The emerging epistemic community of ecosemioticians and the multidisciplinary field of inquiry known as ecosemiotics offer a radical and relevant approach to so-called global environmental crisis. There are no environmental fixes within the dominant code, since that code overdetermines the future, thereby perpetuating ecologically untenable cultural forms. The possibility of a sustainability transition (the attempt to overcome destitution and avoid ecocatastrophe) becomes real when mediated by and through ecosemiotics. In short, reflexive awareness of humankind's linguisticality is a necessary condition for (...) transforming ecologically maladaptive cultural forms. As a multidisciplinary, interdisciplinary research program integrating the human and natural sciences, ecosemiotic inquiry closes the gap between biophysical ecology and human ecology. A provisional outline of a pragmatic theory of ecoserniotics attempts to describe the processes by which adaptive cultural changes might be facilitated and points toward substantive content areas that constitute sites for further research. Ecosemiotic inquiry frames cultural codes as these shape and reproduce the ongoing stream of individual and societal choices that shape distinctively human existence in a larger context of biophysical realities that drive natural selection. However, while ecosemiotics is a necessary condition for the sustainability transition, it is not a sufficient condition. (shrink)

Karl Popper’s world 3 theory proposes that the products of the human mind can be considered a third world, partially autonomous of the mental and physical worlds, and real, because it can produce effects on both. When he first introduced the idea in 1960, he took even his close colleagues and students by surprise. Yet tracing the development of his idea shows a great deal in Popper’s previous work and thought led up to what seemed his startlingly new proposal. And (...) far from being the philosophy of his dotage, as some sneered, his world 3 proposal, once fully shaped, became a keystone of his thought. (shrink)

How all philosophical explanations of human consciousness and the fundamental structure of the cosmos are bizarre—and why that’s a good thing Do we live inside a simulated reality or a pocket universe embedded in a larger structure about which we know virtually nothing? Is consciousness a purely physical matter, or might it require something extra, something nonphysical? According to the philosopher Eric Schwitzgebel, it’s hard to say. In The Weirdness of the World, Schwitzgebel argues that the answers to these fundamental (...) questions lie beyond our powers of comprehension. We can be certain only that the truth—whatever it is—is weird. Philosophy, he proposes, can aim to open—to reveal possibilities we had not previously appreciated—or to close, to narrow down to the one correct theory of the phenomenon in question. Schwitzgebel argues for a philosophy that opens. According to Schwitzgebel’s “Universal Bizarreness” thesis, every possible theory of the relation of mind and cosmos defies common sense. According to his complementary “Universal Dubiety” thesis, no general theory of the relationship between mind and cosmos compels rational belief. Might the United States be a conscious organism—a conscious group mind with approximately the intelligence of a rabbit? Might virtually every action we perform cause virtually every possible type of future event, echoing down through the infinite future of an infinite universe? What, if anything, is it like to be a garden snail? Schwitzgebel makes a persuasive case for the thrill of considering the most bizarre philosophical possibilities. (shrink)

Generalized Darwinism (GD) claims to be a conceptual and theoretical framework for researching evolutionary change processes in organizations. This paper examines the claims of GD. It finds that in contrast to Darwin’s theory of evolution by natural selection proper, the GD framework is not an explanatory deductive argument form. What it is that GD actually generalizes and intends to explain thereby becomes somewhat moot. It is proposed that the so-called ‘generalization’ that the GD framework supplies might be best understood schematically. (...) Two general schemata that purport to distil commonalities between processes of organizational evolution and biological evolution are thereby identified. But in considering the applicability of the two schemata to organizational evolution, criticism reveals one to be problematic, whereas the other one, to which the GD programme collapses if the problematical schema is dispensed with, has been long associated with another so-called ‘evolutionary approach’ to the understanding of social change: Sir Karl Popper’s ‘evolutionary epistemology’. The paper concludes that if the research problem is to account for the evolutionary character of social and organizational change, then theorists need not commit to the GD framework. They may elect to use Popper’s evolutionary epistemology instead. (shrink)

This paper draws on the philosophy of Karl Popper to present a descriptive evolutionary epistemology that offers philosophical solutions to the following related problems: ‘What happens when learning takes place?’ and ‘What happens in human learning?’ It provides a detailed analysis of how learning takes place without any direct transfer of information from the environment to the learner, and it significantly extends the author's earlier published work on this topic. She proposes that learning should be construed as a special case (...) of ‘problem solving’ and as a fundamentally critical and creative process in which learning organisms develop ‘expectations’ that are not purely an outcome of genetic inheritance or random mutation. Human learning is then characterised with reference to: objectified knowledge; descriptive and argumentative language; theoretical problems; the search for error and specific limitation. If the author's evolutionary analysis of learning is valid, it would suggest that we should, if we wish to promote learning, be wary of corralling children and older students in environments that inhibit autonomous activity, that discourage criticality and creativity and generally limit opportunities for trial and error‐elimination. But education institutions, particularly those for older children and adolescents, are very often environments of this constraining kind. Traditionally, educationists have vastly underestimated the human potential for imaginative criticism—because in general they have not recognised the extent to which it lies at the heart of what humans, including the youngest children, do in order to succeed at even the most basic tasks. (shrink)

