The standard of disinterested objectivity embedded within the US Data Quality Act (2001) has been used by corporate and political interests as a way to limit the dissemination of scientific research results that conflict with their goals. This is an issue that philosophers of science can, and should, publicly address because it involves an evaluation of the strength and adequacy of evidence. Analysis of arguments from a philosophical tradition that defended a concept of useful knowledge (later displaced by Logical (...) Empiricism) is used here to suggest how the legitimacy of scientific findings can be supported in the absence of disinterested objectivity. (shrink)

In this inaugural lecture I offer, against the background of a discussion of knowledge representation and its tools, an overview of my research in the philosophy of science. I defend a relational model-theoretic realism as being the appropriate meta-stance most congruent with the model-theoretic view of science as a form of human engagement with the world. Making use of logics with preferential semantics within a model-theoretic paradigm, I give an account of science as process and product. I demonstrate (...) the power of the full-blown employment of this paradigm in the philosophy of science by discussing the main applications of model-theoretic realism to traditional problems in the philosophy of science. I discuss my views of the nature of logic and of its role in the philosophy of science today. I also specifically offer a brief discussion on the future of cognitive philosophy in South Africa. My conclusion is a general look at the nature of philosophical inquiry and its significance for philosophers today. South African Journal of Philosophy Vol. 25 (4) 2006: pp. 275-289. (shrink)

This article is devoted to the philosophical study of the conditions under which knowledge can become a component or tool of education. The presentation of the contribution of epistemology to human development and education is based on addressing issues such as the nature of knowledge, sources of knowledge, theories, and criteria of truth. We proceed from the idea that knowledge is a condition of education. Particular attention is paid to the issue of distinguishing between such types (...) of knowledge as 'knowing how’ and ‘knowing that'. Educational practices open a common foundation that unites the life world of people, types of sociality, and hermeneutical practices. The epistemological approach to the question of the essence of knowledge assumes that knowledge meets three requirements, namely, knowledge must be objective, subjective, and evidentiary. Epistemology includes subjectivity as the basis of human existence in the natural world and the world with others. Intersubjectivity is considered a criterion for the reliability of knowledge about the world, which allows asserting the relationship of the objective with the subjective. (shrink)

Memory technologies are cultural artifacts that scaffold, transform, and are interwoven with human biological memory systems. The goal of this article is to provide a systematic and integrative survey of their philosophical dimensions, including their metaphysical, epistemological and ethical dimensions, drawing together debates across the humanities, cognitive sciences, and social sciences. Metaphysical dimensions of memory technologies include their function, the nature of their informational properties, ways of classifying them, and their ontological status. Epistemological dimensions include the truth-conduciveness of external memory, (...) the conditions under which external memory counts as knowledge, and the metacognitive monitoring of external memory processes. And lastly, ethical and normative dimensions include the desirability of the effects memory technologies have on biological memory, their effects on self and culture, and their moral status. Whilst the focus in the article is largely philosophical and conceptual, empirical issues such as the way we interact with memory technologies in various contexts are also discussed. We thus take a naturalistic approach in which philosophical and empirical concepts and approaches are seen as continuous. (shrink)

This dissertation engages in a critical analysis of the work of Adolf Reinach in the theory of knowledge and legal philosophy. Reinach had trained as a lawyer and brought that perspective and experience to bear in his phenomenological work on problems in evidence and legal philosophy. His contributions to phenomenology in the early 20th century provide a window into the earliest phases of the development of the phenomenological movement, prior to World War I. This dissertation locates this (...) work in the European intellectual context of the era and finds analogies with key philosophical dilemmas and developments in England during the same period, arguably ones with shared intellectual roots. Valued for his talent as an inspiring university lecturer, Reinach was a central figure in the circle of young scholars who practiced phenomenology in the spirit of the "early" "pre-Ideen" phase of phenomenology. The dissertation Appendices include translations of selected excerpts from the Nachlass. My translation of the obituary Edmund Husserl wrote and published following Adolf Reinach's death in WWI is published separately. Professor Raymond Klibansky was my supervisor and mentor throughout. (shrink)

Ethnobiology has become increasingly concerned with applied and normative issues such as climate change adaptation, forest management, and sustainable agriculture. Applied ethnobiology emphasizes the practical importance of local and traditional knowledge in tackling these issues but thereby also raises complex theoretical questions about the integration of heterogeneous knowledge systems. The aim of this article is to develop a framework for addressing questions of integration through four core domains of philosophy -epistemology, ontology, value theory, and political theory. In (...) each of these dimensions, we argue for a model of “partial overlaps” that acknowledges both substantial similarities and differences between knowledge systems. While overlaps can ground successful collaboration, their partiality requires reflectivity about the limitations of collaboration and co-creation. By outlining such a general and programmatic framework, the article aims to contribute to developing “philosophy of ethnobiology” as a field of interdisciplinary exchange that provides new resources for addressing foundational issues in ethnobiology and also expands the agenda of philosophy of biology. (shrink)

Objective The relations between thought and reality are studied in many fields of philosophy and science. Examples include ontology and metaphysics in general, linguistics, neuroscience and even mathematics. Each one has its postulates, its language, its methods and its own constraints. It would be unreasonable, however, for them to ignore each other. In the pages that follow we will try to identify areas of proximity between the ideas of contemporary philosophers of language and those issued mainly by Ontology of (...) Knowledge but also by mathematics and neuroscience. We will try to take advantage of the clarity and the perfect structuring of the lecture « La philosophie contemporaine du langage » (the contemporary philosophy of language) given by Professor Denis Vernant . We will make use of this lecture, both for the ideas presented and as a reference process. The goal of this article is to bring out, through a benevolent confrontation, new ideas for the benefit of knowledge in general. (shrink)

The host of the growth of knowledge hallmarks, concocted by various philosophy of science models , is contemplated. It is enunciated that the most appropriate one is provided by methodology of scientific research programmes. Some salient drawbacks of the model, caused by the ambivalence of its basic notions, e.g. of the notions of ‘empirical content of a theory’, ‘progressive’ and ‘regressive’ ‘problemshifts’ can be mitigated by enriching the Lakatosian model with Nancy Cartwright’s results. To recapitulate: the genuine growth (...) of knowledge consists in the growth of causal explanations . -/- . (shrink)

