Though the vegetarian movement sparked by Peter Singer’s book Animal Liberation has achieved some success, there is more animal suffering caused today due to factory farming than there was when the book was originally written. In this paper, I argue that there may be a technological solution to the problem of animal suffering in intensive factory farming operations. In particular, I suggest that recent research indicates that we may be very close to, if not already at, the point where we (...) can genetically engineer factory-farmed livestock with a reduced or completely eliminated capacity to suffer. In as much as animal suffering is the principal concern that motivates the animal welfare movement, this development should be of central interest to its adherents. Moreover, I will argue that all people concerned with animal welfare should agree that we ought to replace the animals currently used in factory farming with animals whose ability to suffer is diminished if we are able to do so. (shrink)

A growing literature has recognized the importance of mental simulation (e.g., imagining alternatives to reality) in sparking creativity. In this chapter, we examine how counterfactual thinking, or imagining alternatives to past outcomes, affects group creativity. We explore these effects by articulating a model that considers the influence of counterfactual thinking on both the cognitive and social processes known to impact group creative performance. With this framework, we aim to stimulate research on group creativity from a counterfactual perspective.

We need urgently to bring about a revolution in universities around the world, wherever possible, so that they take their fundamental task to be, not to acquire and apply knowledge, but rather to help humanity learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways, so that we may make progress towards a good, genuinely civilized, wise world. The pursuit of knowledge would be a vital but subsidiary task. I have argued for the urgent need for (...) such an academic revolution for nearly 50 years, ever since the publication of two books: What’s Wrong With Science? Towards a People’s Rational Science of Delight and Compassion, 1976, and From Knowledge to Wisdom: A Revolution for Science and the Humanities, 1984, both available free online. This article, written in preparation for a talk given to Pittsburgh University on the 15th September 2023, gives an outline of my baffled struggles with problems of philosophy, science, literature and life that led up to the discovery of the urgent need for an intellectual and institutional revolution in universities around the world, needed in order to galvanize the social revolution required to enable us to make progress to a world in which peace, justice, democracy, individual freedom, sustainable prosperity, the possibility of a good life, are available to all, insofar as that is attainable. (shrink)

In this paper I argue that neuroscience has been harmed by the widespread adoption of seriously inadequate methodologies or philosophies of science - most notably inductivism and falsificationism. I argue that neuroscience, in seeking to understand the human brain and mind, needs to follow in the footsteps of evolution.

How can the world we live in and see, touch, hear, and smell, the world of living things, people, consciousness, free will, meaning, and value - how can all of this exist and flourish embedded as it is in the physical universe, made up of nothing but physical entities such as electrons and quarks? How can anything be of value if everything in the universe is, ultimately, just physics? In Our Fundamental Problem Nicholas Maxwell argues that this problem of (...) reconciling the human and physical worlds needs to take centre stage in our thinking, so that our best ideas about it interact with our attempts to solve even more important specialized problems of thought and life. When we explore this fundamental problem, Maxwell argues, revolutionary answers emerge for a wide range of questions arising in philosophy, science, social inquiry, academic inquiry as a whole, and - most important of all - our capacity to solve the global problems that threaten our future: climate change, habitat destruction, extinction of species, inequality, war, pollution of earth, sea, and air. An unorthodox introduction to philosophy, Our Fundamental Problem brings philosophy down to earth and demonstrates its vital importance for science, scholarship, education, life, and the fate of the world. (shrink)

In a recent paper, Howard Stein makes a number of criticisms of an earlier paper of mine ('Are Probabilism and Special Relativity Incompatible?', Phil. Sci., 1985), which explored the question of whether the idea that the future is genuinely 'open' in a probabilistic universe is compatible with special relativity. I disagree with almost all of Stein's criticisms.

I have recently published a book to which I gave the title: Is Bad Philosophy Responsible for the Climate Crisis? But this proved to be too inflammatory for Palgrave Macmillan, and they changed it to the anodyne The Philosophy of Inquiry and Global Problems: The Intellectual Revolution Needed to Create a Better World. In the book I argue that academic philosophy has a certain responsibility for the failure of humanity to put a stop to the climate and nature crises, in (...) failing even to notice that a bad philosophy of inquiry dominates academic inquiry – one that prevents universities from engaging actively with the public domain to ensure action is taken to prevent the climate and nature crises from developing, or intensifying. The Philosophy of Inquiry and Global Problems spells out what has gone wrong that has reduced academic philosophy to its present pitiful state, and what needs to be done to restore philosophy so that it becomes again a discipline with profoundly fruitful intellectual and humanitarian implications. This Opinion Piece is the Preface to the published book. (shrink)