In this paper, I propose a populational schema of modeling that consists of: a linear AFSV schema, and a higher-level schema employing the genetic algorithm. The basic ideas of the proposed solution are as follows: whole populations of models are considered at subsequent stages of the modeling process, successive populations are subjected to the activity of genetic operators and undergo selection procedures, the basis for selection is the evaluation function of the genetic algorithm. The schema can be applied to automate (...) the modeling of the mind/brain by means of artificial neural networks: the structure of each network is modified by genetic operators, modified networks undergo a learning cycle, and successive populations of networks are verified during the selection procedure. The whole process can be automated only partially, because it is the researcher who defines the evaluation function of the genetic algorithm. (shrink)

Karl Popper argued in 1974 that evolutionary theory contains no testable laws and is therefore a metaphysical research program. Four years later, he said that he had changed his mind. Here we seek to understand Popper’s initial position and his subsequent retraction. We argue, contrary to Popper’s own assessment, that he did not change his mind at all about the substance of his original claim. We also explore how Popper’s views have ramifications for contemporary discussion of the nature of laws (...) and the structure of evolutionary theory. (shrink)

Popper's version of situational analysis, with its focus on the logic of situations and the rationality principle, fails to provide cogent explanations of the human decisions and actions underpinning social phenomena. It so fails because where he demanded objectivism and formalism in the social sciences, his substantive arguments lost contact with the psychological and subjectivist realities of the human realm. But Popper also devised some key elements of a social ontology. It is argued that although there are crucial gaps in (...) his ontology, it can be augmented to give situational analysis the potential to reach beyond pure logic and rationality and to bring social theory closer to grasping the real world of human action. (shrink)

The epistemological chasm between how we (implicitly and subjectively) perceive or imagine the actual world and how we (explicitly and “objectively”) think of its underlying entities has motivated perhaps the most disconcerting impasse in human thought: the explanatory gap between the phenomenal and physical properties of the world. Here, I advocate a combination of philosophical skepticism and simplicity as an informed approach to arbitrate among theories of consciousness. I argue that the explanatory gap is rightly a gap in our understanding, (...) but one that is not surprising; and we being observers biased by our first-person perspective and our existence may both hinder and (the realization we have them) assist our reasoning. Further, I unfold the concept of observer into two distinct notions based on its functional and phenomenal aspects, and exploit this device to elucidate the subject-observer relationship. Then, I proceed to analyze the philosophical zombie dilemma. Lastly, I contend that from a skeptical viewpoint, panpsychism (or neutral monism) is the most parsimonious doctrine accounting for the explanatory gap, and suggest that it would be possible to make headway in the hard problem of consciousness by uncovering non-trivial causal relationships between qualia states and functional states, if routine and controlled manipulation of neural circuits were easily available. (shrink)

Robots are becoming more visible parts of our life, a situation which prompts questions about their place in our society. One group of issues that is widely discussed is connected with robots’ moral and legal status as well as their potential rights. The question of granting robots rights is polarizing. Some positions accept the possibility of granting them human rights whereas others reject the notion that robots can be considered potential rights holders. In this paper, I claim that robots will (...) never have all human rights, even if we accept that they are morally equal to humans. I focus on the role of embodiment in the content of the law. I claim that even relatively small differences in the ontologies of entities could lead to the need to create new sets of rights. I use the example of Neanderthals to illustrate that entities similar to us might have required different legal statuses. Then, I discuss the potential legal status of human-like robots. (shrink)

My primary aim in this chapter is to explain in what the traditional mind–body problem consists, what its possible solutions are, and what obstacles lie in the way of a resolution. The discussion will develop in two phases. The first phase, sections 1.2–1.4, will be concerned to get clearer about the import of our initial question as a precondition of developing an account of possible responses to it. The second phase, sections 1.5–1.6, explains how a problem arises in our attempts (...) to answer the question we have characterized, and surveys the various solutions that can be and have been offered. More specifically, sections 1.2–1.4 are concerned with how to understand the basic elements of our initial question – how we should identify the mental, on the one hand, and the physical, on the other – and with what sorts of relations between them we are concerned. Section 1.2 identifies and explains the two traditional marks of the mental, consciousness and intentionality, and discusses how they are related. Section 1.3 gives an account of how we should understand ‘physical’ in our initial question so as not to foreclose any of the traditional positions on the mind–body problem. Section 1.4 then addresses the third element in our initial question, mapping out the basic sorts of relations that may hold between mental and physical phenomena, and identifying some for special attention. Sections 1.5–1.6 are concerned with explaining the source of the difficulty in answering our initial question, and the kinds of solutions that have been offered to it. Section 1.5 explains why our initial question gives rise to a problem, and gives a precise form to the mind–body problem, which is presented as a set of four propositions, each of which, when presented independently, seems compelling, but which are jointly inconsistent. Section 1.6 classifies responses to the mind–body problem on the basis of which of the propositions in our inconsistent set they reject, and provides a brief overview of the main varieties in each category, together with some of the difficulties that arise for each. Section 1.7 is a brief conclusion about the source of our difficulties in understanding the place of mind in the natural world. (shrink)

