This article addresses a debate in Descartes scholarship over the mind-dependence or -independence of time by turning to Merleau-Ponty’s "Nature" and "The Visible and the Invisible." In doing so, it shows that both sides of the debate ignore that time for Descartes is a measure of duration in general. The consequences to remembering what time is are that the future is shown to be the invisible of an intertwining of past and future, and that historicity is the invisible of God.

Gjirokastra’s buildings occupy a special place in the housing typology of Albanian popular dwellings in the feudal period. The “popular tower" is linked with its defensive character, therefore in many cases, it takes the name of a castle or defensive tower. This paper takes into consideration a typical example of the historical fortified dwelling in a well-known city of Albania, Gjirokastra. The methodology used in order to improve the way of thinking, the way of implementing, and the way (...) of designing future dwellings is very related to the historical attitude of the dwelling. Based on the historical documentation, of the fortified dwelling a real analysis is performed according to the logic of modulations. The purpose of this paper is to create a methodology for future generations of architects in order to better engage in the design process, respecting the valuable architectural history. The modern dwellings of Gjirokastra historical-urban context must adopt the historical architectural elements, the historical manners of construction, the typical construction materials, the operational mode, and people’s lifestyle, in order to preserve the city's historical values via a modern touch. KEYWORDS: Architectural elements, historical preservation values, geometric ratios, modular. (shrink)

The historical profession is not noted for examining its own methodologies. Indeed, most historians are averse to historical theory. In "Historical Judgement" Jonathan Gorman's response to this state of affairs is to argue that if we want to characterize a discipline, we need to look to persons who successfully occupy the role of being practitioners of that discipline. So to model historiography we must do so from the views of historians. Gorman begins by showing what it is (...) to model a discipline by using recent philosophy of law and philosophy of science. There are different models at work, whose rivalry and resolution are to be historically understood. With this approach in place he is able to develop the history of historiography and explore the character of historiography as presented by historians. He reveals that historians conform to various norms - that historians now and in the past have agreed and disagreed about the same set of interrelated matters: truth-telling, moral judgement and the synthesis of facts - and it is this internal understanding that we need to recover if we are to arrive at a correct characterization of the discipline of historiography. Demonstrating how the practice of historiography requires choices and therefore the exercise of judgement, Gorman is able to show that in their making of judgements historians enjoy the immense benefit of hindsight. He shows how, in reflecting on their own discipline, historians have typically failed to attend adequately to the history of historiography, neglecting to situate previous historians within their historical contexts, or to pay adequate attention to the fact that present historians, too, are within a context that will change. In addition, Gorman's approach, which emphasizes the power and necessity of choice, and which rests on the pragmatic holistic empiricism of Quine, shows postmodernism not to be the threat that some historians feel it to be, indeed, it is shown to be a radical form of empiricism. Gorman shows how the historical enterprise may be established in our factual and moral understanding in the light of our choices and commitments to a shared world. "Historical Judgement" is an original and important contribution to the philosophy of history. By bringing together the ideas of historians and philosophers, Gorman presents a much more practitioner-focused examination of the discipline of history, one that will, hopefully, encourage historians to think more about the nature of what they do. (shrink)

"Thinking about thinking", the topic of this section of our volume, leads us into an Escherian web of self-referential interconnections — which nevertheless make sense, at least if we do not shy away at once in the face of paradox, for fear of inconsistency. How do our critical faculties enter the picture? Adding a few conceptual dimensions to the merely linearly causal one may help us to shed light on the issue, and may help us also to understand (...) some of the basic strategies "Western" thought has developed throughout its historical pathway in its conscious dealings with the 'real'. Of course, in a few pages it is impossible to do justice to this complicated subject. But I'll try to give the reader an as clear as possible description of the, in my view, crucial issues, pointing out the ways they resonate into the many fields of interest represented in the intended readership, and leave it to the reader to dig deeper through the given references. (shrink)

John O’Neill, Alan Holland, and Andrew Light usefully distinguish two ways of thinking about environmental values, namely, end-state and historical views. To value nature in an end-state way is to value it because it instantiates certain properties, such as complexity or diversity. In contrast, a historical view says that nature’s value is (partly) determined by its particular history. Three contemporary defenses of a historical view are explored in order to clarify: (1) the normatively relevant history; (2) (...) how historical considerations are supposed to instruct environmental decision making; and (3) the relative importance of historical and end-state considerations. There are multiple reasons for including historical considerations in an account of environmental values. For example, knowledge of a natural object’s history can add depth and texture to our appreciation of that object. Further, if we were blind to the relevant history, we could not adequately understand and defend environmental policy goals such as preserving the potentials of natural systems or maintaining ecological health, for these goals appear to have irreducibly historical aspects. While historical considerations are important, such considerations are insufficient to guide our normative thinking about nature and how it should be dealt with practically. But they succeed in broadening and deepening our understanding of the nature and sources of environmental value. (shrink)

The application of statistical methods and models both in the natural and social sciences is nowadays a trivial fact which nobody would deny. Bold analogies even suggest the application of the same statistical models to fields as different as statistical mechanics and economics, among them the case of the young and controversial discipline of Econophysics . Less trivial, however, is the answer to the philosophical question, which has been raised ever since the possibility of “commuting” statistical thinking and models (...) between natural and social sciences emerged: whether such a methodological kinship would imply some kind of more profound unity of the natural and the social domain. Starting with Adolphe Quetelet (1796-1874) and ending with the Vienna Circle (from the late 1920s until the 1940s), this paper offers a brief historical and philosophical reconstruction of some important stages in the development of statistics as “commuting” between the natural and the social sciences. This reconstruction is meant to highlight (with respect to the authors under consideration): (1) the existence of a significant correlation between the readiness to “transfer” statistical thinking from natural to social sciences and vice versa, on the one hand, and the standpoints on the issue of the unity/disunity of science, on the other; (2) the historical roots and the fortunes of the analogy between statistical models of society and statistical models of gases. (shrink)

