The second half of the 20th century may fairly be considered a golden age for the study of ancient philosophy. This period witnessed the creation of four English-language journals for specialists and two professional societies. Throughout this period there were numerous regional and national conferences, reading groups, NEH-sponsored summer seminars and institutes on various aspects of ancient thought, successful graduate programs in ancient philosophy at a sizable number of American universities, and a steady supply of jobs for specialists in the (...) field. Seminal studies by Gregory Vlastos and G.E.L. Owen stimulated broad interest in ancient Greek philosophy by showing how the methods and issues explored by ancient thinkers were relevant to contemporary philosophical debates. On a less happy note, in recent years some influential analytic philosophers have discounted the value of work in the history of philosophy, and public funding for philosophy, along with other humanities fields, has declined sharply. -/- . (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)

There is a worry about the intellectual legitimacy of philosophy. Although the sciences have a progressive history, with later theories largely building on earlier ones, and a tremendous amount of agreement within the scientific community about the approximate truth of current theory, philosophy is different. We do not see a progressive history of philosophical theorizing, and there is little agreement within the philosophical community about which theories are even roughly correct. This not only encourages a certain skepticism about the (...) possibility of philosophical knowledge, but a real question about whether the activity of philosophical theorizing is intellectually legitimate. It is argued here that there are features of a naturalistic methodology in philosophy which have the resources to respond to these concerns. (shrink)

This article derives from data collected over a six-month period between February and August 2022. Its sampling pertains to members of two general Twitter Lists of philosophy professionals: “Philosophers on Twitter”, limited to a maximum of 4500 active accounts, and “Philosophers”, restricted to accounts surpassing 1000 followers and currently including over 1,100 individuals. The totality of members of these two Lists is referenced in this article as “Philosophy Twitter”. -/- Data was collected in five principal ways from members of these (...) two Lists: 1) Monitoring the List streams, 2) addressing members, including following, retweeting, liking, endorsing, asking, commenting, and replying, 3) probing members’ Twitter activities in their Profiles (“Tweets & replies”), 4) reviewing members’ Twitter Bios, CVs, professional profiles, and websites, and 5) network analysis of members’ quantitative and qualitative association and interaction profiles. -/- The study of this material aimed at revealing interpersonal social structures and processes of philosophy professionals by their Twitter conduct. Its personal purview focused on creators, teachers, researchers, and students and thus excepted schools, colleges, universities, formal associations, and publishers. Particular attention was given to gaining insights on substantive orientation, cooperation, and constructive dialogue versus hierarchic and tribal characteristics. (shrink)

