Historical processes exert an influence on the current state and evolution of situations of language contact, brought to bear from different domains, the economic and the political, the ideological and group identities, geo-demographics, and the habits of inter-group use. Clearly, this kind of phenomenon requires study from a complexical and holistic perspective in order to accommodate the variety of factors that belong to different levels and that interrelate with one another in the evolving dynamic of human languaging. Therefore, there is (...) a need for the restricted and general complexity approaches to come to a meeting of the minds, and take steps toward a mutual integration based on the acceptance of the shortcomings of each approach, achieving progress through a non-contradictory complementarity of perspectives. It must be conceded that the practical and methodological applications of basic complexical ideas need to be developed much farther in order to apply them to specific research. At the same time, the limits of complex adaptive systems as computational strategies must be accepted in the pursuit of a better understanding of the dynamic and evolutionary processes typical of human beings. New tools for the conception, apprehension and treatment of the data will need to be devised to complement existing ones and to enable us to make headway toward practices that better fit complexical perspectives. It seems obvious that human complexics must be seen as multi-methodological, insofar as necessary combining quantitative-computation methodologies and more qualitative methodologies aimed at understanding the historical mental and emotional world of people. (shrink)

The 'complexity' approach can be positive and very helpful for General Linguistics theory because departs from: a) the idea that knowledge or meaning can exist without a being who produces them, b) the fragmented and reductionist view of reality and its too mechanistic oriented images, c) the 'linear' causality models, d) the tendency to dichotomise the categories about reality, e) the 'third excluded' Aristotelian principle (binary logic: if something is here it is not there), f) the disappearance of the mind (...) in some 'higher' social sciences, g) an inadequate approach of the relationships between the whole and its parts, and, h) a perspective on creativity too much based on logic and not on 'artistic' intuition and imagination in science. (shrink)

‘Complexics’ denotes the meta-transdisciplinary field specifically concerned with giving us suitable cognitive tools to understand the world’s complexity. Additionally, the use of the adjective ‘complexical’ would avoid the common confusion caused by the adjective ‘complex’, which belongs to everyday usage and already has its own connotations of complication and confusion. Thus, ‘complexical’ thinking and ‘complexical’ perspective would provide clearer terms, be freer of confusion, and refer more precisely to epistemic elements in contrast to the ‘complexity’ typical of many phenomena of (...) reality. In short, the world would be ‘complex’, but our way of looking at the world would be ‘complexical’. As a meta-transdiscipline, ‘complexics’ would carry on the perspective of cybernetics: “Cybernetics deals with all forms of behaviour insofar as they are regular, or determinate, or reproducible. The materiality is irrelevant… The truths of cybernetics are not conditional on their being derived from some other branch of science. Cybernetics has its own foundations” (Ashby, 1956:1). Thus, it has a distinctly transdisciplinary mission to provide concepts, schema and possibilities of thinking and representation able to express the multidimensional and systemic interwovenness and interdependence of the many, highly significant phenomena of reality that have these characteristics. On the level of theory, complexics needs to provide a set of principles, concepts and conceptual landscapes that can be applied transversally to distinct areas of knowledge and phenomena of reality, enabling us to gain a much firmer grasp of the complex aspects of their existence than we currently have. For this reason, our aim needs to be, as Morin says, not “to reduce complexity to simplicity, [but] to translate complexity into theory” (1994:315). (shrink)

