In Representative Men, Ralph Waldo Emerson presented Goethe as the prototype of the writer elected by nature, and he identified Goethe's specific genius as "putting ever a thing for a word." But Goethe's talents as writer and poet have long seemed to scientific readers to undermine his efforts to be a scientist, and to talk of his, or any, poetics of science would involve a category mistake. But putting things to words—that is, filling and structuring what we say about the (...) world with the content of experience—is what Goethe's investigations of nature aimed at. Considered as a philosophy of science, his method gives robust meaning and contemporary relevance to the term "poetics of science.". (shrink)

Though the resurgence of Hindu nationalism as a political phenomenon is well-understood, Meera Nanda is correct in suggesting that the ascendancy of Hindutva has other dimensions, such as the avent placed by cultural nationalist on 'Vedic science'. However, apart from this rudimentary insight, Nanda's contribution, far from being a resounding demonstration of potmodernism's complicity in the projects of Hindu nationalism, is a striking testament to her own commitment to a rigidly positivist, ferociously intolerant, and intellectually sterile conception of modern science (...) and the Enlightenment rationality which she views as the pinnacle of human achievement. Nanda displays an impoverished understanding of the scholarly contributions of the last three decades and is unable to countenance the idea of a plurality of sciences; at the same time, in veiw of her deliberate conflation of Hindutva with Hinduism, and her attempts to equate Hinduism as such with Nazism, it is clear that Hinduism itself stands condemned, and not merely resurgent Hindu nationalism. Nanda's book is an indiscriminate and uninteresting assault upon the innumerable enemies of reason, and it is, ironically, likely to have the result of further eroding confidence in self-proclaimed champions of rationality such as herself and the modern science of which she claims herself to be a true and peerless inheritor. (shrink)

ArgumentBetween 1838 and 1863 the Grimm brothers led a collaborative research project to create a new kind of dictionary documenting the history of the German language. They imagined the work would present a scientific account of linguistic cohesiveness and strengthen German unity. However, their dictionary volumes (most of which were arranged and written by Jacob Grimm) would be variously criticized for their idiosyncratic character and ultimately seen as a poor, and even prejudicial, piece of scholarship. This paper argues that such (...) criticisms may reflect a misunderstanding of the dictionary. I claim it can be best understood as an artifact of romanticist science and its epistemological privileging of subjective perception coupled with a deeply-held faith in inter-subjective congruence. Thus situated, it is a rare and detailed case of Romantic ideas and ideals applied to the scientific study of social artifacts. Moreover, the dictionary's organization, reception, and legacy provide insights into the changing landscape of scientific practice in Germany, showcasing the difficulties of implementing a romanticist vision of science amidst widening gaps between the public and professionals, generalists and specialists. (shrink)

The journey into the world of midwifery or nursing requires the student to attend to the intertwining of self-body-world in order to shift their knowledge of self-body-world into a client/patient-centered context. One of the teaching-learning strategies used to provide safe opportunities is the use of simulations and virtual practices. Rather than learning intimate acts of touching, or life and death decision-making in situations with actual clients/patients, students enter their learning world with rubber torsos, cloth babies, and cyber clinics. The “other” (...) is a simulated other, not a human. How does the student shift from seeing this simulated other as object to a sense of other as subject? In our world of constant use of technology for communication and entertainment, do students shift in and out of a cyber world easily or are they more captured by the simulated experience than with the human world? Has the human world redefined itself where the intertwining of self-body-world blurs the sense of where human body ends and cyber or simulated world begins? What is the place of Bildung when engaged with a cyber other? As a result of educational challenges, including rising enrolments, limited clinical placement opportunities, and increasing risk management concerns, there has been a proliferation in the use of simulation as a teaching strategy. This has left us –the authors– wondering about the student experience of simulation. What do they learn? How do they learn? How can this learning be applied in practice? (shrink)