"Understanding Scientific Progress constitutes a potentially enormous and revolutionary advancement in philosophy of science. It deserves to be read and studied by everyone with any interest in or connection with physics or the theory of science. Maxwell cites the work of Hume, Kant, J.S. Mill, Ludwig Bolzmann, Pierre Duhem, Einstein, Henri Poincaré, C.S. Peirce, Whitehead, Russell, Carnap, A.J. Ayer, Karl Popper, Thomas Kuhn, Imre Lakatos, Paul Feyerabend, Nelson Goodman, Bas van Fraassen, and numerous others. He lauds Popper for advancing (...) beyond verificationism and Hume’s problem of induction, but faults both Kuhn and Popper for being unable to show that and how their work could lead nearer to the truth." —Dr. LLOYD EBY teaches philosophy at The George Washington University and The Catholic University of America, in Washington, DC "Maxwell's aim-oriented empiricism is in my opinion a very significant contribution to the philosophy of science. I hope that it will be widely discussed and debated." – ALAN SOKAL, Professor of Physics, New York University "Maxwell takes up the philosophical challenge of how natural science makes progress and provides a superb treatment of the problem in terms of the contrast between traditional conceptions and his own scientifically-informed theory—aim-oriented empiricism. This clear and rigorously-argued work deserves the attention of scientists and philosophers alike, especially those who believe that it is the accumulation of knowledge and technology that answers the question."—LEEMON McHENRY, California State University, Northridge "Maxwell has distilled the finest essence of the scientific enterprise. Science is about making the world a better place. Sometimes science loses its way. The future depends on scientists doing the right things for the right reasons. Maxwell's Aim-Oriented Empiricism is a map to put science back on the right track."—TIMOTHY McGETTIGAN, Professor of Sociology, Colorado State University - Pueblo "Maxwell has a great deal to offer with these important ideas, and deserves to be much more widely recognised than he is. Readers with a background in philosophy of science will appreciate the rigour and thoroughness of his argument, while more general readers will find his aim-oriented rationality a promising way forward in terms of a future sustainable and wise social order."—David Lorimer, Paradigm Explorer, 2017/2 "This is a book about the very core problems of the philosophy of science. The idea of replacing Standard Empiricism with Aim-Oriented Empiricism is understood by Maxwell as the key to the solution of these central problems. Maxwell handles his main tool masterfully, producing a fascinating and important reading to his colleagues in the field. However, Nicholas Maxwell is much more than just a philosopher of science. In the closing part of the book he lets the reader know about his deep concern and possible solutions of the biggest problems humanity is facing."—Professor PEETER MŰŰREPP, Tallinn University of Technology, Estonia “For many years, Maxwell has been arguing that fundamental philosophical problems about scientific progress, especially the problem of induction, cannot be solved granted standard empiricism (SE), a doctrine which, he thinks, most scientists and philosophers of science take for granted. A key tenet of SE is that no permanent thesis about the world can be accepted as a part of scientific knowledge independent of evidence. For a number of reasons, Maxwell argues, we need to adopt a rather different conception of science which he calls aim-oriented empiricism (AOE). This holds that we need to construe physics as accepting, as a part of theoretical scientific knowledge, a hierarchy of metaphysical theses about the comprehensibility and knowability of the universe, which become increasingly insubstantial as we go up the hierarchy. In his book “Understanding Scientific Progress: Aim-Oriented Empiricism”, Maxwell gives a concise and excellent illustration of this view and the arguments supporting it… Maxwell’s book is a potentially important contribution to our understanding of scientific progress and philosophy of science more generally. Maybe it is the time for scientists and philosophers to acknowledge that science has to make metaphysical assumptions concerning the knowability and comprehensibility of the universe. Fundamental philosophical problems about scientific progress, which cannot be solved granted SE, may be solved granted AOE.” Professor SHAN GAO, Shanxi University, China . (shrink)

The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the fundamental (...) task becomes to help humanity learn how to tackle problems of living in increasingly cooperatively rational ways, so that we may gradually discover how to make progress towards a better, wiser world. (shrink)

The Comprehensibility of the Universe puts forward a radically new conception of science. According to the orthodox conception, scientific theories are accepted and rejected impartially with respect to evidence, no permanent assumption being made about the world independently of the evidence. Nicholas Maxwell argues that this orthodox view is untenable. He urges that in its place a new orthodoxy is needed, which sees science as making a hierarchy of metaphysical assumptions about the comprehensibility and knowability of the universe, these (...) assumptions asserting less and less as one ascends the hierarchy. This view has significant implications: that it is part of scientific knowledge that the universe is physically comprehensible; that metaphysics and philosophy are central to scientific knowledge; that science possesses a rational, if fallible, method of discovery; that a new understanding of scientific method and rationality is required. Maxwell argues that this new conception makes possible a natural resolution of long-standing philosophical problems about science, regarding simplicity, induction, and progress. His goal is the reform not just of the philosophy of science but of science itself, and the healing of the rift between the two. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems (...) have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...) global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

Traditionally, the problem of free will is formulated as the problem of how there can be free will if determinism is ture. I argue it should be formulated as the problem of whether, or to what extent, the capacity to realize what is of value in life is compatible with what modern science tells us about the universe.

Academic inquiry, in devoting itself primarily to the pursuit of knowledge, is profoundly and damagingly irrational, in a wholesale, structural fashion, when judged from the standpoint of helping to promote human welfare. Judged from this standpoint, academic inquiry devoted to the pursuit of knowledge violates three of the four most elementary rules of rational problem-solving conceivable. Above all, it fails to give intellectual priority to the tasks of (1) articulating problems of living, including global problems, and (2) proposing and critically (...) assessing possible solutions – possible social actions. This gross, structural irrationality of academic inquiry stems from blunders of the 18th century French Enlightenment. The philosophes had the brilliant idea of learning from scientific progress how to achieve social progress towards an enlightened world, but in implementing this idea they made three disastrous blunders. They got the nature of the progress-achieving methods of science wrong; they failed to generalize these methods properly; and most disastrously, they applied these methods to acquiring knowledge about society, and not directly to solving social problems. These blunders are still inherent in academia today, with dire consequences for the state of the world. All this has been pointed out prominently many times since 1976, but has been ignored. (shrink)

This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...) the fundamental, overall intellectual aims and methods of inquiry. At present inquiry is devoted to the enhancement of knowledge. This needs to be transformed into a kind of rational inquiry having as its basic aim to enhance personal and social wisdom. This new kind of inquiry gives intellectual priority to the personal and social problems we encounter in our lives as we strive to realize what is desirable and of value – problems of knowledge and technology being intellectually subordinate and secondary. For this new kind of inquiry, it is what we do and what we are that ultimately matters: our knowledge is but an aspect of our life and being. (shrink)

In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...) ways. That, this book argues, is the key disaster of our times, the crisis behind all the others: our failure to have developed our institutions of learning so that they are rationally organized to help us solve our problems of living — above all, our global problems. Having universities devoted almost exclusively to the pursuit of knowledge is a recipe for disaster. Scientific knowledge and technological know-how have unquestionably brought great benefits to humanity. But they have also made possible — even caused — our current global crises, above all the impending crisis of global warming. In this lucid and provocative book, Nicholas Maxwell argues convincingly that we need urgently to bring about a revolution in universities round the world so that their basic aim becomes wisdom, and not just knowledge. (shrink)