Melinda Fagan’s book on the philosophy of stem cell biology is a superb discussion of this exciting field of contemporary science, and the first book-length philosophical treatment of the subject. It contains a detailed and insightful examination of stem cell science, its structure, methods, and challenges.The book does not require any previous knowledge of stem cell biology—all the relevant scientific details and concepts, the central experimental procedures and results, as well as the historical development of the field, are (...) presented in as clear and accessible a way as possible. The presentation of the science starts in Chapter 1, with a general characterisation of stem cell biology, and continues throughout the book, with every chapter deepening and complicating the initial picture. Fagan’s lucid style makes even the more technical and detailed discussions of the research on human embryonic stem cells and on blood stem cells easy to follow.After the first in .. (shrink)

This article presents phenomenological meta-analysis of Tymieniecka's phenomenology of life with regard to its strategies of knowledge. The novelty of phenomenology of life consists in special orientation of direct intuition of Tymieniecka's insight. The analysis suggests that the positioning of the direct intuition differes from philosopher to philosopher. Even though this perspective pays attention to individual differences in philosophical thinking, this view has to be distinguished froll1 psychologism as criticized by Husser!. and rather, seen as a development of Husserl (...) 's lheory of direct intuition. A framework for such analysis can be also found in Islamic philosophies of Suhrawardi and Ibn 'Arabi, who introduced the concepts of individual predisposition, modes of knowledge, and self-knowledge mediated by knowledge by presence. These concepts can be applied to understanding of the origins of philosophical insight. The paper examines in depth the workings of direct, or presentive, intuition in Tymieniecka's descriptions of the phenomenal field of life, and of life per se as a dynamic object. It demonstrates the dialogical nature of interrogation, and the sentience of logos as a horizon of philosophical inquiry. Finally, the paper introduces the concept of process phenomenology, and suggests directions of future research with regard to phenomenology of imagination. (shrink)

In this discussion, we consider the unity of knowledge, and deliberate a contrary perspective from current knowledge transfer practitioners, in a business context. We consider why, if knowledge is key for business success and competitive advantage, the transfer of knowledge remains for the most part a problematic event. Further, ifthe creation of knowledge before transfer is recognised within literature as a significant factor in determining a starting point for analogous scrutiny, then why is this focal (...) point difficult to establish and measure. (shrink)

Contents: Danuta Ługowska, Incommensurability of Paradigms Exemplified by the Differences Between the Western and Eastern European Image of the Human Person ; Maria-Magdalena Weker, Light, Body and Soul – the Issues Fundamental for Theories of Vision. A Historical Survey ; Dariusz Kucharski, The Conception of Sensory Perception and Scientific Research. (The Theory of Sign within Philosophy of G. Berkeley and T. Reid) ; Grzegorz Bugajak, Causality and Determinism in Physics ; Anna Lemańska, Truth in Mathematics ; Anna Latawiec, Troubles (...) with the Philosophy of Medicine ; Adam Świeżyński, Values, Axiological Experience, and Scientific Research ; Grzegorz Bugajak, Fears of Science. Nature and Human Actions ; Adam Świeżyński, Some Remarks on the Human Search for Sense in the Context of Human Actions. (shrink)

For millennia, knowledge has eluded a precise definition. The industrialization of knowledge (IoK) and the associated proliferation of the so-called knowledge communities in the last few decades caused this state of affairs to deteriorate, namely by creating a trio composed of data, knowledge, and information (DIK) that is not unlike the aporia of the trinity in philosophy. This calls for a general theory of knowledge (ToK) that can work as a foundation for a science (...) of knowledge (SoK) and additionally distinguishes knowledge from both data and information. In this paper, I attempt to sketch this generality via the establishing of both knowledge structures and knowledge systems that can then be adopted/adapted by the diverse communities for the respective knowledge technologies and practices. This is achieved by means of a formal–indeed, mathematical–approach to epistemological matters a.k.a. formal epistemology. The corresponding application focus is on knowledge systems implementable as computer programs. (shrink)

Recent clinical trials show that psychedelics such as LSD and psilocybin can be given safely in controlled conditions, and can cause lasting psychological benefits with one or two administrations. Supervised psychedelic sessions can reduce symptoms of anxiety, depression, and addiction, and improve well-being in healthy volunteers, for months or even years. But these benefits seem to be mediated by "mystical" experiences of cosmic consciousness, which prompts a philosophical concern: do psychedelics cause psychological benefits by inducing false or implausible beliefs about (...) the metaphysical nature of reality? This book is the first scholarly monograph in English devoted to the philosophical analysis of psychedelic drugs. Its central focus is the apparent conflict between the growing use of psychedelics in psychiatry and the philosophical worldview of naturalism. Within the book, Letheby integrates empirical evidence and philosophical considerations in the service of a simple conclusion: this "Comforting Delusion Objection" to psychedelic therapy fails. While exotic metaphysical ideas do sometimes come up, they are not, on closer inspection, the central driver of change in psychedelic therapy. Psychedelics lead to lasting benefits by altering the sense of self, and changing how people relate to their own minds and lives-not by changing their beliefs about the ultimate nature of reality. The upshot is that a traditional conception of psychedelics as agents of insight and spirituality can be reconciled with naturalism (the philosophical position that the natural world is all there is). Controlled psychedelic use can lead to genuine forms of knowledge gain and spiritual growth-even if no Cosmic Consciousness or transcendent divine Reality exists. Philosophy of Psychedelics is an indispensable guide to the literature for researchers already engaged in the field of psychedelic psychiatry, and for researchers-especially philosophers-who want to become acquainted with this increasingly topical field. (shrink)

Criteria of the growth of knowledge proposed in modern philosophy of science are considered. It is argued that the model of growth that fits the peculiarities of social sciences&humanities is provided by the methodology of scientific research programmes. Yet one has to correct some drawbacks. The author concludes that the real growth of knowledge consists in the growth of causal explanations and in the corresponding growth of empirical content of the theories from superseeding scientific research programmes. -/- (...) Key words: R.Rorty, M.Weber,N.Cartwright -/- . (shrink)