This article examines differences in the research approaches of farmers and scientists and analyzes how these differences are related to the conditions under which both groups engage in experimental work. Theoretical considerations as well as practical experiences are presented to emphasize the great potential of farmer–researcher collaboration for rural innovation. In the first part of the article, the innovative power of farmer research and experimentation is acknowledged by presenting examples such as crop and animal breeding, development of new production systems, (...) farm equipment, and social innovations. Considering the respective comparative advantages of farmers and scientists, and inspired by theoretical concepts in the fields of knowledge management and innovation processes, we discuss five topics for optimizing the collaboration between farmers and scientists in the field of technological innovation: user orientation, decentralization, informal modes of experimentation, externalization of tacit knowledge, and economic considerations. A better understanding of such issues could help researchers to define their own role in the research process, acknowledge the strengths and weaknesses of their own and farmers’ research approaches, overcome communication gaps, and find creative solutions for problems that typically occur in the process of participatory technology development. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 10.2 (2005) 75-99 [Access article in PDF] Gynocentric Eco-Logics Trish Glazebrook All of our teachings come from things in nature, they come from the growing cycle, and everything is tied to the earth.1Ludwig Fleck describes in his Genesis and Development of a Scientific Fact how the concept of syphilis is "a result of the development and confluence of several lines of collective thought" (Fleck 1979, (...) 23). Diagnosis and treatment of the disease required that its symptomatology undergo transformation from "an undifferentiated and confused mass of information about chronic diseases characterized by skin symptoms" (1979, 1) into the concept of a single disease. Identifying the Spirochaeta pallida bacterium and diagnosing syphilis by means of the Wasserman reaction was only possible when an unclearly related collection of symptoms could be experienced as belonging together in a unified phenomenology.Likewise, I wish to provide a diagnosis and etiology, and suggest a curative possibility for a disease of modernity I will call phallic logic. Symptomatic of this sickness are wide-spread social alienation, global domination and oppression on the basis of gender, race, class and color, and epidemic eco-destruction. A body of critique exists in ecofeminist analyses that experiences these symptoms as a single disease: the phallic logic of modernity. "Logic" in this context does not mean the formal discipline [End Page 75] in which rules for the proper manipulation of abstract statements are laid down. Rather, "logic" in the sense used here is an epistemological term. It means the ways that understanding is structured. Phallic logic is the structure of understanding that permeates patriarchy. This logic takes its paradigm from scientific objectivity, but even voices from within the sciences themselves are arguing that contemporary human being must establish new ways of thinking about nature.I propose that such new eco-logics, that is, ways of thinking about nature, take their guidance from the physical environment. If nature informs knowledge claims, then knowledge itself is construed organically: it is finite and changing rather than fixed and eternal. Such logics can encompass the finitude of physical embodiment as an epistemological principle, and hence I identify them as gynocentric. They are not grounded in the disembodied Cartesian subject that feminists have shown so often and clearly to be typical of androcentric philosophizing. These logics draw instead on the physicality of environmental elements as well as of the thinker, and thus they allow nature's temporality to resonate within knowledge itself. They are not satisfied with a conceptual contrast between nature's on-going coming-to-be and passing-away and the alleged universality of knowledge. Rather, they take nature as a model for truth and acknowledge that nature infuses the things we say to be truth.There is an abundance of arguments for the differences between male and female writing and thinking.2 I speak in accord with these voices, but I frame my project differently. I will begin by presenting evidence of a call for alternative epistemologies from within the sciences, and then use ecofeminist analyses to argue that the scientists in question are moving away from a phallic logic toward gynocentric eco-logics. Next I will make clear three assumptions that underlie my account. The first two are Heideggerian. I accept his argument that the logic of modernity is scientific objectivity, and I use his account of truth and essence to argue that knowledge is situated rather than universal. Hence gynocentric eco-logics entail an essentialism that is historical rather than biological. I give up biology as the fixative for essence, but avoid a decline into what is entirely arbitrary and subjective by fixing essence in terms of cultural and historical location. Hence I am using a Heideggerian notion of situatedness, but applying it specifically to gender such that I can maintain that the category of "woman" is neither universal, nor shattered irreparably into [End Page 76] fragmented individualism. My Heideggerianism is further qualified in that I am not writing in the spirit of Heidegger's life-time project. I will take the force of his insights to be epistemological rather than metaphysical or ontological... (shrink)