In the traditional sense, a work of art creates an illustration of the outside world, or of a certain text or doctrine. Sometimes it is considered that such an illustration is not literal, but is an interpretation of what is visible, or an interpretation of a certain literary or ideological message. It can also be assumed that a work of art creates its own visual world, a separate story or a separate philosophical statement. The Parc de La Villette represents the (...) last of these possibilities: it is a philosophical statement that develops the premises derived from poststructuralist philosophies and the philosophy of deconstruction. The uniqueness of its being status, however, is that it does so not only at the level of the theoretical assumptions, but also through its functioning as an active philosophical work. This means that a park is a happening philosophy. Its activity, however, does not refer only to the present tense, but is also an attempt to penetrate the future, all otherness and impossibility. This kind of activity assumes that the work, in a sense, does not yet fully exist, but is also still produced in the processes of its interpretation. The theoretical foundations of the park included texts by Bernard Tschumi, in which he questioned traditional ways of creating a work of architecture, postulating in return the use of a long series of negations, which were comparable to the crisis of metaphysics characteristic of contemporary philosophy. It is therefore no coincidence that the publication containing Tschumi’s theoretical text on Parc de La Villette was accompanied by an essay by Jacques Derrida developing some of the architect’s concepts. The next step in integrating philosophy into the process of park design was a series of discussions between Peter Eisenman and Derrida, who completely moved the creation of the park into the world of thoughts, without accentuating the need for their realization in the material reality. The main topic of these discussions was the problem of the chôra, which was taken up by later commentators and used to interpret the park as a work in which the philosophy of the beginning is manifested relating to issues of politics, morality and religion. The park was therefore interpreted as a space of invention within the scope of creating new rules of functioning of the community and democracy. Thinking about the political future may, however, exceed the horizon of ordinary expectations. Although philosophical thought is always connected with contemporary problems and metaphysics sometimes intertwines with current politics, yet at the same time the customs of philosophy also include crossing horizons and thinking about absolute otherness and impossibility. Initially, the chôra, différance, Absolute Otherness (tout autre) and the Impossibile were concepts of pure philosophy of atheistic character, but with the further development of the discussion, more and more theological motifs began to emerge. One of the reasons for this phenomenon was the fact that radical negations of all being, which were contemplated in contemporary philosophy (by Heidegger and Derrida, among others), had previously been manifested in negative and apophatic theologies (by Master Eckhart, among others). Also the category of the “Other”, taken from Emmanuel Levinas, was clearly connected with the thought about God. A further reason for connecting the chôra with the theological thought was the interest in the philosophy of deconstruction expressed by some theologians. Caputo in particular managed to persuade Derrida to participate in discussions on the current status of religion. In the late period of Derrida’s writing, further statements on religious topics appeared. All these reasons led to posing a question about the identity of the chôra and God. Although there were no satisfactory conclusions on this issue, the discussion was also important to create an interpretation of the park as a place of worship. The chôra, representing, according to Plato, the preoriginal emptiness is the place of every beginning, but it turns out that it is not neutral to the being created in it. The chôra deposits itself in every being as an irremovable beginning that interferes with its stability. The chôra, therefore, forces us into a palintropical movement, but it also turns out to be a pure compulsion, an erring necessity and a fundamental force from which, in the human perception, motifs useful to the individual and to the community are extracted. All definitions of this force, including its anthropomorphisation, are formulated in such a way that they allow for building private and collective morality upon them. Such definitions are changed depending on variable political situations. It is difficult to determine whether in the processes of changes in the formulation of “God’s names” any essential value is retained, which is not subject to change. The current definitions of the chôra (God?), which can be found, for example, in the philosophy of Caputo, stress that she is a combination of various and contradictory forces. This characteristic inherits much of Plato’s concept, reminds us of Master Eckhart’s views on Gottheit and, at the same time, is not unfamiliar to Tschumi, whose essays were an apologia of contradictions. The current concept of chôra, transferred into the sphere of politics, is the praise of social diversity and the protection of the difference from the forces of order. In the Parc de La Villette, the future community and democracy were elevated as a system of safe existence of individuals in all their singularity. The park is a temple of a future community in which individual beings have nothing in common. (shrink)

This book gives an account of work that I have done over a period of decades that sets out to solve two fundamental problems of philosophy: the mind-body problem and the problem of induction. Remarkably, these revolutionary contributions to philosophy turn out to have dramatic implications for a wide range of issues outside philosophy itself, most notably for the capacity of humanity to resolve current grave global problems and make progress towards a better, wiser world. A key element of (...) the proposed solution to the first problem is that physics is about only a highly specialized aspect of all that there is – the causally efficacious aspect. Once this is understood, it ceases to be a mystery that natural science says nothing about the experiential aspect of reality, the colours we perceive, the inner experiences we are aware of. That natural science is silent about the experiential aspect of reality is no reason whatsoever to hold that the experiential does not objectively exist. A key element of the proposed solution to the second problem is that physics, in persistently accepting unified theories only, thereby makes a substantial metaphysical assumption about the universe: it is such that a unified pattern of physical law runs through all phenomena. We need a new conception, and kind, of physics that acknowledges, and actively seeks to improve, metaphysical presuppositions inherent in the methods of physics. The problematic aims and methods of physics need to be improved as physics proceeds. These are the ideas that have fruitful implications, I set out to show, for a wide range of issues: for philosophy itself, for physics, for natural science more generally, for the social sciences, for education, for the academic enterprise as a whole and, most important of all, for the capacity of humanity to learn how to solve the grave global problems that menace our future, and thus make progress to a better, wiser world. It is not just science that has problematic aims; in life too our aims, whether personal, social or institutional, are all too often profoundly problematic, and in urgent need of improvement. We need a new kind of academic enterprise which helps humanity put aims-and-methods improving meta-methods into practice in personal and social life, so that we may come to do better at achieving what is of value in life, and make progress towards a saner, wiser world. This body of work of mine has met with critical acclaim. Despite that, astonishingly, it has been ignored by mainstream philosophy. In the book I discuss the recent work of over 100 philosophers on the mind-body problem and the metaphysics of science, and show that my earlier, highly relevant work on these issues is universally ignored, the quality of subsequent work suffering as a result. My hope, in publishing this book, is that my fellow philosophers will come to appreciate the intellectual value of my proposed solutions to the mind-body problem and the problem of induction, and will, as a result, join with me in attempting to convince our fellow academics that we need to bring about an intellectual/institutional revolution in academic inquiry so that it takes up its proper task of helping humanity learn how to solve problems of living, including global problems, and make progress towards as good, as wise and enlightened a world as possible. (shrink)

