Helen Beebee (2018) defends a view of the aims of philosophy she calls ‘equilibrism’. Equilibrism denies that philosophy aims at knowledge and maintains that the collective aim of philosophy is ‘to find what equilibria there are that can withstand examination’ (Beebee 2018, p. 3). In this note, I probe equilibrism by focusing on how disagreement challenges our doxastic commitment to our own philosophical theories. Call this the Commitment Challenge. I argue that the Commitment Challenge comes in three (...) varieties and that endorsing equilibrism provides us with an answer to one of them only. (shrink)

Abstract: According to the realist about philosophy, the goal of philosophy is to come to know the truth about philosophical questions; according to what Helen Beebee calls equilibrism, by contrast, the goal is rather to place one’s commitments in a coherent system. In this paper, I present a critique of equilibrism in the form Beebee defends it, paying particular attention to her suggestion that various meta-philosophical remarks made by David Lewis may be recruited to defend equilibrism. At (...) the end of the paper, I point out that a realist about philosophy may also be a pluralist about philosophical culture, thus undermining one main motivation for equilibrism. (shrink)

Tensions between the domain of reason and the domain of faith have been one of the most controversial issues in the history of our civilization for over three hundred years. They have contributed to many divisions, conflicts, and even wars. Contributions that have sought to reconcile the two domains have largely used the cultural approach in trying to solve this problem. The approach used in this essay views faith and reason from the perspective of cognitive operations. It shows that viewed (...) from this perspective, faith and reason emerge as two aspects of the process of creation of new levels of organization that takes place in the human mind. The essay correlates faith and reason with such cognitive operations as equilibration and the production of disequilibrium. This approach shows that there is no fundamental ontological contradiction between faith and reason, and that cooperation between them is not only possible but is actually essential for sustaining our mental work and the survival of our civilization. (shrink)

Explaining agency is a significant challenge for those who are interested in the sciences of the mind, and non-representationalists are no exception to this. Even though both ecological psychologists and enactivists agree that agency is to be explained by focusing on the relation between the organism and the environment, they have approached it by focusing on different aspects of the organism-environment relation. In this paper, I offer a suggestion for a radical embodied account of agency that combines ecological psychology with (...) recent trends in enactive cognitive science. According to this proposal, while enactivism focuses primarily on describing how our acquired sensorimotor schemes and habits mutually equilibrate, affecting our tendency to act upon some affordances instead of others, ecological psychology focuses on studying how perceptual information contributes to the actualization of the sensorimotor schemes and habits without mediating representations, inferences, and computations. The paper concludes by briefly exploring how this ecological-enactive theory of agency can account for how socio-cultural norms shape human agency. (shrink)

The main goal of this article is to use the epistemological framework of a specific version of Cognitive Constructivism to address Piaget’s central problem of knowledge construction, namely, the re-equilibration of cognitive structures. The distinctive objective character of this constructivist framework is supported by formal inference methods of Bayesian statistics, and is based on Heinz von Foerster’s fundamental metaphor of objects as tokens for eigen-solutions. This epistemological perspective is illustrated using some episodes in the history of chemistry concerning the definition (...) or identification of chemical elements. Some of von Foerster’s epistemological imperatives provide general guidelines of development and argumentation. (shrink)

Philosophy begins and ends in disagreement. Philosophers disagree among themselves in innumerable ways, and this pervasive and permanent dissent is a sign of their inability to solve philosophical problems and establish substantive truths. This raises the question: What should I do with my philosophical beliefs in light of philosophy's epistemic failure? In this open-access book, János Tozsér develops four possible answers into comprehensive metaphilosophical visions and argues that we cannot find peace either by committing ourselves to one of these visions (...) or by abandoning our philosophical beliefs. Tozsér calls this disheartening insight "the experience of breakdown", making the case that philosophy's truth-seeking and justificatory tools are unsuitable for establishing truths. Shedding light on the epistemic status of our philosophical beliefs, Tozsér adopts a broad approach to assess the metaphilosophical visions used by philosophers to interpret their own activity and determine their epistemic self-esteem. Open access was funded by the Research Centre for the Humanities, Hungary. (shrink)