Projects of human improvement take both individual and intergenerational forms. The biosciences provide many technologies, including prenatal screening and the latest gene editing techniques, such as CRISPR, that have been viewed as providing the means to human improvement across generations. But who is fit to furnish the next generation? Historically, eugenics epitomizes the science-based attempt to improve human society through distinguishing kinds of people and then implementing social policies—from immigration restriction to sexual sterilization and euthanasia—that influence and even direct what (...) sorts of people populate our future. Despite recognition of the horrors of the eugenic extremes of the past and of the subhumanizing of those sufficiently below appearance or ability norms to be viewed as “defective” or “unfit”, many people continue to be drawn to strands of eugenic thinking. (shrink)

What might a contemporary philosophical practice after and following Foucault look like? After briefly analyzing Foucault’s rather ambiguous stance towards academic philosophy in his posthumously published Le discours philosophique, we argue for continuing his historico-philosophical practice of diagnosing the present. This means taking up his analytic heuristic (with its three dimensions of power, knowledge and subjectivity) rather than his more concrete diagnostic concepts and the specific historical results they yield. We argue that the common methodological operation on each of (...) the three axis is to shift the perspective from the given legitimacies, norms, identities and selves to their historical, conflict-ridden emergence. Practicing philosophy in this way allows developing Foucauldian contributions in two contemporary philosophical debates: critical ontology and political epistemology. While ontology and epistemology might seem surprising fields to work in for philosophers inspired by and critically loyal to Foucault, we attempt to dispel these reservations and illustrate the stakes in both debates, pointing to the urgent issues of ecological questions and of the problematization of untruths in politics respectively. (shrink)

In Plato’s Protagoras, Socrates argues that ‘the many’ are confused about the experience they describe as ‘being overcome by pleasure’. They think the cause is ‘something other than ignorance’. He argues it follows from what they believe that the cause is ‘ignorance’ and ‘false belief’. I show that his argument depends on a premise he does not introduce but they should deny: that when someone is overcome by pleasure, the desire stems from a belief. To explain why Plato does not (...) make Socrates introduce this premise, the account I construct is speculative. It starts from the assumption that Plato is thinking through an understanding of human beings and what they must do to live good lives that he takes the historical Socrates to set out. (shrink)

Alasia Nuti’s important recent book, Injustice and the Reproduction of History: Structural Inequalities, Gender and Redress, makes many persuasive interventions. Nuti shows how structural injustice theory is enriched by being explicitly historical; in theorizing historical-structural injustice, she lays bare the mechanisms of how the injustices of history reproduce themselves. For Nuti, historical-structural patterns are not only shaped by habitual behaviors that are or appear to be morally permissible, but also by individual wrongdoing and wrongdoing by powerful group (...) agents like states. In this article, I extend Nuti’s rich analysis, focusing on two questions that arise from her theory of historical-structural injustice: Beyond being blameworthy for wrongful acts themselves, are culpable wrongdoers blameworthy for contributing to structural injustice? Does historical moral ignorance mitigate moral responsibility for past injustice? Regarding, I distinguish between the local and societal structural effects of wrongdoing. Though I think this distinction is well-founded, it ultimately leads to tensions with structural injustice theory’s idea of ordinary individuals being blameless for reproducing unjust structures. Regarding, I argue that even though it is natural for the question of historical moral ignorance to arise in considering past wrongdoing, at least in the case of powerful group agents, we should not overlook forms of cruelty which present-day moral concepts are not needed to condemn. (shrink)

Wie denkt Dogen (1200-1253) Sprache im Horizont der sprachkritischen Tradition des Zenbuddhismus? Die vorliegende Studie widmet sich dieser Frage und rekonstruiert umfassend das Sprachdenken des philosophisch fruchtbarsten Autors der japanischen Vormoderne. Dazu wählt der Autor einen doppelten Zugang: zum einen rezeptionsgeschichtlich unter Einschluss von Philosophen des modernen Japans, zum anderen systematisch mithilfe der Symboltheorie Ernst Cassirers in der Theoretisierung eines adäquaten Sprachbegriffs. So verschränken sich mit Interpretationen zum Hauptwerk Dogens, dem Shobogenzo, Außen- und Innenperspektive auf ein zenbuddhistisches Sprachdenken und erweisen (...) es in seiner Kommensurabilität zum philosophischen Diskurs. (shrink)

Critical thinking (CT) in the Philippine basic education curriculum may be said to be clearly evident in the inclusion of “Trends, Networks and Critical Thinking in the 21st Century”. The course is required in the senior high school HUMSS track. CT in Philippine education is likely based or patterned upon U.S.’s “teaching for thinking” program. In Lipman’s survey (2003), the program transitioned to “teaching for critical thinking.” The Philippines was a U.S. colony from 1898 to 1946. (...) This historical and yet colonial reason for teaching CT appears mitigated by a seeming universal recognition of the necessity for teaching critical thinking in schools in every culture. Such recognition appears clear, for example, in Noddings (2016). Despite the existence of such a reason, however, there appears a need to supplement it with ones other than from the perspective of the west. The perspective referred to is that of Confucian ethics. Confucian ethics gives attention to good, sound reasoning (Lai 2006), which suggests an emphasis on CT. Given that, Confucian ethics likely promotes teaching of CT. The proposal here is that in the consideration of reasons or views for teaching CT in the country, a non-western point of view, that of Confucian ethics, be given a hearing. (shrink)