It would be terrible for us if humanity ceased to exist after we all die. But of course, eventually humanity will go out of existence. Does this result in a vicious regress if our flourishing hangs on what happens after us? Mark Johnston thinks so. In this note, I explain how Johnston's objection can be avoided. Briefly, our activities have a meaning horizon that extends for some generations after us. What matters is that we make a positive difference (...) to the lives of those generations, not that they themselves necessarily flourish. (shrink)

Sustainability science seeks to extend scientific investigation into domains characterized by a distinct problem-solving agenda, physical and social complexity, and complex moral and ethical landscapes. In this endeavor it arguably pushes scientific investigation beyond its usual comfort zones, raising fundamental issues about how best to structure such investigation. Philosophers of science have long scrutinized the structure of science and scientific practices, and the conditions under which they operate effectively. We propose a critical engagement between sustainability scientists and philosophers of science (...) with respect to how to engage in scientific activity in these complex domains. We identify specific issues philosophers of science raise concerning current sustainability science and the contributions philosophers can make to resolving them. In conclusion we reflect on the steps philosophers of science could take to advance sustainability science. (shrink)

Michael Marder in Dump Philosophy claims that that there has been so much dumping with modern civilization that we now live in a dump, with those parts of our environment not contaminated by dumping, now rare. The growth of the dump is portrayed as the triumph of nihilism, predicted by Nietzsche as the outcome of life denying Neoplatonist metaphysics. Marder’s proposed solution, characterized as “undumping”, is to accept the dump and to promote reinterpretations and informal communities within the dump. It (...) is argued here that Marder provides great insight into our current situation and its causes; however, his proposed solution is too weak. To respond to the situation described, it is argued, it is necessary to distinguish between healthy and unhealthy dumping, or more broadly, healthy and unhealthy participation in nature. To make this distinction, it is necessary see humans as ecosystems and components of ecosystems, including the global ecosystem, as these have been characterized by anti-reductionist ecologists. Ecosystems can be healthy or unhealthy. Dumping and dumps should be identified as problematic outputs when they damage the health of ecosystems. The products of human activity not destined to be consumed or used for further productive activity, can then be identified and judged according to whether they augment or damage ecosystems’ health. Dumping should be severely restricted. This should be associated with making a commitment to life and its value, and living to augment life, developing the social and economic forms and institutions that facilitate living in this way. (shrink)

The study of race and racism is an area of growth in philosophy. The quantity of research published under the banner of ‘the philosophy of race’ is increasing; research monographs and edited collections are appearing in greater numbers, and there is even a noticeable though still lamentably small increase in the number of professional posi- tions being advertised in the philosophy of race. However, one notable feature of this research is how much it focuses upon the racial context of the (...) USA. Most of its active and prominent researchers are based in the USA, nearly all new posts with designated research specialisms in race are at universities in the USA, and most of its key research questions are framed in the racial idiom and social context of the contemporary USA. In many respects, this is a good thing: if the philosophy of race cannot find fertile ground in the USA, there is little hope of it flourishing anywhere. However, this emphasis on the US context may have a negative side too. (shrink)