A question arising from the COVID-19 crisis is whether the merits of cases for climate policies have been affected. This article focuses on carbon pricing, in the form of either carbon taxes or emissions trading. It discusses the extent to which relative costs and benefits of introducing carbon pricing may have changed in the context of COVID-19, during both the crisis and the recovery period to follow. In several ways, the case for introducing a carbon price is stronger during the (...) COVID-19 crisis than under normal conditions. Oil costs are lower than normal, so we would expect less harm to consumers compared to normal conditions. Governments have immediate need for diversified new revenue streams in light of both decreased tax receipts and greater use of social safety nets. Finally, supply and demand shocks have led to already destabilized supply-side activities, and carbon pricing would allow this destabilization to equilibrate around greener production for the long-term. The strengthening of the case for introducing carbon pricing now is highly relevant to discussions about recovery measures, especially in the context of policy announcements from the European Union and United States House of Representatives. Key Policy Insights: • Persistently low oil prices mean that consumers will face lower pain from carbon pricing than under normal conditions. • Many consumers are more price-sensitive during the COVID-19 context, which suggests that a greater relative burden from carbon prices would fall upon producers as opposed to consumers than under normal conditions. • Carbon prices in the COVID-19 context can introduce new revenue streams, assisting with fiscal holes or with other green priorities. • Carbon pricing would contribute to a more sustainable COVID-19 recovery period, since many of the costs of revamping supply chains are already being felt while idled labor capacity can be incorporated into firms with lower carbon-intensity. (shrink)

Tensions between the domain of reason and the domain of faith have been one of the most controversial issues in the history of our civilization for over three hundred years. They have contributed to many divisions, conflicts, and even wars. Contributions that have sought to reconcile the two domains have largely used the cultural approach in trying to solve this problem. The approach used in this essay views faith and reason from the perspective of cognitive operations. It shows that viewed (...) from this perspective, faith and reason emerge as two aspects of the process of creation of new levels of organization that takes place in the human mind. The essay correlates faith and reason with such cognitive operations as equilibration and the production of disequilibrium. This approach shows that there is no fundamental ontological contradiction between faith and reason, and that cooperation between them is not only possible but is actually essential for sustaining our mental work and the survival of our civilization. (shrink)

This paper concerns Jean Piaget's (1896–1980) philosophy of science and, in particular, the picture of scientific development suggested by his theory of genetic epistemology. The aims of the paper are threefold: (1) to examine genetic epistemology as a theory concerning the growth of knowledge both in the individual and in science; (2) to explicate Piaget's view of ‘scientific progress’, which is grounded in his theory of equilibration; and (3) to juxtapose Piaget's notion of progress with Thomas Kuhn's (1922–1996). Issues of (...) scientific continuity, scientific realism and scientific rationality are discussed. It is argued that Piaget's view highlights weaknesses in Kuhn's ‘discontinuous’ picture of scientific change. (shrink)