Providing an overview of Integral Ecology, this article defines and explains some of the key terms and concepts that underlie an approach to the environment that is inspired by and makes use of Ken Wilber's Integral Theory. First Integral Ecology is distinguished from other environmental approaches. Then Wilber's Integral Theory is introduced, which provides a foundation for a participatory approach to ecology. Next, the ontology, epistemology, and methodology of environmental phenomena is examined in light of Wilber's framework and illustrated with (...) multidimensional examples of recycling. Finally, an Integral Ecology platform is presented. (shrink)

Johann Wolfgang von Goethe's approach to natural scientific research has unmistakable parallels to phenomenology. These parallels are clear enough to allow one to say confidently that Goethe's delicate empiricism is indeed a phenomenology of nature. This paper examines how Goethe's criticisms of Newton anticipated Husserl's announcement of the crisis of the modern sciences, and it describes how Goethe, at a critical juncture in cultural history, addressed this emerging crisis through a scientific method that is virtually identical to the method of (...) contemporary empirical-phenomenological research in the human sciences. Goethe's practice of science shares with phenomenology a participatory, morally-responsive, and holistic approach to the description of dynamic life-world phenomena. Delicate empiricism has its own version of the phenomenological epoché, and, like Husserl's technique of imaginative variation, it strives to disclose the essential or archetypal structure of the phenomenon through the endowment of human imagination. However, a close reading of Goethe suggests that the tendency amongst some scholars to distinguish phenomenology as human science from the natural sciences is actually a costly error which unwittingly falls prey to implicit Cartesian assumptions. Goethe, however, manages to avoid these problems by performing from the first a phenomenology of nature's sensibility. (shrink)

This essay is a journey into the phenomenology of place and Goethe's science of nature by an Australian lecturer on the philosophies and practices of place-based education. It takes the form of a series of encounters with leading figures in the field— David Seamon, Henri Bortoft and Isis Brook, as well as an application of Goethean science to some granite outcroppings on the Cornish coast of England. The profundity of the phenomenological concepts of 'natural attitude' and 'lifeworld' is discussed together (...) with ideas behind Goethe's participative and intuitive practices. Goethean science and phenomenology have enormous potential to deepen the experience, understanding and expression of place relationships, but they put challenging demands upon students and lecturers within the structure of a university subject. (shrink)

For further development of organic agriculture, it will become increasingly essential to integrate experienced innovative practitioners in research projects. The characteristics of this process of co-learning have been transformed into a research approach, theoretically conceptualized as “experiential science” (Baars 2007 , Baars and Baars 2007 ). The approach integrates social sciences, natural sciences, and human sciences. It is derived from action research and belongs to the wider field of transdiscliplinary research. In a dialogue-based culture of equality and mutual exchange the (...) principal of a “bottom-up” experiential learning process can be stimulated and fully reflective. It provides an opportunity to develop organic agriculture as multiple best-practices based on transdisciplinary projects, cases studies, and case series. The aim of the article is to describe the methodological characteristics and the theoretical and practical potential of experiential science for research in and development of organic farming. Three characteristic projects are outlined to illustrate the main elements of the methodology: the retrospective reflection on intuitive and experiential knowledge held by farmers; the knowledge derived from on-farm experimentation; the exchange of knowledge and experiences between farming pioneers within a “masterclass” setting. The study concludes that experiential science offers an important philosophical reconciliation process whereby a synthesis of different approaches to research becomes possible in solving real-life problems: quantitative and qualitative, subjective and objective, reductionistic and holistic, practice and science. Recognizing that there are multiple elements contributing to the process of acquiring knowledge, experiential science draws on a broad field of scientific methods thereby integrating the hermeneutic approach of social sciences and the Humanities with the established methods of contemporary natural science. (shrink)

