The twentieth-century obsession with meaning often fails to address the central questions: Why are we here? Where are we going? In this radical critique of modernity, Eugene (Rochberg-) Halton resurrects pragmatism, pushing it beyond its traditional formulations to meet these questions head on. Drawing on the works of the early pragmatists such as John Dewey, George Herbert Mead, and particularly C.S. Peirce, Meaning and Modernity is an ambitious attempt to reconstruct concepts from philosophical pragmatism for contemporary social theory. Through a (...) vigorous and illuminating dialogue with other perspectives in the social sciences, (Rochberg-) Halton reveals the value of the pragmatic attitude as a mode of thought, one which speaks to the contemporary hunger for significance in a world where rationalized technique has all too often severed subject and object from their living context... Throughout the work is a sustained critique of modern culture in which (Rochberg-) Halton brings his reconstruction of the pragmatic atttude to bear on twentieth-century thought and its counterparts in the expressive arts. His engaging analysis encompasses figures as diverse as Simmel, Freud, Wittgenstein, Schoenberg, Adolph Loos, Mumford, Melville, the "Vienna School of Fantastic Realism," and Doris Lessing. The author's semiotic approach to culture allows him to move freely and easily across many disciplines, including anthropology, sociology, communications, art, literature, and philosophy. This is a work of rare originality and power that is sure to provoke discussion, for Rochberg-Halton creates new premises for understanding the human web of meaning. In a review published in the London Times Literary Supplement, Charles Townshend said that (Rochberg-) Halton's, “answer to the dilemma of modernity is a still more striking synthesis, which he labels ‘critical animism’ (as distinct from primitive animism). Meaning and Modernity belies its conventional exterior: it is a passionate tract against the 'diabolical tyranny of the rational'...He pits his researches into the attitudes of Chicagoans to their household goods and to their city against the abstract semioticians who have emptied signs of their capacity to 'live objectively in the transactions people have with them'...Such humanism will probably strike his fellow social theorists as downright weird, but his work shows that the cracking shell of modernism will provide a rich intellectual agenda.”. (shrink)

This article critically examines one of the most prevalent metaphors in modern biology, namely the machine conception of the organism (MCO). Although the fundamental differences between organisms and machines make the MCO an inadequate metaphor for conceptualizing living systems, many biologists and philosophers continue to draw upon the MCO or tacitly accept it as the standard model of the organism. This paper analyses the specific difficulties that arise when the MCO is invoked in the study of development and evolution. In (...) developmental biology the MCO underlies a logically incoherent model of ontogeny, the genetic program, which serves to legitimate three problematic theses about development: genetic animism, neo-preformationism, and developmental computability. In evolutionary biology the MCO is responsible for grounding unwarranted theoretical appeals to the concept of design as well as to the interpretation of natural selection as an engineer, which promote a distorted understanding of the process and products of evolutionary change. Overall, it is argued that, despite its heuristic value, the MCO today is impeding rather than enabling further progress in our comprehension of living systems. (shrink)

The tendency in semiotics toward unnecessary abstractionism and antinaturalism is criticized. More broadly, a transformation is proposed from abstractionism, with its fetishism of signs, to an animism of signs in which the imagination and the signs it gives birth to not only reconnect with the biocultural heritage, but also animate an idea of culture as involving living purpose, not simply inert code. See the revised version of this chapter in my book, Meaning and Modernity.

Notes on and excerpted quotations from Eugene Halton’s theory of the self (and mind) as continuous with and involved in its objective surroundings as extensions of the self. These notes provide evidence for Halton’s multiple works as the earlier basis for what Russell Belk later called "the extended self" in 1988, for which he got credit while Halton’s original ideas were marginalized or excluded. In addition, Halton also developed some of these ideas as "critical animism," (see text) a (...) predecessor to what is now termed, "the new animism." First example: "We create environments that are extensions of our selves; that serve to tell us who we are, and act as role models for what we can become." Eugene Halton, quoted in Joan Kron, Home Psych, 1983. (shrink)

The category of ‘organism’ has an ambiguous status: is it scientific or is it philosophical? Or, if one looks at it from within the relatively recent field or sub-field of philosophy of biology, is it a central, or at least legitimate category therein, or should it be dispensed with? In any case, it has long served as a kind of scientific “bolstering” for a philosophical train of argument which seeks to refute the “mechanistic” or “reductionist” trend, which has been perceived (...) as dominant since the 17th century, whether in the case of Stahlian animism, Leibnizian monadology, the neo-vitalism of Hans Driesch, or, lastly, of the “phenomenology of organic life” in the 20th century, with authors such as Kurt Goldstein, Maurice Merleau-Ponty, and Georges Canguilhem. In this paper I try to reconstruct some of the main interpretive ‘stages’ or ‘layers’ of the concept of organism in order to critically evaluate it. How might ‘organism’ be a useful concept if one rules out the excesses of ‘organismic’ biology and metaphysics? Varieties of instrumentalism and what I call the ‘projective’ concept of organism are appealing, but perhaps ultimately unsatisfying. (shrink)

This paper studies Francisque Bouillier’s contribution to cousinian Spiritualism, from his first text on the History of Cartesian Philosophy from 1839 (revised version from 1842) to the publication of Du principe vital et de l’âme pensante (1864), a work which was likewise considerably amended as a result of the polemics it gave rise to. The paper is concerned with the reception of Leibniz in a double sense. In a positive sense, Bouillier managed to reintegrate in the caricature of the Cartesian (...) soul conceived by the Cousinians, a force that was criticized by the latter. In a negative sense to the extent that, for Bouillier, the direct re-appropriation of Leibniz’s dynamic ontology was impossible without completely breaking with Cousin himself. Hence, Bouillier’s reception of Leibniz took the form of a progressive suppression of a monadological tendency in favor of a rehabilitation of a theory of minute perceptions. The primacy of the interior sense that results from this allowed him to construct a Descartes who is different from Cousin’s but without completely rejecting Cousin. This Descartes is probably closer to Malebranche than to Leibniz. In order, however, to understand this movement in the history of ideas and its lasting echoes in the history of philosophy, a simply study of the reception does not suffice. One must moreover study the importance of a whole series of mediations and prisms that constitute Bouillier’s intellectual framework. Here, I have focused on three such prisms : (1) the Cartesian prism itself, which has contributed to the identification of animism as a regression into scholasticism; (2) the Cousinian, prism, which assimilate all resurgence to culpable pantheism ; (3) the prism of the first translations and uses of the polemic between the major figure of Stahl and the way they are refracted in each other. This study is a contribution to a more general reflection on the categories and «labels» that we employ when telling, and telling ourselves, the histories of philosophy. (shrink)