We provide new findings that add to the growing body of empirical evidence that important epistemic intuitions converge across cultures. Specifically, we selected three recent studies conducted in the US that reported surprising effects of knowledge attribution among English speakers. We translated the vignettes used in those studies into Mandarin Chinese and Korean and then ran the studies with participants in Mainland China, Taiwan, and South Korea. We found that, strikingly, all three of the effects first obtained in the (...) US also emerged in the East Asian cultures we studied. Our findings not only cohere with but also provide—at least moderate—support for the existence of extensive convergences of important epistemic intuitions across cultures. (shrink)

I develop the relatively familiar idea of a variety of forms of knowledge —not just propositional knowledge but also knowledge -how and experiential knowledge —and show how this variety can be used to make interesting sense of Plato’s and Aristotle’s philosophy, and in particular their ethics. I then add to this threefold analysis of knowledge a less familiar fourth variety, objectual knowledge, and suggest that this is also interesting and important in the understanding (...) of Plato and Aristotle. (shrink)

In Processes of Knowledge, George Towner analyzes the actual ways that human knowledge is accumulated and organized, both in science and in everyday life. He places the processes of knowledge within their social context, examining the basic ways that communication lets people share ideas. Towner traces the development of language, writing, and data processing, demonstrating their different effects on theorizing. He also develops an evolutionary view of group thinking, examining the ways that human groups use specific types (...) of theories to achieve social cohesion and showing how these theories change over time. The result is a dynamic view of intellectual history, based on the inherent processes by which knowledge grows. (shrink)

In his philosophical structure, Descartes intended to organize, on the basis of mathematics, an efficient method of certainty for research and philosophy. The Mathesis is a body of universal and necessary truths of order and connection between ideas. According to Descartes' epistemology, man has become a researcher and discoverer who must discover himself. For Descartes, certain knowledge is possible, and in his structural cognitive style, action is a function of the form, while Dewey's cognitive style is a function (...) in which form is a function of action and behavior. Examining the consequences of Darwinian views of the world, Dewey rejects Descartes' view: The question of the possibility of human knowledge has been fundamentally wrong. Dewey, by looking again at the absolute, the unconditional, and the certain, in philosophy, sees it only as a means to use if it results in success. Philosophy is not merely a mental organization of eternal and absolute truth, but a technology, method, and technique to be a means for social reform, regulation, and improvement of human and societal behavior. (shrink)

Questions about knowledge in expert sport are not only of applied significance: they also take us to the heart of foundational and heavily-disputed issues in the cognitive sciences. To a first (rough and far from uncontroversial) approximation, we can think of expert ‘knowledge’ as whatever it is that grounds or is applied in (more or less) effective decision-making, especially when in a competitive situation a performer follows one course of action out of a range of possibilities. In these (...) research areas, studies of motor expertise have for many years actively contributed to broader debates in philosophy and psychology (Abernethy, Burgess-Limerick, & Parks, 1994; Williams, Davids, & Williams, 1999). When we navigate the world flexibly and more or less successfully, how much is this due to a capacity to represent it? In considering alternative options, or planning future actions, we seem to transcend our present environment in some way: what is the balance or relation here between highly-tuned bodily dispositions and background knowledge of the world and its patterns? What changes in these regards as we gain experience and adapt to more complex and challenging environments? Is know-how fundamentally different in kind from ordinary factual knowledge of the world, or knowledge-that? And if expertise in a domain does involve or depend on a knowledge base that is somehow more organized or deeper than that of novices, how is this knowledge selectively and appropriately deployed, often under severe time constraints? (shrink)

The deterministic or probabilistic laws of our representations and our science do not link what “is” to what “will be” but what “I know” to what “I could know”. Consistency is not a predicate on the physical laws of the world but on the logical laws of Meaning. If you cannot convince yourself of that. If you want to believe that the Softmatter of the Meaning cannot be more consistent than the Hardmatter of the physical world. Think again ... ...and (...) try to answer this question : Why would it be less unlikely for a physical world to evolve from the big bang to individuated knowing persons than for an amorphous interdependence to assemble (logically) individuated representations of the world ? (shrink)

Two fundamentally different perspectives on knowledge diffusion dominate debates about academic disciplines. On the one hand, critics of disciplinary research and education have argued that disciplines are isolated silos, within which specialists pursue inward-looking and increasingly narrow research agendas. On the other hand, critics of the silo argument have demonstrated that researchers constantly import and export ideas across disciplinary boundaries. These perspectives have different implications for how knowledge diffuses, how intellectuals gain and lose status within their disciplines, and (...) how intellectual reputations evolve within and across disciplines. We argue that highly general claims about the nature of disciplinary boundaries are counterproductive, and that research on the nature of specific disciplinary boundaries is more useful. To that end, this paper uses a novel publication and citation network dataset and statistical models of citation networks to test hypotheses about the boundaries between philosophy of science and 11 disciplinary clusters. Specifically, we test hypotheses about whether engaging with and being cited by scientific communities outside philosophy of science has an impact on one’s position within philosophy of science. Our results suggest that philosophers of science produce interdisciplinary scholarship, but they tend not to cite work by other philosophers when it is published in journals outside of their discipline. Furthermore, net of other factors, receiving citations from other disciplines has no meaningful impact—positive or negative—on citations within philosophy of science. We conclude by considering this evidence for simultaneous interdisciplinarity and insularity in terms of scientific trading theory and other work on disciplinary boundaries and communication. (shrink)

Teaching a compulsory, large-scale Philosophy of Economics (PoE) course to economics students presents distinct challenges. Instructors face a heterogeneous student body with varying levels of interest in the topics, diverse occupational goals and a limited philosophical background. Unlike elective courses, for which students self-select based on interest, a compulsory course entails motivating disengaged students and managing their expectations. We put forward the case for a student-oriented approach to teaching PoE, emphasising four key strategies: recognising students’ limited philosophical knowledge, (...) demonstrating the relevance of PoE to their professional and personal lives, using real-world problems to engage them and avoiding the oversimplification of topics. We argue that PoE instruction should account for the distinct characteristics of economics students, moving beyond a supply-driven approach. Our suggestions aim to enhance student engagement and provide practical guidance for instructors navigating the challenges of teaching PoE at scale. (shrink)

