Environmental theorists, seeking the origin of Western exploitative attitudes toward nature, have directed their attacks against 'humanism'. This essay argues that such criticisms are misplaced. Humanism has much closer affinities to environmentalism than the latter' s advocates believe. As early as the Renaissance, and certainly by the late eighteenth century, humanists were developing historically-conscious, hermeneutically-grounded modes of understanding, rather than the abstract, mathematical models of nature often associated with them. In its twentieth-century versions humanism also shares much of the mistrust (...) of consumerism, instrumental reason, and 'worldlessness' that marks environmentalist literature. Nevertheless, humanism is indeed committed to the principle that human beings are and ought to be free, and opposes theoretical approaches that suppress freedom. Reconciling humanism and environmentalism thus involves two steps: resisting the former's tendency to treat nature and freedom as metaphysical polarities, and drawing environmental theory away from flirtation with deterministic, biologistic worldviews. The essay concludes by suggesting Aldo Leopold's A Sand County Almanac as the paradigm case of environmental thought with roots in humanist approaches. (shrink)

In modern representative democracies, much healthcare is publicly funded or provided and so the question of what healthcare systems should do is a matter of public policy. Given that public resources are inevitably limited, what should be done and who should benefit from healthcare? It is a dilemma for policymakers and a subject of debate within several disciplines, but rarely across disciplines. In this paper, I draw on thinking from several disciplines and especially philosophy, economics, and systems theory. I conclude (...) that economist and philosopher John Broome’s writing provides the framework for an answer: a healthcare system in a democracy should do as much good as possible, although sometimes we should sacrifice some overall good for the sake of fairness. This leaves open some detailed questions about what in practice we consider to be good and fair, and about when some good should be traded off in order to be fair. The answers to these questions depend on our values, or as explained by systems theory, our weltanschauung. How policy decisions should be made when citizens’ values differ is a subject of extensive academic debate. However, it is a separate question. Representative democracies have mechanisms for resolving such debates. (shrink)

The paper seeks to offer [1] an explication of a concept of economics imperialism, focusing on its epistemic aspects; and [2] criteria for its normative assessment. In regard to [1], the defining notion is that of explanatory unification across disciplinary boundaries. As to [2], three kinds of constraints are proposed. An ontological constraint requires an increased degree of ontological unification in contrast to mere derivational unification. An axiological constraint derives from variation in the perceived relative significance of the facts explained. (...) An epistemological constraint requires strong fallibilism acknowledging a particularly severe epistemic uncertainty and proscribing against over-confident arrogance. (shrink)

Science is among the most crucial factors for the functioning of modern democracies, yet we tend to conceive of the science-system as mainly driven by its own internal logic and connected with the rest of society via input-output-relations. But does that mean that science is independent from the political system and the cultural life-form into which it is embedded, or is science intrinsically related to democracy? While authors like Hilary Putnam and Philip Kitcher have already tackled these questions, an important (...) part of the problem has hitherto been largely neglected: how is science related to the worldviews one may justifiably hold in a pluralistic society? Arguing with Dewey’s emphasis on the irreducible multitude of human experience, the paper defends a conception of wide “democratic experimentalism” (Frega), in which compatibility with science is crucial for the rational acceptability of worldviews and religions, but scientism is vigorously rejected. (shrink)

In the following comments, I will raise no major objection to Furtak’s main line of argument. My questions are essentially requests for clarification. They focus on three key expressions: first, the “unified” character of emotional agitation and intentionality; second, the unique “mode of cognition” claimed for emotions; and third, the “emotional a priori.”.