It is not by thinking that we create worlds. It is by understanding the world that we learn to think. Cosmovision is a term that should mean a set of foundations from which emerges a systemic understanding of the Universe, its components as life, the world we live in, nature, human phenomena, and their relationships. It is, therefore, a field of analytical philosophy fed by the sciences, whose objective is this aggregated and epistemologically sustainable knowledge about everything that we are (...) and contain, that surrounds us, and that relates to us in any way. It is something as old as human thought, and, in addition to using elements of scientific cosmology, it encompasses everything in philosophy and science that refers to the universe and life. A cosmovision is not a set of ideas, hypotheses, and assumptions but a system based on observation, analysis, evidence, and demonstration. No cosmovision intends to define, establish, or propose but only to understand, analyse, and interpret. Each of us builds and transports his cosmovision throughout life, without establishing forms, as a background for our thinking and behaviour. Linguistically, the term “cosmovision” would derive from the German, equivalent to the concept of “ Weltanschauung,” as used by several philosophers. However, this linguistic relationship is not applicable because it contradicts what we propose as a cosmovision. This German word refers to a pre-logical or proto- experimental vision of reality, with an intuitive context and far from critical knowledge still non-existent at the time of its formulation. Undoubtedly, cosmovisions, in the sense in which we understand them, house and use these proto-experimental or pre-logical elements that include history, the collective unconscious, and all the archetypes we carry. However, in the concept that we apply here, the cosmovision goes far beyond this content, firstly by constantly submitting it to present critical thinking, and finally by making the analytic experience ( and not the thought itself or intuition) its actual universe. António Lopes expose the breadth of this content: -/- "Cosmovisions are not the product of thought. They do not spring from the simple desire to know. The apprehension of reality is an important moment in its configuration, but, nevertheless, it is only one. It comes from the vital conduct, from the experience of life's evaluation, and from the structure of our psychic totality. The elevation of life to consciousness in the knowledge of reality, in the valuation, and in the volitional reality is the slow and arduous work that humanity has done in the development of the conceptions of life. (W. Dilthey, 1992 [1911]: 120)”(1) -/- In this work, we seek to outline a cosmovision based on the realities that science offers today. We do not propose, at any time, to do science; or theorise philosophy, but we will always seek to be supported by them or, at least, protected by them from the cognitive distortions that we usually carry. ________________________________________________ (1) Lopes , Antonio – “ Weltanschauung (Cosmovision)” (2009 ) in Carlos Ceia's E-Dictionary of Literary Terms. -/- . (shrink)

ABSTRACT The philosophical tradition approaches to morals have their grounds predominantly on metaphysical and theological concepts and theories. Among the traditional ethics concepts, the most prominent is the Divine Command Theory (DCT). As per the DCT, God gives moral foundations to the humankind by its creation and through Revelation. Morality and Divinity are inseparable since the most remote civilization. These concepts submerge in a theological framework and are largely accepted by most followers of the three Abrahamic traditions: Judaism, Christianity, and (...) Islam: the greatest part of the human population. Holding faith and Revelation for its grounds, the Divine Command Theories are not strictly subject to the demonstration. The opponents to the Divine Command conception of morals, grounded in the impossibility of demonstration of its metaphysical and religious assumptions, have tried for many centuries (albeit unsuccessfully) to devalue its importance. They held the argument that it does not show material evidence and logical coherence and, for this reason, cannot be taken into account for scientific nor philosophical purposes. It is just a belief and, as so, should be understood. Besides these extreme oppositions, many other concepts contravene the Divine Command theories, in one or another way, in part or in full. Many philosophers and social scientists, from the classic Greek philosophy up to the present date, for instance, sustain that morality is only a construct, and thus culturally relative and culturally determined. However, this brings many other discussions and imposes the challenge to determine what is the meaning of culture, which elements of culture are morally determinant, and finally, what are the boundaries of such relativity. Moral determinists claim that everything related to human behavior, including morality, is determined, once free will does not exist. More recently, modern thinkers argued that there is a strict science of morality. However, the scientific method alone, despite explaining several facts and evidence, cannot enlighten the entire content and full meaning of ethics. Morals’ understanding requires a broader perception, and an agreement among philosophers, which they have never achieved. All of these questions have many different configurations depending on each philosophical strand, and start complex analysis and endless debates, as long as many of them are reciprocally conflictive. The universe and the atmosphere involving this thesis are the dominions of all these conceptual conflicts, observed from an objective and evolutionary standpoint. Irrespective of this circumstance and its intrinsic importance, however, these questions are far distant from the methodological approach of an analytical discussion on objective morals, what is, indeed, the aim and scope of this work. We should briefly revisit these prominent traditional theories because this thesis shelters a comparative study, and its assumptions at least differ profoundly from all traditional theories. Therefore, it becomes necessary offering direct and specific elements of comparison to the reader, for the right criticism, dispensing interruptive researches. However, even revisiting the traditional theories, for this comparative and critical exposure purpose, they will be kept by the side of our main concerns, as “aliena materia.” Irrespective of the validity of any or all of the elements of this discussion, and their meaning as the philosophical universe of this thesis, the purpose of this work is demonstrating and justifying the existence and meaning of prehistoric moral archetypes arisen directly from the very first social needs and efforts for survival. These archetypes are the definition of the essential foundation of ethics, its aggregation to the collective unconscious and corresponding logic organization and transmission to evolutionary stages of the human genome and different relations space-time, irrespective of any contemporary experience of the individuals. The system defined by these archetypes composes an evolutionary human social model. Is this a metaethical position? Yes, it is. Moreover, as in any metaethical reasoning, we should look carefully for the best and coherent routes, as the Analytical Philosophy offers them. Thus, this work should reasonably demonstrate that morals are not a cultural product of the civilized men or modern societies and that despite being subject to several cultural relative aggregations and subtractions, its essential foundations are archetypal and have never structurally changed. This reasoning induces that morality is an original attribute of the “homo sapiens”; it is not a property and nor an accident: it integrates the human essence and belongs to the realm of the ontological human identity. The human phenomena is a continuing process, playing its role between random determination and free will, and we need to question how morality began and how did it come to us in the present. (shrink)

Космовидение - термин, под которым следует понимать совокупность оснований, из которых возникает системное понимание Вселенной, таких ее составляющих, как жизнь, мир, в котором мы живем, природа, феномен человека, и их взаимосвязей. таким образом, это область аналитической философии, питаемая науками, целью которой является совокупное и эпистемологически устойчивое знание обо всем, чем мы являемся и что в нас содержится, что нас окружает и что так или иначе с нами связано. это старое, как человеческая мысль, понятие, которое не только использует элементы научной космологии, (...) но и охватывает все, что относится к вселенной и жизни в философии и науке. Космовидение — это не набор идей, гипотез и предположений, а система, основанная на наблюдениях, анализе, доказательствах и демонстрациях. Космовидение не ставит своей целью определить, установить или предложить, а лишь понять, проанализировать и интерпретировать. Каждый из нас строит и переносит свое космовидение в течение жизни, не устанавливая форм, как фон для нашего мышления и поведения. С лингвистической точки зрения термин "космовидение" происходит от немецкого, эквивалентного понятию "Weltanschauung", используемому рядом философов. Однако эта лингвистическая связь неприменима, поскольку противоречит тому, что мы предлагаем в качестве космовидения. Это немецкое слово обозначает дологическое или протоэкспериментальное видение реальности, имеющее интуитивный контекст и далекое от критического знания, еще не существовавшего на момент его формулировки. Несомненно, космовидения в том смысле, как мы их понимаем, содержат и используют эти протоэкспериментальные или дологические элементы, включающие историю, коллективное бессознательное и все архетипы, которые мы носим в себе. Однако в той концепции, которую мы здесь применяем, космовидение выходит далеко за пределы этого содержания, во-первых, постоянно подчиняя его современному критическому мышлению и, наконец, делая аналитический опыт (а не саму мысль или интуицию) своей актуальной вселенной. Антониу Лопес раскрывает широту этого содержания: -/- "Космовидения не являются продуктом мысли. Они не возникают из простого желания знать. Постижение реальности - важный момент в ее конфигурации, но, тем не менее, только один. Оно исходит из жизненного поведения, из жизненного опыта, из структуры нашей психической совокупности. Возвышение жизни до сознания в познании реальности, в оценке жизни и в волевой реальности — это медленная и тяжелая работа, которую проделало человечество в развитии представлений о жизни". (В. Дильтей, 1992 [1911]: 120)". . В данной работе мы стремимся изложить космовидение, основанное на тех реалиях, которые сегодня предлагает наука. Мы ни в коем случае не собираемся заниматься наукой или теоретизировать философию, но всегда будем стремиться опираться на них или, по крайней мере, защищаться ими от тех когнитивных искажений, которые мы обычно несем. (shrink)