Given demonstrated global knowledge inequality, this article attempts to draw out the connection between tertiary education and research (TER), economic development and infrastructure, and human development. We first explore the connection between knowledge and economic development by tracing a short history of the emergence of knowledge in economic analysis and by introducing the concept of a ‘knowledge economy’. The World Bank’s ‘Knowledge Assessment Methodology’ (2000) attempted to evaluate such ‘knowledge economies’ through a number of (...) proposed variables. We describe relationships between such TER-variables, economic development, and infrastructure building, especially in the shift towards digital economies. We will show that there is a tangible, negative human impact from disparities in knowledge production, and significant improvement in human welfare when knowledge production capacities improve. Finally, we will illustrate how these relationships play out in two case studies, in Montenegro and Bangladesh. (shrink)

Reductive intellectualists (e.g., Stanley & Williamson 2001; Stanley 2011a; 2011b; Brogaard 2008; 2009; 2011) hold that knowledge-how is a kind of knowledge-that. If this thesis is correct, then we should expect the defeasibility conditions for knowledge-how and knowledge-that to be uniform—viz., that the mechanisms of epistemic defeat which undermine propositional knowledge will be equally capable of imperilling knowledge-how. The goal of this paper is twofold: first, against intellectualism, we will show that knowledge-how is (...) in fact resilient to being undermined by the very kinds of traditional (propositional) epistemic defeaters which clearly defeat the items of propositional knowledge which intellectualists identify with knowledge-how. Second, we aim to fill an important lacuna in the contemporary debate, which is to develop an alternative way in which epistemic defeat for knowledge-how could be modelled within an anti-intellectualist framework. (shrink)

The Ontology of Knowledge (OK) states: The laws of the world cannot be distinguished from the laws by which representation emerges from intensional thought. The laws of a physical world in vis-à-vis are not necessary. The forms of the world resulting from these laws cannot be distinguished from the laws of thought. They have no object. (see appendix I) OK seems to make of Knowledge, the substance from which the subject gives rise for himself to a representation of (...) the world and himself. The OK is realistic in that it states that there is a reality, but it also states clearly that the Reality is informal and that there is no being in reality, no other beings than those created by the subject in representation. That justifies the title of this article: Would the knowing subject be, in fact, the only being in the world, all other beings being only representation? While the Cogito guarantees the Existence of the "I" that enunciates it, is there no other Me than this "I"? As much as our mind can consent to the idea that objects and material facts are only representations, including the atoms of our own body, as much as it seems absurd to us, paradoxical, contrary to the evidence of every moment, the idea that "I" would be the one and only knowing subject. The first part of this article proposes, by a clarification of concepts and terms, to answer specifically to the question of the existence of other “I's” The second part will try to widen the spectrum of our reflection to study, within the conceptual framework of the OK, the possibility of a supra-human thought/knowledge. Of a “Us” . (shrink)

Standpoint theory is an explicitly political as well as social epistemology. Its central insight is that epistemic advantage may accrue to those who are oppressed by structures of domination and discounted as knowers. Feminist standpoint theorists hold that gender is one dimension of social differentiation that can make such a difference. In response to two longstanding objections I argue that epistemically consequential standpoints need not be conceptualized in essentialist terms, and that they do not confer automatic or comprehensive epistemic privilege (...) on those who occupy them. Standpoint theory is best construed as conceptual framework for investigating the ways in which socially situated experience and interests make a contingent difference to what we know (well), and to the resources we have for determining which knowledge claims we can trust. I illustrate the advantages of this account in terms of two examples drawn from archaeological sources. (shrink)

How do people decide which claims should be considered mere beliefs and which count as knowledge? Although little is known about how people attribute knowledge to others, philosophical debate about the nature of knowledge may provide a starting point. Traditionally, a belief that is both true and justified was thought to constitute knowledge. However, philosophers now agree that this account is inadequate, due largely to a class of counterexamples (termed ‘‘Gettier cases’’) in which a person’s justified (...) belief is true, but only due to luck. We report four experiments examining the effect of truth, justification, and ‘‘Gettiering’’ on people’s knowledge attributions. These experiments show that: (1) people attribute knowledge to others only when their beliefs are both true and justified; (2) in contrast to contemporary philosophers, people also attribute knowledge to others in Gettier situations; and (3) knowledge is not attributed in one class of Gettier cases, but only because the agent’s belief is based on ‘‘apparent’’ evidence. These findings suggest that the lay concept of knowledge is roughly consistent with the traditional account of knowledge as justified true belief, and also point to a major difference between the epistemic intuitions of laypeople and those of philosophers. (shrink)

An Aristotelian Philosophy of Mathematics breaks the impasse between Platonist and nominalist views of mathematics. Neither a study of abstract objects nor a mere language or logic, mathematics is a science of real aspects of the world as much as biology is. For the first time, a philosophy of mathematics puts applied mathematics at the centre. Quantitative aspects of the world such as ratios of heights, and structural ones such as symmetry and continuity, are parts of the physical (...) world and are objects of mathematics. Though some mathematical structures such as infinities may be too big to be realized in fact, all of them are capable of being realized. Informed by the author's background in both philosophy and mathematics, but keeping to simple examples, the book shows how infant perception of patterns is extended by visualization and proof to the vast edifice of modern pure and applied mathematical knowledge. (shrink)

This article aims to elaborate on the pre-Ghazzālī period Sufis’ approaches to the concept of knowledge. We know that Ghazzālī, as a milestone in the Islamic thought, satisfies in taṣawwuf after a long quest. He benefits from the Sunnī taṣawwuf already established before him. Therefore, the importance of the sources feeding Ghazzālī’s Sufi view is manifest. Thus, in this article, I focus on the ideas of the main figures of the Sunnī taṣawwuf regarding the concept of knowledge. Having (...) stated concisely about what taṣawwuf is, the concepts of knowledge and gnosis were described. And then, the ideas of the Sufis on knowledge and its ways were examined. I concluded at the end of the research that the Sufis restrict human reason (ʿaql) into the worldly life while giving the intuitional knowledge priority. Also, they separate the reality (ḥaqīqa) from religious law (sharīʿa). For the former, intuitional knowledge is a necessity, while the human reason is useful and responsible for the latter. Finally, it is hard to say that compared to Ghazzālī, Suhrawardī, and Ibn al-ʿArabī, those Sufis have a consistent epistemology when they set forth their view. (shrink)