This book gives an account of work that I have done over a period of decades that sets out to solve two fundamental problems of philosophy: the mind-body problem and the problem of induction. Remarkably, these revolutionary contributions to philosophy turn out to have dramatic implications for a wide range of issues outside philosophy itself, most notably for the capacity of humanity to resolve current grave global problems and make progress towards a better, wiser world. A key element of the (...) proposed solution to the first problem is that physics is about only a highly specialized aspect of all that there is – the causally efficacious aspect. Once this is understood, it ceases to be a mystery that natural science says nothing about the experiential aspect of reality, the colours we perceive, the inner experiences we are aware of. That natural science is silent about the experiential aspect of reality is no reason whatsoever to hold that the experiential does not objectively exist. A key element of the proposed solution to the second problem is that physics, in persistently accepting unified theories only, thereby makes a substantial metaphysical assumption about the universe: it is such that a unified pattern of physical law runs through all phenomena. We need a new conception, and kind, of physics that acknowledges, and actively seeks to improve, metaphysical presuppositions inherent in the methods of physics. The problematic aims and methods of physics need to be improved as physics proceeds. These are the ideas that have fruitful implications, I set out to show, for a wide range of issues: for philosophy itself, for physics, for natural science more generally, for the social sciences, for education, for the academic enterprise as a whole and, most important of all, for the capacity of humanity to learn how to solve the grave global problems that menace our future, and thus make progress to a better, wiser world. It is not just science that has problematic aims; in life too our aims, whether personal, social or institutional, are all too often profoundly problematic, and in urgent need of improvement. We need a new kind of academic enterprise which helps humanity put aims-and-methods improving meta-methods into practice in personal and social life, so that we may come to do better at achieving what is of value in life, and make progress towards a saner, wiser world. This body of work of mine has met with critical acclaim. Despite that, astonishingly, it has been ignored by mainstream philosophy. In the book I discuss the recent work of over 100 philosophers on the mind-body problem and the metaphysics of science, and show that my earlier, highly relevant work on these issues is universally ignored, the quality of subsequent work suffering as a result. My hope, in publishing this book, is that my fellow philosophers will come to appreciate the intellectual value of my proposed solutions to the mind-body problem and the problem of induction, and will, as a result, join with me in attempting to convince our fellow academics that we need to bring about an intellectual/institutional revolution in academic inquiry so that it takes up its proper task of helping humanity learn how to solve problems of living, including global problems, and make progress towards as good, as wise and enlightened a world as possible. (shrink)

I am inclined to think that there are three basic philosophical problems that arise in connection with consciousness. (1) Existence. Why does sentience or consciousness exist at all? Why are we not zombies? (2) Intelligibility. Granted that consciousness exists, what is it? How is it to be explained and understood? On the face of it, there could be no greater mystery than that brains should somehow produce, or be, our states of awareness, our thoughts, feelings, perceptions and desires. What is (...) so baffling and mysterious about consciousness is that each one of us knows it exists, and knows what it is, because we possess it, indeed we are it, in a certain sense; and yet, if we examine a conscious brain, we find such things as neurons and synaptic junctions, but nothing remotely like consciousness as we experience it. Consciousness is wholly apparent to the owner of the conscious brain, but bafflingly invisible and ineffable to everyone else. How is this familiar and utterly inexplicable stuff of consciousness to be explained and understood? (3) Brain-Mind Correlations. What possible explanation could there be for the way brain processes and sensations are correlated? In what follows I suggest solutions to two of these problems, and indicate why, in my view, the other problem has no solution, and thus does not deserve to be regarded as a legitimate problem. (shrink)

In this paper, I discuss how Newton’s inductive argument of the Principia can be defended against criticisms levelled against it by Duhem, Popper and myself. I argue that Duhem’s and Popper’s criticisms can be countered, but mine cannot. It requires that we reconsider, not just Newton’s inductive argument in the Principia, but also the nature of science more generally. The methods of science, whether conceived along inductivist or hypothetico-deductivist lines, make implicit metaphysical presuppositions which rigour requires we make explicit within (...) science so that they can be critically assessed, alternatives being developed and assessed, in the hope that they can be improved. Despite claiming to derive his law of gravitation by induction from phenomena without resource to hypotheses, Newton does nevertheless acknowledge in the Principia that his rules of reasoning make metaphysical presuppositions. To this extent, Newton has a more enlightened view of scientific method than most 20th and 21st century scientists and historians and philosophers of science. (shrink)

Most scientists would hold that science has not established that the cosmos is physically comprehensible – i.e. such that there is some as-yet undiscovered true physical theory of everything that is unified. This is an empirically untestable, or metaphysical thesis. It thus lies beyond the scope of science. Only when physics has formulated a testable unified theory of everything which has been amply corroborated empirically will science be in a position to declare that it has established that the cosmos is (...) physically comprehensible. But this argument presupposes a widely accepted but untenable conception of science which I shall call standard empiricism. According to standard empiricism, in science theories are accepted solely on the basis of evidence. Choice of theory may be influenced for a time by considerations of simplicity, unity, or explanatory capacity, but not in such a way that the universe itself is permanently assumed to be simple, unified or physically comprehensible. In science, no thesis about the universe can be accepted permanently as a part of scientific knowledge independently of evidence. Granted this view, it is clear that science cannot have established that the universe is physically comprehensible. Standard empiricism is, however, as I have indicated, untenable. Any fundamental physical theory, in order to be accepted as a part of theoretical scientific knowledge, must satisfy two criteria. It must be (1) sufficiently empirically successful, and (2) sufficiently unified. Given any accepted theory of physics, endlessly many empirically more successful disunified rivals can always be concocted – disunified because they assert that different dynamical laws govern the diverse phenomena to which the theory applies. These disunified rivals are not considered for a moment in physics, despite their greater empirical success. This persistent rejection of empirically more successful but disunified rival theories means, I argue, that a big, highly problematic, implicit assumption is made by science about the cosmos, to the effect, at least, that the cosmos is such that all seriously disunified theories are false. Once this point is recognized, it becomes clear, I argue, that we need a new conception of science which makes explicit, and so criticizable and improvable the big, influential, and problematic assumption that is at present implicit in physics in the persistent preference for unified theories. This conception of science, which I call aim-oriented empiricism, represents the assumption of physics in the form of a hierarchy of assumptions. As one goes up the hierarchy, the assumptions become less and less substantial, and more and more nearly such that their truth is required for science, or the pursuit of knowledge, to be possible at all. At each level, that assumption is accepted which (a) best accords with the next one up, and (b) has, associated with it the most empirically progressive research programme in physics, or holds out the greatest hope of leading to such an empirically progressive research programme. In this way a framework of relatively insubstantial, unproblematic, fixed assumptions and associated methods is created, high up in the hierarchy, within which much more substantial and problematic assumptions and associated methods, low down in the hierarchy, can be changed, and indeed improved, as scientific knowledge improves. One assumption in this hierarchy of assumptions, I argue, is that the cosmos is physically comprehensible – that is, such that some yet-to-be-discovered unified theory of everything is true. Hence the conclusion: improve our ideas about the nature of science and it becomes apparent that science has already established that the cosmos is physically comprehensible – in so far as science can ever establish anything theoretical. (shrink)