Metaphysicians frequently appeal to intuition. But when is that appeal useful? I consider that question by focusing on our existential intuitions. In particular, I want to go some way to answering the question of whether, and when, appeal to existential intuitions is useful, by consid-ering the issue in the light of an argument for unrestricted composition. This argument appeals to a difference in the extent to which restricted and unrestricted compositionalists appeal to existential intuitions, and concludes that at the very (...) least, restricted compositionalists are on shak-ier epistemic ground than unrestricted compositionalists. Having outlined this argument for unrestricted composition, I con-sider the nature of the unrestricted existential quantifier in the context of three different metaphysical scenarios about the way the world might be: scenarios that differ with respect to whether the metaphysics of a world completely or uniquely settles the division of that world into ob-jects. I argue that appeal to intuition is not only useful but necessary if we are to determine the intension of ‘exists’ and hence its extension at any given world. But this appeal is not simply an appeal to our brute ex-istential intuitions—our dispositions actually to quantify over a certain domain. Rather, it requires equilibration over a set of worlds in which we consider our ‘quantificational’ dispositions in each world, where, importantly, included in this set of worlds are worlds in which the meta-physics differently settles the division of those worlds into objects. Ul-timately, I argue, our dispositions yield various conditional claims about our concept <existence>. These are conditional claims of the most ab-stract kind: they tell us, for instance, that if there is some natural, unique division of our world into objects, then the unrestricted quantifier ranges over all and only the objects in that domain. But, I will argue, our untu-tored, world-bound dispositions are no guide at all to what actually ex-ists even on the supposition that metaphysics alone does not uniquely or completely settle a natural division of our world into objects. Hence they are no guide to the nature of composition. And to the extent that certain restricted compositionalist views depend on such intuitions, so much the worse for them. Or so I shall argue. (shrink)

L’humanité est devenue facteur d’évolution au niveau planétaire. En complexifiant toujours plus les modalités de ses relations avec l’environnement, elle pense trouver dans la science l’outil principal de son développement et en définitive de sa survie. La science, en effet, est un système d’acquisition de connaissances qui génère une interprétation systématique et rationnelle du monde naturel ethumain, jamais définitive et en renouvellement continu. En tant qu’explication rationnelle des phénomènes naturels et sociaux, elle nous permet de raffiner sans cesse la compréhension (...) de notre place et notre rôle dans le monde. Au vu des enjeux inhérents à l’exploitation des acquis scientifiques et de leurs conséquences sur la vie des populations humaines et sur les équilibres biosphériques, continuer à imaginer que les scientifiques vivent isolés dans une sorte de tour d’ivoire de la connaissance, éloignée de l’agitationde la πόλις, signifie ignorer que la responsabilité sociale est consubstantielle à l’activité de la science. Un scientifique ne vit pas dans un vacuum social, il est porteur de valeurs sociales dans la sphère scientifique. En même temps, il véhicule dans la sphère sociale des valeurs qui découlent de son activité. Si, d’une part, son rôle est celui de développer des connaissances qui soient à la fin du processus d’enquête scientifique exemptes de la marque de la subjectivité, d’autre part, pendant ce processus les valeurs s’affrontent en laissant le dernier mot aux tests expérimentaux et observationnels propres à la méthode scientifique. En dernière analyse, ce sera la réalité phénoménologique qui tranchera vis-à-vis des multiples modèles et constructions épistémiques, plus ou moins imprégnés de valeurs, soumis par l’ensemble de la communauté scientifique. La Conférence générale de l’Organisation des Nations-Unies pour l’éducation, la science et la culture (UNESCO), réunie à Paris en 1974, a adopté la Recommandation concernant la condition des chercheurs scientifiques, où ont été définis normes et principes pouvant servir de guide pour optimiser l’activité de recherche et les conditions de sa mise en place. Au vu de la complexité toujours croissante des relations entre la science et la société, la Commission nationale française pour l’UNESCO (CNFU) a été consultée sur la mise à jour de la Recommandation en focalisant son attention sur la question de la responsabilité morale des scientifiques dans l’exercice de leur profession. (shrink)