ليس بالتفكير نخلق العوالم، بل بفهم العالم نتعلم التفكير. "الرؤية الكونية" هو مصطلح يجب أن يعني مجموعة من الأسس التي تنبثق منها فهم منهجي للكون، ومكوناته كالحياة، والعالم الذي نعيش فيه، والطبيعة، والظواهر البشرية، وعلاقاتها. إنه، بالتالي، مجال من الفلسفة التحليلية يغذيه العلوم، وهدفه هو هذا المعرفة المجمعة والمستدامة معرفيًا عن كل ما نحن عليه ونحتويه، وما يحيط بنا، وما يرتبط بنا بأي شكل من الأشكال. إنه شيء قديم قدم الفكر البشري، وبالإضافة إلى استخدام عناصر من علم الكونيات العلمي، فإنه (...) يشمل كل شيء في الفلسفة والعلوم الذي يشير إلى الكون والحياة. الرؤية الكونية ليست مجموعة من الأفكار والفرضيات والافتراضات بل هي نظام قائم على الملاحظة والتحليل والدليل والتوضيح. لا تهدف أي رؤية كونية إلى التعريف أو التأسيس أو الاقتراح بل فقط إلى الفهم والتحليل والتفسير. كل منا يبني وينقل رؤيته الكونية طوال حياته، دون إنشاء أشكال، كخلفية لتفكيرنا وسلوكنا. لغويًا، قد يشتق مصطلح "الرؤية الكونية" من الألمانية، ويعادل مفهوم "Weltanschauung"، كما استخدمه عدة فلاسفة. ومع ذلك، فإن هذه العلاقة اللغوية غير قابلة للتطبيق لأنها تتعارض مع ما نقترحه كرؤية كونية. تشير هذه الكلمة الألمانية إلى رؤية واقعية قبل منطقية أو أولية، ذات سياق حدسي وبعيدة عن المعرفة النقدية التي لم تكن موجودة بعد في وقت صياغتها. بلا شك، تحتوي الرؤى الكونية، بالمعنى الذي نفهمها، وتستخدم هذه العناصر الأولية أو قبل المنطقية التي تشمل التاريخ واللاوعي الجماعي وكل النماذج التي نحملها. ومع ذلك، في المفهوم الذي نطبقه هنا، تتجاوز الرؤية الكونية هذا المحتوى بكثير، أولاً من خلال إخضاعه باستمرار للتفكير النقدي الحالي، وأخيرًا من خلال جعل التجربة التحليلية (وليس التفكير نفسه أو الحدس) كونها الفعلي. يعرض أنطونيو لوبيس اتساع هذا المحتوى: "الرؤى الكونية ليست نتاج الفكر. لا تنبع من الرغبة البسيطة في المعرفة. إن استيعاب الواقع هو لحظة مهمة في تكوينها، ولكن، مع ذلك، هي واحدة فقط. إنها تأتي من السلوك الحيوي، ومن تجربة تقييم الحياة، ومن هيكل كليتنا النفسية. إن رفع الحياة إلى الوعي في معرفة الواقع، وفي التقييم، وفي الواقع الإرادي هو العمل البطيء والشاق الذي قامت به الإنسانية في تطوير مفاهيم الحياة. (ديلتاي، 1992 [1911]: 120)"(1) في هذا العمل، نسعى إلى تحديد رؤية كونية تستند إلى الحقائق التي تقدمها العلوم اليوم. لا نقترح، في أي وقت، أن نقوم بالعلم؛ أو نظري الفلسفة، لكننا سنسعى دائمًا لأن ندعم بها أو، على الأقل، نحتمي بها من التشوهات المعرفية التي نحملها عادة. (shrink)

Kosmovisi Adalah Istilah yang seharusnya berarti seperangkat fondasi yang darinya muncul pemahaman sistemik tentang Alam Semesta, komponen-komponennya sebagai kehidupan, dunia tempat kita hidup, alam, fenomena manusia, dan hubungan mereka. Oleh karena itu, ini adalah bidang filsafat analitis yang disuplai oleh ilmu pengetahuan, yang tujuannya adalah pengetahuan yang terkumpul dan berkelanjutan secara epistemologis tentang segala sesuatu yang ada dan terkandung dalam diri kita, yang mengelilingi kita, dan yang berhubungan dengan kita dengan cara apa pun. Ini adalah sesuatu yang sama tuanya dengan (...) pemikiran manusia, dan, selain menggunakan unsur-unsur kosmologi ilmiah, ini mencakup segala sesuatu dalam filsafat dan sains yang mengacu pada alam semesta dan kehidupan. Kosmovisi bukanlah sekumpulan ide, hipotesis, dan asumsi, melainkan sebuah sistem yang didasarkan pada observasi, analisis, bukti, dan demonstrasi. Tidak ada kosmovisi yang bermaksud untuk mendefinisikan, menetapkan, atau mengusulkan, tetapi hanya memahami, menganalisis, dan menafsirkan. Masing-masing dari kita membangun dan membawa kosmovisi-nya sepanjang hidup, tanpa menetapkan bentuk, sebagai latar belakang pemikiran dan perilaku kita. Secara linguistic, Istilah "kosmovisi" akan berasal dari padanan bahasa Jerman untuk konsep "Weltanschauung", seperti yang digunakan oleh beberapa filsuf. Namun, hubungan linguistic ini tidak dapat diterapkan karena bertentangan dengan apa yang kami usulkan sebagai kosmovisi. Kata Jerman ini mengacu pada visi pra-logis atau proto-eksperimental tentang realitas, dengan konteks intuitif dan jauh dari pengetahuan kritis yang masih belum ada pada saat perumusannya. Tidak diragukan lagi, kosmovisi, dalam pengertian yang kita pahami, menampung dan menggunakan elemen-elemen proto-eksperimental atau pra-logis yang mencakup sejarah, ketidaksadaran kolektif, dan semua pola dasar yang kita bawa. Namun, dalam konsep yang kami terapkan di sini, kosmovisi jauh melampaui konten ini, pertama-tama dengan terus-menerus menyerahkannya untuk menghadirkan pemikiran kritis dan akhirnya dengan menjadikan pengalaman analitik (dan bukan pemikiran itu sendiri atau intuisi) sebagai alam semesta yang sebenarnya. António Lopes memaparkan luasnya konten ini: -/- "Kosmovisi bukanlah produk dari pemikiran. Mereka tidak muncul dari keinginan sederhana untuk mengetahui. Pemahaman tentang realitas adalah momen penting dalam konfigurasinya, tetapi, bagaimanapun, itu hanya satu. Itu berasal dari perilaku vital, dari pengalaman hidup, dari struktur totalitas psikis kita. Peningkatan kehidupan menuju kesadaran dalam pengetahuan tentang realitas, dalam penilaian kehidupan dan dalam realitas kehendak adalah pekerjaan yang lambat dan sulit yang telah dilakukan umat manusia dalam pengembangan konsepsi kehidupan. (W. Dilthey, 1992 [1911]: 120)" . Dalam karya ini, kami berusaha menguraikan sebuah visi kosmik berdasarkan realitas yang ditawarkan sains saat ini. Kami tidak mengusulkan, kapan pun, untuk melakukan sains atau berteori tentang filsafat. Namun, kami akan selalu berusaha untuk didukung oleh mereka atau, setidaknya, dilindungi oleh mereka dari distorsi kognitif yang biasanya kita bawa. (shrink)