In the opening section of this paper we spell out an account of our na ve view of bodily sensations that is of historical and philosophical significance. This account of our shared view of bodily sensations captures common ground between Descartes, who endorses an error theory regarding our everyday thinking about bodily sensations, and Berkeley, who is more sympathetic with common sense. In the second part of the paper we develop an alternative to this account and discuss what (...) is at stake in deciding between these two ways of understanding our everyday view. In the third and final part of the paper we offer an argument in favour of our alternative. (shrink)

At the beginning of the present century, a series of paradoxes were discovered within mathematics which suggested a fundamental unclarity in traditional mathemati­cal methods. These methods rested on the assumption of a realm of mathematical idealities existing independently of our thinking activity, and in order to arrive at a firmly grounded mathematics different attempts were made to formulate a conception of mathematical objects as purely human constructions. It was, however, realised that such formulations necessarily result in a mathematics which (...) lacks the richness and power of the old ‘platonistic’ methods, and the latter are still defended, in various modified forms, as embodying truths about self-existent mathematical entities. Thus there is an idealism-realism dispute in the philosophy of mathematics in some respects parallel to the controversy over the existence of the experiential world to the settle­ment of which lngarden devoted his life. The present paper is an attempt to apply Ingarden’s methods to the sphere of mathematical existence. This exercise will reveal new modes of being applicable to non-real objects, and we shall put forward arguments to suggest that these modes of being have an importance outside mathematics, especially in the areas of value theory and the ontology of art. (shrink)

Turing’s much debated test has turned 70 and is still fairly controversial. His 1950 paper is seen as a complex and multilayered text, and key questions about it remain largely unanswered. Why did Turing select learning from experience as the best approach to achieve machine intelligence? Why did he spend several years working with chess playing as a task to illustrate and test for machine intelligence only to trade it out for conversational question-answering in 1950? Why did Turing refer to (...) gender imitation in a test for machine intelligence? In this article, I shall address these questions by unveiling social, historical and epistemological roots of the so-called Turing test. I will draw attention to a historical fact that has been only scarcely observed in the secondary literature thus far, namely that Turing’s 1950 test emerged out of a controversy over the cognitive capabilities of digital computers, most notably out of debates with physicist and computer pioneer Douglas Hartree, chemist and philosopher Michael Polanyi, and neurosurgeon Geoffrey Jefferson. Seen in its historical context, Turing’s 1950 paper can be understood as essentially a reply to a series of challenges posed to him by these thinkers arguing against his view that machines can think. Turing did propose gender learning and imitation as one of his various imitation tests for machine intelligence, and I argue here that this was done in response to Jefferson's suggestion that gendered behavior is causally related to the physiology of sex hormones. (shrink)

The integration of postmodern thinking in the sciences, especially in biology, has been subject to harsh criticism. Contrary to Enlightenment ideals of objectivity and neutrality in the scientific method, the postmodern stance holds that truth is relative, not universal, and therefore progress is ambiguous. The effect of postmodern thought has ramifications that extend from the distrust of preexisting scientific conclusions to questions about the impact of progress in society. It also reflects skepticism about the scientific endeavor. Especially when postmodern (...) ideas are considered to have gained traction, the anti-postmodern critique has become harsher. At stake is whether postmodern notions are indeed irrelevant, and—even more important—whether they compromise scientific progress. The conditional significance of universals in biology and the role of historicity in the evolutionary process makes biology different from the other natural sciences and subjects it to the postmodern critique. This article argues that rather than being viewed as a science that seeks universals, biology should be viewed as a construct, more relevant to a technology, aiming to attain functionalities. Such recognition may fuel progress and assist biology in attaining its ultimate goal, which is to address the most intricate questions about the living world. (shrink)

There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; (...) and finally, the not unlikely indifference - if not outright hostility - expressed by far too many members of the dominant group. For these reasons, we think it best to expand the scope of educational possibilities one is willing to consider. (shrink)

In 2010s, the love story between Sidapa and Bulan, two oft-described as male gods, widely circulated online and eventually became a folkloric representation about the LGBTQIA+ during the pre-colonial Philippines. But in 2019 this queer mythological romance was exposed to be a hoax. However, instead of dismissing the story altogether for being a hoax, especially given the story’s already irreversible circulation in popular culture today, this paper rather examines the “mythification” of Sidapa-Bulan queer romance as a case for historical (...) rethinking. Drawing from a bricolage of digital, ethnohistorical, and historiographical materials, this paper is divided into four sections. The first section dissects this paper’s conceptual tools: the use of seemingly anachronistic categories of “queer” and “LGBTQIA+,” and how these categories intersect with the concepts of “myth-making” as a sociological (and by extension, historical) phenomenon, and what came to be known as “neo-archiving” (i.e., the use of fiction in response to the gaps in history). The second section explains the paper’s methodology and sources, specifically its use of four historical thinking skills in dissecting the Sidapa-Bulan myth. The third section examines the Sidapa-Bulan myth as a historical case, specifically in terms of sourcing and close reading, corroborating, and contextualizing. And the fourth section attempts to offer, albeit in broad strokes, some potential ways to move forward from the damages caused by the Sidapa-Bulan myth. As such, this paper argues that only by maintaining transparency over its own history, that the Sidapa-Bulan queer romance, as a case of contemporary myth-making (where queer artists, authors, and allies did not merely passively consume the story, but rather actively re-define and appropriate it), can become useful and integral in rethinking and, thus, enriching the Philippine LGBTQIA+ past. But in a practical sense, this paper demonstrates how historical thinking skills can empower the public to detect, dissect, and dispel disinformation today. (shrink)

