This paper is written to question the widespread belief among anthropologists that prehistoric hunter gatherers knew about agriculture long before agriculture began to be practised. The paper suggests gradually accumulating human knowledge led to the development of agriculture rather than population pressure, favourable mutations or convenient climate, all of which would have occurred at various times long before agriculture was developed, without leading to the discovery of agriculture.

The rise and legacy of world religions out of that period centered roughly around 500-600 BCE, what John Stuart-Glennie termed in 1873 the moral revolution, and Karl Jaspers later, in 1949, called the axial age, has been marked by heightened ideas of transcendence. Yet ironically, the world itself, in the literal sense of the actual earth, took on a diminished role as a central element of religious sensibility in the world religions, particularly in the Abrahamic religions. Given the issue (...) today of ecological unsustainability, including massive die-offs of wildlife and ever-increasing global human population and consumption, the legacy of those world religions face the question I consider here: Can religion transcend the earth in the long run? With the Axial Age/Moral Revolution, comes the possibility of transcendence of the world per se. The moral revolution/Axial Age represented significant changes in civilization, to be sure, but it can also be taken, as I do, as a second phase in the radical shift to anthropocentric mind already begun with the advent of agriculturally based civilization. The axial ideal of transcendence connects to a larger ideal, manifest not only in the legacies of the world religions but in contemporary science and technology, of a philosophy of escape from the earth. I show how ideas of axial transcendence, celebrated by scholars such as Jaspers and Bellah, nevertheless involve an unacknowledged tragic cost, the forgetting of the earth and its lessons and limits as central to what I have termed elsewhere, “sustainable wisdom.” . (shrink)

Given the diversity of explanatory practices that is typical of the sciences a healthy pluralism would seem to be desirable where theories of explanation are concerned. Nevertheless, I argue that explanations are only unifying in Kitcher's unificationist sense if they are backed by the kind of understanding of underlying mechanisms, dispositions, constitutions, and dependencies that is central to a causalist account of explanation. This case can be made through analysis of Kitcher's account of the conditions under which apparent improvements in (...) unifying power may be judged spurious. But to clarify what is at issue I consider an archaeological case in which debate about the merits of an ambitious explanatory account reproduces exactly the intuitions that divide Salmon and Kitcher. The case in question is the “demic-diffusion” account of contemporary linguistic diversity advanced by Renfrew in the late 1980s: the thesis that the diffusion of agricultural populations, itself attributed to demographic pressure, was responsible for the spread of the ancestral root languages (e.g., proto-Indo-Eurpoean) that account for the existence and distribution of linguistic macrofamilies. The credibility of this powerfully unifying argument pattern depends entirely on the plausibility of its claims about the conditions and mechanisms actually responsible for the explanandum, the spread of agriculture, and not on an elaboration of its unificationist virtues. (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)

At present universities are devoted to the acquisition of specialized knowledge and technological know-how. They fail to do what they most need to do: help the public acquire a good understanding of what our problems are, what needs to be done to solve them. Universities do not even conceive of their task in that way. The result is that the public, by and large, fails to appreciate just how serious the problems that face us are, and so fails to put (...) pressure on governments to act in the ways that are required. -/- Modern science and technology make possible modern industry and agriculture, modern power production and travel, modern hygiene and medicine, modern armaments: these in turn have led to much that is of great benefit, but also to the global problems that threaten our future. Science divorced from the capacity to solve problems of living wisely is a disaster. It is that disaster that academia, as at present constituted, is designed to produce – and has produced: the modern world. We have to learn how to solve the grave global problems that confront us. That in turn requires that our institutions of learning – our schools and universities – are designed and devoted to the job. At present they are not. In giving priority to the pursuit of knowledge, they fail to do what most needs to be done and, even worse, are the source of our problems. It is absolutely vital, for the future of humanity, that universities are transformed radically so that they give absolute priority to the all-important task of helping the public come to understand what our problems are, and what we need to do about them. And as a result get governments to act. -/- The book demonstrates that universities as at present constituted violate reason and, as a result, betray humanity. Cure universities of their structural irrationality, and they would come actively to promote actions required to solve global problems, and help humanity make progress toward a better world. The book spells out in detail the changes that need to be made to academic inquiry, why they need to be made, and how they would enable universities to empower humanity to solve current global problems. (shrink)