Cosmovisione è un termine che dovrebbe significare un insieme di fondamenti da cui emerge una comprensione sistemica dell'Universo, delle sue componenti come la vita, il mondo in cui viviamo, la natura, il fenomeno umano e le sue relazioni. Si tratta, quindi, di un campo della filosofia analitica alimentato dalle scienze, il cui obiettivo è questa conoscenza aggregata ed epistemologicamente sostenibile su tutto ciò che siamo e conteniamo, che ci circonda e che in qualche modo si relaziona con noi. È qualcosa (...) di antico quanto il pensiero umano e, oltre a utilizzare elementi di cosmologia scientifica, racchiude tutto ciò che nella filosofia e nella scienza si riferisce all'universo e alla vita. Una cosmovisione non è un insieme d’idee, ipotesi e presupposti, ma un sistema basato su osservazione, analisi, prove e dimostrazione. Nessuna cosmovisione intende definire, stabilire, proporre, ma solo comprendere, analizzare e interpretare. Ognuno di noi costruisce e porta avanti la propria cosmovisione per tutta la vita, senza stabilire forme, come sfondo per il proprio pensiero e comportamento. Linguisticamente il termine “cosmovisione” deriverebbe dal tedesco, equivalente al concetto di“Weltanschauung”, utilizzato da diversi filosofi. Tuttavia, questa relazione linguistica non è applicabile perché contraddice ciò che proponiamo come cosmovisione. Questa parola tedesca rimanda a una visione prelogica o proto-sperimentale della realtà, con un contesto intuitivo e lontana da una conoscenza critica che non esisteva ancora al momento della sua formulazione. Senza dubbio, le cosmovisioni, nel senso in cui le intendiamo, ospitano e utilizzano questi elementi proto-sperimentali o prelogici che includono la storia, l’inconscio collettivo e tutti gli archetipi che portiamo con noi. Tuttavia, nel concetto che qui applichiamo, la cosmovisione va ben oltre questo contenuto, dapprima sottoponendolo costantemente al pensiero critico attuale e, infine, facendo dell'esperienza analitica (e non del pensiero o dell'intuizione stessa) il suo universo reale. In questo lavoro, cerchiamo di delineare una cosmovisione basata sulle realtà che la scienza offre oggi. Non proponiamo, in nessun momento, di fare scienza; o teorizzare la filosofia, ma cercheremo sempre di essere supportati da loro o, almeno, protetti da loro dalle distorsioni cognitive che abitualmente ci portiamo dietro. (shrink)

ليس بالتفكير نخلق العوالم، بل بفهم العالم نتعلم التفكير. "الرؤية الكونية" هو مصطلح يجب أن يعني مجموعة من الأسس التي تنبثق منها فهم منهجي للكون، ومكوناته كالحياة، والعالم الذي نعيش فيه، والطبيعة، والظواهر البشرية، وعلاقاتها. إنه، بالتالي، مجال من الفلسفة التحليلية يغذيه العلوم، وهدفه هو هذا المعرفة المجمعة والمستدامة معرفيًا عن كل ما نحن عليه ونحتويه، وما يحيط بنا، وما يرتبط بنا بأي شكل من الأشكال. إنه شيء قديم قدم الفكر البشري، وبالإضافة إلى استخدام عناصر من علم الكونيات العلمي، فإنه (...) يشمل كل شيء في الفلسفة والعلوم الذي يشير إلى الكون والحياة. الرؤية الكونية ليست مجموعة من الأفكار والفرضيات والافتراضات بل هي نظام قائم على الملاحظة والتحليل والدليل والتوضيح. لا تهدف أي رؤية كونية إلى التعريف أو التأسيس أو الاقتراح بل فقط إلى الفهم والتحليل والتفسير. كل منا يبني وينقل رؤيته الكونية طوال حياته، دون إنشاء أشكال، كخلفية لتفكيرنا وسلوكنا. لغويًا، قد يشتق مصطلح "الرؤية الكونية" من الألمانية، ويعادل مفهوم "Weltanschauung"، كما استخدمه عدة فلاسفة. ومع ذلك، فإن هذه العلاقة اللغوية غير قابلة للتطبيق لأنها تتعارض مع ما نقترحه كرؤية كونية. تشير هذه الكلمة الألمانية إلى رؤية واقعية قبل منطقية أو أولية، ذات سياق حدسي وبعيدة عن المعرفة النقدية التي لم تكن موجودة بعد في وقت صياغتها. بلا شك، تحتوي الرؤى الكونية، بالمعنى الذي نفهمها، وتستخدم هذه العناصر الأولية أو قبل المنطقية التي تشمل التاريخ واللاوعي الجماعي وكل النماذج التي نحملها. ومع ذلك، في المفهوم الذي نطبقه هنا، تتجاوز الرؤية الكونية هذا المحتوى بكثير، أولاً من خلال إخضاعه باستمرار للتفكير النقدي الحالي، وأخيرًا من خلال جعل التجربة التحليلية (وليس التفكير نفسه أو الحدس) كونها الفعلي. يعرض أنطونيو لوبيس اتساع هذا المحتوى: "الرؤى الكونية ليست نتاج الفكر. لا تنبع من الرغبة البسيطة في المعرفة. إن استيعاب الواقع هو لحظة مهمة في تكوينها، ولكن، مع ذلك، هي واحدة فقط. إنها تأتي من السلوك الحيوي، ومن تجربة تقييم الحياة، ومن هيكل كليتنا النفسية. إن رفع الحياة إلى الوعي في معرفة الواقع، وفي التقييم، وفي الواقع الإرادي هو العمل البطيء والشاق الذي قامت به الإنسانية في تطوير مفاهيم الحياة. (ديلتاي، 1992 [1911]: 120)"(1) في هذا العمل، نسعى إلى تحديد رؤية كونية تستند إلى الحقائق التي تقدمها العلوم اليوم. لا نقترح، في أي وقت، أن نقوم بالعلم؛ أو نظري الفلسفة، لكننا سنسعى دائمًا لأن ندعم بها أو، على الأقل، نحتمي بها من التشوهات المعرفية التي نحملها عادة. (shrink)

Космовізі — це термін, який має означати набір основ, з яких виникає системне розуміння Всесвіту, його складових як життя, світу, в якому ми живемо, природи, людського феномену та їхніх взаємозв’язків. Таким чином, це галузь аналітичної філософії, що живиться науками, метою якої є це сукупне та епістемологічно стійке знання про все, що ми є і що містить у собі, що оточує нас і що будь-яким чином до нас відноситься. Це щось таке ж давнє, як людська думка, і, окрім використання елементів наукової (...) космології, воно охоплює все у філософії та науці, що стосується Всесвіту та життя. Космогляд — це не набір ідей, гіпотез і припущень, а система, заснована на спостереженнях, аналізі, доказах і демонстраціях. Жодне космобачення не має на меті визначати, встановлювати чи пропонувати, а лише розуміти, аналізувати та інтерпретувати. Кожен з нас будує і транспортує своє космогляд протягом життя, не встановлюючи форми, як фон для нашого мислення і поведінки . Лінгвістично термін «космовізія» походить від німецької мови, що еквівалентно поняттю « Weltanschauung», яке використовували кілька філософів. Однак цей лінгвістичний зв’язок незастосовний, оскільки він суперечить тому, що ми пропонуємо як космовізію. Це німецьке слово відноситься до дологічного або протоекспериментального бачення реальності з інтуїтивним контекстом і далеко не критичним знанням, яке ще не існувало на момент його формулювання. Безсумнівно, космовізії, у тому сенсі, як ми їх розуміємо, містять і використовують ці протоекспериментальні або до-логічні елементи, які включають історію, колективне несвідоме та всі архетипи, які ми носимо. Однак у концепції, яку ми тут застосовуємо, космовізія виходить далеко за межі цього змісту, по-перше, постійно підпорядковуючи його теперішньому критичному мисленню і, нарешті, роблячи аналітичний досвід (а не саму думку чи інтуїцію) своїм справжнім всесвітом. У цій роботі ми прагнемо окреслити космогляд, заснований на реаліях, які пропонує сьогодні наука. Ми ніколи не пропонуємо займатися наукою; або теоретизувати філософію, але ми завжди будемо прагнути отримати їхню підтримку або, принаймні, захистити їх від когнітивних викривлень, які ми зазвичай несемо. (shrink)