We are going to present a panorama of Byzantine Philosophy. As starting point should be considered the Patristic Thought, which preceded the Byzantine Philosophy and was established in the first centuries A.D. into the Greek-Roman world. It was based on the Old and New Testament, the apostolic teachings, as well as on Judaism and Greek Philosophy. Also, the Ancient Oriental Religions – especially those of the Greek-Roman period, i.e. the Gnosticism- exerted an influence on it. The Patristic Thought and the (...) Ancient Greek Philosophy were the two main pedestals of Byzantine Philosophy. But, we cannot separate completely Patristic thought from the Byzantine Philosophy, first because the Byzantine Philosophy used all the corpus of the preceded texts of the Church Fathers and second because the Patristic Thought was continued to the end of Byzantium in interaction with Byzantine Philosophy. When we use he term Byzantine Philosophy we refer to the ideological currents that flourished from the 9th century till the 15th in the geographical area of the Greek East. Its main task was the quest for truth from the metaphysical point of view. In this era we have not only commentaries and scholastic works, but also an assimilation of the previous philosophical and scientific developments in purpose of an interior evolution. The opposition to, and the use of, the Western scholasticism were also another two special characteristics of Byzantine Thought. The use of the logical works of Aristotle and the metaphysics of Plato made up its main theoretical body, always in relation to the Christian dogmas. The logical, metaphysical, cosmological, ethical, aesthetical and anthropological subjects were closely connected with the fixed Christian view of the World, God and Man. But despite the influence of the Christian religion and the Aristotelic, Platonic, Stoic, Neoplatonic etc. teachings, today we can arrive at the conclusion that from the ninth through the fifteen century a relative autonomy of Philosophy in Byzantium was emerged. Also, the Philosophical thought in Byzantium gave some new solutions to the old problems and dared sometimes to proceed in new rational, mystical or even empirical elaborations of original philosophical questions. (shrink)

In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education has become a (...) tool to achieve efficiency in all walks of human life whether social, political, religious or philosophical. Every nation started developing its own specific set of educational values. For India it is very necessary to increase philosophical thinking study and research. Philosophy could make significant contribution, particularly in relation to children’s moral development because the Indian curriculum currently neglects this aim. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them in these activities. Philosophy needs to be included in the curriculum and have demonstrated cognitive and social gains in children who were explored to philosophy in their schooling. (shrink)

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...) provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to 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. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

The philosophy of nature operates as one complete and systematic aspect of Schelling’s philosophy in the years 1797-1801 and as complement to Schelling’s transcendental philosophy at this time. The philosophy of nature comes with its own, naturalistic epistemology, according to which human natural productivity provides the basis for human access to nature’s own productive laws. On the basis of one’s natural productivity, one can consciously formulate principles which match nature’s own lawful principles. One refines these principles through a process of (...) experimentation, which relies on the human being’s naturalness in productivity. By making natural activity central to knowledge, Schelling takes seriously the naturalness of humans, without denying the dramatic shift that occurs when consciousness and rationality factor into experience. This epistemology can thus be fruitfully put in conversation with current philosophical discussions of mind and nature, in that it offers a naturalized account of mind which does not suffer from the typical weaknesses of a contemporary Kantian or Hegelian account. The paper thus concludes with a discussion of John McDowell’s Mind and World, and shows how Schelling’s philosophy can resolve some tensions in that work. (shrink)

The importance of the philosophy education program for children and its implementation was investigated within the framework of this study. Philosophy for Children (P4C) is a program introduced and developed by Matthew Lipman. The building blocks of Philosophy Education for Children are education, philosophy and children. In this respect, the current study analyzed the place and importance of education, philosophy, the child in history, and various related implementations, as well as how they have evolved through the ages. The (...) class='Hi'>current study delved into John Dewey's Democratic Education Model, which influenced Matthew Lipman's educational ideas and constituted the content of the Philosophy Education Program for Children. Human beings, who are distinguished from all other animals by intelligence, interact with philosophy and psychology as well as with society due to living within a state and a nation by means of experience with the world he lives in. This interaction between experience, psychology, and philosophy was discussed as a whole in John Dewey's Democratic Education Model. Philosophy Education Program for Children aims to develop upper-level thinking skills, think creatively, analyze in detail, defend ideas with justifications, and respect different opinions with philosophical activities accompanied by a sense of curiosity in children. In this regard, the activities implemented to achieve these goals were explored. (shrink)