Two great problems of learning confront humanity: learning about the universe, and about ourselves and other living things as a part of the universe; and learning how to create a good, civilized, enlightened, wise world. We have solved the first great problem of learning – we did that when we created modern science and technology in the 17th century. But we have not yet solved the second one. That combination of solving the first problem, failing to solve the second one, (...) is very, very, dangerous. Almost all our current global problems have arisen as a result. Modern science and technology immensely increase our powers to act (for some of us), but not our power to act wisely. Modern science and technology lead to modern industry, modern agriculture, travel, medicine, hygiene and armaments, and these in turn lead to much that is of benefit, but also to all our current global problems: population growth, habitat destruction, loss of wild life, mass extinction of species, lethal modern war, the menace of nuclear weapons, pollution of earth, sea and air, antibiotic resistance, degradation of democracy facilitated by the internet and, most serious of all, the climate crisis. Now that we have modern science and technology, wisdom has become, not a private luxury, but a public necessity. But how is it to be achieved? Here is the solution. We can learn from the solution to the first great problem of learning how to solve the second one. That was the basic idea of the 18th century Enlightenment, but in implementing it, the philosophes of the Enlightenment blundered. They got the progress-achieving methods of science wrong; they failed to generalize them properly; and they applied them, not to social life but to creating social science. Their mistakes are still built into academia today. In order to learn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge – wisdom being the capacity, active endeavour and desire to realize what is of value in life for oneself and others, wisdom thus including knowledge and technological know-how, but much else besides. The outcome of the revolution we need would be universities radically transformed, so that they become rationally and actively devoted to helping people solve problems of living, including global problems, thus making progress to as good, civilized, enlightened a world as possible. (shrink)

Few things have impacted our lives as much as science and technology, but how we developed science and civilisation is one of the most challenging questions that has not yet been well explained. Attempting to identify the central driver, leading scientists have highlighted the role of culture, cooperation and geography. They focus thus on broad factors that are important basic preconditions but that we cannot directly influence. To better address the question, this paper integrates evidence from evolutionary biology, cognitive science, (...) methodology, archaeology and anthropology. The paper identifies 9 main preconditions necessary for contemporary science, which include 6 main preconditions for civilisation. Using a kind of quasi-experimental research design we observe that some cultures (experimental groups) met the preconditions while other cultures (control groups) did not. Among the preconditions, we explain how our mind's evolved methodological abilities (to observe, solve problems and experiment) have directly enabled acquiring knowledge about the world and collectively developing increasingly sophisticated methods (such as mathematics and more systematic experimentation) that have enabled science and civilisation. We have driven the major revolutions throughout our history – the palaeolithic technological and agricultural revolutions and later the so-called scientific, industrial and digital revolutions – by using our methodological abilities in new ways and developing new methods and tools, i.e. through methodological revolutions. Viewing our methods as the main mechanism through which we have directly developed scientific and technological knowledge, and thus science and civilisation, provides a new framework for understanding science and the history of science. Viewing humans as homo methodologicus, using an expanding methodological toolbox, provides a nuanced explanation of how we have been directly able to meet our needs, solve problems and develop vast bodies of technological and scientific knowledge. By better understanding the origin and foundations of science, we can better understand their limits and, most importantly, how to push those limits. We can do so especially by addressing the evolved cognitive constraints and biases we face and improving the methods we use. (shrink)

Debates on the role of biotechnology in food production are beset with notorious ambiguities. This already applies to the term “biotechnology” itself. Does it refer to the use and modification of living organisms in general, or rather to a specific set of technologies developed quite recently in the form of bioengineering and genetic modification? No less ambiguous are discussions concerning the question to what extent biotechnology must be regarded as “unnatural.” In this article it will be argued that, in order (...) to disentangle some of the ambiguities involved, we have to broaden the temporal horizon of the debate. Ideas about biotechniques and naturalness have evolved in various socio-historical contexts and their historical origins will determine to a considerable extent their actual meaning and use in contemporary deliberations. For this purpose, a comprehensive timetable is developed, beginning with the Neolithic revolution ~10,000 years ago (resulting in the emergence of agriculture and the Common Human Pattern) up to the biotech revolution as it has evolved from the 1970s onwards—sometimes referred to as a second “Genesis.” The concept of nature that emerged in the context of the “Common Human Pattern” differs considerably from traditional philosophical concepts of nature (such as coined by Aristotle), as well as from the scientific view of nature conveyed by the contemporary life sciences. A clarification of these different historical backdrops will allow us to understand and elucidate the conceptual ambiguities that are at work in contemporary debates on biotechnology and the place of human beings in nature. (shrink)

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

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

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

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

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act without acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. This is an argument I have propounded during the last three decades in six books, over thirty papers, and countless lectures delivered in universities and conferences all over the UK, Europe and north America. Despite all this effort, the argument has, by and large, been ignored. What is really surprising is that philosophers have paid no attention, despite the fact that that this body of work claims to solve the profoundly important philosophical problem: What kind of inquiry best helps us make progress towards as good a world as possible? There are, nevertheless, indications that some scientists and university administrators are beginning to become aware of the urgent need for science, and universities, to change. This is prompted, partly by growing awareness of the seriousness of environmental problems, especially global warming, and partly by a concern to improve the relationship between science and the public. So far, however, these changes have been small-scale, scattered and piecemeal. What we require is for academics and non-academics alike to wake up to the urgent need for change so that we may come to possess what we so strikingly and disastrously lack at present: a kind of inquiry rationally devoted to helping humanity make progress towards as good a world as possible. (shrink)