हम सोच कर दुनिया नहीं बनाते। दुनिया को समझ कर हम सोचना सीखते हैं। कॉस्मोविज़न एक ऐसा शब्द है जिसका मतलब नींव का एक समूह होना चाहिए जिससे ब्रह्मांड, जीवन के रूप में इसके घटकों, जिस दुनिया में हम रहते हैं, प्रकृति, मानवीय घटनाओं और उनके संबंधों की एक व्यवस्थित समझ उभरती है। इसलिए, यह विज्ञान द्वारा पोषित विश्लेषणात्मक दर्शन का एक क्षेत्र है, जिसका उद्देश्य हम जो हैं और जो हमारे चारों ओर है, और जो किसी भी तरह से (...) हमसे संबंधित है, उसके बारे में यह एकत्रित और ज्ञानमीमांसीय रूप से स्थायी ज्ञान है। यह मानव विचार जितना ही पुराना है, और वैज्ञानिक ब्रह्मांड विज्ञान के तत्वों का उपयोग करने के अलावा, यह दर्शन और विज्ञान में ब्रह्मांड और जीवन को संदर्भित करने वाली हर चीज को शामिल करता है। एक कॉस्मोविज़न विचारों, परिकल्पनाओं और मान्यताओं का एक समूह नहीं है, बल्कि अवलोकन, विश्लेषण, साक्ष्य और प्रदर्शन पर आधारित एक प्रणाली है। कोई भी कॉस्मोविज़न परिभाषित करने, स्थापित करने या प्रस्तावित करने का इरादा नहीं रखता है, बल्कि केवल समझने, विश्लेषण करने और व्याख्या करने का इरादा रखता है। हममें से प्रत्येक व्यक्ति अपने सोच और व्यवहार के लिए पृष्ठभूमि के रूप में, रूपों को स्थापित किए बिना, जीवन भर अपने कॉस्मोविज़न का निर्माण और परिवहन करता है। भाषाई रूप से, "कॉस्मोविज़न" शब्द जर्मन से लिया गया है, जो कई दार्शनिकों द्वारा इस्तेमाल किए गए "वेल्टनशाउंग" की अवधारणा के बराबर है। हालाँकि, यह भाषाई संबंध लागू नहीं होता है क्योंकि यह हमारे द्वारा प्रस्तावित ब्रह्मांड-दृष्टि के विपरीत है। यह जर्मन शब्द वास्तविकता के एक पूर्व-तार्किक या प्रोटो-प्रयोगात्मक दृष्टिकोण को संदर्भित करता है, जिसमें एक सहज संदर्भ होता है और आलोचनात्मक ज्ञान से बहुत दूर होता है जो इसके निर्माण के समय भी अस्तित्व में नहीं था। निस्संदेह, ब्रह्मांड-दृष्टि, जिस अर्थ में हम उन्हें समझते हैं, इन प्रोटो-प्रयोगात्मक या पूर्व-तार्किक तत्वों को समाहित करता है और उनका उपयोग करता है जिसमें इतिहास, सामूहिक अचेतन और हमारे द्वारा धारण किए जाने वाले सभी मूलरूप शामिल हैं। हालाँकि, जिस अवधारणा को हम यहाँ लागू करते हैं, उसमें ब्रह्मांड-दृष्टि इस सामग्री से बहुत आगे निकल जाती है, सबसे पहले इसे लगातार वर्तमान आलोचनात्मक सोच के अधीन करके, और अंत में विश्लेषणात्मक अनुभव (और न कि विचार या अंतर्ज्ञान) को अपना वास्तविक ब्रह्मांड बनाकर। एंटोनियो लोपेस इस विषय-वस्तु की व्यापकता को उजागर करते हैं: "ब्रह्मांडीय दर्शन विचार की उपज नहीं हैं। वे जानने की सरल इच्छा से उत्पन्न नहीं होते हैं। वास्तविकता की समझ इसकी संरचना में एक महत्वपूर्ण क्षण है, लेकिन फिर भी, यह केवल एक है। यह जीवन के मूल्यांकन के अनुभव से, और हमारी मानसिक समग्रता की संरचना से, जीवन को वास्तविकता के ज्ञान में, मूल्यांकन में, और इच्छाधारी वास्तविकता में चेतना तक ऊपर उठाना वह धीमा और कठिन कार्य है जो मानवता ने जीवन की अवधारणाओं के विकास में किया है।" -/- . (shrink)

Ang Diyos ay hindi naglalaro ng dado", inulit ni Einstein mula sa taas ng kanyang determinismo, ngunit sa katunayan ang kosmos ay naghahagis ng mga buto nito nang sadyang mapagpasya: ang mga dado nito ay laruin. Hindi sa pag-iisip na tayo ay lumikha ng mga mundo. Sa pamamagitan ng pag-unawa sa mundo natututo tayong mag-isip. Ang Cosmovision ay isang termino na dapat ay nangangahulugang isang hanay ng mga pundasyon kung saan lumalabas ang isang sistematikong pag-unawa sa Uniberso, ang mga bahagi (...) nito bilang buhay, ang mundong ating ginagalawan, kalikasan, mga phenomena ng tao, at ang kanilang mga relasyon. Ito ay, samakatuwid, isang larangan ng analytical na pilosopiya na pinapakain ng mga agham, na ang layunin ay ang pinagsama-samang at epistemologically sustainable na kaalaman tungkol sa lahat ng kung ano tayo at nilalaman, na nakapaligid sa atin, at nauugnay sa atin sa anumang paraan. Ito ay isang bagay na kasingtanda ng pag-iisip ng tao, at, bilang karagdagan sa paggamit ng mga elemento ng siyentipikong kosmolohiya, sinasaklaw nito ang lahat ng bagay sa pilosopiya at agham na tumutukoy sa uniberso at buhay. Ang cosmovision ay hindi isang set ng mga ideya, hypotheses, at assumptions kundi isang sistemang batay sa obserbasyon, pagsusuri, ebidensya, at pagpapakita. Walang cosmovision na naglalayong tukuyin, itatag, o imungkahi ngunit para lamang maunawaan, suriin, at bigyang-kahulugan. Bawat isa sa atin ay nagtatayo at naghahatid ng kanyang kosmobisyon sa buong buhay, nang hindi nagtatatag ng mga anyo, bilang isang background para sa ating pag-iisip at pag-uugali. Sa lingguwistika, ang terminong "cosmovision" ay magmumula sa Aleman, katumbas ng konsepto ng "Weltanschauung," na ginamit ng ilang mga pilosopo. Gayunpaman, ang relasyong pangwika na ito ay hindi naaangkop dahil sumasalungat ito sa aming iminumungkahi bilang isang cosmovision. Ang salitang Aleman na ito ay tumutukoy sa isang pre-logical o proto- experimental na pananaw ng realidad, na may intuitive na konteksto at malayo sa kritikal na kaalaman na wala pa rin sa oras ng pagbabalangkas nito. Walang alinlangan, ang mga cosmovision, sa diwa kung saan natin nauunawaan ang mga ito, ay nagtataglay at gumagamit ng mga proto-experimental o pre-logical na elementong ito na kinabibilangan ng kasaysayan, ang sama-samang walang malay, at lahat ng mga archetype na dala natin. Gayunpaman, sa konseptong inilalapat natin dito, ang cosmovision ay higit na lumalampas sa nilalamang ito, una sa pamamagitan ng patuloy na pagsusumite nito upang ipakita ang kritikal na pag-iisip, at sa wakas sa pamamagitan ng paggawa ng analitikong karanasan (at hindi ang kaisipan mismo o intuwisyon) ang aktwal nitong uniberso. Inilantad ni António Lopes ang lawak ng nilalamang ito: "Ang mga cosmovision ay hindi produkto ng pag-iisip. Hindi sila nagmumula sa simpleng pagnanais na malaman. Ang pagkaunawa sa katotohanan ay isang mahalagang sandali sa pagsasaayos nito, ngunit, gayunpaman, ito ay isa lamang. Ito ay nagmumula sa mahahalagang pag-uugali, mula sa karanasan ng pagsusuri sa buhay, at mula sa istruktura ng ating saykiko na kabuuan Ang pagtaas ng buhay sa kamalayan sa kaalaman sa realidad, sa pagpapahalaga, at sa kusang katotohanan ay ang mabagal at mahirap na gawain. na ginawa ng sangkatauhan sa pagbuo ng mga konsepto ng buhay (W. Dilthey, 1992 [1911]: 120). Sa gawaing ito, hinahangad nating balangkasin ang isang kosmobisyon batay sa mga realidad na inaalok natin ngayon hindi nagmumungkahi, sa anumang oras, na gumawa ng agham; o magteorya ng pilosopiya, ngunit lagi nating hahanapin na suportahan sila o, hindi bababa sa, protektahan nila mula sa mga pang-unawang distorsyon na karaniwan nating dala. (shrink)