The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...) however, forces us to rethink the relation between university and world. Indeed, an easy nstrumentalization of the university for the purposes of society is no longer possible in troubled times when the future of society itself seems to be at stake. Nevertheless, urgent societal concerns do need to be addressed by the university. Hence, the disinterested position seems a highly irresponsible option. The aim of this dissertation is to reconsider the relation between the university and the world from an educational perspective by addressing the question “How to situate study in the relation between university and society?” The dissertation consists of three parts. In Part One, the existing literature on the relation between university and society will be discussed. The first chapter discerns two main approaches to this issue, namely the transcendental-philosophical approach (cf. the idea of the university) and the critical-sociological approach (cf. academic capitalism) that conceive of the university, respectively, as an idea and as an organization. By means of an excursus on the emergence of the university in the Middle Ages, the case is made for an ecological approach to the university. In the second chapter, the work of two authors who have recently adopted such an ecological approach is briefly presented. Whereas Ronald Barnett’s theory of the ecological university is situated more in the transcendental-philosophical tradition, Susan Wright’s investigations of the university in the knowledge ecology can be placed in the critical-sociological tradition. Both conceptions, however, are hinged on an institutional understanding of the university. In line with recent developments in social theory, namely the focus on practices, it is proposed to work towards an ecology of study practices. Part Two presents Isabelle Stengers’ idea of the ecology of practices. The third chapter elucidates Stengers’ work on scientific practices by first situating it within the so-called Science Wars, which provided the impetus to elaborate a theoretical framework for a civilized dialogue between scientists and the broader public. The basic tenets and concepts of her approach, such as the understanding of practice as a set of requirements and obligations, are presented, explained, and discussed. In the fourth chapter, the focus shifts from scientific practices to study practices. Assisted by Stengers’ writings on Whitehead’s speculative philosophy, this chapter aims to flesh out Whitehead’s description of the university as a ‘home of adventures’ in order to come to an educational understanding of the study practices of the university. A conceptual inquiry into how study practices activate certain worldly problems and turn them into matters of study is presented. Part Three develops the conceptual work on study practices further in relation to the activities of the Palestinian experimental university Campus in Camps. Chapter Five presents the work of Campus in Camps and explains how it relates to the theoretical discussion offered in the second part. On the basis of Stengers’ conception of practice, which discerns requirements and obligations as vital ingredients, this chapter argues that life in exile is what drives the study practices of Campus in Camps, and hence, that it is the issue of life in exile that participants are obligated to when they study. Whereas Chapter Five is focused on what is being studied in Campus in Camps, Chapter Six inquires in to the specific requirements its activities need to fulfill in order to be study practices; in other words, how the participants study. Four requirements are discerned that, taken together, seem indispensable to understand the study practices of Campus in Camps; namely, storytelling, comparing, mapmaking, and using. The concluding chapter returns to the research question and again takes up the main ideas developed in the dissertation, such as the adventure of study and the cohabitation of scientific and study practices in the university. The last two sections of the conclusion deal with two remaining issues of a more practical nature; namely, how to relate to institutionalization when working from a practice-theoretical point of view, and lastly the question of what can be done. In all, and returning to the initial problem, the dissertation asks what it means to conceive of the university as situated by and engaged with worldly questions. (shrink)

This thesis seeks to understand the nature of and relation between science and philosophy articulated in the early work of the French philosopher Gilles Deleuze. It seeks to challenge the view that Deleuze’s metaphysical and metaphilosophical position is in important part an attempt to respond to twentieth century developments in the natural sciences, claiming that this is not a plausible interpretation of Deleuze’s early thought. The central problem identified with such readings is that they provide an insufficient explanation of the (...) nature of philosophy’s contribution to the encounter between philosophy and science that they discern in Deleuze’s work. The philosophical, as opposed to scientific, dimension of the position attributed to Deleuze remains obscure. In chapter 1, it is demonstrated that this question of philosophy’s contribution to intellectual life and of how to differentiate philosophy from the sciences is a live one in Deleuze’s early thought. An alternative, less anachronistic interpretation of the parameters of Deleuze’s early project is offered. The remaining chapters of the thesis examine the early Deleuze’s understanding of the divergence between philosophy and science. Chapter 2 gives an account of Deleuze’s metaphilosophy, alongside a reconstruction of his largely implicit early understanding of science. The divergent intellectual processes and motivating concerns that account for Deleuze’s understanding of the differentiation of science and philosophy are thus clarified. In chapter 3, Deleuze’s use of mathematical and physical concepts is examined. It is argued that these concepts are used metaphorically. In chapter 4, the association between modern science and the Deleuzian concept of immanence that has been proposed by some Deleuze scholars is examined and ultimately challenged. The thesis concludes with some reflections on the significance of Deleuze’s early work for contemporary debates concerning the future of continental philosophy and the nature of philosophy more generally. (shrink)