The limited access to public secondary education in rural regions of Haiti has impacted children who want to pursue their education beyond the primary level. This generic qualitative study aimed to explore the perceptions of informed Haitian educators and other educators who were knowledgeable about the lack of access to public secondary education in rural Haiti, specifically through the framework of polarities of democracy theory. Data were gathered by conducting semistructured interviews with 20 educators who were situated in both Haiti (...) and the United States. NVivo 14 was used to organize, code, and analyze the data. Thematic analysis revealed three themes: (a) the government prioritizes political and personal interests over rural residents’ education, (b) disparities need to be reduced between urban and rural areas, and (c) a revolution in education is needed to build more public secondary schools for rural residents. Public policy recommendations included investing in training rural individuals to create a database of academics who can meet local students’ educational demands. Positive social change can occur by enhancing governmental services, implementing strategies to revitalize the agricultural sector in rural regions, and promoting active participation of rural residents in shaping the design of public schools to ensure effective secondary education for their children. (shrink)

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

The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around the (...) world have failed to help humanity solve these global problems; even worse, they have made the genesis of these problems possible. Modern science and technology, developed in universities, have made possible modern industry and agriculture, modern hygiene and medicine, modern power production and travel, modern armaments, which in turn make possible much that is good, all the great benefits of the modern world, but also all the global crises that now threaten our future. What has gone wrong? The fault lies with the whole conception of inquiry built into universities around the world. The basic idea is to help promote human welfare by, in the first instance, acquiring scientific knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems, and promote human welfare. But this basic idea is an intellectual disaster. Judged from the standpoint of promoting human welfare, it is profoundly and damagingly irrational, in a structural way. As a result of being restricted to the tasks of acquiring and applying knowledge, universities are prevented from doing what they most need to do to help humanity solve global problems, namely, engage actively with the public to promote action designed to solve global problems. We need urgently to bring about a revolution in universities around the world, wherever possible, so that their central task becomes to help humanity learn how to solve the climate crisis and other problems of living, local and global, so that we may make progress towards a good, civilized world. Almost every branch and aspect of the university needs to change. (shrink)

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

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

Globalisation has brought immense changes to the national and international economic structure. The digital revolution and ICT expansion positively impacted the sharing economy development. In this regard, the most avant-garde countries in sharing economy seem to be the advanced countries. However, transitory countries such as Albania are making satisfactory progress as well. While being part of some global cases of sharing economy, Albania is also experiencing domestic incentives related with. The sectors involved in sharing economy are affiliated to different (...) domains, including agriculture, tourism, healthcare, transportation, etc. Albania strongly embraced technology because of its relatively young population and the flexible education system adopting to the market needs. The Albanian government is doing well on the promotion and usage of public platforms, which are supportive of the sharing concept. Although not specifically for the sharing economy, the government of Albania has released some useful strategic plans to embed the necessary instruments and infrastructure to digitalisation. However, there is more to do for sharing economy in specific terms. The collaboration of three actors, businesses-academia-government, would bring to the Albanian market new capacities and additional added values. (shrink)

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

Smart Farming Technologies raise ethical issues associated with the increased corporatization and industrialization of the agricultural sector. We explore the concept of biomimicry to conceptualize smart farming technologies as ecological innovations which are embedded in and in accordance with the natural environment. Such a biomimetic approach of smart farming technologies takes advantage of its potential to mitigate climate change, while at the same time avoiding the ethical issues related to the industrialization of the agricultural sector. We explore six (...) principles of a natural concept of biomimicry and apply these principles in the context of smart farming technologies. (shrink)

Background: Food biofortification practices in agricultural sectors involve the process of employing biotechnology to enhance the nutritional content of crops during their growth process. Biofortification makes foods even more nutritious and highly functional for addressing malnutrition among children. These practices in farming industries need guidance and legal support from various national policies to support high-quality supplies of school meals fully. Aim: This study aims to analyze the association between various national policies and the implementation of food biofortification practices in (...) agricultural sectors among countries implementing school meal programs. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that food safety policy was positively associated with food biofortification practices in agricultural sectors among countries implementing school meal programs. In contrast, nutrition policy had a significant negative association with these practices. Additionally, policies of school feeding, health, agriculture, and the private sector had unclear associations with food biofortification. Conclusions: Findings underscore the strong position of food safety policy in guiding food biofortification practices in agricultural sectors among countries implementing school meal programs. There is a need to re-assess the implemented nutrition policy due to its significant negative association with these practices. Enhancing and strengthening the policies of school feeding, health, agriculture, and the private sector may increase their potencies in giving positive impacts on food biofortification practices in agricultural sectors to ensure high-quality school meal supplies. (shrink)