In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...) pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (shrink)

There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of simplicity, unity (...) or explanatory power does not permanently commit science to the thesis that nature is simple or unified. This current ‘paradigm’ is, I argue, untenable. We need a new paradigm, which acknowledges that science makes a hierarchy of metaphysical assumptions concerning the comprehensibility and knowability of the universe, theories being chosen partly on the basis of compatibility with these assumptions. Eleven arguments are given for favouring this new ‘paradigm’ over the current one. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. (shrink)

Recent progress in artificial intelligence (AI) has drawn attention to the technology’s transformative potential, including what some see as its prospects for causing large-scale harm. We review two influential arguments purporting to show how AI could pose catastrophic risks. The first argument — the Problem of Power-Seeking — claims that, under certain assumptions, advanced AI systems are likely to engage in dangerous power-seeking behavior in pursuit of their goals. We review reasons for thinking that AI systems might seek power, that (...) they might obtain it, that this could lead to catastrophe, and that we might build and deploy such systems anyway. The second argument claims that the development of human-level AI will unlock rapid further progress, culminating in AI systems far more capable than any human — this is the Singularity Hypothesis. Power-seeking behavior on the part of such systems might be particularly dangerous. We discuss a variety of objections to both arguments and conclude by assessing the state of the debate. (shrink)

Philosophy of science is seen by most as a meta-discipline – one that takes science as its subject matter, and seeks to acquire knowledge and understanding about science without in any way affecting, or contributing to, science itself. Karl Popper’s approach is very different. His first love is natural philosophy or, as he would put it, cosmology. This intermingles cosmology and the rest of natural science with epistemology, methodology and metaphysics. Paradoxically, however, one of his best known contributions, his proposed (...) solution to the problem of demarcation, helps to maintain the gulf that separates science from metaphysics, thus fragmenting cosmology into falsifiable science on the one hand, untestable philosophy on the other. This has damaging repercussions for a number of issues Popper tackles, from the problem of induction to simplicity of theory and quantum theory. But his proposed solution to the demarcation problem is untenable. Metaphysical assumptions are an integral part of scientific knowledge, inherent in the persistent acceptance of unified theories against the evidence. Once this is appreciated, it becomes obvious that natural philosophy, a synthesis of science and philosophy, is both more rigorous and of greater intellectual value than the two dissociated components we have today. What Popper sought for could come to full fruition. Problems that Popper tackled, from the problem of induction, to the problem of unity of theory, problems of quantum theory, and problems concerning the scope and limits of physics, all receive more adequate resolution within the new, fully-fledged natural philosophy. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and our place in it, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems have arisen as a result. What we need (...) to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme that we have institutionalized in 20th century academic inquiry. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. (shrink)

According to orthodox quantum mechanics, state vectors change in two incompatible ways: "deterministically" in accordance with Schroedinger's time-dependent equation, and probabilistically if and only if a measurement is made. It is argued here that the problem of measurement arises because the precise mutually exclusive conditions for these two types of transitions to occur are not specified within orthodox quantum mechanics. Fundamentally, this is due to an inevitable ambiguity in the notion of "meawurement" itself. Hence, if the problem of measurement is (...) to be resolved, a new, fully objective version of quantjm mechanics needs to be developed which does not incorporate the notion of measurement in its basic postuolates at all. (shrink)

This is a reply to de Sousa's 'Emotional Truth', in which he argues that emotions can be objective, as propositional truths are. I say that it is better to distinguish between truth and accuracy, and agree with de Sousa to the extent of arguing that emotions can be more or less accurate, that is, based on the facts as they are.

This chapter outlines improvements and developments made to aim-oriented empiricism since "From Knowledge to Wisdom" was first published in 1984. It argues that aim-oriented empiricism enables us to solve three fundamental problems in the philosophy of science: the problems of induction and verisimilitude, and the problem of what it means to say of a physical theory that it is unified.

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...) provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to wisdom - wisdom being the capacity to realize what is of value in life for oneself and others, wisdom including knowledge and technological know-how, but much else besides. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

What ought to be the aims of science? How can science best serve humanity? What would an ideal science be like, a science that is sensitively and humanely responsive to the needs, problems and aspirations of people? How ought the institutional enterprise of science to be related to the rest of society? What ought to be the relationship between science and art, thought and feeling, reason and desire, mind and heart? Should the social sciences model themselves on the natural sciences: (...) or ought they to take a different form if they are to serve the interests of humanity objectively, sensitively and rigorously? Might it be possible to get into human life, into art, education, politics, industry, international affairs, and other domains of human activity, the same kind of progressive success that is found so strikingly, on the intellectual level, within science? These are some of the questions tackled by What’s Wrong With Science? But the book is no abstruse treatise on the philosophy of science. Most of it takes the form of a passionate debate between a Scientist and a Philosopher, a debate that is by turns humorous, ironical, bitter, dramatically explosive. Even as the argument explores the relationship between thought and feeling, reason and desire, the two main protagonists find it necessary to examine their own feelings and motivations. (shrink)