The philosophy of biomimicry, I argue, consists of four main areas of inquiry. The first, which has already been explored by Freya Mathews, concerns the “deep” question of what Nature ultimately is. The second, third, and fourth areas correspond to the three basic principles of biomimicry as laid out by Janine Benyus. “Nature as model” is the poetic principle of biomimicry, for it tells us how it is that things are to be “brought forth”. “Nature as measure” is the ethical (...) principle of biomimicry, for it tells us that Nature places ethical limits or standards on what it is possible for us to accomplish. And “Nature as mentor” is the epistemological principle of biomimicry, for it affirms that Nature is the ultimate source of truth, wisdom, and freedom from error. Within this overall framework, I argue that seeing Nature as physis—understood as “self-production” or “self-placing-into-the-open”—constitutes the requisite ground for the poetic, ethical, and epistemological principles of biomimicry, and that biomimicry thus conceived involves a new philosophical paradigm, which I call “enlightened naturalism”. (shrink)

Hans Jonas’ “philosophical biology,” although developed several decades ago, is still fundamental to the contemporary reflection upon the meaning of life in a systems thinking perspective. Jonas, in fact, closely examines the reasons of modern science, and especially of Wiener’s Cybernetics and Bertalanffy’s General System Theory, and at the same time points out their basic limits, such as their having a reductionistic attitude to knowledge and ontology. In particular, the philosopher highlights the problematic consequences of scientific reductionism for human nature. (...) As the final result of an overall process of naturalization, the essence of the human being is reduced to its quantitative features only, while the “meaning” of life as such becomes no different from the “fact” of its material consistency. However, the problem is that by such a process, the human being is deprived of his specificity. (shrink)

As figurational sociologists and sociolinguists, we need to know that we currently find support from other fields in our efforts to construct a sociocultural science focused on interdependencies and processes, creating a multidimensional picture of human beings, one in which the brain and its mental and emotional processes are properly recognized. The paradigmatic revolutions in 20th-century physics, the contributions made by biology to our understanding of living beings, the conceptual constructions built around the theories of systems, self-organization and complexity, all (...) these implore that we reflect on social sciences paradigms in the light of the great changes in these other disciplines. The application of metaphors or theoretical images of complexity and figurational sociology in understanding language and socio-communication phenomena is of great use, since language is not an ‘object’, but a ‘complex’; it exists simultaneously in and among different domains. ‘Languaging’ and interaction are co-phenomena. The former exists within the latter, and the latter within the former. By visualizing, for instance, the different levels of linguistic structure not as separate entities but rather as united and integrated within the same theoretical frame, by seeing their functional interdependencies, by situating them in a greater multidimensionality that includes what for a long time was considered ‘external’ – the individual and his or her mind-brain, the sociocultural system, the physical world, etc. – and expanding in this way our classical view, we should be able to make important, if not essential, theoretical and practical advances. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

The ArgumentIn this answer to “Evolutionism as a Modern Form of Mechanicism”: 287–306) I discuss the strange double use the authors make of their reference to Kant in order to deny the relevance of far-from-equilibrium thermodynamics, and more generally, of the physical irreversibility question in the problem of evolution.On the one hand, the authors quite legitimately use a materialist version of Kantian apriorism in the guise of “means of cognition” presupposed by any physical theory. But on the other hand, they (...) accept a theoretical interpretation of physical irreversibility whose precise historical function was to occult the intrinsic difference between the cognitive means of dynamics and those of thermodynamics in order to promote a mechanistic unification of physics.I thus argue that at stake is not the case of such or such a physicist transgressing the border between philosophy and natural science as defended by von Borzeszkowski and Wahsner, but rather the very interpretation of irreversibility accepted by most physicists since Boltzmann. In contrast, Prigogine's enterprise could be understood as an attempt to take the notion of cognitive means seriously, by approaching the problem of evolution via the problem of the relevance of these means.I conclude with comments on the strategic role Kant is still made to play today by physicists who wish to transform dissents in physical theory into philosophical ones and by philosophers who wish to judge scientists instead of trying to understand them. (shrink)