Agricultural innovation happens at different scales and through different streams. In the absence of a common global research agenda, decisions on which innovations are brought to existence, and through which methods, are taken with insufficient view on how innovation affects social relations, the environment, and future food production. Mostly, innovations are considered from the standpoint of economic efficiency, particularly in relationship to creating jobs for technology-exporting countries. Increasingly, however, the realization that innovations cannot be successful on their technical prowess (...) alone calls for a broader investigation. (shrink)

Agriculture in Bulgaria is one of sectors country’s economy in which significant changes have taken place over the past three decades: in the field of economic relations, the structure of farms, the size and production activity of enterprises, income and profit. These changes are due to the agrarian reform carried out in the 1990s, accession Bulgaria to the European Union, and the implementation of measures and mechanisms of the Common Agricultural Policy (CAP). In the period before accession Bulgaria to (...) the European Union (1997-2007) there were significant changes in the organization of agricultural sector of the economy, the formation of statistics, harmonization with European agricultural legislation, adaptation to dynamic changes in the environment. During the period of accession Bulgaria to the European Union, the conditions for functioning of agriculture relate to the formation of necessary mechanisms (organizational, financial, administrative, legal, informational, etc.) and successful adaptation to new realities. Bulgaria’s agriculture underwent significant changes during the COVID-19 pandemic, prompting the developing of appropriate financial support policies by the state and the European Union. For Bulgaria, agriculture is an important sector of the national economy for several reasons. First, it provides the population with food, on the quantitative and qualitative measurement of which depends the national food security of the country, raw materials for the food industry and resources for export. Secondly, favorable climatic conditions are suitable for growing various crops and farm animals. Third, agriculture accounts for 11.0% of gross domestic product, 12.5% of gross value added and employs 25.1% of the population. (shrink)

While we are currently experiencing a renaissance in philosophical work on agriculture and food ( Barnhill, Budolfson, & Doggett 2016 ; Thompson 2015 ; Kaplan 2012 ), these topics were common sources of discussion throughout the three-thousand-year history of Western thought. For example, the Ancient Greek philosopher Aristotle (2014 ) explored connections between fulfi lling human promise and systems of agriculture ( Thompson & Noll 2015 ) and Hippocrates (1923 ) stressed the importance of cultivating agricultural products provided by (...) nature ( Zwart 2000 ). In order to live a truly human life, Hippocrates argued, one must not passively consume crude food products, as such brutish living leads to terrible suffering. Later, both the Hebrew Bible and Christian Gospels provided clear ethical mandates concerning agricultural practices and the consumption of food. These mandates or ethics needed to be observed regardless of context ( Zwart 2000 ). More recently, Thomas Jefferson added to this literature, as he engaged in agricultural production at his Monticello plantation and wrote extensively on how farming is intimately connected to the political system of democracy ( Thompson & Noll 2015 ). This refl ection on food and agriculture continued into the 20th century, albeit not in the discipline of philosophy. Scientists and agricultural leaders, such as Henry Wallace and Liberty Hyde Bailey, provided important critiques of agricultural practices contemporary to their time. (shrink)

Consumers are increasingly aware of the health- and safety-related implications of the food which they can buy in the market. At the same time, households have become more aware of their environmental responsibilities. Regarding the production of food, a crucial and multifunctional role is played by agriculture. The way vegetables, fruits, and other crops are grown and how livestock is raised has an impact on the environment and landscape. Operations performed by farmers, such as water management, can be dangerous for (...) the soil and the whole ecosystem. Consequently, there is a search for natural ways of sustaining the impact of agriculture on the environment. In this context, one of the most popular ideas is organic agriculture. In the literature on the subject, there are many concepts that some authors consider to be synonymous even as others argue that these terms are not interchangeable. There is, for example, "organic agriculture," "alternative agriculture," "sustainable agriculture," "ecological agriculture," "biological agriculture," "niche farming," "community-supported agriculture," and "integrated pest management." Very often, techniques and products related to organic agriculture are described by marketing experts with the use of abbreviations such as "bio" and "eco." Products with such markings and labels are increasingly popular in stores that often give them separate shelves for their sale. Despite the higher price compared to conventional products, they are increasingly sought by consumers. The entry examines the various impacts of organic agriculture with a view to these trends. (shrink)

We know that animals are harmed in plant production. Unfortunately, though, we know very little about the scale of the problem. This matters for two reasons. First, we can’t decide how many resources to devote to the problem without a better sense of its scope. Second, this information shortage throws a wrench in arguments for veganism, since it’s always possible that a diet that contains animal products is complicit in fewer deaths than a diet that avoids them. In this paper, (...) then, we have two aims: first, we want to collect and analyze all the available information about animal death associated with plant agriculture; second, we try to show just how difficult it’s to come up with a plausible estimate of how many animals are killed by plant agriculture, and not just because of a lack of empirical information. Additionally, we show that there are significant philosophical questions associated with interpreting the available data—questions such that different answers generate dramatically different estimates of the scope of the problem. Finally, we document current trends in plant agriculture that cause little or no collateral harm to animals, trends which suggest that field animal deaths are a historically contingent problem that in future may be reduced or eliminated altogether. (shrink)