In this book I show that science suffers from a damaging but rarely noticed methodological disease, which I call rationalistic neurosis. It is not just the natural sciences which suffer from this condition. The contagion has spread to the social sciences, to philosophy, to the humanities more generally, and to education. The whole academic enterprise, indeed, suffers from versions of the disease. It has extraordinarily damaging long-term consequences. For it has the effect of preventing us from developing traditions and institutions (...) of learning rationally devoted to helping us learn how to make progress towards a wiser, more civilized world. On our fragile earth, overcrowded, fraught with injustice, inequality and conflict, menaced by unprecedented and terrifying technological and industrial means for change and destruction, we urgently need to acquire a little more wisdom and civilization if we are to avoid repeating horrors of the kind suffered by so many during the 20th century (and already suffered by many in the first few years of the 21st century). We can ill afford to have in our hands instruments of learning botched and bungled from the standpoint of helping us learn how to live more wisely. It may seem scarcely credible that something as important as our institutions of learning can suffer from wholesale, structural defects. Why has this not been noticed before? Why have not armies of scientists and scholars appreciated the point and, long ago, put the matter right? The answer will emerge as my argument unfolds. I will show that one of the most damaging features of rationalistic neurosis is that it has built-in methodological and institutional mechanisms which effectively conceal that anything is wrong. But there is also an immediately obvious reason: specialization, and the resulting fragmentation of academia, has resulted in a situation in which hardly anyone takes responsibility for the overall ideals, the overall aims and methods, of academic inquiry. Academics, these days, are specialists, furiously trying to keep abreast of developments in their own specialist fields. They have no time, and no inducement, to lift their eyes from their particular disciplines, and look at the whole endeavour. Science has long been under attack, at least since the Romantic movement. Blake objected to “Single vision & Newton’s sleep” and declared that “Art is the Tree of Life... Science is the Tree of Death”. Keats lamented that science will “clip an Angel’s wings” and “unweave a rainbow”. Whereas the Enlightenment had valued science and reason as tools for the liberation of humanity, Romanticism found science and reason oppressive and destructive, and instead valued art, imagination, inspiration, individual genius, emotional and motivational honesty rather than careful attention to objective fact. Much subsequent opposition to science stems from, or echoes, the Romantic opposition of Blake, Wordsworth, Keats and many others. There is the movement Isaiah Berlin has described as the “Counter-Enlightenment” (Berlin, 1979, ch. 1). There is existentialism, with its denunciation of the tyranny of reason, its passionate affirmation of the value and centrality of irrationality in human life, from Dostoevsky, Kierkegaard and Nietzsche to Heidegger and Sartre (see, for example, Barrett, 1962). There is the attack on Enlightenment ideals concerning science and reason undertaken by the Frankfurt school, by postmodernists and others, from Horkheimer and Adorno to Lyotard, Foucault, Habermas, Derrida, MacIntyre and Rorty (see Gascardi, 1999). The soul-destroying consequences of valuing science and reason too highly is a persistent theme in literature: it is to be found in the works of writers such as D.H. Lawrence, Doris Lessing, Max Frisch, Y. Zamyatin. There is persistent opposition to modern science and technology, and to scientific rationality, often associated with the Romantic wing of the green movement, and given expression in such popular books as Marcuse’s One Dimensional Man, Roszak’s Where the Wasteland Ends, Berman’s The Reenchantment of the World and Appleyard’s Understanding the Present. There is the feminist critique of science and conceptions of science: see, for example, Fox Keller (1984) and Harding (1986). And there are the corrosive implications of the so-called “strong programme” in the sociology of knowledge, and of the work of social constructivist historians of science, which depict scientific knowledge as a belief system alongside many other such conflicting systems, having no more right to claim to constitute knowledge of the truth than these rivals, the scientific view of the world being no more than an elaborate myth, a social construct (see Barnes and Bloor, 1981; Bloor, 1991; Barnes, Bloor and Henry, 1996; Shapin and Schaffer, 1985; Shapin, 1994; Pickering, 1984; Latour, 1987). This latter literature has provoked a counter-attack by scientists, historians and philosophers of science seeking to defend science and traditional conceptions of scientific rationality: see Gross and Levitt (1994), Gross, Levitt and Lewis (1996), and Koertge (1998). This debate between critics and defenders of science came abruptly to public attention with the publication of Alan Sokal’s brilliant hoax article ‘Transgressing the boundaries’ in a special issue of the cultural studies journal Social Text in 1996 entitled Science Wars: see Sokal and Bricmont (1998). What does this book have to contribute, given the above avalanche of criticism of science? The criticisms of science developed in this book are diametrically opposed to the above, in so far as the above criticisms oppose scientific rationality, seek to diminish or restrict its influence, or hold that it is unattainable. My central point is that we suffer, not from too much scientific rationality, but from not enough. What is generally taken to constitute scientific rationality is actually nothing of the kind. It is rationalistic neurosis, a characteristic, influential and damaging kind of irrationality masquerading as rationality. Science is damaged by being trapped within a widely upheld but severely defective philosophy of science; free science from this defective philosophy, provide it with a more intellectually rigorous philosophy, and it will flourish in both intellectual and humanitarian terms. And more generally, as we shall see, academic inquiry as a whole is damaged by being trapped within an intellectually defective philosophy of inquiry; free it from this defective philosophy, from its rationalistic neurosis, and it will flourish in intellectual and human terms. It is not reason that is damaging, but defective pretensions to reason — rationalistic neurosis —masquerading as reason. Thus what I seek to do here is the exact opposite of what all those who oppose science and scientific rationality do. I shall argue that Reason, the authentic article, arrived at by generalizing the progress-achieving methods of science, can have profoundly liberating and enriching consequences for all worthwhile, problematic aspects of life, and thus deserves to enter into every aspect of life. The bare bones of the argument of this book can be stated quite simply like this. Science cannot proceed without making the substantial metaphysical assumption that the universe is physically comprehensible (to some extent at least). But this conflicts with the orthodox view that in science everything is assessed impartially with respect to evidence, nothing being permanently assumed independently of evidence. So the metaphysical assumption of comprehensibility is repressed. Science pretends that no such assumption is made. But this damages science. For the assumption is substantial, influential and highly problematic. It needs to be made explicit within science so that it can be critically scrutinized, so that alternatives can be developed and considered. Pretending the assumption is not being made undermines the intellectual rigour of science, its intellectual value and success. And it does not stop there. For science also makes value assumptions. Quite properly, science is concerned to discover that which is of value. New factual knowledge devoid of all value (whether intellectual or practical) does not contribute to science. But the orthodox view of science holds that values have no place within science. As in the case of metaphysics, here too, science pretends that values have no role to play within the intellectual domain of science. And this damages science. For values are, if anything, even more influential and problematic than metaphysics (in influencing the