Partout des appels formels invoquant la démocratie sont lancés : la démocratie comme première condition requise pour une gouvernance politique respectueuse des intérêts des citoyens et des équilibres de l’environnement. En même temps, une multitude d’indices convergents configurent une gestion de la res publica par une caste oligarchique politico-économique dont la propension à gérer les ressources environnementales se caractérise par l’absence de prise en compte du bien commun sur la base d’intérêts particuliers sans tenir compte des équilibres biosphériques (Bergandi, 2014 (...) : 63-81). Quel est le rôle des sciences et des scientifiques dans un tel contexte? Ou plus précisément, quel est le rôle des sciences et des scientifiques dans des questions à l’interface entre science et société, générant des controverses socio-scientifiques? Jusqu’à quel point les sciences peuvent-elles encore effectivement incarner l’idéal de la neutralité axiologique, durablement implanté par le positivisme à partir du XIXe siècle à la fois dans l’éthique scientifique et dans l’inconscient des scientifiques, telle une constante, apparemment inéliminable, de la science? Est-il possible de trouver un juste équilibre (épistémique et éthique) entre objectivité scientifique d’un côté, engagement moral et politique de l’autre? L’idée de « sciences impliquées » est-elle une forme de pensée oxymorique cachant un non-sens épistémologique? Ou bien, exprime-t-elle un besoin, une nécessité à la fois épistémique, éthique et politique qui nous permettrait de mieux cerner les innombrables et complexes enchevêtrements entre les sciences contemporaines et la société?[. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:What's so Important about Music Education?Leonard TanJ. Scott Goble, What's so Important about Music Education? (New York, NY: Routledge, 2010)In What's so Important about Music Education, J. Scott Goble proposes a new philosophical foundation for music education in the United States based on the theory of semiotics by American pragmatist Charles Sanders Peirce. Following a brief summary, I will note several merits in Goble's book before sketching four (...) recommendations for future editions.In Chapter One, Goble notes how the inclusion of non-Western musics in the public schools as espoused in the 1967 Tanglewood Declaration has raised two crucial questions: "Whose music should be included in the curriculum?" and "What is the role or social importance of public school music education in the United States as a postmodern society?" Noting that music education was established in the United States during the modern era, and that the Tanglewood Declaration did not account for vast differences in beliefs about music, Goble argues that there is a need to establish a new philosophical foundation that can accommodate the varied beliefs and practices of diverse cultural groups in postmodern United States.In Chapter Two, Goble sketches and critiques five cultural anthropologists. Of the five, he singles out Clifford Geertz's conception of culture as "semiotic [End Page 201] webs" (p. 20) as the conceptual foundation that is appropriate for this study. He then links Geertz's notion of culture to the semiotic theory of C. S. Peirce which is to become the theoretical underpinning of the book. Subsequently, he unpacks many key Peircian themes: human conceptions are maintained not individually but collectively in cultural groups, provisional truth (as opposed to absolute Truth) is relative and dependent on conceptions of communities, and the scientific method is the sole mode of inquiry by which people in communities may use to satisfy their doubts to formulate beliefs. Most importantly, Goble expounds the "pragmatic maxim" that since humans live in communities united by common beliefs, "the 'clear' meaning of an idea held by a member of the community will almost inevitably stem from the beliefs—or ways of understanding—held by members of that community" (p. 30). Goble concludes the chapter by presenting the Peircian semiotic system of cognition which posits that a "sign" is conceptualized in a triadic relationship: the Sign or "Firstness," the Object or "Secondness," and the Interpretant or "Thirdness" (p. 33).In Chapter Three, Goble considers how music is a sign based on the theoretical framework laid in Chapter Two. Drawing on the work of ethnomusicologists, anthropologists, psychiatrists, and a neuroscientist, he formulates a Peircian pragmatic approach to musical practices which posits that "the musical practices of different cultural communities represent a diverse cluster of community-specific ritualized behaviors involving sound" (p. 252). Furthermore, each of the musical practices "serves those persons who meaningfully participate in it as a means of psychophysiological, psychosocial, and/or sociopolitical equilibration relative to the worldview—or ordered conception of Reality—they tacitly share" (p. 252). For Goble, this pragmatist conception of musical practices is neither ethnocentric, universalist, nor relativist, and can serve as a conceptual framework for all diverse musical practices in postmodern United States.With the Peircian pragmatic conception in mind, Goble examines historical factors that contributed to current conceptions of music in the United States in Chapter Four. He laments that as a result of European Enlightenment and three socio-political phenomena in the United States (the separation of church and state, promotion of no other worldview than democracy, and adoption of democratic capitalism), music is no longer pragmatically oriented but trivialized and pursued by self-serving musicians.In Chapter Five, Goble traces the philosophical justifications for music education throughout the history of the United States. While the sign "musical practice" was conceptualized as "worship" in colonial America, the sign "music" was conceived as "art" during the age of Enlightenment, and as "product" during the age of science and technology. Noting that Bennett Reimer's music education as aesthetic education is limited in its Western focus on music as works [End Page 202] of artistic objects, Goble aligns his Peircian conception along praxial lines—in particular, with... (shrink)