This article reviews an epochal change in international thinking about physical punishment of children from being a reasonable method of chastisement to one that is harmful to children and troubling to families. In addition, the article suggests shifts in thinking about physical punishment were originally pioneered as part and parcel of the dismantling of national laws granting fathers’ specific rights to admonish children under conventions of patria potestas. A comparative historical framework of analysis involving two case studies (...) of Ireland and Ghana illustrates non-unilinear pathways of international convergence towards the prohibition of physical punishment. The comparative historical analysis highlights the 1930s and 1940s as an era when Ireland began to reject patria potestas and religious or judicial rulings which allowed for children to be given ‘a good beating’ in family and school settings. However, from the same period, Ghana is seen to experience Christian remonstrations not to ‘spare the rod’ leading to the ‘conventional’ tradition of ‘this is how we do it here’. Two case studies serve to illustrate that banning physical punishment was less controversial in Ireland where allied traditions of patria potestas and disciplinarian Christian beliefs had lost their moral hegemony than in Ghana where such beliefs still held influence. The article concludes overall that normative campaigns against physical punishment of children emanate from a coherent paradigm of family policy where childcare, education, and well-being of children are embedded as everyday societal responsibilities rather than privatised or patriarchal familial obligations. The coherent model offers an alternative moral hegemony to neo-liberal and Janus-faced conceptualisations of good or ‘intact’ families versus ‘broken’ or ‘troubled’ families. (shrink)

One of the central questions of Jacques Derrida's later writings concerns the sources of religion. At times he gives explicit priority to the universal dimension of religion. In other places, however, he considers the primacy of faith in its concrete, historical context. This paper will clarify Derrida's relationship to universality and historicity by first comparing his notion of "messianicity without messianism" to that of Walter Benjamin's "weak Messianism." After drawing out these differences, I will focus on Derrida's later writings. (...) I will show that much of the ambiguity of Derrida's thinking on religion can be resolved by turning to his work on khōra, the Greek word for "space" or "matter." The rhetoric of khōra can allow us to think through a twofold logic, one that includes the universal/historical distinction and exceeds its alternatives. (shrink)

The wide presence of the right to work in national and international legal texts contrasts with a lack of agreement about the concrete content of this right. According to the hegemonic interpretation, it consists of two elements: (a) extension of wage labour and (b) significant improvement of working conditions. However, if we study the history of right to work claims, especially from the French Revolution to 1848, we can notice that the meaning of this right was rather wider in the (...) past. Rescuing the historical significance of the right to work may help to face the problem of the future of work. In particular, and unlike what might seem at first sight, the claim that everyone should have his or her right to work guaranteed can be a way of articulating and concretizing issues such as workplace democracy, the organization of domestic work or the transition to a sustainable society. (shrink)

How does economics understand the human being? In this article, I present the current dominant conception of the human being in neoclassical theory, which is usually labelled as 'homo oeconomicus' (economic man). I describe the traits of this anthropology, and present the historical context in which it emerged. Then I make its critical evaluation. This is followed by a discussion of two recent alternative conceptions of the human being, which try to go beyond the individualist 'homo economicus' paradigm. I (...) highlight the recent contributions of John B. Davis and Luigino Bruni. Finally I reflect on some elements of Christian anthropology which can contribute to enrich the conception of the person in economics. (shrink)

This project is a blend of Africana intellectual history and philosophical anti-humanism. The opening chapter seeks to contextualize the thought of Huey P. Newton in the Black nationalist tradition outline his conceptualization of US empire – ‘Reactionary Intercommunalism’. I use the second chapter to explore counterinsurgency as a historical phenomenon that laid the basis for European colonization and the civilizing mission during the 17th, 18th and 19th centuries and the modern phenomena understand as racial violence. The third chapter analyzes (...) how gender ideological have been deployed toward this end historically and through contemporaneous Black scholarship before using the final chapter to introduce the theory of killology or MAN3. This theory advances the claim that counterinsurgency as a modality of warfare be understood as the contemporary fountainhead of western humanism and thus as the primary force of social regulation which proleptically organizes modern civilization on a spatially and temporally indeterminate basis to defeat/subvert insurgent populations before they are ever mobilized towards resistance through the application of technology, deadly force to those constructed as threats and control of the information environment towards this end. (shrink)

Symbiosis plays a fundamental role in contemporary biology, as well as in recent thinking in philosophy of biology. The discovery of the importance and universality of symbiotic associations has brought new light to old debates in the field, including issues about the concept of biological individuality. An important aspect of these debates has been the formulation of the hologenome concept of evolution, the notion that holobionts are units of natural selection in evolution. This review examines the philosophical assumptions that (...) underlie recent proposal of the hologenome concept of evolution, and traces those debates back in time to their historical origins, to the moment when the connection between the topics of symbiosis and biological individuality first caught the attention of biologists. The review is divided in two parts. The first part explores the historical origins of the connection between the notion of symbiosis and the concept of biological individuality, and emphasizes the role of A. de Bary, R. Pound, A. Schneider and C. Merezhkowsky in framing the debate. The second part examines the hologenome concept of evolution and explores four parallelisms between contemporary debates and the debates presented in the first part of the essay, arguing that the different debates raised by the hologenome concept were already present in the literature. I suggest that the novelty of the hologenome concept of evolution lies in the wider appreciation of the importance of symbiosis for maintaining life on Earth as we know it. Finally, I conclude by suggesting the importance of exploring the connections among contemporary biology, philosophy of biology and history of biology in order to gain a better understanding of contemporary biology. (shrink)

Although much has been written on the dead-donor rule in the last twenty-five years, scant attention has been paid to how it should be formulated, what its rationale is, and why it was accepted. The DDR can be formulated in terms of either a Don’t Kill rule or a Death Requirement, the former being historically rooted in absolutist ethics and the latter in a prudential policy aimed at securing trust in the transplant enterprise. I contend that the moral core of (...) the rule is the Don’t Kill rule, not the Death Requirement. This, I show, is how the DDR was understood by the transplanters of the 1960s, who sought to conform their practices to their ethics—unlike today’s critics of the DDR, who rethink their ethics in a question-begging fashion to accommodate their practices. A better discussion of the ethics of killing is needed to move the debate forward. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: (...) What are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