Although Harry Woolf’s great collective volume Quantification mostly overlooked biology, Thomas Kuhn’s chapter there on the role of quantitative measurement within the physical sciences maps quite well onto the forms of reasoning that actually persuade us as biologists 50 years later. Kuhn distinguished between two contexts, that of producing quantitative anomalies and that of resolving them. The implied form of reasoning is actually C. S. Peirce’s abduction or inference to the best explanation: “The surprising fact C is observed; but if (...) A were true, C would be a matter of course; hence there is reason to suspect that A is true.” This article reviews abduction and the Kuhnian dichotomy in a range of classic examples where quantitative reasoning has ended arguments in the natural sciences. Included are John Snow’s discovery of the cause of cholera, Jean Perrin’s proof that atoms exist, the discovery of the double helix, the Alvarezes’ explanation of the extraterrestrial origin of the Cretaceous-Tertiary extinction, and current examples in passive smoking, ulcers, and the anthropogenicity of global warming. Modern biology is a quantitative science to the extent that we operate by “strong inference,” the insistence that our data are surprising on everybody else’s hypotheses but follow as a matter of course from our own, and that we demand numerical consilience whenever we infer across levels of analysis or across disciplines. (shrink)

The relationship between philosophy and science has always been complementary. Today, while science moves increasingly fast and philosophy shows some problems in catching up with it, it is not always possible to ignore such relationships, especially in some disciplines such as philosophy of mind, cognitive science, and neuroscience. However, the methodological procedures used to analyze these data are based on principles and assumptions that require a profound dialogue between philosophy and science. Following these ideas, this work aims to raise the (...) problems that a classical connectionist theory can cause and problematize them in a cognitive framework, considering both philosophy and cognitive sciences but also the disciplines that are near to them, such as AI, computer sciences, and linguistics. For this reason, we embarked on an analysis of both the computational and theoretical problems that connectionism currently has. The second aim of this work is to advocate for collaboration between neuroscience and philosophy of mind because the promotion of deeper multidisciplinarity seems necessary in order to solve connectionism’s problems. In fact, we believe that the problems that we detected can be solved by a thorough investigation at both a theoretical and an empirical level, and they do not represent an impasse but rather a starting point from which connectionism should learn and be updated while keeping its original and profoundly convincing core. (shrink)

Despite the continuous emphasis on globalization, we witness increasing divisions and divisiveness in all domains of human activities. One of the reasons, if not the main one, is the intellectual fragmentation of humanity, compared in the title to the failed attempt at building the Biblical Tower of Babel. The attempts to reintegrate worldview, fragmented by the specialization of education (C.P. Snow’s The Two Cultures) and expected to be achieved through reforms in curricula at all levels of education, were based on (...) the assumption that the design of a curriculum should focus on the wide distribution of subjects of study, as if the distribution was the goal. The key point is not the distribution of themes, but the development of skills in the integration of knowledge. The quantitative assessment of the width of knowledge by the number of disciplines is of secondary importance. We cannot expect the miracle that students without any intellectual tools developed for this purpose would perform the job of integration, which their teachers do not promote or demonstrate, and which they cannot achieve for themselves. There are many other reasons for the increasing interest in making inquiries interdisciplinary, but there is little progress in the methodology of the integration of knowledge. This paper is a study of the transition from multidisciplinarity to interdisciplinarity, and further, to transdisciplinarity, with some suggestions regarding the use of methodological tools of structuralism and the choice of a conceptual framework. (shrink)

Liberal proponents of genetic engineering maintain that developing human germline modification technologies is morally desirable because it will result in a net improvement in human health and well-being. Skeptics of germline modification, in contrast, fear evolutionary harms that could flow from intervening in the human germline, and worry that such programs, even if well intentioned, could lead to a recapitulation of the scientifically and morally discredited projects of the old eugenics. Some bioconservatives have appealed as well to the value of (...) retaining our “given” human biological nature as a reason for restraining the development and use of human genetic modification technologies even where they would tend to increase well-being. In this article, I argue that germline intervention will be necessary merely to sustain the levels of genetic health that we presently enjoy for future generations—a goal that should appeal to bioliberals and bioconservatives alike. This is due to the population-genetic consequences of relaxed selection pressures in human populations caused by the increasing efficacy and availability of conventional medicine. This heterodox conclusion, which I present as a problem of intergenerational justice, has been overlooked in medicine and bioethics due to certain misconceptions about human evolution, which I attempt to rectify, as well as the sordid history of Darwinian approaches to medicine and social policy, which I distinguish from the present argument. (shrink)