A new layer of complexity, constituted of networks of information token recurrence, has been identified in socio-technical systems such as the Wikipedia online community and the Zooniverse citizen science platform. The identification of this complexity reveals that our current understanding of the actual structure of those systems, and consequently the structure of the entire World Wide Web, is incomplete, which raises novel questions for data science research but also from the perspective of social epistemology. Here we establish the principled foundations (...) and practical advantages of analyzing information diffusion within and across Web systems with Transcendental Information Cascades, and outline resulting directions for future study in the area of socio-technical systems. We also suggest that Transcendental Information Cascades may be applicable to any kind of time-evolving system that can be observed using digital technologies, and that the structures found in such systems comprise properties common to all naturally occurring complex systems. (shrink)

This paper reports an empirical study on moral reasoning. It seeks to answer two questions: in the moral framing of tourism matters, what does this reasoning consist of? How are these elements mobilized by actors to reach moral pronouncement(s)? Through the means of group interviews, abduction and retroduction, this study finds that moral muteness (i.e. silence to socially unacceptable conduct) seems to be the moral pronouncement that the participants are likely to conduct in a condition whereby the social and cultural (...) systems being perceived insufficient to protect individuals who pursue a righteous action. The analysis reveals that (1) moral template, reflexivity, self-efficacy and emotions are constitutive elements of moral agency; (2) these agential properties permit the emergence of four moral reasoning processes, which explain moral muteness. (shrink)

Most of us would agree that the world of our experience is different than the extramental reality of which we are a part. Indeed, the evidence pertaining to cultural cosmologies around the globe suggests that virtually all peoples recognize this distinction—hence the focus upon the "hidden" forces behind everyday events. That said, the struggle to comprehend the relationship between our consciousness and reality, even the reality of ourselves, has led to controversy and debate for centuries in Western philosophy. In this (...) article, we address this problem from an anthropological perspective and argue that the generative route to a solution of the experience–reality "gap" is by way of an anthropologically informed cultural neurophenomenology . By this we mean a perspective and methodology that applies a phenomenology that controls for cultural variation in perception and interpretation, coupled with the latest information from the neurosciences about how the organ of experience—the brain—is structured. (shrink)

The article discusses Karl Popper’s account of Lamarckism. In this article I use Popper’s published and unpublished statements regarding Lamarckism as well as his correspondence with the Australian immunologist Edward Steele and other biologists to examine why Popper was interested in Lamarckism, how his account of Lamarckism can be understood in the context of his philosophy, and what, if any, new context Popper provided for the discussion of this abandoned doctrine. I begin by discussing Popper’s frame of reference regarding Lamarckism, (...) examining how it changed following his involvement with different “transitory groups” of biologists concerned with redefining the boundaries between traditional disciplines. I then discuss Popper’s account of Lamarckism in positioning it in relation to three aspects of his philosophy: his distinction between the principles of induction/instruction and deduction/selection, his distinction between scientific and teleological concepts, and his concept of progress in science. Then, I follow the debate concerning Steele’s Lamarckian experiments with a closer look at Popper’s role and his position in this controversy. I conclude that Popper’s writings provided a new context for the discussion of Lamarckism in the 1970s and 1980s, thus making it “scientifically acceptable” again. I preface this discussion by a brief outline of Steele’s Lamarckian hypothesis and Popper’s comments on Steele’s work. (shrink)