From antiquity to date, communal clashes, inter tribal even to global crisis of war is antecedented by penetration of ill-will, unfair sharing formula of human and natural resources by a privileged few resulting in high social, economic and political acrimony hence, the growing calls to reframe the politics of poverty reduction and social protection in particular, in terms of extending the ‘social contract’ to the poorest groups as people are getting increasingly aware of injustice. This premise is on the widening (...) gap between the rich and poor on daily bases. With the increase of awareness, knowledge, technology and the advent of post-modernist era, the quest for social justice has heightened. Even communism and democracy attempt to offer social justice to its natives. Communism states that humans are free to engage in any kind of occupation and express ourselves freely without government interference, unlike the alienated labour society of the capitalist industry: this for communism is social Justice, while democracy thinks equality before law and power to its natives is social justice. All through the era of Philosophy, Philosophers differ on the definition, and what constitute social justice. Until now, there is no unifying explanation on what social justice is and consists of. This paper tends to look into the history of social Justice and different philosophers from different epochs. It also tried to expose the problems inherent in the definition and what constitute social justice, and cautioned that complimentary imperative should be employ to curtail human egoistic tendency that aids social injustice. (shrink)

The idea that in human history it is possible to recognize distinct ways of thinking is widespread in the literature. Sometimes, instead of the phrase ‘ways of thinking’, other labels are used, such as ‘forms of thought’, ‘modes of thinking’, ‘ways of knowing’, ‘ways of reasoning’, ‘mental attitudes’ or ‘worldviews’. At any rate, it is possible to say that there is a concept, that of ‘ways of thinking’, which has played a crucial role in philosophy at (...) least since the Enlightenment and has acquired considerable weight with the emergence of a French tradition in philosophy of science called historical epistemology. This concept appears in different versions, as if they were species of the same genus. In this chapter, I shall outline its history, from Vico to Hacking and beyond, and I shall show how and why its different species have been introduced. My account provides a guiding thread running through philosophy of science that unifies the researches of important authors such as Lévy-Bruhl, Brunschvicg, Metzger, Koyré, Fleck, Foucault, Kuhn, Hacking and others. This guiding thread is mainly constituted by the project of historicizing Kant’s a priori by replacing it with a given notion of ‘ways of thinking’. (shrink)

A comparative analysis of the different notions of ‘ways of thinking’ introduced by philosophers. A guiding thread running through historical epistemology in an attempt to unify the researches of its authors. A comprehensive study of Ian Hacking’s ‘project of styles of reasoning’ and its implications for the relativism.

In a speech delivered to the First Solidarity Conference of the Peoples of Africa, Asia, and Latin America held in Havana in January 1966, Cabral posed the question: “does history begin only from the moment of the launching of the phenomenon of class, and consequently, of class struggle? Cabral raised this question because he is concerned with the fact that maintaining the thesis that the existence of classes is a necessary condition for the existence of dynamic social processes logically commits (...) one to excluding several peoples from the historical process, provided that one accepts that at least some societies were classless until they came into contact with European imperialists. The latter is an assumption that is shared by Cabral and his interlocutors. Of course, in order to understand what Cabral is asking here we have to understand what is meant by the word ‘history’ in this context. I think that if one takes into account the Marxist polemical context that Cabral is wading into with this speech, and his attempt to develop a version of historical materialism that would be suitable for conditions in Guinea-Bissau and Cape Verde, one would be justified in thinking that Cabral is referring to a process of social development (or even progress). In other words, the question at hand is not whether peoples without classes have a past, they obviously do. The question is whether they have lived in societies that were dynamic, and where such dynamism could lead to qualitative transformations in social relations such that one could describe those societies as having specific developmental trajectories. Cabral wants to argue that they did in fact live in societies that were dynamic, even if such societies did not contain classes. (shrink)

What is the epistemic significance of reflecting on a discipline’s past for making progress in that discipline? I assume that the answer to this question negatively correlates with that discipline’s degree of progress over time. If and only if a science is progressive, then what people think or argue in that discipline ceases to be up-to-date. In this paper, I will distinguish different dimensions of disciplinary progress and consequently argue that veritic progress, i.e. collective convergence to truth, is the most (...) important dimension for disciplines with scientific ambitions. I will then argue that, on the one hand, veritic progress in philosophy is more significant than many current philosophers believe, but that, on the other hand, it also has severe limitations. I will offer an explanation of these limitations that suggests that the history of philosophy should play some role, though only a minor one, in systematic philosophy. (shrink)

Scientific research is a highly complex and creative domain of human activity. In addition to its intrinsic value, understanding scientific thinking provides insight into the creative potential of human psychological capacities, as they are imbedded in rich social, material, and cultural environments. I discuss findings from my own investigations using two forms of qualitative research suited to studying scientific thinking as situated in context: cognitive-historical and cognitive-ethnographic.