The paper argues for the necessity of building up a philosophy of the Internet and proposes a version of it, an «Aristotelian» philosophy of the Internet. First, an overview of the recent trends in the Internet research is presented. This train of thoughts leads to a proposal of understanding the nature of the Internet in the spirit of the Aristotelian philosophy i. e., to conceive the Internet as the Internet, as a totality of its all aspects, as (...) a whole entity. For this purpose, the Internet is explained in four (easily distinguishable, but obviously connected) contexts: we regard it as a system of technology, as an element of communication, as a cultural medium and as an independent organism. Based on these investigations we conclude that the Internet is the medium of a new mode of human existence created by late modern man; a mode that is built on earlier (i. e., natural, and social) spheres of existence and yet it is markedly different from them. We call this newly formed existence web-life. Finally using two enlightening cultural-historical analogies (the reformation of knowledge and the formation of web-life) several fundamental characteristics of the web-life is presented. (shrink)

These last decades, the many contributions to the literary output on science and religion have dealt with topics that are on the cutting edge of scientific discovery, topics mainly in the area of theoretical physics, cognitive science, and evolutionary biology. Philosophers of religion, responding to this trend, have therefore struggled with intricate arguments, and have often made use of the highly technical language of these sciences. The overall result was that truly original philosophical contributions, ones that present new perspectives regarding (...) this area, have been very rare. Of these few new research programs, one seems to be particularly promising, especially because of the way it has been throwing new light on how science relates to other disciplines. The originality of this research-area lies in the fact that it refers not to particular scientific discoveries, considered individually, but to the general dynamics of the practical side of science. The crucial concept is expertise, which involves the appeal to authority for the justification of arguments. Many people like to think that scientific knowledge is far from all this, that it is purely objective and that it floats way above the murky waters of subjectivism. Those who are directly involved in scientific practice however know that science is not so clean. Appeal to authority remains very much part of the natural sciences, whether we like it or not. Some philosophers have recently ventured into these somewhat dark caverns of scientific thought and practice, and the result of their work has become very significant. In this paper, I will first offer a brief overview of this philosophical work, and then explore how the new insights regarding scientific expertise and scientific appeal to authority can throw light not only on how science works but also on the issue of authoritative knowhow within the Church. To avoid getting lost within the dim world of abstract principles, I will focus on one particular concrete case, the one of Vatican astronomers. This is a particularly interesting case because this group’s complex role lies precisely at the intersection between theological and scientific expertise. (shrink)

Philosophy of science appears caught in what Einstein (1933) called the ‘eternal antithesis between the two inseparable components of our knowledge – the empirical and the rational’ (p. 271). It wants to employ metaphysical speculation, but impressed with the methods of the subject it studies, it fears overreaching. Philosophy of science thus tries to walk a fine line between scientifically grounded metaphysics and its more speculative cousins. Here I try to draft some of the contour of this (...) boundary. (shrink)

Since 2004, it has been mandated by law that all Danish undergraduate university programmes have to include a compulsory course on the philosophy of science for that particular program. At the Faculty of Science and Technology, Aarhus University, the responsibility for designing and running such courses were given to the Centre for Science Studies, where a series of courses were developed aiming at the various bachelor educations of the Faculty. Since 2005, the Centre has been running a dozen different (...) courses ranging from mathematics, computer science, physics, chemistry over medical chemistry, biology, molecular biology to sports science, geology, molecular medicine, nano science, and engineering. -/- We have adopted a teaching philosophy of using historical and contemporary case studies to anchor broader philosophical discussions in the particular subject discipline under consideration. Thus, the courses are tailored to the interests of the students of the particular programme whilst aiming for broader and important philosophical themes as well as addressing the specific mandated requirements to integrate philosophy, some introductory ethics, and some institutional history. These are multiple and diverse purposes which cannot be met except by compromise. -/- In this short presentation, we discuss our ambitions for using case studies to discuss philosophical issues and the relation between the specific philosophical discussions in the disciplines and the broader themes of philosophy of science. We give examples of the cases chosen to discuss various issues of scientific knowledge, the role of experiments, the relations between mathematics and science, and the issues of responsibility and trust in scientific results. Finally, we address the issue of how and why science students can be interested in and benefit from mandatory courses in the philosophy of their subject. (shrink)

The term ‘scientism’ has not attracted consensus about its meaning or about its scope of application. In this paper, we consider Mizrahi’s suggestion to distinguish ‘Strong’ and ‘Weak’ scientism, and the consequences this distinction may have for philosophical methodology. While we side with Mizrahi that his definitions help advance the debate, by avoiding verbal dispute and focussing on questions of method, we also have concerns about his proposal as it defends a hierarchy of knowledge production. Mizrahi’s position is that (...) Weak Scientism should be adopted, stating that “of all the knowledge we have, scientific knowledge is the best knowledge”. This version of scientism, however, has consequences for philosophical methodology. In particular, if one conceives of philosophy as an a priori discipline and holds Weak Scientism, the introduction of empirical methods in philosophy may threaten its very essence or soul. In this chapter, we will defend the move to adopt empirical methods in philosophy and argue that, rather than threatening its essence or soul, these methods put philosophy in a better position to contribute to knowledge production, an endeavor shared with the sciences, and in a very interdisciplinary spirit. Our point of disagreement with Mizrahi is that we should avoid any hierarchy of knowledge, and instead focus on what each perspective -- scientific, philosophical, historical, or other -- can contribute to understanding phenomena. (shrink)

Throughout his work, John Dewey seeks to emancipate philosophical reflection from the influence of the classical tradition he traces back to Plato and Aristotle. For Dewey, this tradition rests upon a conception of knowledge based on the separation between theory and practice, which is incompatible with the structure of scientific inquiry. Philosophical work can make progress only if it is freed from its traditional heritage, i.e. only if it undergoes reconstruction. In this study I show that implicit appeals to (...) the classical tradition shape prominent debates in philosophy of mathematics, and I initiate a project of reconstruction within this field. (shrink)

Knowledge ascriptions of the form ‘S knows that p’ are a central area of research in philosophy. But why do humans think and talk about knowledge? What are knowledge ascriptions for? This article surveys a variety of proposals about the role of knowledge ascriptions and attempts to provide a unified account of these seemingly distinct views.