Thomas Kuhn’s depiction of scientific revolution has much in common with Charles Sanders Peirce’s portrayal of abductive reasoning, with each description outlining a template for the overthrow and reconstruction of contextual frameworks. Such upheavals are often ignited by a single individual and are frequently idiosyncratic and iconoclastic in nature. Accordingly, this essay explores the role autism plays in both scientific revolution and abductive reasoning, with an emphasis on the atypical perceptual characteristics that autistic individuals bring to the human (...) population, characteristics that are focused intensely on the underlying structural features to be found in the surrounding environment. Finally, the observation is made that the community-heavy practices of today's scientific world are systematically suppressing atypical perspectives, accounting for the current paucity of scientific revolution. (shrink)

In his late years, Thomas Kuhn became interested in the process of scientific specialization, which does not seem to possess the destructive element that is characteristic of scientific revolutions. It therefore makes sense to investigate whether and how Kuhn’s insights about specialization are consistent with, and actually fit, his model of scientific progress through revolutions. In this paper, I argue that the transition toward a new specialty corresponds to a revolutionary change for the group of scientists involved in such a (...) transition. I will clarify the role of the scientific community in revolutionary changes and characterize the incommensurability across specialties as possessing both semantic and methodological aspects. The discussion of the discovery of the structure of DNA will serve both as an illustration of my main argument and as reply to one criticism raised against Kuhn—namely, that his model cannot capture cases of revolutionary yet non-disruptive episodes of scientific progress. Revisiting Kuhn’s ideas on specialization will shed new light on some often overlooked features of scientific change. (shrink)

The article analyzes the technological shifts which took place in the second half of the 20th and early 21st centuries and forecasts the main shifts in the next half a century. On the basis of the analysis of the latest achievements in inno-vative technological directions and also on the basis of the opportunities pro-vided by the theory of production revolutions the authors present a detailed analysis of the latest production revolution which is denoted as ‘Сybernetic’. The authors give some (...) forecasts about its development in the nearest five decades and up to the end of the 21st century. It is shown that the development of various self-regulating systems will be the main trend of this revolution. The authors argue that at first the transition to the beginning of the final phase of the Cybernetic Revolution will start in the field of medicine (in its some innovative directions). In future we will deal with the start of convergence of innovative technologies which will form the system of MBNRIC-technologies (i.e. the technological paradigm based on medicine, bio- and nanotechnologies, robotics, IT and cognitive technologies). The article gives a detailed analysis of the future breakthroughs in medicine, bio- and nanotechnologies as well as some other technologies in terms of the development of self-regulating systems with their growing ability to select optimum modes of functioning as well as of other characteristics of the Cybernetic Revolution (resources and energy saving, miniaturization, individualization, etc.). (shrink)

Support for agricultural producers in the European Union remained uneven, as preferences were given to the most economically stable regions and businesses. Intensive farming methods continued to be used, with consequences for both the environment and animal health. In addition, the applicant countries that joined the European Union had to adopt legislation, i.e. meet the parameters and criteria that exist in the Single Market for agricultural products, namely: to ensure appropriate product quality, update the technical and technological base (...) of production, introduce innovative technologies for growing grain and fattening animals, etc. (shrink)

Abstract: Artificial Intelligence (AI) is revolutionizing the agricultural sector by enhancing productivity and sustainability. This paper explores the transformative impact of AI technologies on agriculture, focusing on their applications in precision farming, predictive analytics, and automation. AI-driven tools enable more efficient management of crops and resources, leading to improved yields and reduced environmental impact. The paper examines key AI technologies, including machine learning algorithms for crop monitoring, robotics for automated planting and harvesting, and data analytics for optimizing resource use. (...) Additionally, it addresses challenges such as data privacy, technology adoption barriers, and the ethical implications of AI in farming. By integrating AI into agricultural practices, the industry can achieve greater efficiency and sustainability, paving the way for future advancements. (shrink)

This book places Benjamin’s writing on revolution in the context of his conception of historical knowledge. The fundamental problem that faces any analysis of Benjamin’s approach to revolution is that he deploys notions that belong to the domain of individual experience. His theory of modernity with its emphasis on the disintegration of collective experience further aggravates the problem. Benjamin himself understood the problem of revolution to be primarily that of the conceptualization of collective experience (its possibility and (...) sites) under the conditions of modern bourgeois society. The novelty of his approach to revolution lies in the fact that he directly connects it with historical experience. Benjamin’s conception of revolution thus constitutes an integral part of his distinctive theory of historical knowledge, which is also essentially a theory of experience. Through a detailed study of Benjamin’s writings on the topics of the child and the dream, and an analysis of his ideas of history, the fulfilled wish, similitude and communist society, this book shows how the conceptual analysis of his corpus can get to the heart of Benjamin’s conception of revolutionary experience and distil its difficulties and mechanisms. (shrink)