Objective :This research aims at the constructing a basic perspective on critical thinking in line with Islamic principles with a brief explanation of such principles. Methodology :This study uses exegetical methods, by studying the relevant parts of the religious texts and systemizing the information in a critical way. Research findings: The research demonstrates that the principles for constructing an Islamic critical thinking perspective are found in the primary sources of Islam. The knowledge (العلم ;al-'ilm) makes the core of (...) Islamic critical thinking, and means of such knowledge are the revelation (الوحي; al-wahy), the use of senses (احلواس ;al-hawas), intellect (reason and heart, القلب و العقل ;al-aql wa al-qalb), historical experience or testimony (اوالشهادة السياحة ;al-siyahah aw al-shidah), and meditating on the natural and physical world (الكون ;al-kaun). There are other means such as prophetic dreams (الصادقة الرؤاي ;al-ruya al-sadiqah), insight (الفراسة ;al-firasah), illumination ( املكاشفة; al-mukashafah), and inspiration ( االهلام; al-ilham), though they are dismissed to account for any scholarly opinion or position and thus they remain non-binding according to Shariah. However, they can be a gift of a genius mind that is extraordinarily critical, helping such minds in understanding and creativity. Critical thinking includes using many human faculties and the Quran frequently emphasizes contemplation التفكر ;al-tafakur), reflection (التدبر ;at-tadabbur), understanding التفقه; at-tafaqquh), and reasoning (التعقل ;at-taakul); and these concepts are the foundations of critical thinking which could be developed and elaborated in many ways. Applications: The need of having an Islamic construction of critical thinking is because of the special worldview of Islam and its conception of knowledge which treats revelation (الوحي ;al-wahy) as the primary source of belief and knowledge. The findings of the study can be useful in fashioning a basic curriculum for critical thinking for Islamic educational institutions. (shrink)

Responding to the provocative phrase ‘The Age of Grammatology’, I propose to question the notion of ‘age’, and to interrogate the powers or forces, the dynameis or dynasties attached to the interpretative model of historical periodisation. How may we think the undeniable actuality of the event beyond the sempiternal history of ages, and beyond the traditional, onto-teleological chain of power, possibility, force or dynamis that undergirds such history?

The professionalization of the study of history in the Nineteenth Century made possible a new way of thinking about the history of philosophy: the thought emerged that philosophy itself might be relative to time, historical culture, and nationality. The simultaneous demise of speculative metaphysics scattered philosophers’ confidence that the historical variance of philosophical systems could be viewed in terms of the teleological self-realization of reason. Towards the late Nineteenth Century, philosophers began to explicitly address the worry that (...) all philosophical systems might have only relative validity. This paper compares two key figures in late-nineteenth-century debates concerning historical relativism: Wilhelm Windelband and Wilhelm Dilthey. Beneath the deep disagreements between these two authors, it reveals their common concern to immunize philosophy from the threat of historical relativism. The paper traces how both philosophers sought to fend off relativism by defending the idea of an ahistorical and permanent stratum of philosophical thinking. And it argues that although they succeeded in blocking historical versions of relativism, they did so at the cost of incurring a relativism vis-à-vis philosophical systems. This relativism turned out to be rooted not in the historicity of philosophy but in the timeless essence of philosophical reasoning itself. (shrink)

*NEWEST VERSION OF THIS RESOURCE ONLINE @ Philosop-her dotcom This textbook has developed over the last few years of teaching introductory symbolic logic and critical thinking courses. It has been truly a pleasure to have benefited from such great students and colleagues over the years. As we have become increasingly frustrated with the costs of traditional logic textbooks (though many of them deserve high praise for their accuracy and depth), the move to open source has become more and more (...) attractive. We're happy to provide it free of charge for educational use. With that being said, there are always improvements to be made here and we would be most grateful for constructive feedback and criticism. We have chosen to write this text in LaTex and have adopted certain conventions with symbols. Certainly many important aspects of critical thinking and logic have been omitted here, including historical developments and key logicians, and for that we apologize. Our goal was to create a textbook that could be provided to students free of charge and still contain some of the more important elements of critical thinking and introductory logic. To that end, an additional benefit of providing this textbook as a Open Education Resource (OER) is that we will be able to provide newer updated versions of this text more frequently, and without any concern about increased charges each time. We are particularly looking forward to expanding our examples, and adding student exercises. We will additionally aim to continually improve the quality and accessibility of our text for students and faculty alike. We have included a bibliography that includes many admirable textbooks, all of which we have benefited from. The interested reader is encouraged to consult these texts for further study and clarification. These texts have been a great inspiration for us and provide features to students that this concise textbook does not. We would both like to thank the philosophy students at numerous schools in the Puget Sound region for their patience and helpful suggestions. In particular, we would like to thank our colleagues at Green River College, who have helped us immensely in numerous different ways. Please feel free to contact us with comments and suggestions. We will strive to correct errors when pointed out, add necessary material, and make other additional and needed changes as they arise. Please check back for the most up to date version. (shrink)

The professionalization of the study of history in the Nineteenth Century made possible a new way of thinking about the history of philosophy: the thought emerged that philosophy itself might be relative to time, historical culture, and nationality. The simultaneous demise of speculative metaphysics scattered philosophers’ confidence that the historical variance of philosophical systems could be viewed in terms of the teleological self-realization of reason. Towards the late Nineteenth Century, philosophers began to explicitly address the worry that (...) all philosophical systems might have only relative validity. This paper compares two key figures in late-nineteenth-century debates concerning historical relativism: Wilhelm Windelband and Wilhelm Dilthey. Beneath the deep disagreements between these two authors, it reveals their common concern to immunize philosophy from the threat of historical relativism. The paper traces how both philosophers sought to fend off relativism by defending the idea of an ahistorical and permanent stratum of philosophical thinking. And it argues that although they succeeded in blocking historical versions of relativism, they did so at the cost of incurring a relativism vis-à-vis philosophical systems. This relativism turned out to be rooted not in the historicity of philosophy but in the timeless essence of philosophical reasoning itself. (shrink)