direction of research). Here too, values need to be made explicit within science so that they can be scrutinized, so that alternatives can be developed and assessed. Pretending that values play no role within the intellectual domain damages science; both the intellectual and the practical aspects of science are adversely affected. Science fails to pursue those avenues of research that lie in the best interests of humanity. And it goes further. Science is pursued in a social, cultural, economic and political context. It is a part of various social, economic and political projects which seek to achieve diverse human objectives. But the idea that science is an integral part of humanitarian or political enterprises with political ends clashes, once again, with the official view of science that the aim of science is to improve factual knowledge. The political objectives of science are repressed. And, once again, this damages science. For, of course, the political objectives of science, like all our political objectives, are profoundly problematic. These need to be made explicit so that they can be scrutinized, so that alternatives can be developed and considered. The pretence that science does not have this political dimension once again undermines the intellectual rigour of science, and its human value. It lays science open to becoming a part of economic, corporate and political enterprises that are not in the best interests of humanity. The upshot of the line of argument just indicated is that we need to bring about a revolution in the aims and methods of science, and of academic inquiry more generally. Natural science needs to change; its relationship with the rest of academic inquiry, with social inquiry and the humanities, needs to change; and most importantly and dramatically, academic inquiry as a whole needs to change. The basic task of the academic enterprise needs to become to help humanity learn how to tackle its problems of living in more cooperatively rational ways than at present. We need to put the intellectual tasks of articulating our problems of living, and proposing and critically assessing possible solutions, possible and actual actions, at the heart of academic inquiry. The basic task needs to be to help humanity learn a bit more wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom including knowledge and technological know-how, but much else besides. Natural science, despite its flaws, has massively increased our knowledge and technological know-how. This in turn has led to a massive and sometimes terrifying increase in our power to act. Often this unprecedented power to act is used for human good, as in medicine or agriculture. But it is also used to cause harm, whether unintentionally (initially at least) as when industrialization and modern agriculture lead to global warming, destruction of natural habitats and rapid extinction of species, or intentionally, as when the technology of war is used by governments and terrorists to maim and kill. Before the advent of modern science, when we lacked the means to do too much damage to ourselves and the planet, lack of wisdom did not matter too much. Now, with our unprecedented powers to act, bequeathed to us by science, lack of wisdom has become a menace. This is the crisis behind all the other current global crises: science without wisdom. In these circumstances, to continue to pursue knowledge and technological know-how dissociated from a more fundamental quest for wisdom can only deepen the crisis. As a matter of urgency, we need to free science and academia of their neuroses; we need to bring about a revolution in the academic enterprise so that the basic aim becomes to promote wisdom by intellectual and educational means. At present science and the humanities betray both reason and humanity. The argument of this book, which I have just summarized, begins with a discussion of the philosophical and methodological problems that beset theoretical physics. At once, many of those who are concerned about moral, political and environmental issues that plague our world today, will feel impatient. What have the methodological problems of theoretical physics to do with third world poverty, war and the threat of war, pollution, extinction of species, the menace of conventional, chemical, biological and nuclear armaments? I can only plead with such a reader: patience. The root cause of the sickness of our times does indeed lie, I claim, with a methodological sickness of natural science or, even more specifically, of physical science. What makes the modern world so utterly different from all previous ages is our possession of modern science and technology. This is the instrument that has changed the conditions of human life almost beyond all recognition, and put unprecedented, and sometimes terrifying, powers into our hands. One should not dismiss out of hand the suggestion that a part of our problem may lie with this instrument, this engine, of rapid change. We see, here, too, the way in which intellectual specialization, referred to above, has effectively concealed from view the nature and extent of the problem that confronts us. The argument that I shall develop in what follows begins with physics, with problems concerning the aims and methods of physics. But it then leaps to social science, to philosophy, to the humanities, to education, to psychotherapy, and to politics: in the end there is scarcely an aspect of modern life that is not touched and, potentially, affected by the argument. How many academic experts are prepared to follow, to take seriously, an argument that ranges so recklessly across such a wide range of academic disciplines? How many non-academic non-experts? But just this is what the argument and message of this book requires. I hope that the reader will endure with patience the somewhat esoteric discussion concerning the aims and methods of physics pursued in chapter one. This may not seem to have anything much to do with the urgent problems of our times, but it does. This is in part how the intellectual disaster I seek to expose in this book conceals itself from view: it buries itself in the obscure, recondite field of the philosophy of physics. Those who devote their lives to the philosophy of physics are, by and large, too myopic to see how their specialized field of study has anything to do with the great and dreadful humanitarian problems and disasters of our age; and those who are above all concerned with these humanitarian disasters have no time at all for abstruse issues concerning the aims and methods of physics. And so the connection is never made. As it happens, the methodological neurosis of physics, with which we begin in chapter one, is actually a quite simple matter to grasp. It does not require any real knowledge of physics to understand. Indeed, physicists and philosophers of physics are much more likely to find the argument difficult to follow than are non-experts. We non-scientists can stand back and see the whole wood; scientists, trained to think in terms of the current orthodox conception of science, trapped in the thickets of research, will find this much harder to do. In an attempt to take this peculiar circumstance into account, I have arranged the exposition as follows. In chapter one I give a simple exposition of the case for declaring natural science to suffer from what I call "rationalistic neurosis"; this avoids all technicalities, and goes straight to the heart of the matter. In the appendix I tackle a host of more technical objections that may be made to the elementary argument of chapter one. So, those experts in the fields of the philosophy of physics and philosophy of science who find the argument of chapter one naïve and unconvincing, should consult the appendix before tossing the book away in disgust. I write in the hope that there will be a few who will not dismiss out of hand the suggestion that the question of how we are to go about learning how to live in wiser and more civilized ways might have something to learn from scientific learning, and will take the trouble to pursue the line of argument traced out in this book. I write in the hope that these few will grasp just how desperate our situation is, how urgent the need to change the status quo, and will do everything in their power to alert others to the need to heal the methodological sickness from which our institutions and traditions of learning at present suffer. To begin with, we need a campaigning organization, modelled perhaps on "Friends of the Earth", which might be called something like "Friends of Wisdom". (shrink)