Perception is our primary means of accessing the external world. What is the nature of this core mental process? Although this question is at the center of scientific research on perception, it has also long been explored by philosophers, who ask fundamental questions about our capacity to perceive: Do our different senses represent the world in commensurable ways? How much of our environment can we be aware of at one time? Which aspects of perception are ‘objective’, and which ‘subjective’? What (...) properties count as perceptual in the first place? Although these parallel research programs typically proceed independently in contemporary scholarship, previous eras recognized more active collaboration and interaction across philosophical and scientific approaches to perception. Here, we review an emerging research focus that has begun to reunite these approaches, by putting several long-standing philosophical questions to empirical test. Unlike more general sources of philosophical inspiration, the work described here draws a direct line from a prominent philosophical conjecture or thought experiment about perception to a key test of that question in the laboratory—such that the relevant experimental work would not (and even could not) have proceeded as it did without the preceding philosophical discussion. Finally, we explore themes arising from these successful interactions, and point to further philosophical questions that might be amenable to empirical approaches. (shrink)

Some sensory experiences are pleasant, some unpleasant. This is a truism. But understanding what makes these experiences pleasant and unpleasant is not an easy job. Various difficulties and puzzles arise as soon as we start theorizing. There are various philosophical theories on offer that seem to give different accounts for the positive or negative affective valences of sensory experiences. In this paper, we will look at the current state of art in the philosophy of mind, present the main contenders, (...) critically compare and contrast them. In particular, we want to examine how they handle the reason-giving power of affective states. We will look into two representationalist proposals (Evaluativism and Imperativism) and a functionalist proposal, and argue that, contrary to their own advertisements, the representationalist proposals don’t have good accounts of why and how sensory affect can motivate, rationalize, and justify subsequent behavior and intentional mental activity. We will show that our own functionalist proposal does a much better job in this regard, and that when the representationalist proposals are modified to do a better job, they fare better not because of their representationalist credentials but due to their functionalist ones. (shrink)

In this chapter, we discuss a selection of current views of the neural correlates of consciousness (NCC). We focus on the different predictions they make, in particular with respect to the role of prefrontal cortex (PFC) during visual experiences, which is an area of critical interest and some source of contention. Our discussion of these views focuses on the level of functional anatomy, rather than at the neuronal circuitry level. We take this approach because we currently understand more about (...) experimental evidence at this coarse level and because these results are appropriate for arbitrating between current theoretical frameworks. We discuss the Two-Visual-Systems Hypothesis (Milner & Goodale 1995; 2006), Local Recurrency (Lamme 2010; Lamme 2006), Higher Order (Lau 2008; Lau & Rosenthal 2011) and Global Workspace theories (Baars 1997; Baars 2005; Dehaene & Naccache 2001; Dehaene 2014). Despite the apparent stark differences between conscious and unconscious perceptual processing, available evidence suggests that their neural substrates must be largely shared. This indicates that the difference in neural activity between conscious and unconscious perceptual processing is likely to be subtle and highly specialized. We argue that current experimental evidence about the involvement of specific activity in prefrontal cortex supports the higher order neural theory of consciousness. In consequence, imaging techniques that focus only on marked differences between conscious and unconscious level of activity are likely to be insensitive to the relevant neural activity patterns that underlie conscious experiences. Finally, it follows from the evidence we discuss that the functional advantages of conscious over unconscious perceptual processing may be more limited than commonly thought. (shrink)

Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how (...) we might share this with undergraduate students. For many of us in philosophy and dance, a large number of the students we teach are neither philosophy nor dance majors. As such, we are familiar with the challenge of convincing our students to care about our fields. Both philosophy and dance, qua disciplines on a college campus, face similar challenges. These disciplines are often deeply misunderstood, frequently presumed to be “impractical” (a powerful, but confused objection), intimidating, and frivolous. In this chapter, we offer an account of the course we co-taught at Southern Utah University in the Spring of 2016 titled “Movement and Space” as a rough framework for how to introduce the intersection between philosophy and dance to students. We simultaneously attempted to break students of their misconceptions about philosophy and dance, and worked to engage students and professors alike in a truly interdisciplinary educational experience. Treating philosophy as an embodied endeavor, and employing philosophical concepts through the act of dance encouraged students and faculty alike to rethink the fundamental nature of aesthetics. (shrink)