Théophile De Donder, a Belgian mathematician born in Brussels, elaborated two important ideas that created a bridge between thermodynamics and chemical kinetics. He invented the concept of the degree of advancement of a reaction, and, in 1922, he provided a precise mathematical form to the already known chemical affinity by translating Clausius’s uncompensated heat into formal language. These concepts merge in an important inequality that was the starting point for the formalization of non-equilibrium thermodynamics. The present article aims to reconstruct (...) how De Donder elaborated his ideas and developed them by exploring his teaching activity and its connection with his scientific production. Furthermore, it emphasizes the role played by the discussions with his disciples who became his collaborators. The paper analyzes De Donder’s efforts in participating in the second Solvay Chemistry Council in 1925 to call the attention of chemists to his mathematical approach. We explain why his work did not receive much attention at the time, and how, despite this, his formalization of chemical affinity became the basis for the birth of the so-called Brussels school of thermodynamics. (shrink)

Lamarck and Darwin agreed on the inconstancy of species and on the exclusive gradualism of evolution . Darwinism, revived as neo-Darwinism, was almost generally accepted from about 1930 till 1960. In the sixties the evolutionary importance of selection has been called in question by the neutralists. The traditional conception of the gene is disarranged by recent molecular-biological findings. Owing to the increasing confusion about the concept of genotype, this concept is reconsidered. The idea of the genotype as a cluster of (...) genes is replaced by a cybernetical interpretation of the genotype. As nature does jump, exclusive gradualism is dismissed. Saltatory evolution is a natural phenomenon, provoked by a sudden collapse of the thresholds which resist against evolution. The fossil record and the taxonomic system call for a macromutational interpretation. As Lamarck and Darwin overlooked the resistance of evolutionary thresholds, an alternative evolution model is needed, the first to be constructed on a palaeontological and taxonomic basis. (shrink)

This paper elucidates the philosophical origins of the conception of plants as machines and analyses the contemporary technical and ethical consequences of that thinking. First, we explain the historical relationship between the explicit animal machine thesis of Descartes and the implicit plant machine thesis of today. Our hypothesis is that, although it is rarely discussed, the plant machine thesis remains influential. We define the philosophical criteria for both a moderate and radical interpretation of the thesis. Then, assessing the compatibility of (...) current botanical knowledge with both interpretations, we find that neither withstands scrutiny. We trace how biological and agricultural sciences have historically relied upon thinking of plants as machines and how they continue to do so today through rhetoric centred on breeding, biotechnology, and production. We discuss some of the most important legal and ethical consequences of obscuring the vitality of plants. Finally, we explore less reductive and destructive ways of thinking about, and using, plants. (shrink)

This article aims to clarify the epistemological foundations of the Freudian energetics model, starting with a historical review of the 19th century scientific context in which Freud's research lay down its roots. Beyond the physiological and anatomical references of Project for a Scientific Psychology, the physiology Freud makes reference to is in reality primarily anchored in an epistemological model derived from physics. Whilst across the Rhine, the autonomy of physiology in relation to physics was far from being accomplished, as a (...) counterpoint, in France, the revolution in physiology driven by Claude Bernard established itself autonomously from physics,. In contrast, Freud's scientific landscape is entirely dominated by the physics elevated to the rank of an ideal science. The influence of Helmholtz, who is both a medical doctor and a physicist, has a determining influence on Freud's training. The discoveries in physics at that time, in particular the formulation of the principle of 'conservation of force' - first principle of thermodynamics - will constitute the points of reference upon which Freud will elaborate his energetics model, then subsequently, the idea of economy in his metapsychology. In this way we can trace both the historic and epistemological path that led Freud from a concept based on physics, and more specifically thermodynamic energy, to an idea of nervous energy that constitutes the basis of the concept of "quantity" as it is stated as 'first fundamental idea' in Project for a Scientific Psychology. This notion will subsequently evolve, and lead Freud to the introduction of the concept of 'psychical energy,' this time in a purely metapsychological sense. (shrink)