How can we understand and move beyond a persistent tendency to think, write and organize about food and agriculture as if it were possible to separate a theorist’s views on gender and race from their views on farm animals? Considerable scholarship already addresses this question. This paper suggests that philosophy can contribute to the discussion by focusing a particular kind of attention on patterns of thinking. In particular, dichotomous thinking has traditionally provided grounds for separating production from consumption, and continues (...) to present an obstacle to efforts at connecting “farm issues” to “fork issues.” Three characteristics of dichotomous thinking present particular obstacles to scholarship that would deeply integrate food studies with agriculture studies. (1) Dichotomies tend to set up not just a contrast but an antagonism between their two poles, such that to be this means to be not that. (2) Dichotomous thinking tends to erase nuance, to eliminate anything between the two dichotomous options, and to purify or “clean up” the ambiguous case or extraneous material, by shoehorning it into one option or the other; and (3) Particular groups of dichotomies operate together, such that they mutually reinforce each other to create a way of understanding the world that is more plausible because of its cohesiveness. These snarls of mutuallysupportive dichotomies that are nevertheless purist and puritanical in their impact, present a real (i.e. ideological, theoretical, conceptual) challenge to creating scholarly and activist movements that integrate the best of agrarian thinking and the best of critical food studies scholarship attentive to race, class and gender oppression. Keywords Dichotomy Production Consumption Alternative agriculture Agrarianism Local food. (shrink)

The world faces grave global problems. These have been made possible by modern science and technology. We have put knowledge-inquiry into academic practice – a seriously irrational kind of inquiry that seeks knowledge and technological know-how dissociated from a more fundamental concern to seek and promote wisdom. We urgently need to bring about a revolution in academic inquiry, so that knowledge-inquiry becomes wisdom-inquiry – a kind of inquiry rationally designed and devoted to helping humanity make progress towards a wiser (...) world. In this paper I indicate what needs to change if knowledge-inquiry is to become wisdom-inquiry, and I indicate a number of recent developments, mainly in universities in the UK, that can be regarded as first steps towards wisdom-inquiry. (shrink)

Abstract: Artificial Intelligence (AI) is transforming the agricultural sector, enhancing both productivity and sustainability. This paper delves into the impact of AI technologies on agriculture, emphasizing their application in precision farming, predictive analytics, and automation. AI-driven tools facilitate more efficient crop and resource management, leading to higher yields and a reduced environmental footprint. The paper explores key AI technologies, such as machine learning algorithms for crop monitoring, robotics for automated planting and harvesting, and data analytics for optimizing resource use. (...) Additionally, it discusses challenges like data privacy, barriers to technology adoption, and the ethical implications of AI in farming. Integrating AI into agricultural practices holds the promise of greater efficiency and sustainability, paving the way for future innovations. (shrink)

The article deals with the Maidan revolution in Ukraine in 2013/14 and how it was connected to the European idea. It analyzes the performative, revolutionary and theopolitical character of the event and raises the question of what meaning the experience of the Maidan can have for the renewal of European identity. In linking the idea of Europe with the struggle for freedom and dignity, the Maidan event unfolds a communitarian and meaningful political force that connects the Ukrainian nation, the (...) idea of Europe, and the desire for self-determi­nation, for which people stake their lives. The essay takes a look at the forms and functions of political liturgy as well as the meaning of martyrdom and its ritualized remembrance. The revolutionary appropriation of political sovereignty by the people and the theopolitical dimensions of the event are reflected upon, both in their political power and significance for a European identity and in the associated dangers of mythologizing and idealizing Europe. (shrink)

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

We are already past the point where climate change mitigation alone does not suffice and major efforts need to be undertaken to adapt agriculture to climate change. As this situation was both foreseeable and avoidable, it is urgent to see that particularly people who have historically contributed the least to climate change do not end up assuming most of the costs. Climate change will have the worst effects on agriculture in the tropical region in the form of droughts, extreme heat (...) waves and massive storms. The historical unequal contributions to climate change and its unjustly distributed consequences morally oblige us to distribute global adaptation costs fairly. Yet to have a full understanding of the social implications of adapting to climate change we need to look beyond making adaptation technologies accessible and available. Using a social justice framework, I defend fair prices of adaptation technologies as a demand of justice in exchange, an allocation of research attention proportional to urgent global needs as distributive justice, inclusive technology development and governance as contributive justice and addressing the interests of future generations as intergenerational justice. (shrink)