In this chapter I shall bring to the fore the family resemblances of the different notions of the concept of ‘ways of thinking’ that I have introduced in the previous chapter. For example, I shall compare Hacking’s styles project with Daston and Galison’s study on objectivity as well as with other projects such as Fleck’s, Kuhn’s and Foucault’s. Thanks to these comparative analyses, I shall identify points where all these projects support one another. I shall also provide a model (...) for studying objectivity that incorporates the notions of Fleck, Foucault, Kuhn and Hacking. Used together, these notions provide a more profound understanding of how objectivity emerges. Furthermore, I shall propose a layered diagram that maps the differences between the notions of thought style, episteme, paradigm and style of reasoning. Finally I shall highlight two philosophical issues, relativism and contingency, connected with the concept of ‘ways of thinking’ in all its different notions. I shall argue that this issue is particularly controversial in the case of Hacking’s notion. (shrink)

This article explains Kant’s claim that sciences must take, at least as their ideal, the form of a ‘system’. I argue that Kant’s notion of systematicity can be understood against the background of de Jong & Betti’s Classical Model of Science (2010) and the writings of Georg Friedrich Meier and Johann Heinrich Lambert. According to my interpretation, Meier, Lambert, and Kant accepted an axiomatic idea of science, articulated by the Classical Model, which elucidates their conceptions of systematicity. I show that (...) Kant’s critique of the mathematical method is compatible with his adherence to this axiomatic conception of science. I further show that systematicity furthers traditionally accepted logical ideals of scientific knowledge, which explains why Meier and Kant think that sciences must be ‘systematic’. (shrink)

The conceptualizations of meanings of existence started with the ontological or metaphysical debates in philosophy. Then at the peak of modern times, the school of existentialism dealt with the issue of human existence particularly by citing individual freedom. In all these series of philosophizing, the human being was considered as a singular type entity who thinks and acts in the same way. So, the historical development of philosophical thinking has not brought enough solutions, with regard to the existential (...) issues of human females and other genders. It is through the end of the modern period only, the identities of caste, class, religion, region, ethnicity, gender etc. were taken into serious scrutiny to see the intersectional issues while conceptualizing the ontic status of humans. This article is a look at these aspects of philosophizing in general, and in particular, it analyses the issues of gendered experiences of human beings in cultures. This will lead to examining the meanings of existence for women as a category with reference to the modern writings of Simone de Beauvoir. The possible existence of many genders and the issues in conceiving an essentialist category called woman or man, are being scrutinized in this article through the postmodern writings of Judith Butler. To analyze the experience of genders, this study draws references from various feminist philosophers and concentrates on the existentialist phenomenological writings of Simone de Beauvoir and the deontological phenomenology of Judith Butler. (shrink)

After two centuries, the Diltheyan idea of the incommensurability of the natural and social sciences remains hegemonic. Alternative visions have since been overlooked; in this regard, the Baden neo-Kantian school showed that any divergence concerns implied method and not the phenomenal object of studies. W. Windelband coined the terms “nomological” and “idiographic” to underline how each discipline can be explained as a science of both law and events. To begin, I will show how complex thinking can expand and institute (...) a general integrative frame that overcomes the assumed incommensurability. By “complex,” I mean an anti-reductionist approach to understanding and a consequent ability to reveal the phenomenal world in terms of nested self-organized systems. Social and natural systems are persistent coalescences of individual entities showing series of interduality such as unicity and multiplicity, top-down conservation and bottom-up inno- vation, constraint of law and freedom of agencies. The two instances are maintained together by the rejection of abstracted and isolated concepts and the embrace of a general principle of indeterminacy resolving the apparent contradiction within the parallelization of the extremes as two different moments of analyses rooted in the social and natural classical methods. This paper considers both a) the Positivist attempt in the XIX century to approach the study of social phenomena in terms of law and b) the emergence of a general social science embracing the principle of acasuality, adapted from the study of the subatomic phenomenal world in quantum theory. Finally, this paper sketches how complex methodology can address historical and social studies with system theory in order to overcome classical dualities such as determinism vs. freedom, social vs. individual, and top down conservation vs. bottom up innovation in the form of an integrative parallelization. (shrink)

This dissertation is a collection of standalone papers about a novel version of the deep self view of moral responsibility. Taken on its own, each chapter deals with a different thesis. But as the title of my dissertation reveals, taken together, the three chapters in it constitute the groundwork for my deep self view of moral responsibility. In Chapter 1, I develop and defend the thesis of responsibility for the deep self. In Chapter 2, I argue for a sufficient condition (...) for responsibility for one’s self that centers on the idea of aspiration. Drawing upon resources form the first two chapters, in Chapter 3, I further develop and defend a thesis of responsibility for what one does and its downstream consequences. -/- Here is a summary of my view. I argue that an agent acts freely and is morally responsible for what she does in the accountability sense only if she has a deep self for which she is responsible. How is one responsible for one’s deep self? To be responsible for the deep self, one must have a history where one was afforded the unimpeded opportunity to develop and exercise the ability to shape one’s own self. Exercise that ability in what way? I suggest that a critical way in which an agent shapes her own self is when she engages with various activities that I call aspirational self-shaping. Nevertheless, an agent needs not exercise the ability to shape her self and thus engage with aspirational self-shaping every time she acts freely. Indeed, being responsible for what she does is consistent with her failing to exercise that ability when she acts freely and responsibly. -/- Standard deep self views in the literature say something much stronger. They contend that an agent acts freely and responsibly for what she does if and only if her actions or omissions issue from, and so express, her deep self. Counterexamples proliferate. By offering a necessary condition for accountability drawing upon resources from responsibility for the deep self, my view escapes counterexamples that standard views face, while retains the core of the deep self view. Indeed, an agent may be blameworthy for her wrongdoing without it issuing from, and so expressing, her deep self. And yet, she must have a deep self for which she is responsible to be blameworthy for her wrongdoing. All of this is ultimately achieved by paying closer attention to the historical dimension of the deep self than other deep self proponents have. (shrink)