This article addresses the problem of emergence through a distinction, often neglected in the literature, between two different aspects of this issue: (1) the theoretical problem of providing modelizations able to explain the expression of emergent properties; (2) the epistemological problem of warranting the scientific value of the emergentist descriptions of nature. This paper considers this double issue with regard to the biological domain, and proposes a double solution (theoretical and epistemological) originally developed in early studies on self-organization. The underlying (...) hypothesis is that this solution offers the current biological emergentism the opportunity of developing a coherent structure: matching consistently the theoretical and the epistemological frames of the research, that is, coupling the emergentist conception of life with an emergentist conception of science. (shrink)

Today, the linguistic approach offers us an irreplaceable method for the direct study of the constitutive processes of social phenomena (A. Delobelle, 1981). In fact, each social phenomenon is basically inhabited or interpreted by language. It is language processes that give its ramifications to the social and form disstinct sub-groups in it. This is why, when these processes are observed in their formal dynamics, outside their vehiculated “contents,” it is as though we find ourselves faced with the very functioning of (...) the social: as though we have in it a typically experimental terrain for the direct study of social phenomena. (shrink)

This article addresses the issue of objectivism vs constructivism in two areas,biology and cognitive science, which areintermediate between the natural sciences suchas physics (where objectivism is dominant) andthe human and social sciences (whereconstructivism is widespread). The issues inbiology and in cognitive science are intimatelyrelated; in each of these twin areas, the objectivism vs constructivism issue isinterestingly and rather evenly balanced; as aresult, this issue engenders two contrastingparadigms, each of which has substantialspecific scientific content. The neo-Darwinianparadigm in biology is closely resonant (...) withthe classical cognitivist paradigm in cognitivescience, and both of them are intrinsicallyobjectivist. The organismic paradigm inbiology, based on the concept of autopoiesis,is consonant with the paradigm of enaction incognitive science; the latter paradigms are bothprofoundly constructivist.In cognitive science, the objectivism vsconstructivism issue is internal to thescientific field itself and reflexivity isinescapable. At this level, strong ontologicalobjectivism is self-contradictory and thereforeuntenable. Radical constructivism isself-coherent; but it also rehabilitatesa weak form of objectivism as a pragmaticallyviable alternative. In conclusion, there is aneven-handed reciprocity between objectivistand constructivist perspectives. Finally, thearticle examines the consequences of thisconclusion for fields other than cognitivescience: biology; physics and the naturalsciences; and the human and social sciences. (shrink)

Atoms theory and symmetry theory dominated physics. Symmetry propagation and interactions verify the Curie principle. But its violation by symmetry breaking is spontaneous.Fragility is creative. An information breaks a generalized symmetry. Results on symmetry breakings are not valid for fuzzy symmetries. The breaking of a fuzzy symmetry leads only to a pour symmetry. Homogeneity breaking, and atom of time are not usual concepts. We examine in this work symmetry breakings which generate the living time.

Introduction Atoms theory and symmetry theory dominated physics. Symmetry propagation and interactions verify the Curie principle. But its violation by symmetry breaking is spontaneous.Fragility is creative. An information breaks a generalized symmetry. Results on symmetry breakings are not valid for fuzzy symmetries. The breaking of a fuzzy symmetry leads only to a pour symmetry (Fig.1).

The ancient, interlinked questions about the role of chance in the living world and the origins of life, gained new relevance with the development of molecular biology in the twentieth century. In 1970, French molecular biologist Jacques Monod, joint winner of the 1965 Nobel Prize in Physiology or Medicine, devoted a popular book on modern biology and its philosophical implications to these questions, which was quickly translated into English as _Chance and Necessity_. Nine years later, Belgian thermodynamicist Ilya Prigogine, 1977 (...) winner of the Nobel Prize in Chemistry, published a popular book on the history and philosophy of natural sciences with Belgian philosopher Isabelle Stengers. Translated into English under the title _Order out of Chaos_ and widely discussed, the whole book can be seen as a response to Monod on these biological and philosophical questions. This study will trace this intellectual controversy between two Nobel Prize winners defending two opposing scientific and philosophical visions of the living world, rooted in two different scientific disciplines. (shrink)