El artículo afronta un tema novedoso que ha tenido recientemente tratamientos muy diversos. Algunosde sus objetivos podrían ser los siguientes: pretende señalar algunos caminos realizados en el diálogo entreciencia y técnica a lo largo de las últimas décadas y describir sucintamente los hitos que han conducido desde la ciencia clásica (newtoniana) a la tecnociencia actual. En el fondo, ofrecer también unas pinceladas sobre la nueva filosofía de la técnica, que se construye apartando viejos prejuicios humanistas, que cuenta con el desarrollo (...) teórico de la consiliencia y que no quiere estar dirigida ni principalmente ni exclusivamente hacia la ingeniería. En definitiva, una filosofía de la técnica con nueva ‘agenda’. El trabajo tiene cuatro grandes bloques: en el primero se describe el proyecto de la tecnociencia en su perspectiva histórica. En un segundo momento se pretende situar la técnica en la historia de las ciencias y de las técnicas. La tercera parte aborda la posibilidad (también necesidad) de una nueva visión de estos temas, que se ha dado en llamar visión sapiencial y transdisciplinar. Finalmente, en la cuarta parte, se señalan algunos pasos que se están dando en el campo de la filosofía de la técnica bajo esta nueva mirada, lo que podrían ser consideradas como las conclusiones, la nueva agenda: irrupción de enfoques éticos (entre otros, el de la responsabilidad) y nuevas visiones de ciencia-tecnología-sociedad. (shrink)

City College of New York The hereditarian theory of race differences in IQ was briefly revived with the appearance of The Bell Curve but then quickly dismissed. The authors attempt a defense of it here, with an eye to conceptual and logical issues of special interests to philosophers, such as alleged infirmities in the heritability concept. At the same time, some relevant post-Bell Curve empirical data are introduced.

Recent debates about the values and virtues of the sciences have been marked by philosophical errors and misunderstandings among both the supporters and the critics of the value of science. Some authors, such as Wilson defending the ultimate value of science and Appleyard decrying the influence of scientific modes of thinking, both assume the positivistic stance to understanding science. Others, such as Dawkins, Maddox and Wolpert, come through as scientific realists, celebrating the power of science to reach beyond what can (...) be perceived. Yet all three neglect the role of instruments and apparatus and miss the importance of the part that social forces play in the creation of belief. Finally Maddox slips into assuming that the only truly scientific approach to understanding human life scientifically is to follow the pattern of realism and model making as it is exemplified in the physical sciences. Psychology can be scientific without being reductionist. (shrink)

The nature of moral values has occupied philosophers and educationalists for centuries and a variety of claims have been made about their origin and status. One tradition suggests they may be thoughts in the mind of God; another that they are eternal truths to be reached by rational reflection (much like the truths of mathematics) or alternatively through intuition; another that they are social conventions; and another (from the logical positivists) that they are not verifiable facts but simply the expression (...) of emotional likes and dislikes. Standard introductory texts (e.g., Bowie 2004; Vardy and Grosch 1999) on the subject of ethics rarely mention Darwin or Darwinism (Mepham 2005 is a useful exception) possibly mindful of the fact that the relationship of evolutionary biology to moral questions has had a troublesome history. The effect of this has been that whole generations of moral philosophers have given the biological sciences a wide berth and consequently often remain poorly informed about recent advances in evolutionary thought and the neurosciences. On the other hand, scientists have developed interesting models of the evolution of the moral sentiments and are using new imaging techniques to explore the centres of the brain associated with emotion and motivation, but many have been fearful of committing the naturalistic fallacy and so have steered clear of extrapolating their findings to ethical questions. No one after all wants to be seen to be committing an elementary logical blunder. But in the last 20 years, evolutionary biologists have regained the confidence to explore the implications of evolution for the study of ethics (de Waal 1996; Wilson 1998; Wright 1994; Greene 2003). This paper is designed to encourage those entrusted with the teaching of ethics to be open to the potential of Darwinism as a source of ideas on the origins and status of ethical thought and behaviour. It is also hoped that it will illustrate for science educators the enormous explanatory power inherent in Darwinian thought. (shrink)