This article is intended as a contribution to the current debates about the relationship between politics and the philosophy of science in the Vienna Circle. I reconsider this issue by shifting the focus from philosophy of science as theory to philosophy of science as practice. From this perspective I take as a starting point the Vienna Circle’s scientific world-conception and emphasize its practical nature: I reinterpret its tenets as a set of recommendations that express the particular epistemological attitude in (...) which both the Vienna Circle’s (doing) philosophy of science and its political engagement were rooted. -/- Regarding politics, and referring to new primary sources, I reconstruct how the scientific world-conception placed the Vienna Circle within a neoliberal-socialist political network that pursued concrete political aims. In light of my reconstruction I shall argue that neither the Vienna Circle’s alleged ethical noncognitivism nor its alleged adhesion to the Weberian ideal of a value-free science rules out the possibility of ascribing to the Vienna Circle a politically engaged philosophy of science: the case of the Vienna Circle shows how philosophy of science, as a public activity, can itself become a form of political engagement, even without necessarily entailing a theory of objective values. (shrink)

Jewish philosophy has seen better days. It has been quite a while since the discipline of Jewish philosophy enjoyed the respect of the wider philosophical community, and an obvious question is what are the reasons for this state of things? Providing a detailed and thorough answer to this question is beyond the scope of the current chapter. Still, I would like to contribute here a few ideas that might shed some light on the current predicament and its causes. (...) Such an attempt is timely because the current moment in the development of Anglo-American philosophy is impregnated with a promise – which I hope is sincere – to turn the study of philosophy and the history of philosophy into an inclusive and genuinely universal field of inquiry, shared equally by all human beings, rather than an imposition of the prevalent beliefs of white Christian European males. A study of philosophy that is genuinely ecumenical could profit enormously from the encounter and dialogue with the philosophical thinking of minority cultures, since it is precisely this encounter with the philosophical thought of minority cultures that could expose the potentially numerous blind spots of the majority. If anything can heal Western philosophy from the prejudice that what one takes to be natural must be equally judged so by all rational human beings, it is only the encounter with non-Christian, or non-Western, philosophical thinking that could refute its illusory pretense of universality. Obviously, the real issue at stake is the sincerity of the attempt to understand foreign cultures and their philosophical thinking in their own terms. An identity politics that is merely interested in extending fig leaves would be far worse than the old, conservative state of things, insofar as the new and “inclusive” appearance would only provide the majority culture with a sense of self-satisfaction that would allow it to stick to its old and obstinate prejudicial practices. My aims in the current chapter are pretty modest and concrete. In the first two parts of the chapter, I will attempt to shed light on two blind spots related to perceptions of Jewish philosophy, from without and from within, respectively. These two parts will thus inquire into the nature of Jewish philosophy as minority philosophy. In the third and final part, I will turn to the rudimentary requirements of Jewish philosophy qua philosophy. In this part, I will suggest some fundamental desiderata which might – I hope – help the field flourish and achieve the recognition it deserves. Here too, my claims would be quite plain, as most of the desired characteristics I would argue for are pretty trivial, yet unfortunately still mostly lacking. (shrink)

Introduction There are some exceptions, which we shall see below, but virtually all theories in psychology and cognitive science make use of the notion of representation. Arguably, folk psychology also traffics in representations, or is at least strongly suggestive of their existence. There are many different types of things discussed in the psychological and philosophical literature that are candidates for representation-hood. First, there are the propositional attitudes – beliefs, judgments, desires, hopes etc. (see Chapters 9 and 17 of this volume). (...) If the propositional attitudes are representations, they are person-level representations – the judgment that the sun is bright pertains to John, not a subpersonal part of John. By contrast, the representations of edges in V1 of the cerebral cortex that neuroscientists talk about and David Marr’s symbolic representations of “zero-crossings” in early vision (Marr 1982) are at the “sub-personal” level – they apply to parts or states of a person (e.g. neural parts or computational states of the visual system). Another important distinction is often made among perceptual, cognitive, and action-oriented representations (e.g. motor commands). Another contrast lies between “stored representations” (e.g. memories) and “active representations” (e.g. a current perceptual state). Related to this is the distinction between “dispositional representations” and “occurrent representations.” Beliefs that are not currently being entertained are dispositional, e.g. your belief that the United States is in North America - no doubt you had this belief two minutes ago, but you were not consciously accessing it until you read this sentence. Occurrent representations, by contrast, are active, conscious thoughts or perceptions. Which leads us to another important distinction: 1 between conscious and non-conscious mental representations, once a bizarre-sounding distinction that has become familiar since Freud (see Chapter 4 of this volume). I mention these distinctions at the outset to give you some idea of the range of phenomena we will be considering, and to set the stage for our central “problem of representation”: what is a mental representation, exactly, and how do we go about deciding whether there are any? We know there are public representations of various kinds: words, maps, and pictures, among others.. (shrink)