The science of mind wandering has rapidly expanded over the past 20 years. During this boom, mind wandering researchers have relied on self-report methods, where participants rate whether their minds were wandering. This is not an historical quirk. Rather, we argue that self-report is indispensable for researchers who study passive phenomena like mind wandering. We consider purportedly “objective” methods that measure mind wandering with eye tracking and machine learning. These measures are validated in terms of how well they predict (...) self-reports, which means that purportedly objective measures of mind wandering retain a subjective core. Mind wandering science cannot break from the cycle of self-report. Skeptics about self-report might conclude that mind wandering science has methodological foundations of sand. We take a rather more optimistic view. We present empirical and philosophical reasons to be confident in self-reports about mind wandering. Empirically, these self-reports are remarkably consistent in their contents and behavioral and neural correlates. Philosophically, self-reports are consistent with our best theories about the function of mind wandering. We argue that this triangulation gives us reason to trust both theory and method. (shrink)

Problematic perceptions about race damage our society. These attitudes can seem impossible to overcome, but philosophers Dr Jennifer Mensch, at Western Sydney University in Australia, and Dr Michael Olson, at Marquette University in the US, beg to differ. They are compiling a collection of 18th-century philosophical and scientific texts that helped shape the way people saw race across the Western world, and were used to justify colonisation. They believe that by exposing these historical roots of racism, opportunities to improve (...) societal attitudes to race will become easier to identify. -/- This article was produced by Futurum Careers, a free online resource and magazine aimed at encouraging 14-19-year-olds worldwide to pursue careers in science, technology, engineering, maths and medicine (STEM), and social sciences, humanities and the arts for people and the economy (SHAPE). (shrink)

Biologists, historians of biology, and philosophers of biology often ask what is it to be an individual, really. This book does not answer that question. Instead, it answers a much more interesting one: How do biologists individuate individuals? In answering that question, the authors explore why biologists individuate individuals, in what ways, and for what purposes. The cross-disciplinary, dialogical approach to answering metaphysical questions that is pursued in the volume may seem strange to metaphysicians who are not biologically focused, but (...) it is adroitly achieved by the editors. Scott Lidgard (a paleontologist and marine ecologist) and Lynn K. Nyhart (a historian of biology) orchestrate a dialogue among historians of biology, philosophers of biology, and practicing biologists over 10 chapters. These are followed by three reflective commentaries written to frame the different disciplinary perspectives and to highlight the historical, biological, and philosophical themes across the chapters. The result is a volume—in structure and in content—that has much to be generously commended. Biological individuality is a hotly discussed topic, but it is also part of a series of long-standing arguments within both the history and philosophy of biology (HPB) and metaphysics. Notable and fervent debates have centered on evolution and the units of selection, predominantly on Michael T. Ghiselin’s and David L. Hull’s notion of species as individuals, Peter Godfrey-Smith’s Darwinian individuals, and Ellen Clarke’s individuating mechanisms. Lately, it has encompassed non-Darwinian individuals, symbiotic associations like Thomas Pradeu’s immunological individuals, and John Dupré and Maureen A. O’Malley’s metabolic individuals.2 The present volume is curated in a way to introduce the reader to new research in HPB that articulates these debates as well as to introduce and engage in the study of further notions of biological individuality. But its aim is more than an introduction. As the subtitle suggests, it is also intended to give the reader insight into the working together of biologists, historians of biology, and philosophers of biology in figuring out how the notion of biological individuality is instantiated. As such, the problem-centered dialogue that results does more than talk through biological individuality. It shows how the different and often divergent goals of the authors’ disciplines shape not only how they think about individuality but how they communicate this thinking in reciprocal collaboration with others in different disciplines. … cont’d…. (shrink)

Hegel, Husserl and the Phenomenology of Historical Worlds by Tanja Staehler is an effort of integration between the phenomenological thinking of two of the most influential philosophers in the contemporary tradition: G.W.F. Hegel and Edmund Husserl. The author main intention is the radicalisation of Hegel's phenomenology by the overcoming of a prescribed teleology with a more open and horizonally constituted historical development.

Review of 'History of Rationalities: Ways of Thinking from Vico to Hacking and Beyond' by Luca Sciortino Palgrave McMillan, Cham (Switzerland) 2023, pp. 351 € 84,94 .

A scholar of Hellenistic and Prussian history, Droysen developed a historical theory that at the time was unprecedented in range and depth, and which remains to the present day a valuable key for understanding history as both an idea and a professional practice. Arthur Alfaix Assis interprets Droysen’s theoretical project as an attempt to redefine the function of historiography within the context of a rising criticism of exemplar theories of history, and focuses on Droysen’s claim that the goal underlying (...) historical writing and reading should be the development of the subjective capacity to think historically. In addition, Assis examines the connections and disconnections between Droysen’s theory of historical thinking, his practice of historical thought, and his political activism. Ultimately, Assis not only shows how Droysen helped reinvent the relationship between historical knowledge and human agency, but also traces some of the contradictions and limitations inherent to that project. (shrink)

The analytical notion of ‘scientific style of reasoning’, introduced by Ian Hacking in the middle of the 1980s, has become widespread in the literature of the history and philosophy of science. However, scholars have rarely made explicit the philosophical assumptions and the research objectives underlying the notion of style: what are its philosophical roots? How does the notion of style fit into the area of research of historical epistemology? What does a comparison between Hacking’s project on styles of (...) class='Hi'>thinking and other similar projects suggest? My aim in this paper is to answer these questions. Hacking has denied that his project of styles of thinking falls into the field of historical epistemology. I shall challenge his remark by tracing out the connections of the notion of style with historical epistemology and, more in general, with a tradition of thought born in France in the beginning of twentieth-century. (shrink)