Scientific revolution has been one of the most controversial topics in the history and philosophy of science. Yet it has been no consensus on what is the best unit of analysis in the historiography of scientific revolutions. Nor is there a consensus on what best explains the nature of scientific revolutions. This chapter provides a critical examination of the historiography of scientific revolutions. It begins with a brief introduction to the historical development of the concept of scientific revolution, (...) followed by an overview of the five main philosophical accounts of scientific revolutions. It then challenges two historiographical assumptions of the philosophical analyses of scientific revolutions. (shrink)

In a very general sense, hybrid can be understood to be any organism that is the product of two (or more) organisms where each parent belongs to a different kind. For example; the offspring from two or more parent organisms, each belonging to a separate species (or genera), is called a “hybrid”. “Hybridity” refers to the phenomenal character of being a hybrid. And “hybridization ” refers to both natural and artificial processes of generating hybrids. These processes include mechanisms of selective (...) cross-breeding and cross-fertilization of parents of different species for the purpose of producing hybrid offspring. In addition to these processes, “hybridization ” also refers to natural and artificial processes of whole genome duplication that result in the doubling or trebling of the sets of chromosomes of the organism. This entry provides an overview of the impact of hybridity on agriculture. It begins with an historical sketch that traces the early horticulturalists’ and naturalists’ investigations of hybrids. This starts with the observations of Thomas Fairchild and Georges-Louis Leclerc, Comte de Buffon; and leads to the explanation of its mechanism by Gregor Mendel, James Watson and Francis Crick, and Ernst Mayr; and the eventual manipulation of hybrids and hybridization by Barbara McClintock. Following this, the reader is introduced to a number of key terms and concepts in use within current research as well as highlighting diverse ethical concerns that center on hybridization. Recent research that attempts to ascertain the role of hybridization in adaptive change will be introduced. This will include research on the evolution of crop species, increased biodiversity, and the use of hybrids to manipulate phenotypically desirable traits in agricultural crops. The focus of the discussion is on a particularly significant type of naturally occurring hybridization, polyploidy hybridization. Polyploids are organisms which have more than two complete genomes in each cell. This kind of hybridization is ubiquitous among crop plants. The role of polyploidy in plant evolution and the affects of polyploidy on plants and animals will be reviewed. A critical discussion of its agricultural value in the production of fertile polyploid hybrids highlights key epistemological, ontological, and ethical issues. These are illuminated with reference to the distinct processes of artificial and natural hybridization. A survey of these different kinds of hybridization includes the ethical and economic impacts of hybridity on global nutrition, the environment, and considerations of some practical implications for the agricultural industry. Tracking the role of hybrids, the process of hybridization, and the current impacts of it for agriculture requires knowledge of the history of its early conceptualization, understanding, and use. This is the topic of the following section. (shrink)

The article analyzes the technological shifts which took place in the second half of the twentieth and early twenty-first centuries and predict the main shifts in the next half a century. On the basis of the analysis of the latest achievements in medicine, bio- and nanotechnologies, robotics, ICT and other technological directions and also on the basis of the opportunities provided by the theory of production revolutions the authors present a detailed analysis of the latest production revolution which is (...) denoted as ‘Cybernetic’. There are given some forecasts about its development in the nearest five decades and up to the end of twenty-first century. It is shown that the development of various self-regulating systems will be the main trend of this revolution. The article gives a detailed analysis of the future breakthroughs in medicine, and also in bio- and nanotechnologies in terms of the development of self-regulating systems with their growing ability to select optimal modes of functioning as well as of other characteristics of the Cybernetic Revolution (resources and energy saving, miniaturization, and individualization). (shrink)

At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in the aims and (...) methods of academic in-quiry is needed so that the basic aim becomes to promote wisdom, conceived of as the capacity to realize what is of value, for oneself and others, thus including knowledge and technological know-how, but much else besides. This urgently needed revolution would affect every branch and aspect of the academic enterprise. (shrink)

In this article, the author of “The Theory of Nature” informs the entire scientific community and philosophers about the accomplishment of a scientific Revolution in physics, cosmogony (cosmology) and philosophy. The author also informs readers about the opposition to the recognition of this scientific Revolution on the part of the party of modern physicists and the hidden reasons for this opposition.