宇宙观是一个词汇，应该意味着一组基础，从中产生对 宇宙的系统性理解，包括生命、我们所处的世界、自然 界、人类现象及其相互关系。因此，这是一种由科学支 持的分析哲学领域，其目标是对我们周围及与我们相关 的所有事物的综合而认识，并在认识上具有认识论的支 持。它是与人类思维一样古老的存在，并且除了运用科 学宇宙学的元素外，还涵盖了所有涉及宇宙和生命的哲 学和科学。 一个宇宙观并不是一组想法、假设和假定，而是一个基 于观察、分析、证据和论证的系统。没有一个宇宙观会 试图定义、确立或提出，而只是理解、分析和解释。每 个人在一生中构建和承载着自己的宇宙观，作为我们思 维和行为的背景。 从语言学角度来看，术语“宇宙观”来源于德语，相当 于多位哲学家所使用的“Weltanschauung”概念。然 而，这种语言上的关系并不适用，因为它与我们所提出 的宇宙观相悖。这个德语词指的是一种先前逻辑或原始 实验性的现实观，具有直觉性的背景，并且在其形成时 6 还不存在批判性的认识。毫无疑问，在我们理解的意义 上，宇宙观包含并使用了这些原始实验性或先前逻辑的 元素，包括历史、集体无意识和我们所承载的所有原型。 然而，在我们应用的概念中，宇宙观远远超越了这些内 容，首先是因为它不断地将其置于当前的批判性思维之 下，并最终使经验成为其真实的宇宙，而非仅仅是思维 或直觉。 安东尼奥·洛佩斯展示了这一内容的广度：1 “宇宙观并不是思维的产物。它并非源于简单 的求知欲望。对现实的理解是宇宙观形成的重 要时刻，但仅仅是其中之一。它源自生活的行 为，源自对生命的经验，源自我们心灵的整体 结构。将生命提升到意识中，在对现实的认识、 对生命的价值以及意志的现实性中，是人类在 生活观念的发展中所做的缓慢而艰难的工作。 （W. Dilthey, 1992 [1911]: 120）”。 -/- 在这项工作中，我们试图勾勒出一种基于当今科学所提 供的现实的宇宙观。我们在任何时候都不会试图进行科 学研究，或对哲学进行理论化，而始终努力在它们的支 持下，或至少在它们的保护下，免受我们通常所带有的 认知扭曲的影响。 .

Historians have claimed that the two closely related concepts of animism and natural teleology were both decisively rejected in the Scientific Revolution. They tout Robert Boyle as an early modern warden against pre-modern animism. Discussing Avicenna, Aquinas, and Buridan, as well as Renaissance psychology, I instead suggest that teleology went through a slow and uneven process of rationalization. As Neoplatonic theology gained influence over Aristotelian natural philosophy, the meaning of animism likewise grew obscure. Boyle, as some historians (...) have shown, exemplifies this uneven process. There is an unresolved tension between his religious convictions and the implicit animism of his empirical practice. (shrink)

What should we be animists about? This chapter aims to answer that question. I begin by distinguishing between ontological and ideological formulations of animism. I suggest that plausible forms of animism will be merely ideological, and I distinguish between full-strength and less-than-full-strength animism. Next, I consider the extent to which idealism, pantheism and panpsychism might be taken to support some sort of universal animism. I conclude that there is no plausible form of full-strength universal animism. (...) After noting that animals are the easy case for animism, I turn to a discussion of a range of hard cases: flora, geological features, astronomical bodies, word tokens, artefacts and institutions. I will argue that we should not be full-strength animists about any of these things. Finally, I will consider whether the discussion that I have given is insensitive to the kinds of reasons that people have had for holding animistic beliefs about things other than animals. In this last part of the discussion, I draw a clear distinction between veneration of flora, artefacts, etc., and the belief that flora, artefacts, etc., are full-strength animated. (shrink)

Animistic cognition has adaptive value in domains of social and physical niche prediction. This argument is extended to our contemporary relationship with digital and AI technology.

Charles Peirce claimed that logically "every true universal, every continuum, is a living and conscious being." Such a claim is precisely what hunter-gatherers believe: a world-view depicted as animism. Suppose animism represents a sophisticated world-view, ineradicably embodied in our physical bodies, and that Peirce's philosophy points toward a new kind of civilization, inclusive of what I term animate mind. We are wired to marvel in nature, and this reverencing attunement does not require a concept of God. Marveling in (...) nature proves to be not only a motive source of human evolution, but key to continued development. (shrink)

I argue that the main existing accounts of the relationship between the beauty of environmental entities and their moral standing are mistaken in important ways. Beauty does not, as has been suggested by optimists, confer intrinsic moral standing. Nor is it the case, as has been suggested by pessimists, that beauty at best provides an anthropocentric source of moral standing that is commensurate with other sources of pleasure. I present arguments and evidence that show that the appreciation of beauty tends (...) to cause a transformational state of mind that is more valuable than mere pleasure, but that leads us to falsely represent beautiful entities as being sentient and, in turn, as having intrinsic moral standing. To this extent, beauty is not, then, a source of intrinsic moral standing; it’s a source of a more important anthropocentric value than has hitherto been acknowledged. (shrink)

Tim Ingold draws a sharp line between animism and hylomorphism, that is, between his relational ontology and a rival genealogical ontology. He argues that genealogical hylomorphism collapses under a fallacy of circularity, while his relationism does not. Yet Ingold fails to distinguish between vicious or fallacious circles, on the one hand, and virtuous or hermeneutic circles, on the other. I demonstrate that hylomorphism and Ingold’s relational animism are both virtuously circular. Hence, there is no difference between them on (...) this count. A path thus opens for what I call hylomorphic animism. While Ingold’s relational animism leads into obscurity, hylomorphic animism is able to explain the differences in power between material things. (shrink)

Here we examine qualities of what would be thought of as inanimate beings that lend evidence to the position that J.R.R. Tolkien’s fictional universe is animistic. Arda is full of life, and natural things in it, such as mountains and rivers, are often alive or conscious. A close look at the qualities of the stars in particular yields further evidence in favor of animism as a foundational ontology of Arda.