The Two Selves takes the position that the self is not a "thing" easily reduced to an object of scientific analysis. Rather, the self consists in a multiplicity of aspects, some of which have a neuro-cognitive basis (and thus are amenable to scientific inquiry) while other aspects are best construed as first-person subjectivity, lacking material instantiation. As a consequence of their potential immateriality, the subjective aspect of self cannot be taken as an object and therefore is not easily amenable to (...) treatment by current scientific methods. -/- Klein argues that to fully appreciate the self, its two aspects must be acknowledged, since it is only in virtue of their interaction that the self of everyday experience becomes a phenomenological reality. However, given their different metaphysical commitments (i.e., material and immaterial aspects of reality), a number of issues must be addressed. These include, but are not limited to, the possibility of interaction between metaphysically distinct aspects of reality, questions of causal closure under the physical, the principle of energy conservation. -/- After addressing these concerns, Klein presents evidence based on self-reports from case studies of individuals who suffer from a chronic or temporary loss of their sense of personal ownership of their mental states. Drawing on this evidence, he argues that personal ownership may be the factor that closes the metaphysical gap between the material and immaterial selves, linking these two disparate aspects of reality, thereby enabling us to experience a unified sense of self despite its underlying multiplicity. -/- . (shrink)

I argue that appreciation of the phenomenon of forgetting requires serious attention to its origins and place in nature. This, in turn, necessitates metaphysical inquiry as well as empirical backing – a combination likely to be eschewed by psychological orthodoxy. But, if we hope to avoid the conceptual vacuity that characterizes too much of contemporary psychological inquiry (e.g., Klein, 2012, 2014a, 2015a, 2016a), a “big picture” approach to phenomena of interest is essential. Adopting this investigative posture turns the “received view” (...) of the relation between remembering and forgetting on its head: Rather than treated as the result of breakdowns and limitations of biologically engineered systems of remembering, forgetting is accorded elevated status as the driving force behind the evolution of organic systems of information retention. (shrink)

In this paper I argue that much of the confusion and mystery surrounding the concept of "self" can be traced to a failure to appreciate the distinction between the self as a collection of diverse neural components that provide us with our beliefs, memories, desires, personality, emotions, etc (the epistemological self) and the self that is best conceived as subjective, unified awareness, a point of view in the first person (ontological self). While the former can, and indeed has, been extensively (...) studied by researchers of various disciplines in the human sciences, the latter most often has been ignored -- treated more as a place holder attached to a particular predicate of interest (e.g., concept, reference, deception, esteem, image, regulation, etc). These two aspects of the self, I contend, are not reducible -- one being an object (the epistemological self) and the other a subject (the ontological self). Until we appreciate the difficulties of applying scientific methods and analysis to what cannot be reduced to an object of inquiry without stripping it of its essential aspect (its status as subject), progress on the "self", taken as a pluralistic construct, will continue to address only one part of the problems we face in understanding this most fundamental aspect of human experience. (shrink)

In this paper I argue for the importance of treating mental experience on its own terms. In defense of “experiential realism” I offer a critique of modern psychology’s all-too-frequent attempts to effect an objectification and quantification of personal subjectivity. The question is “What can we learn about experiential reality from indices that, in the service of scientific objectification, transform the qualitative properties of experience into quantitative indices?” I conclude that such treatment is neither necessary for realizing, nor sufficient for capturing, (...) subjectively given states (such as perception, pain, imagery, fear, thought, memory) – that is, for understanding many of the principle objects of psychological inquiry. A “science of mind” that approaches its subject matter from a third-person perspective should, I contend, be treated with a healthy amount of informed skepticism. (shrink)

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)

I argue that academic psychology’s quest to achieve scientific respectability by reliance on quantification and objectification is deeply flawed. Specifically, psychological theory typically cannot support prognostication beyond the binary opposition of “effect present/effect absent”. Accordingly, the “numbers” assigned to experimental results amount to little more than affixing names (e.g., more than, less than) to the members of an ordered sequence of outcomes. This, in conjunction with the conceptual under-specification characterizing the targets of experimental inquiry, is, I contend, a primary reason (...) why psychologists find it difficult to discriminate between competing, explanations of the effects of mind on behavior. Absent well-specified theory capable of enabling precise and detailed quantitative prediction, inferring underlying mental mechanisms from experimental outcomes becomes a difficult, if not impossible, task. (shrink)

This is a bibliography of books and articles on consciousness in philosophy, cognitive science, and neuroscience over the last 30 years. There are three main sections, devoted to monographs, edited collections of papers, and articles. The first two of these sections are each divided into three subsections containing books in each of the main areas of research. The third section is divided into 12 subsections, with 10 subject headings for philosophical articles along with two additional subsections for articles in cognitive (...) science and neuroscience. Of course the division is somewhat arbitrary, but I hope that it makes the bibliography easier to use. This bibliography has first been compiled by Thomas Metzinger and David Chalmers to appear in print in two philosophical anthologies on conscious experience . From 1995 onwards it has been continuously updated by Thomas Metzinger, and now is freely available as a PDF-, RTF-, or HTML-file. This bibliography mainly attempts to cover the Anglo-Saxon and German debates, in a non-annotated, fully formatted way that makes it easy to "cut and paste" from the original file. To a certain degree this bibliography also contains items in other languages than English and German - all submissions in other languages are welcome. Last update of current version: July 13th, 2001. (shrink)