According to the traditional analysis of propositional knowledge (which derives from Plato's account in the Meno and Theaetetus), knowledge is justified true belief. This chapter develops the traditional analysis, introduces the famous Gettier and lottery problems, and provides an overview of prospective solutions. In closing, I briefly comment on the value of conceptual analysis, note how it has shaped the field, and assess the state of post-Gettier epistemology.

An Article with a map of professions, a mapping of power/knowledge.

In this work, author expressed new R-Synthesis specifically. Good and/or correct perspective that must be behind the definitions and administration generally expressed. New perspective of the philosophy explained generally. Philosophy of GodForm is defined and expressed as connected/related with the following concepts: (a) basic principles, (b) 17 upper constructional philosophies, (c) 14 lower constructional philosophies, (d) eight basic philosophies. As special cases, Philosophy of Engineering and Technology, Philosophy of Wireless Administration and others defined as hybrid philosophies. (...) 17 specific components/units which can be considered to define the basic principles of the related formation, are proposed to be designed by GodForm and defined by the author. Philosophy of GodForm and its relation with Values and Positions specifically defined. New Era Theory and New Era Belief explained generally. Some specific religions/beliefs are defined as variants/forms of the Progressive Religion. Good and/or correct power authorities (R-Power Authority) are defined due to 29 categories. Functional position levels defined for the R-Power Authorities with a unique table. As result of the R-Synthesis, functional position levels of some philosophers, some scientists, and of Prophet Jesus, Prophet Mohamed, Prophets Mouses, Buddha, and of Confucius generally/specifically defined. Integration and past/present effects of some R-Power Authorities in 5 x 5 Ideal Political Construction specifically explained. New Era Belief, Concepts of GodX and Science relation explained with the following concepts: (1) Religion of GodForm, (2) Knowledge of GodX, (3) Nature of GodX. With this respect, some other characteristics of 7 GodX power authorities expressed with details as complementary information. Following concepts/systems defined to arrange and solve some/most/all religious problems, which are determined with R-Synthesis: (a) Religious Responsibilities and Positions, (b) Ideal Religious Administration, (c) Sustainable/Continuable Political Administration System, (d) Community Values Council/Authority for each world country, (e) Progressive Councils. 15 general religious position categories defined to express their good and/or correct meanings/values/responsibilities in the religious system. 21 general/specific cases/programs defined due to New Era Belief to solve possible past/present/future community values problems, to have continuous, judicious, and progressive administration about the 36 kinds of community values. Progressive Councils, which are related with the CUS-WW-HO, are defined. Progressive Religion Council and some of the related religious responsibilities expressed for the kind progressive religion studies due to the Philosophy of Progressive Religions. (shrink)

The new philosophy of superdeterminism is a specific approach to answering fundamental questions about existence, knowledge, and morality based on a single scientific fact about the universe, namely that cause and effect in physics are not real. In 2020, Swedish theoretical physicist, Dr. Johan Hansson published a physics proof that our universe is superdeterministic meaning a predetermined static block universe without cause and effect in physics. A new philosophy of superdeterminism based on this scientific discovery that cause (...) and effect are not real has many important implications for human beings, but one especially important implication is a disproof of existentialism. The major tenets of existentialism cannot be true in the absence of cause and effect in physics, such as the existence of free will or freedom of choice, the lack of predetermined human behavior, the absurdity of life in the face of the inevitability of death, and the meaninglessness of existence, life and the universe. (shrink)

Transdisciplinary research knits together knowledge from diverse epistemic communities in addressing social-environmental challenges, such as biodiversity loss, climate crises, food insecurity, and public health. This paper reflects on the roles of philosophy of science in transdisciplinary research while focusing on Indigenous and other subaltern forms of knowledge. We offer a critical assessment of demarcationist approaches in philosophy of science and outline a constructive alternative of transdisciplinary philosophy of science. While a demarcationist focus obscures the complex (...) relations between epistemic communities, transdisciplinary philosophy of science provides resources for meeting epistemic and political challenges of collaborative knowledge production. (shrink)

The essays in this volume explore those aspects of Kant’s writings which concern issues in the philosophy of mind. These issues are central to any understanding of Kant’s critical philosophy and they bear upon contemporary discussions in the philosophy of mind. Fourteen specially written essays address such questions as: What role does mental processing play in Kant’s account of intuition? What kinds of empirical models can be given of these operations? In what sense, and in what ways, (...) are intuitions object-dependent? How should we understand the nature of the imagination? What is inner sense, and what does it mean to say that time is the form of inner sense? Can we cognize ourselves through inner sense? How do we self-ascribe our beliefs and what role does self-consciousness play in our judgments? Is the will involved in judging? What kind of knowledge can we have of the self ? And what kind of knowledge of the self does Kant proscribe? These essays showcase the depth of Kant’s writings in the philosophy of mind, and the centrality of those writings to his wider philosophical project. Moreover, they show the continued relevance of Kant’s writings to contemporary debates about the nature of mind and self. Contents: 0. Introduction Anil Gomes and Andrew Stephenson 1. Kant, The Philosophy Of Mind, And Twentieth Century Analytic Philosophy Anil Gomes 2. Synthesis And Binding Lucy Allais 3. Understanding Non-Conceptual Representation Of Objects: Empirical Models Of Sensibility’s Operation Katherine Dunlop 4. Are Kantian Intuitions Object-Dependent? Stefanie Grüne 5. Intuition And Presence Colin McLear 6. Imagination And Inner Intuition Andrew Stephenson 7. Inner Sense And Time Ralf M. Bader 8. Can’t Kant Cognize Himself? Or, A Problem For (Almost) Every Interpretation Of The Refutation Of Idealism Andrew Chignell 9. A Kantian Critique Of Transparency Patricia Kitcher 10. Judging For Reasons: On Kant And The Modalities Of Judgment Jessica Leech 11. Kant On Judging And The Will Jill Vance Buroker 12. Self and Selves Ralph C. S. Walker 13. Subjects Of Kant’s First Paralogism Tobias Rosefeldt 14. The Lessons Of Kant’s Paralogisms Paul Snowdon. (shrink)