In this paper I defend anti-realism about race and a new theory of racialization. I argue that there are no races, only racialized groups. Many social constructionists about race have adopted racial formation theory to explain how ‘races’ are formed. However, anti-realists about race cannot adopt racial formation theory, because it assumes the reality of race. I introduce interactive constructionism about racialized groups as a theory of racialization for anti-realists about race. Interactive constructionism moves the discussion away from the dichotomous (...) (social vs. biological) metaphysics that has marred this debate, and posits that racialized groups are the joint products of a broad range of non-racial factors, which interact. (shrink)

Humanity faces two basic problems of learning: learning about the universe, and learning how to become civilized. We have solved the first problem, but not the second, and that puts us in a situation of great danger. Almost all our global problems have arisen as a result. It has become a matter of extreme urgency to solve the second problem. The key to that is to learn from our solution to the first problem how to solve the second one. This (...) was the basic idea of the 18th century Enlightenment, but in implementing it, the Enlightenment blundered. Their mistakes are still built into academia today. In order to create a civilized world, it is essential we cure academia of the structural blunders inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge. (shrink)

The scientific community takes for granted a view of science that may be called standard empiricism. This holds that the basic intellectual aim of science is truth, nothing being presupposed about the truth, the basic method being to assess theories with respect to evidence. A basic tenet of the view is that science must not accept any thesis about the world as a part of scientific knowledge independent of evidence, let alone in violation of evidence. But physics only accepts unified (...) theories, and persistently rejects infinitely many ad hoc rivals that fit the phenomena even better. In persistently rejecting these infinitely many empirically more successful rival theories, physics thereby makes a substantial assumption about the universe – it is such that all ad hoc theories are false – an assumption that is accepted implicitly independently of evidence, even in a sense against the evidence. That contradicts standard empiricism. The scientific community needs to adopt a new conception of science that represents the assumption of physics as a hierarchy of assumptions, thus facilitating the improvement of the assumption that is made, as science proceeds. (shrink)

Two great problems of learning confront humanity: (1) learning about the universe, and about ourselves as a part of the universe, and (2) learning how to make progress towards as good a world as possible. We solved the first problem when we created modern science in the 17th century, but we have not yet solved the second problem. This puts us in a situation of unprecedented danger. Modern science and technology enormously increase our power to act, but not our power (...) to act wisely. All our current global crises have arisen as a result. What we need to do is learn from our solution to the first great problem of learning how to go about solving the second one. Properly implemented, this idea leads to a new kind of inquiry rationally devoted to helping humanity make progress towards as good a world as possible. (shrink)

In this paper I outline my propensiton version of quantum theory (PQT). PQT is a fully micro-realistic version of quantum theory that provides us with a very natural possible solution to the fundamental wave/particle problem, and is free of the severe defects of orthodox quantum theory (OQT) as a result. PQT makes sense of the quantum world. PQT recovers all the empirical success of OQT and is, furthermore, empirically testable (although not as yet tested). I argue that Einstein almost put (...) forward this version of quantum theory in 1916/17 in his papers on spontaneous and induced radiative transitions, but retreated from doing so because he disliked the probabilistic character of the idea. Subsequently, the idea was overlooked because debates about quantum theory polarised into the Bohr/Heisenberg camp, which argued for the abandonment of realism and determinism, and the Einstein/Schrödinger camp, which argued for the retention of realism and determinism, no one, as a result, pursuing the most obvious option of retaining realism but abandoning determinism. It is this third, overlooked option that leads to PQT. PQT has implications for quantum field theory, the standard model, string theory, and cosmology. The really important point, however, is that it is experimentally testable. I indicate two experiments in principle capable of deciding between PQT and OQT. (shrink)

If universities sought to help promote human welfare rationally, they would give intellectual priority to the tasks of articulating problems of living, and proposing and critically assessing possible solutions, possible actions. Priority would be given to public education about what our problems are, and what we need to do about them. Universities do not remotely proceed in this way. Why not? Because they are dominated by the idea that knowledge must first be acquired; once acquired, it then can be applied (...) to help solve social problems. But this idea violates the most elementary rules of rational problem solving. Judged from the standpoint of helping to promote human welfare, universities today, devoted in the first instance to the pursuit of knowledge, are profoundly and damagingly irrational in a structural way, and it is this structural irrationality of universities that in part accounts for the genesis of global problems that threaten our future, and for our current incapacity to solve them. We urgently need to bring about a revolution in our universities so that they come to pursue the welfare of humanity in a genuinely rational, and active, way, and thus help save humanity from impending disaster. (shrink)

Experimental research suggests that people draw a moral distinction between bad outcomes brought about as a means versus a side effect (or byproduct). Such findings have informed multiple psychological and philosophical debates about moral cognition, including its computational structure, its sensitivity to the famous Doctrine of Double Effect, its reliability, and its status as a universal and innate mental module akin to universal grammar. But some studies have failed to replicate the means/byproduct effect especially in the absence of other factors, (...) such as personal contact. So we aimed to determine how robust the means/byproduct effect is by conducting a meta-analysis of both published and unpublished studies (k = 101; 24,058 participants). We found that while there is an overall small difference between moral judgments of means and byproducts (standardized mean difference = 0.87, 95% CI 0.67 – 1.06; standardized mean change = 0.57, 95% CI 0.44 – 0.69; log odds ratio = 1.59, 95% CI 1.15 – 2.02), the mean effect size is primarily moderated by whether the outcome is brought about by personal contact, which typically involves the use of personal force. (shrink)

We face grave global problems. One might think universities are doing all they can to help solve these problems. But universities, in successfully pursuing scientific knowledge and technological know-how in a way that is dissociated from a more fundamental concern with problems of living, have actually made possible the genesis of all our current global problems. Modern science and technology have led to modern industry and agriculture, modern medicine and hygiene, modern armaments, which in turn have led to much that (...) is good, but also to habitat destruction, extinction of species, population growth, the lethal character of modern war, and the impending disasters of climate change. We urgently need to bring about a revolution in universities so that they put problems of living at the heart of the academic enterprise and take, as their basic task, to help humanity learn how to make progress towards as good a world as possible. (shrink)