Part I : Reflection on research methods in organic grassland and animal production at the Louis Bolk Institute, The NetherlandsKey words: organic agriculture, anthroposophy, methodology, research strategy, experiential science, multidisciplinary science, Goethean scienceThis dissertation focuses on the research question: what is peculiar to agricultural research when its purpose is to support the conscious development of organic agriculture? What approaches, designs and methods are used for such research? Since the 1990s the Louis Bolk Institute has become one of the important actors (...) in the field of organic research and development. The author analysed the methodological aspects of seven case studies, each following the same format: background of the project, methods used, a reflection on the methods and, to a limited extent, agronomic results. Each of these sheds light on an aspect of the Louis Bolk Institute's approach to research.Organic farming is experienced as a new paradigm and its research methods need to do justice to it. Three criteria were formulated for this purpose: the self regulation of farming systems, the involvement of farmers and the respect for the integrity of life. Two conceptual frameworks are used to analyse the research methods: (1) a four-quadrant matrix. Epistemological, ontological and methodological changes in the way of thinking are relevant in discussions about holism versus reductionism and positivism versus constructivism. The second framework is (2) a triangle which can show the relationship between the underlying values, the involvement of the actors and the nature of the scientific process.The scientific position which is defended in this dissertation can ultimately best be described as a 'radical holistic research strategy'.Research approaches applied in the case studies are: interdisciplinary research, experiential science and mutual learning, farmer-to-farmer learning, exploring tacit knowledge, bio-ethical evaluation, Goethean science and systemic development. In the four quadrant matrix two new additional research methods are positioned: (1) Goethean science is included as a holistic counterpart to multidisciplinary system ecology; (2) experiential science is included for comparison with mono-disciplinary experimental research. The constructivist character of both Goethean science and experiential science particularly distinguishes these methods from mainstream science.The meta-reflection on the research showed some important new elements of research. There was a systemic orientation in terms of a cohesive set of management measures and actions. This systemic orientation also encompasses holism in terms of Goethean science. In addition there is the experiential science based on intuitive action and pattern recognition. The reflection on the methods made it clear that their acceptance was influenced by the underlying scientific philosophy.The entire research strategy is thus based on two different interpretations of knowledge. Experiential science focuses on the actions of the farmer and is based on the epistemology of action. In addition there is an epistemology of knowledge, where it relates to interdisciplinary research and Goethean science. There are barriers to the acceptance of these scientific methods in the current lack of suitable statistical evaluation methods, and also in the absence of accepted methods for explicitly exploring reality as constructed by people.Part II : Effects of manure types and white clover (Trifolium repens) cultivars on the productivity of grass-clover mixtures grown on a humid sandy soilKey words: organic agriculture, grass-clover, white clover cultivars, animal manure, potassium, nematodes, earthwormsThis Part describes the agronomic results of the multidisciplinary grassland study. This project concerned the effects of clover varieties and spring applications of animal manure on the yield of grass-white clover mixtures on a moist sandy soil (1993-1996). To be aware of the context of the findings in a multidisciplinary approach, attention was paid to: chemical soil fertility, damage to clover by slugs and soil borne nematodes. To increase the understanding of soil fertility, earthworm dynamics were also measured. At the end of the period the botanical composition of all plots was assessed. Factors measured besides total yield and clover yield were N, P and K yield. It was found that these 'context'- measurements were important for the overall explanation of the scientific results. Data were used for modelling several relationships between yield parameters. The overall findings of this project led to an understanding and description of the main aspects of manure with regard to grass-white clover growth on a moist sandy soil.It was concluded that on a moist sandy soil the amount of inorganic and organic N, the N release and the K input were the main manure factors relating to fluctuations in total yields on white clover development and on N yields in the first six years after sward establishment. The inorganic N component in manure can be used strategically to improve the growth of the herbage in spring. Maintenance of soil fertility in terms of P, K and Ca levels is an important key factor for a successful organic grass-clover sward.Carbon rich FYM derived from a deep litter stable and composted before application increased the earthworm population, reduced the number of nematodes and maintained the highest level of soil pH, all factors which might positively affect white clover growth in the long term. FYM applied in spring resulted in the typical extended growth season in the second part of the growing season. On a sandy soil the high concentration of K in the FYM positively affects the potential white clover growth.The choice of a persistent white clover cultivar is another important factor affecting herbage and N yields of an organic grass-clover sward. However, winter losses were not found to be the main cause of white clover reductions over the years. Losses in the growing season were related to slugs which reduced white clover leaf area. The literature shows that the cyanide concentration in DM herbage affects the susceptibility of white clover to pests. (shrink)