Suhrawardi is a renowned philosopher famous for his thoughts on the philosophy of Illumination. His thoughts are contained in his mangnum opus, The Wisdom of Al-Isryq (Hikmat Al-Isryq). This study aims to reveal the prominent aspect of various political dimensions in his work, whose primordial focus was on the aspects of the political system and the concept of power. The political system and the concept of power were then characterized as a political philosophy of Illumination. For this reason, (...) this study not only uses a qualitative method with factual historical study techniques regarding figures but also uses an analytical approach to the theory of sociology of knowledge by Peter L. Berger and Thomas Lucmann and the theory of socio-political philosophy of al-Farabi's emanation. The sociology of knowledge is used to analyze the social dimensions involved in the formation of Suhrawardi's thoughts. Meanwhile, the socio-political philosophy of emanation is used to characterize the system and the concept of political power contained in the Wisdom of al-Isryq. The study concludes that the political system contained in the Illumination philosophy is divine, theocratic, and based on the concept of power in the form of self-control. (shrink)

Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a (...) blatantly obvious way, those institutions, organizations, corporations, businesses, endeavours, and activities of humanity that cause the crises and global problems we face, do so because of the aims they pursue (profit perhaps, or power, or heat and light for homes), and the methods adopted in pursuit of those aims – the philosophy in other words, built into the institution, organization, business, human activities, or whatever it may be. It is the philosophy of these institutions, organizations and activities that we need to change to put a stop to, or at least lessen the severity of, the crises we face, the global problems that confront us, above all the climate and nature crises. One institution has an especially crucial role in this respect: our universities. They are dominated in a multitude of ways by a particularly disastrous philosophy, a philosophy of inquiry which may be called knowledge-inquiry. This holds that the basic aim of the university is to acquire and apply knowledge. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems. But this philosophy of knowledge-inquiry is an intellectual disaster. As a result, universities are, in devastating and almost entirely unrecognized ways, humanitarian disasters too. Judged from the standpoint of helping to promote human welfare, the university shaped by the philosophy of knowledge-inquiry violates THREE of the four most elementary rules of rational problem solving conceivable in a wholesale, structural fashion, and it is this gross, wholesale, structural irrationality of the university, unnoticed by all but a few scientists and scholars, that is in part responsible for the creation of our grave global problems, and our current incapacity to learn how to solve them. The pursuit of knowledge, conducted in universities, within the framework of knowledge-inquiry over the decades and centuries, has produced much of great benefit to humanity. It has made the modern world possible. It has led to modern power production, modern industry and armaments, modern agriculture, modern hygiene and medicine, modern travel and communications, and the internet. But these very successes have also created many of our most serious current global problems: the climate crisis; the destruction of natural habitats, the catastrophic loss of wild life, and impending mass extinction of species (the nature crisis); the lethal character of modern war; the impact on the natural world of the rapid growth of the human population; the menace posed by nuclear weapons; pollution of earth, sea and air; threats to democracy caused in part by the internet and social media. All these grave global problems have been made possible by modern science and technology, pursued largely in universities within the framework of knowledge-inquiry. Nevertheless, it is not science and technology as such that are the problem, but science pursued in a way that is dissociated from a more fundamental task of the university to help humanity resolve conflicts and problems of living in increasingly cooperatively rational ways, so that progress may be made to a better world. Science and technology, pursued within the framework of knowledge-inquiry, create for some of us the power to act, but not the power to act wisely – not the power to learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways. For that, we need our institutions of learning, above all our universities, to take as their primary task to help humanity learn how to do it. In order to do that, the philosophy of inquiry put into practice by universities needs to be dramatically transformed. We urgently need to bring about a revolution in the overall aims and methods of academic inquiry – a revolution in the philosophy of the university, all around the world, wherever possible, so that the basic aim becomes to seek and promote wisdom, construed to be the capacity, active endeavour, and perhaps desire, to realize what is of value in life, for oneself and others, wisdom in this sense including knowledge, understanding and technological know-how, but much else besides, methods being dramatically modified too so as to help achieve the new academic aim. The basic task of the university would be, not to solve problems of knowledge, but rather to help people in the social world beyond the university to resolve conflicts and problems of living so that what is of value in life may be realized by everyone, insofar as that is possible. The pursuit of knowledge would be vital, but not intellectually fundamental. The intellectual and institutional revolution we so urgently need in our universities would affect every discipline and aspect of the university; it would dramatically affect both research and education, and the whole way the university is related to the rest of the social world. The revolution, from knowledge-inquiry to wisdom-inquiry would dramatically enhance the intellectual integrity and rationality of natural science, social inquiry, the humanities and technology, the character of these disciplines and the relationships they have with one another. University education throughout the university would be dramatically improved. And academic inquiry as a whole would do what, on the whole, it fails to do at present: it would help humanity resolve conflicts and problems of living in increasingly cooperatively rational and, as a result, increasingly successful ways, progress at last being made to a genuinely good, civilized world – a world in which there is peace, justice, liberal democracy, individual freedom, education, reasonable equality, sustainable prosperity and worthwhile opportunities in life, all of these for everyone, insofar as this is possible. Why, it may be asked, has academic philosophy not noticed that we urgently need to transform the current bad philosophy of inquiry of knowledge-inquiry into the far more intellectually rigorous and humanly valuable philosophy of wisdom-inquiry, so that we can begin to do what so far we have failed to do so lamentably: learn how to avoid impending disasters, and even make progress to a better world, something that seems at present almost unthinkable given the horrors of war, poverty, political enslavement of the 20th century, and the horrors of this century so far too? The answer is that academic philosophy is in a particularly pitiful state, as philosophers themselves, are just beginning to realize and lament. That is why academic philosophers are blind to the intellectual and humanitarian disaster of the bad philosophy that dominates universities today, and inconceivable to them to them that they might have, as a disciplinary task, to ensure academic inquiry implements a good philosophy of inquiry, and advocate and argue for change if it does not. Once upon a time, in Europe at least, philosophy was an intellectual power in the world. In the 17th century it created modern science which massively increased and improved our knowledge and understanding of the world, which in turn led to the Enlightenment, the industrial revolution, and the modern world. Philosophy was once so intellectually powerful and influential that it changed the course of history. But philosophy also made in the past three disastrous intellectual blunders: the post-Cartesian blunder, the post-Newtonian blunder, and the Enlightenment blunder. Never acknowledged and corrected by subsequent philosophy right down to the present, these unrecognized intellectual blunders rendered academic philosophy the esoteric, pathetic, and powerless discipline it is today, so that throughout the last century and, so far, throughout this one, academic philosophy has remained blind to the intellectual disaster of knowledge-inquiry, and thus failed entirely to take up its proper disciplinary task of warning fellow academics of the structural irrationality of the philosophy that prevails in the university, and of proposing what steps need to be taken to put things right. Instead of performing such an urgently needed philosophical task, so-called analytic philosophy was reduced to analysing the meaning of words. Since then, there has been hardly any discernible improvement, even if analysis of concepts no longer dominates the scene. Bad academic philosophy is indeed responsible for intellectual and humanitarian failures of the university. What the three past intellectual blunders of philosophy are, why their persistence so dramatically reduces academic philosophy to a triviality, and why, furthermore, this results in the failure of scientists and scholars to see what is so blatantly bad about the philosophy prevailing in universities around the world – the failure to see what so urgently needs to be done to put right what has been wrong for so long: all this is made clear in this book. A new kind of philosophy emerges during the course of the argument, critical fundamentalism, which has as its task to keep alive imaginative and critical – that is rational – thinking about our fundamental problem: How can our human world, the world we experience and live in – the world of living things, people, consciousness, free will, meaning and value – how can all of this exist and best flourish embedded as it is in the physical universe? That problem encompasses all others of life, science and thought. Critical fundamentalism tries to improve answers to aspects of this problem; but it also seeks to encourage everyone to think about the problem, from time to time, and think about how it interacts, in both directions, with more urgent particular and specialized problems of life and thought. Critical fundamentalism sets out to help improve bad philosophy wherever it is to be found: in social, political, commercial, legal, financial, and international life; and especially in academia, in institutions of learning, so that they become devoted to enhancing the capacity of people to learn how to achieve what is of genuine value in this brief life of a few decades if we are fortunate. Critical fundamentalism does everything it can to bring about the revolution in our universities we so urgently need. If taken up by mainstream philosophy, it might really have an impact, and begin to transform universities for the better, in both intellectual and humanitarian terms, and thus, enable humanity to learn how, after the grim failures and horrors of the last century and this one, to make progress to a better world. -/- . (shrink)