This article searches for a way of theorizing the interconnectedness of processes of individuation, relationality and affect, with the aim of clearing the ground for an approach that establishes the basis of this interconnectedness by reference to mechanisms common to all living things. It establishes a number of shifts that enable us to think the categories and concepts like the individual, the subject, the group, the threshold, relationality, co-implication and so on according to a fundamental decentring, finally breaking with both (...) subject-centredness and its privilege of the individual as model or starting point; the same epistemological shift implies the rejection of the anthropocentric divide between humans and animals, while avoiding species of sociobiologism, pre-formationism, geneticism and other monocausal paradigms. What the new problematic of life enjoins us to rethink are the standpoint of singularity rather than that of the individual, coupled to the standpoint of relationality as a principle enabling us to think the self—other, human—animal, nature—culture and human—world in terms of compossibility and complex becoming. This view about the co-constitution of all life has major implications regarding responsibility for the other and responsibility for the world, grounded in the standpoint of the temporality and historicity of being as existential condition circumscribing the relation to the other. This shift at the level of ontology is explored via an engagement with the work of Simondon and his conceptual apparatus, particularly ideas of psychic and collective individuation, the pre-and transindividual, the associated milieu; this perspective is re-articulated by way of the work of Merleau-Ponty, Haraway’s notion of ‘companion species’, Ettinger’s concept of the ‘I—other plurality’, and cognate concepts that point to a new terrain for theorizing affect. (shrink)

Advancing the reductionist conviction that biology must be in agreement with the assumptions of reductive physicalism (the upward hierarchy of causal powers, the upward fixing of facts concerning biological levels) A. Rosenberg argues that downward causation is ontologically incoherent and that it comes into play only when we are ignorant of the details of biological phenomena. Moreover, in his view, a careful look at relevant details of biological explanations will reveal the basic molecular level that characterizes biological systems, defined by (...) wholly physical properties, e.g., geometrical structures of molecular aggregates (cells). In response, we argue that contrary to his expectations one cannot infer reductionist assumptions even from detailed biological explanations that invoke the molecular level, as interlevel causal reciprocity is essential to these explanations. Recent very detailed explanations that concern the structure and function of chromatin—the intricacies of supposedly basic molecular level—demonstrate this. They show that what seem to be basic physical parameters extend into a more general biological context, thus rendering elusive the concepts of the basic level and causal hierarchy postulated by the reductionists. In fact, relevant phenomena are defined across levels by entangled, extended parameters. Nor can the biological context be explained away by basic physical parameters defining molecular level shaped by evolution as a physical process. Reductionists claim otherwise only because they overlook the evolutionary significance of initial conditions best defined in terms of extended biological parameters. Perhaps the reductionist assumptions (as well as assumptions that postulate any particular levels as causally fundamental) cannot be inferred from biological explanations because biology aims at manipulating organisms rather than producing explanations that meet the coherence requirements of general ontological models. Or possibly the assumptions of an ontology not based on the concept of causal powers stratified across levels can be inferred from biological explanations. The incoherence of downward causation is inevitable, given reductionist assumptions, but an ontological alternative might avoid this. We outline desiderata for the treatment of levels and properties that realize interlevel causation in such an ontology. (shrink)

In this paper a unified theory of models and thought experiments is proposed by considering them as fictions, la Vaihinger. In order to reach this aim, the Hertzian and Botzmannian interpretation of theories as Bilder is reconsidered.

RásuméLes incidences sur la réflexion théologique des principes méthodologiques et épistémologiques gonséthiens sont aussi considérables que suggestives. Dans un domaine où le recours continuel à des métaphores empêche de tenir des discours univoques, le principe ? idonéité trouve toute sa signification. Les conduites ? un dogmatisme non critique sont exclues par le principe de révisibilité. Ľ opposition entre les voies de l'altérité et de intimité précise les différences que l'on observe entre les procédures scientifiques et spirituelles , la théologie s'efforçant (...) de traiter objectivement les données canoniques par des démarches qu'avérent les expériences vécues .SummaryThe effects of Gonseth's methodological and epistemological principles on theological reflection are as extensive as they are evocative. In this field, in which the frequent use of metaphors precludes unambiguous discourse, the full importance of the principle of idoneity is revealed. Uncritical dogmatism is prevented by the principle of revisability. The opposition between the ways of otherness and of innerness underscores the differences observed between scientific procedures and spiritual ones ; theology seeks to treat canonical facts objectively by means that are confirmed by actual experience. (shrink)