Tiddy Smith argues that common consent amongst geographically and historically isolated communities provides strong evidence for animism―the view that there are nature spirits. In this article, I argue that the problem of animistic hiddenness―the lack of widespread belief in nature spirits―is at least as strong evidence against animism that common consent is evidence for it, meaning that the evidence for animism that Smith provides is neutralized.

Conscious beings are efficacious and that is how we can know where they exist. They are able to sense their environment and interact with it in a dynamic flexible goal oriented way. They interact with their immediate surroundings in their own characteristic manner. They are self movers but require the use of energy to move. Where would we find such fundamental mental beings, monads or natural individuals? I use science to speculate as to the answer to that question and arrive (...) at some surprising conclusions. The fundamental subjective beings exist at the level of elementary particles and animals with nervous systems but also at two intermediate levels within the living Earth. I conclude that on planet Earth there is a four level hierarchy of natural mentality. (shrink)

Chapter 3 of the ongoing publication "Artificial Aesthetics" Book information: Assume you're a designer, an architect, a photographer, a videographer, a curator, an art historian, a musician, a writer, an artist, or any other creative professional or student. Perhaps you're a digital content creator who works across multiple platforms. Alternatively, you could be an art historian, curator, or museum professional. -/- You may be wondering how AI will affect your professional area in general and your work and career. Our book (...) offers intellectual tools to help us better see the future of creative fields. These tools come from philosophy of art, experimental psychology, media theory, digital culture studies and data science. The book is the first to combine these different perspectives together. -/- We started the work on the book in summer 2019, exchanging numerous messages, commenting on each other ideas, and sharing drafts of sections. The final book is a result of this process. Although each chapter is written by one author, it reflects the discussions we had over 27 months. (shrink)

Critical realism, championed by its proponents as the most promising post-positivist social science paradigm, has gained significant influence in the last few decades. This paper provides a critical evaluation of the critical realism movement in the hope of facilitating more fruitful dialogues between its proponents and rivalling schools of sociologists. Two concerns are raised about contemporary critical realism. First, critical realism is not the only philosophical school against positivism and not necessarily the best. Second, (...) class='Hi'>critical realists exaggerate the importance of critical realism to social science and conflate philosophy of science with sociological theories. (shrink)

Critical-set views avoid the Repugnant Conclusion by subtracting some constant from the welfare score of each life in a population. These views are thus sensitive to facts about biographical identity: identity between lives. In this paper, I argue that questions of biographical identity give us reason to reject critical-set views and embrace the total view. I end with a practical implication. If we shift our credences towards the total view, we should also shift our efforts towards ensuring that (...) humanity survives for the long term. (shrink)

According to Critical-Level Views in population axiology, an extra life improves a population only if that life’s welfare exceeds some fixed ‘critical level.’ An extra life at the critical level leaves the new population equally good as the original. According to Critical-Range Views, an extra life improves a population only if that life’s welfare exceeds some fixed ‘critical range.’ An extra life within the critical range leaves the new population incommensurable with the original. -/- (...) In this paper, I sharpen some old objections to these views and offer some new ones. Critical-Level Views cannot avoid certain Repugnant and Sadistic Conclusions. Critical-Range Views imply that lives featuring no good or bad components whatsoever can nevertheless swallow up and neutralise goodness or badness. Both classes of view entail that certain small changes in welfare correspond to worryingly large differences in contributive value. -/- I then offer a view that retains much of the appeal of Critical-Level and Critical-Range Views while avoiding the above pitfalls. On the Imprecise Exchange Rates View, the quantity of some good required to outweigh a given unit of some bad is imprecise. This imprecision is the source of incommensurability between lives and populations. (shrink)

This is the full version of the Delphi Report on critical thinking and critical thinking instruction at the post-secondary level.

The commentaries provided by Haig; Derksen and Morawski; and Trafimow vary considerably in how they address critical realism and its implications for replication. Haig’s preference for Kaidesoja’s “naturalised” version of critical realism and Lipton’s inference to the best explanation is deeply problematic. While Derksen and Morawski concede that they deal only indirectly with critical realism, their endorsement of “performativity” negates it. In Trafimow’s case, ontology’s regulative role is untenably diminished and ultimately supplanted by classic methodologism. I conclude (...) that replication should be replaced by exploratory stratified contextualism. (shrink)

The aim of this paper is to evaluate the critical success factors and investigate the benefits that might be gained once implementing Electronic Customer Relationship Management at HEI from employee perspective. The study conducted at Al Quds Open University in Palestine and data collected from (300) employee through a questionnaire which consist of four variables. A number of statistical tools were intended for hypotheses testing and data analysis, including Spearman correlation coefficient for Validity, reliability correlation using Cronbach’s alpha, and (...) Frequency and Descriptive analysis. The overall findings of the current study show that all the features were important for staff and it was critical success factors, at the same time, websites were providing all the features discussed by the theory whereas staff showed their willingness to use those features if provided. It is also discovered that implementing Electronic Customer Relationship Management can cause staff retention, were provided efficiently and needed to be improved. Research limitations: The survey findings were based on QOU employee in Palestine, UAE and KSA branches not included in the study. (shrink)

There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best (...) to teach the construction and use of such infrastructures. (shrink)

Phenomenological critique attempts to retrieve the lived experience of a human community alienated from its truthful condition and immersed in historical crises brought by processes of objectification and estrangement. This introductory article challenges two methodological assumptions that are largely shared in North American Critical Phenomenology: the definition of phenomenology as a first person approach of experience and the rejection of transcendental eidetics. While reflecting on the importance of otherness and community for phenomenology’s critical orientation, we reconsider the importance (...) of eidetics from the standpoint of Husserl’s genetic phenomenology, highlighting its historical and contingent character. Contrary to the received view of Husserl’s classical phenomenology as an idealistic and rigid undertaking, we show that his genetic phenomenology is interested in the material formation of meaning (Sinnbildung), offering resources for a phenomenological approach to a materialist social theory. Keywords: critical phenomenology, critical theory, genetic phenomenology, community, normativity. (shrink)

Critical Review of Searle's Minds, Brains and Science.

“Critical thinking is one of the biggest hiatuses in our education system. Learning to distinguish sense from nonsense is of great importance in the information age that we live in. In a systematic way, this book helps you to gain insight into, and subsequently eliminate, the most important reasoning errors that we all tend to make. It also helps you to debunk weak and fallacious arguments and unreliable information. -/- In addition to understanding what critical and scientific thinking (...) entails, you will learn more about what makes science reliable. In times of skepticism regarding science, where (sometimes dangerous) pseudoscientific and conspiracy theories run rampant, this is particularly important. -/- Critical thinking is not a matter of intellectual preference or even self-interest (although one certainly benefits from thinking critically). It is first and foremost a matter of moral and social responsibility. Better thinking leads to a better world. With this book I hope to contribute to that important goal and you, dear student or reader, can do the same!” - Michael Vlerick -/- . (shrink)

This paper suggests that virtue epistemology can help decide how to respond to conflicts between different epistemic goals for social media. It is a contribution to critical epistemology of social media insofar as it supplements system-level consideration with insights from individualist epistemology. In particular, whereas the proposal of critical social epistemology of social media by Joshua Habgood-Coote suggests that conflicts between epistemic goals of social media have to be solved by ethical consideration, I suggest that virtue epistemology can (...) also solve at least some of these conflicts fully within the epistemic realm. (shrink)