Hossack’s project in this book is to provide a new foundation for the philosophy of number inspired by the traditional idea that numbers are magnitudes.

The Philosophy of Information is a new area of research at the intersection of philosophy and computer science [4]. It concerns (a) the critical investigation of the conceptual nature and basic principles of information, including its dynamics (especially computation), utilization (especially computer ethics) and sciences; and (b) the elaboration and application of computational and information-theoretic methodologies to philosophical problems. Past work by members of our group has concentrated on (a), and in this paper we explore (b). In a (...) nutshell, we ask what computer science can do for philosophy, rather than what the latter can do for the former. -/- . (shrink)

In this paper I suggest an account of knowledge by adding a fourth condition to the traditional analysis in terms of justified true belief. I am going to make a first proposal ruling out the Gettier-counterexamples.1 This proposal will then be corrected in the light of other counterexamples. The final analysis will be a combination of a justified-true-belief-account and a causal account of knowledge. Some philosophers have disputed that Gettier‟s examples must be accepted as refutations of the justified (...) true belief analysis of knowledge.2 Their rejection rests on declining a principle underlying Gettier‟s reasoning, namely – as Thalberg calls it – the principle of deducibility of justification (PDJ). PDJ reads as following: For any proposition p, if a person S is justified in believing p, and p entails q, and S deduces q from p and accepts q as a result of this deduction, then S is justified in believing q. This principle allows, for example, the move in Gettier‟s first example from the proposition a) “Jones is the man who will get the job and Jones has ten coins in his pocket” to proposition b) “The man who will get the job has ten coins in his pocket”. 1. (shrink)

The new philosophy of superdeterminism is a specific approach to answering fundamental questions about existence, knowledge, and morality based on a single scientific fact about the universe, namely that cause and effect in physics are not real. Although the notion that cause and effect are not real has a long history in philosophy, recently a Swedish theoretical physicist, Dr. Johan Hansson published a physics proof that our universe is superdeterministic meaning a predetermined static block universe without cause (...) and effect in physics. A new philosophy of superdeterminism based on this scientific discovery that cause and effect are not real has many important implications for human beings, but three especially important implications are a disproof of libertarian free will, existentialism and moral evolution. Libertarian free will is impossible in the absence of cause and effect in physics. Existentialism is impossible in a predetermined universe. And one can infer that a Creator God endorsed objective Christian morality for all time disproving moral evolution. (shrink)

The present paper focuses on the Austinian approach to intentionality. My aim is to demonstrate that the Austinian concept and its application in the classical version of speech act theory are fundamentally different from the treatment of intentionality in the received version of speech act theory (as developed by Searle). The received version of speech act theory treats intentional states as a bunch of internal individual beliefs, desires, and intentions, while it assumes that conventions belong to the external social domains. (...) Contrary to that, the Austinian version of speech act theory doesn’t make a sharp ideological distinction between intentional states and conventions as a result of Austin’s natural realism. (shrink)