This essay examines Qoheleth’s Catalogue of the Times poem in Eccl 3:2–8. I argue that the two most common scholarly interpretations of the poem’s overall meaning fail to sufficiently account for its literary context and that an underdeveloped alternative reading is to be preferred. When we read the poem in light of two other closely related passages, 1:4–11 and 3:9–15, it becomes clear that a poem ostensibly about “time” is much less concerned with “timing” than is typically thought, but instead (...) signifies Qoheleth’s frustration with the inevitable equilibrating tendency embedded into every human task. (shrink)

La régularité est traitée non pas comme une propriété primitive de certains événements du monde, mais comme une relation d'implication entre une situation S et une événement E. La régularité, aussi bien dans les descriptions du monde que dans les comportements, n'est pas expliquée en termes de règles abstraites (il n'a a pas un "secret de la règle" à percer) mais à travers ses trois manifestations : conventions, règles individuelles et énoncés normatifs. Table des matières : I. De la régularité (...) en général : 1. Régularité et répétition - 2. Régularité et causalité - 3. Régularité et probabilité - 4. Régularité et nécessité - 5. La régularité comme relation irréductible - 6. Régularités sans « règle abstraite » : conventions, règles individuelles et énoncés normatifs ; II. Conventions : 1. Un sens restreint pour le terme - 2. Les conventions et l’équilibre par coordination - 3. Connaissance partagée et intersubjectivité - 4. La construction des représentations intersubjectives - 5. Représentations langagières intersubjectives et comportements non langagiers 6. Les conventions et la connaissance de la situation S 7. Les limites des conventions ; III. Règles individuelles : 1. La place de la « règle individuelle » parmi les comportements réguliers - 2. L’observateur extérieur et ses limites face à la régularité - 3. Un exemple de règle individuelle vue de l’intérieur - 4. Règle individuelle vs. convention - 5. La convergence des règles individuelles - 6. La « normativité » dans sa manifestation la plus élémentaire ; IV. Énoncés normatifs : 1. Les énonces normatifs portant sur nos comportements et sur nos représentations - 2. La « force » des énoncés normatifs : leur forme, leur source ou leur implantation - 3. La force des énoncés normatifs scientifiques est dans leur forme - 4. La force des énoncés normatifs moraux n’est pas dans leur forme - 5. Les énoncés normatifs moraux et les règles individuelles - 6. Source et implantation des énoncés normatifs scientifiques . (shrink)

The competence is the second must important need for a person, after autonomy. The competence is an indicator for a social integration, for quality of participation in groups. The current definition of competence used in education is proposed from a III- stage of culture, but our definition is from V cultural stage (David Logan). In our work we compare the human condition with the light. We are in the same time individual person and also parts in a supra-individual systems. Between (...) this two position we must found the middle way to be and act. From modern physical theory to religion, from Heidegger to Patsy Rodemburg Presence, from Berne transactional analyse Buber I-Tou and nonviolent communication, from classical education limits to modern coaching perspective (Tim Gallwy), the most important cultural point of view is integrated in a equilibrated perspective that respect individual condition and understand the importance of cultures. I recognized three level of participation - to itself, in relation and to social systems cultures. After introduction that present this new perspective, the part two is dedicated to personal perspective, the next part to relation, including unconditional love, and the four part to culture importance. In the last part I try to take a look to the competence development. (shrink)