Cutting God in Half argues that, in order to tackle climate change, world poverty, extinction of species and our other global problems rather better than we are doing at present we need to bring about a revolution in science, and in academia more generally. We need to put our problems of living – personal, social, global – at the heart of the academic enterprise. How our human world, imbued with meaning and value, can exist and best flourish embedded in the (...) physical universe is, the book argues, our basic problem. It is our fundamental philosophical problem, our fundamental problem of knowledge and understanding, and our fundamental practical problem of living. It is this problem that we fail, at present, to recognize as fundamental – to our cost. It can be understood to arise as a result of cutting God in half – severing the God of Cosmic Power from the God of Value. The first is Einstein’s God, the underlying unity in the physical universe that determines how events occur. The second is what is of most value associated with human life – and sentient life more generally. Having cut God in half in this way, the problem then becomes to see how the two halves can be put together again. This book tackles outstanding aspects of this problem, and in doing so throws out original ideas about science, education, religion, evolutionary theory, free will, quantum theory, and how we should go about tackling our impending global crises. It transpires that bringing our basic problem into sharp focus has revolutionary implications. It becomes clear how and why many aspects of our social and cultural world urgently need to be transformed. Cutting God in Half is written in a lively, accessible style, and ought to be essential reading for anyone concerned about ultimate questions – the nature of the universe, the meaning of life, the future of humanity. (shrink)

The Urgent Need for an Intellectual Revolution For much of my working life (from 1972 onwards) I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, academia needs to devote itself to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for (...) oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to be to help humanity learn how to create a better world. (shrink)

When scientists choose one theory over another, they reject out of hand all those that are not simple, unified or explanatory. Yet the orthodox view of science is that evidence alone should determine what can be accepted. Nicholas Maxwell thinks he has a way out of the dilemma.

Two great problems of learning confront humanity: learning about the universe; and learning how to become civilized. The first problem was solved in the 17th century, with the creation of modern science. But the second problem has not yet been solved. That puts us in a situation of great danger. All our current global problems have arisen as a result. We need to learn from our solution to the first problem how to solve the second. This was the basic idea (...) of the 18th century Enlightenment. Unfortunately, the Enlightenment made three blunders that are still built into academia today. Correct these ancient blunders, and we would have what we so urgently need: universities rationally devoted to helping us solve global problems and create a wise world. (shrink)

The history of western philosophy is split to its core by a long-standing, fundamental dispute. On the one hand there are the so-called empiricists, like Locke, Berkeley, Hume, Mill, Russell, the logical positivists, A. J. Ayer, Karl Popper and most scientists, who hold empirical considerations alone can be appealed to in justifying, or providing a rationale for, claims to factual knowledge, there being no such thing as a priori knowledge – items of factual knowledge that are accepted on grounds other (...) than the empirical. And on the other hand there are the so-called rationalists, like Descartes, Spinoza, Leibniz, Bradley, McTaggart, who hold that a priori knowledge does exist, and even plays a crucial role in science. This long-standing dispute is resolved by the line of thought developed in this essay. The empiricists were right to deny the existence of a priori knowledge where this means factual knowledge of apodictic certainty justified independently of any appeal to experience. They were wrong, however, to deny the existence of a priori knowledge where this means conjectural items of factual knowledge whose acceptance is justified independently of any appeal to experience. Science requires there to be a priori knowledge in this latter sense, and two items of such knowledge will be exhibited. In addition to resolving this empiricist/rationalist dispute, the essay also develops a new conception of science – aim-oriented empiricism – and solves the long-standing problem of what it means to say of a theory that it is unified or explanatory. Furthermore, aim-oriented empiricism does not just change our conception of science; it requires that science itself needs to change. Science needs to become much more like the 17th century conception of natural philosophy, intermingling consideration of testable theories with consideration of untestable metaphysical, epistemological and methodological ideas. The whole relationship between science and the philosophy of science is transformed. The philosophy of science, construed as the exploration and critical assessment of rival ideas about what the aims and methods of science ought to be, ceases to be a meta-discipline, and becomes an integral part of science – or natural philosophy – itself. (shrink)

It is argued that purposive action of living things plays a crucial role in Darwinian evolution. As evolution proceeds, the mechanisms of evolution evolve as well, giving an increasingly important role to purposive action - to be understood in a sense which is compatible with physics (the atom of purposiveness being the thermostat). Nine versions of Darwinian theory are distinguished. The first denies that purposive action has any role in evolution at all; each successive version gives an inceasingly important role (...) to purposive action. Of fundamental importance is The Principle of Non-Circularity: The theory must not presuppose what it seeks to explain. (shrink)

Nicholas Maxwell argues that the growth in academic work devoted to policy issues could mark the beginning of a shift from ‘knowledge-inquiry’ to ‘wisdom-inquiry’, leading to importance benefits for society.

How can our human world – the world we experience and live in – exist and best flourish embedded as it is in the physical universe? That is Our Fundamental Problem. It encompasses all others of science, thought and life. It is the proper task of philosophy to try to improve our conjectures as to how aspects of Our Fundamental Problem are to be solved, and to encourage everyone to think, imaginatively and critically, now and again, about the problem. We (...) need to put the problem centre stage in our thinking, so that our best ideas about it interact fruitfully, in both directions, with our attempts to solve even more important more specialized and particular problems of thought and life. Philosophy pursued in such a fashion has fruitful implications for science, for scholarship, for education, for life, for the fate of the world. (shrink)

That about sums up what is wrong with Clark's view.

Some philosophers argue that martial arts training is maladaptive, contributes to psychological illness, and provides a social harm, whereas others argue that martial arts training is adaptive, contributes to psychological wellness, and provides a social benefit. This debate is important to scholars and the general public since beliefs about martial arts training can have a real impact on how we evaluate martial artists for job opportunities and career advancement, and in general, how we treat martial artists from different cultures in (...) our communities. This debate is also important for children and adults that have considered enrolling in martial arts training programs but remain uncertain about potential outcomes of training due to the lack of research in this area. This article therefore contributes to the literature on martial arts by (1) outlining a framework that characterizes psychological well-being in terms of five elements, (2) discussing how results from empirical research support the hypothesis that Muay Thai training can contribute to psychological well-being by contributing to all five component elements, (3) discussing the psychological benefits of martial arts training from the perspective of an Everlast Master Instructor, and (4) discussing how martial arts training involves the cultivation of combat-relevant affordances. (shrink)