Contemporary interdisciplinary research is often described as bringing some important changes in the structure and aims of the scientific enterprise. Sometimes, it is even characterized as a sort of Kuhnian scientific revolution. In this paper, the analogy between interdisciplinarity and scientific revolutions will be analysed. It will be suggested that the way in which interdisciplinarity is promoted looks similar to how new paradigms were described and defended in some episodes of revolutionary scientific change. However, contrary to what happens during (...) some scientific revolutions, the rhetoric with which interdisciplinarity is promoted does not seem to be accompanied by a strong agreement about what interdisciplinarity actually is. In the end, contemporary interdisciplinarity could be defined as being in a ‘pre-paradigmatic’ phase, with the very talk promoting interdisciplinarity being a possible obstacle to its maturity. (shrink)

In their account of theory change in logic, Aberdein and Read distinguish 'glorious' from 'inglorious' revolutions--only the former preserves all 'the key components of a theory' [1]. A widespread view, expressed in these terms, is that empirical science characteristically exhibits inglorious revolutions but that revolutions in mathematics are at most glorious [2]. Here are three possible responses: 0. Accept that empirical science and mathematics are methodologically discontinuous; 1. Argue that mathematics can exhibit inglorious revolutions; 2. Deny that inglorious revolutions are (...) characteristic of science. Where Aberdein and Read take option 1, option 2 is preferred by Mizrahi [3]. This paper seeks to resolve this disagreement through consideration of some putative mathematical revolutions. [1] Andrew Aberdein and Stephen Read, The philosophy of alternative logics, The Development of Modern Logic (Leila Haaparanta, ed.), Oxford University Press, Oxford, 2009, pp. 613-723. [2] Donald Gillies (ed.), Revolutions in Mathematics, Oxford University Press, Oxford, 1992. [3] Moti Mizrahi, Kuhn's incommensurability thesis: What's the argument?, Social Epistemology 29 (2015), no. 4, 361-378. (shrink)

It is now more than twenty years since Knight (1987) first presented his paradigm-shifting theory of how and why the ‘human revolution’ occurred — and had to occur — in modern humans who, as climates dried under ice age conditions and African rainforests shrank, found themselves surrounded by vast prairies and savannahs, with rich herds of game animals roaming across them. The temptation for male hunters, far from any home base, to eat the best portions of meat at the (...) kill site — as do other social carnivores — called for strong measures from human females, who were paying the heavy metabolic and physical costs of bearing large-brained but helpless children. Even in the modern west, with well stocked supermarkets, a pregnant or lactating woman can lose ten percent of the dry weight of her brain, because developing babies demand dietary lipids for brain growth (Horrobin, 1998). Hence the idea of the menstrual sex strike, designed to force males to deliver their kills entirely into the hands of women for cooking and distribution—a practice common in foraging communities to this day. (shrink)

This article studies the issue of democratization of countries within globalization context, it points to the unreasonably high economic and social costs of a rapid transition to democracy as a result of revolutions or of similar large-scale events for the countries unprepared for it. The authors believe that in a number of cases the authoritarian regimes turn out to be more effective in economic and social terms in comparison with emerging democracies especially of the revolutionary type, which are often incapable (...) to insure social order and may have a swing to authoritarianism. Effective authoritarian regimes can also be a suitable form of a transition to efficient and stable democracy. The article investigates various correlations between revolutionary events and possibilities of establishing democracy in a society on the basis of the historical and contemporary examples as well as the recent events in Egypt. The authors demonstrate that one should take into account a country's degree of sociopolitical and cultural preparedness for democratic institutions. In case of favorable background, revolutions can proceed smoothly (‘velvet revolutions’) with efficient outcomes. On the contrary, democracy is established with much difficulty, throwbacks, return to totalitarianism, and with outbreaks of violence and military takeovers in the countries with high illiteracy rate and rural population share, with low female status, with widespread religious fundamental ideology, where a substantial part of the population hardly ever hears of democracy while the liberal intellectuals idealize this form, where the opposing parties are not willing to respect the rules of democratic game when defeated at elections. (shrink)

The introduction of digital technologies in agricultural production is one of the most important elements of strategic development in the agricultural sector and rural areas in Ukraine. In agriculture, these new technologies can modernize the industry, promoting innovation in agribusiness and creating new opportunities for rural development. The introduction of digital technologies in agriculture ensures the accuracy of measurements, speed data collection and processing. Digitization in rural areas is an inevitable process that brings a number of economic, social (...) and environmental benefits. The immediate aim of this paper is to assess the state of implementation of digital technologies in agriculture and to examine opportunities for rural development in Ukraine. Research methods: monographic, descriptive, analysis, synthesis, induction. The results indicate that only large agricultural enterprises in Ukraine are able to implement and use digital technologies. Thus, it is proposed to create an integrated digital portal for agricultural needs, combining solutions that optimize activities of agricultural enterprises: land bank management, production, crop monitoring, warehouse, procurement and supply, equipment and repairs, logistics, inventory and finished products. The article identifies technological and human barriers to introduction of digital technologies in rural areas of Ukraine. In addition it proposes strategies for development of digital literacy and skills among rural residents in Ukraine. The results of the research can have a significant impact on the development of agriculture in Ukraine, promoting digital technologies among other agricultural enterprises and ensuring the development in rural areas, attracting additional agricultural market participants and infrastructure that provide relevant information and digital services to rural residents. (shrink)