The point of departure of this paper is the striking similarities between the dispositions critical media literacy education aims to cultivate and the characteristics conspiracy theorists claim to embody. The golden question of critical literacy, “who benefits?” is in fact the central question of conspiracy theorists: “cui bono?” While critical media literacy educators teach learners to disrupt the common sense, to interrogate multiple viewpoints, to focus on sociopolitical issues, and to take actions and promote social justice, conspiracy (...) theorists claim that they do exactly those things. What I wish to illuminate through this juxtaposition, however, is not a way to clearly demarcate “critical” from “conspiratorial” theorizing, but is a question of educational desirability of skepticism. Skepticism in this paper is not understood as a classical epistemological question of the possibility of knowledge attainment, but as a form of vigilance toward epistemic authorities like the government, media, and academic institutions. Drawing on philosophy of conspiracy theories and political epistemology, I illuminate the problem of radical skepticism that characterizes some conspiracy theories and discuss the pivotal epistemic role of trust. Through this, I claim that critical media literacy education for democratic citizenship must strike a balance between cultivation of skepticism and building of trust toward epistemic authorities. (shrink)

Critical thinking involves deliberate application of tests and standards to beliefs per se and to methods used to arrive at beliefs. Pedagogical license is authorization accorded to teachers permitting them to use otherwise illicit means in order to achieve pedagogical goals. Pedagogical license is thus analogous to poetic license or, more generally, to artistic license. Pedagogical license will be found to be pervasive in college teaching. This presentation suggests that critical thinking courses emphasize two topics: first, the nature (...) and usefulness of critical thinking; second, the nature and pervasiveness of pedagogical license. Awareness of pedagogical license alerts the student to the need for critical thinking. Indoctrination is done to students; education is done by students. (shrink)

The recent so-called crisis of replication continues to dominate psychology’s methodological landscape. It is argued here that the apparent renaissance of Popperian thinking that characterises some of the key responses to the crisis of replication is fundamentally flawed. In essence, there is a serious lack of any sustained and rigorous treatment of ontology that underpins much of the current debate about replication and Popper’s falsificationist approach. The overriding problem is that the replication debate reflects the methodologist tendency for mainstream psychologists (...) to avoid or gloss over crucial ontological questions. In contradistinction, this article (a) underscores the primacy of ontology; (b) delineates and applies a critical realist stratified ontology to psychology; (c) utilises the latter as a springboard from which to argue for Popper’s methodological “retirement”; and (d) revindicates the indispensability of context and the subtlety of psychological phenomena in arguing for the intrinsic limits of replication and experimentalism in general. (shrink)

Paper presented at the Association for Informal Logic and Critical Thinking meeting in conjunction with the Central Division of the American Philosophical Association, Chicago, April 2004.

‘Post-truth’ has become a buzzword for numerous current crises: the fragmentation of the media landscape, the ongoing debate about ‘fake news’, the loss of trust in science, etc. Although these crises take place in society, it is claimed that the roots of post-truth can be traced back to the history of philosophy. Occasionally, it is asserted that Karl Popper’s critical rationalism gave rise to post-truth: His rejection of verificationism has limited truth claims in the realm of science. Given the (...) absence of infallible evidence and certainty, critical rationalism calls for challenging scientific authority. I argue that post-truth is compatible with critical rationalism from an epistemological point of view, considering that both positions are critical of certainty. However, in critical rationalism, fallibilism, responsibility, and the idea of criticism are combined, and in this respect, it offers a possible way to overcome the problems that are associated with post-truth. This treatment of the problems of post-truth results from the recognition of moral responsibility to take action on the basis of a hypothesis that remains open to revision. (shrink)

While many scholars join in the call for an experiential shift in thinking and living, it is not always clear how it could be done. Recent environmental philosophy has illuminated the significance of re-animating human–environment relations on an experiential level for endeavouring a new (or renewed) ethical, experiential, and, indeed, existential stance of the human as part of the environed embodiment. In relation to this call, I explore embodied critical thinking (ECT) as a tool for recognising, revitalising, and reflecting (...) embodied, enactive, and embedded thinking that comes from a felt sense. Thus, this chapter employs some of the TAE (Thinking at the Edge) steps for ECT research as a practical approach to facilitating and embracing a new way of thinking that is crucial for reconnecting humans with their lived environments, but also for emancipating research practices to enable research that goes out from such a renewed connectivity. In particular, the chapter traces the application of Eugene Gendlin’s move of instancing to showcase the use of embodied knowing and felt sense in environmental contexts. Thus, it showcases how, in fundamental ways that speak directly to and from our embodied embeddedness, ECT has an emancipatory impact in ways that resonate with lived experiences. (shrink)

Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children (...) is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is – a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes that just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone. (shrink)

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, (...) and the key and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education. (shrink)

In this article, I intend to underscore the importance of critical thinking in rendering invaluable positive contributions and impact within professional organizations in the developing world. I argue that critical thinking treated as a normative principle and balanced with a pragmatic orientation provides a rational framework for resolving conflicts that oftentimes ensue from the incoherence between Western-based organizational theories and the actual circumstances of a developing country. In order to optimize the benefits of critical thinking, I also (...) argue that it should not be expected only among leaders and managers, but also and more importantly, among organizational members and associates. It is for this reason that I introduce Matthew Lipman’s Community of Inquiry as a model for cultivating critical thinking within professional environments. (shrink)

The paper questions the compatibility of critical realism with ecological economics. In particular, it is argued that there is radical dissonance between ontological presuppositions of ecological economics and critical realist perspective. The dissonance lies in the need of ecological economics to state strict causal regularities in socio-economic realm, given the environmental intuitions about the nature of economy and the role of materiality and non-human agency in persistence of economic systems. Using conceptual apparatus derived from Andrew Brown’s critique of (...) critical realism and Bruno Latour’s actor-network theory, the paper refuses ontological nature/society dualism employed by critical realism, and stresses the role of non-humans in practical production and reproduction of socio-economic networks on the one hand, and in broadly defined ecological economic research on the other hand. (shrink)

In this paper we introduce Critical Praxeological Analysis (CPA). CPA respecifies critical studies and research by operationalising insights from gestalt psychology and, in particular, the praxeological and linguistic gestalts identified by Harold Garfinkel and Ludwig Wittgenstein. CPA offers a framework for analysing the in-situ production, maintenance, challenging, repair and overcoming of norms and structures. Using naturally occurring data, as well as fictional and imagined examples, CPA examines the meanings that situations have for the participants who constitute them. The (...) paper provides brief praxeological analyses, which draw upon themes from Frantz Fanon’s work to illustrate CPA in practice. We conclude by inviting others to apply CPA to themes drawn from the critical studies literature, in the hope that such analyses will deepen our understanding of how norms and structures are produced, maintained, challenged, repaired and overcome in interaction. (shrink)

The current challenges of implementing responsible innovation can in part be traced back to the assumptions behind the ways of thinking that ground the different pre-existing theories and approaches that are shared under the RI-umbrella. Achieving the ideals of RI, therefore not only requires a shift on an operational and systemic level but also at the paradigm-level. In order to develop a deeper understanding of this paradigm shift, this paper analyses the paradigm-level assumptions that are being brought forward by the (...) different conceptualizations of RI. To this purpose it deploys a pragmatic stance on paradigms that allows discerning ontological and axiological elements shared by the RI community and an accompanying critical hermeneutic research approach that enables the profiling of paradigmatic beliefs and assumptions of accounts of RI. The research surfaces the distance of four salient RI accounts from the currently dominant techno-economic innovation paradigm RI seeks to shift. With this, our contribution helps to raise the self-awareness of the RI community about their presuppositions and the paradigm level barriers and enablers to reaching the RI ideal. This insight is needed for a successful transition to responsible research and innovation practices. (shrink)