There are many reasons for questioning the relevance of the concepts of self-organization (SO) and emergence. By studying three types of SO, respectively related to ontogeny, phylogeny and formalized models, we show that we always have to suppose an associated hetero-organization and preconceived immergence, unconsciously present in the authors mind. In order to understand how these unusual couples are working, they must be considered as agonistic antagonistic couples. Heteroorganization and immergence put constraints on the system so that SO and emergence (...) will produce new patterns and forms, depending on these constraints. Besides, such couples (SO and heteroorganization, emergence and immergence) seem to belong to a series of couples of the same type, allowing us to define a kind of model of life.The concept of self-organization has been presented as the main concept defining systemics, and second order cybernetics. This concept has been accepted also in general Biological Theory (BT) where authors endowed the key to many phenomena until then poorly understood. (shrink)

The focus on discourse and communication in the recent sociology of scientific knowledge offers new perspectives for an integration of qualitative and quantitative approaches in science studies. The common point of interest is the question of how reflexive communication systems communicate. The elaboration of the mathematical theory of communication into a theory of potentially self-organizing entropical systems enables us to distinguish the various layers of communication, and to specify the dynamic changes in these configurations over time. For example, a paradigmatic (...) discourse can be considered as a virtual communication system at the supra-individual level. Communication systems, however, cannot be directly observed. One observes only their instantaneous operations. The reflexive analyst is able to attribute the observed uncertainty to hypothesized systems that interact in the events. The implications of this perspective for various programmes in the sociology of scientific knowledge are discussed. (shrink)

Introduction Atoms theory and symmetry theory dominated physics. Symmetry propagation and interactions verify the Curie principle. But its violation by symmetry breaking is spontaneous.Fragility is creative. An information breaks a generalized symmetry. Results on symmetry breakings are not valid for fuzzy symmetries. The breaking of a fuzzy symmetry leads only to a pour symmetry (Fig.1).

The paper surveys the possibility of keeping a neo-Kantian approach in the face of Loop Quantum Gravity. Together with a preliminary analysis of Cassirer’s re-interpretation of Kantian philosophy that allowed him to harmonize the a priori cognitions with the theory of relativity and quantum mechanics, it will focus on the distinction between constitutive and regulativea priori. In this way, the paper will suggest that despite Rovelli’s refutation of Kant’s interpretation of space and time, he seems, at least implicitly, to hold (...) to a couple of neo-Kantian assumptions: the usage of constitutivea priori principlessuch as granularity, indeterminism and partially relation, and the claim for functionalism as a rule in ordering the ‘appearances’. (shrink)

The proposed transdisciplinary field of ‘complexics’ would bring together allcontemporary efforts in any specific disciplines or by any researchersspecifically devoted to constructing tools, procedures, models and conceptsintended for transversal application that are aimed at understanding andexplaining the most interwoven and dynamic phenomena of reality. Our aimneeds to be, as Morin says, not “to reduce complexity to simplicity, [but] totranslate complexity into theory”.New tools for the conception, apprehension and treatment of the data ofexperience will need to be devised to complement existing (...) ones and toenable us to make headway toward practices that better fit complexictheories. New mathematical and computational contributions have alreadycontinued to grow in number, thanks primarily to scholars in statisticalphysics and computer science, who are now taking an interest in social andeconomic phenomena.Certainly, these methodological innovations put into question and againmake us take note of the excessive separation between the training receivedby researchers in the ‘sciences’ and in the ‘arts’. Closer collaborationbetween these two subsets would, in all likelihood, be much moreenergising and creative than their current mutual distance. Humancomplexics must be seen as multi-methodological, insofar as necessarycombining quantitative-computation methodologies and more qualitativemethodologies aimed at understanding the mental and emotional world ofpeople.In the final analysis, however, models always have a narrative runningbehind them that reflects the attempts of a human being to understand theworld, and models are always interpreted on that basis. (shrink)