudes than others. Metaphysical inferences are required not only to distinguish veridical from non-veridical experience and to determine the quality of empirical information, but also in order to explain how we construct experience (through categorizations and classifications of objects, events, processes, and properties), how we extrapolate from empirical evidence to generalize about observable phenomena, and how we use this evidence to test and confirm hypotheses and theories. (shrink)

This paper argues that even though massive technological unemployment will likely be one of the results of automation, we will not need to institute mass-scale redistribution of wealth to deal with its consequences. Instead, reasons are given for cautious optimism about the standards of living the newly unemployed workers may expect in the fully-automated future. It is not claimed that these predictions will certainly bear out. Rather, they are no less likely to come to fruition than the predictions of those (...) authors who predict that massive technological unemployment will lead to the suffering of the masses on such a scale that significant redistributive policies will have to be instituted to alleviate it. Additionally, the paper challenges the idea that the existence of a moral obligation to help the victims of massive unemployment justifies the coercive taking of anyone else’s property. (shrink)

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