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

This contribution addresses the anthropocenic challenge from a dialectical perspective, combining a diagnostics of the present with a prognostic of the emerging future. It builds on the oeuvres of two prominent dialectical thinkers, namely Georg Wilhelm Friedrich Hegel and Pierre Teilhard de Chardin. Hegel himself was a pre-anthropocenic thinker who did not yet thematise the anthropocenic challenge as such, but whose work allows us to emphasise the unprecedented newness of the current crisis. I will especially focus on his views (...) on Earth as a planetary process, emphasising that the “spirit” of technoscience is basically monitoring the impacts of its own activities on geochemistry and evolution. Subsequently, I will turn attention to Teilhard de Chardin, a palaeontologist and philosopher rightfully acknowledged as one of the first thinkers of the Anthropocene whose oeuvre provides a mediating middle term between Hegel’s conceptual groundwork and the anthropocenic present. Notably, I will discuss his views on self-directed evolution, on the on-going absorption of the biosphere by the noosphere, and on emerging options for “sublating” the current crisis into a synthetic convergence towards the Omega point. I will conclude that, after disclosing the biomolecular essence of life, biotechnology must now take a radical biomimetic turn ; that reflection itself must become distributed and collective; and, that the anthropocenic crisis must be sublated into the noocene. (shrink)

After a long hiatus, psychology and philosophy are returning to formal study of imagination. While excellent work is being done in the current environment, this article argues for a stronger thesis than usually adopted. Imagination is not just a peripheral feature of cognition or a domain for aesthetic research. It is instead the core operating system or cognitive capacity for humans and has epistemic and therapeutic functions that ground all our sense-making activities. A sketch of imagination as embodied (...) cognition is offered, followed by suggestions of how to organize imagination studies into a more rigorous science–humanities research area. (shrink)

Tourism is one of the socio-economic trends that significantly contributes to the shift of the planetary system into the Anthropocene regime. At the same time, it is also a socio-cultural practice characteristic of the imperial mode of living, or consumerism. Thus, it is a form of commodification of nature, also a way of deepening social inequalities between a privileged minority of the global population and an exploited majority providing services to those whose socio-economic status allows them to travel for fun (...) and commoditised “experience”. This is not an inevitable activity, an activity in which environmental costs (carbon footprint, water footprint, energy consumption, and waste production) are necessary to ensure the basic resources of life. Tourism is therefore a form of luxury consumption. For any tourism model to be, not only, environmentally sustainable but also socially just, or at least acceptable, it would have to be accessible to all people. Ecotourism should also have to meet the criterion of a solidarity mode of living referred to as sufficiency. This is hardly conceivable in the climatic, demographic, and political regime of the Anthropocene. The latter is likely to be characterized by, among other things, mass migration of climate or environmental refugees on the one hand and climate apartheid of the states of the global North on the other. Ecotourism, accessible to an even smaller proportion of the world`s population than the current mass tourism, will thus be more likely to accentuate the social and environmental inequalities of which it is already a significant manifestation. Therefore, the question is whether the concept of ecotourism is not just another manifestation of greenwashing, i.e. an attempt to legitimize economic, social, and cultural activities that devastate the social and environmental environment. (shrink)

Probably the leading exponent of W’s ideas on the language games of inner and outer (the ‘Two Selves’ operation of our personality or intentionality or EP etc. ) the prolific Daniel Hutto’s (DH) approach is called ‘Radical Enactivism’ and is well explained in numerous recent books and papers. It is a development of or version of the Embodied Mind ideas now current and, cleansed of its jargon, it is a straightforward extension of W’s 2nd and 3rd period writings (though (...) Hutto seems only intermittently aware of this). -/- The basic idea of the Embodied Mind or Enactivism is that much of behavior is automated and does not involve representations (basically S2 dispositions-see Hutto’s lovely dissection of the ‘representation rats nest’ in his online papers ). To me this is just another way of stating the fact that System 1 precedes the operation of System 2 which is a standard feature of contemporary psychology, which I have explained above and in further detail in my reviews of Wittgenstein (who was the first to see this and explored it in great detail) and Searle (who called it The Phenomenological Illusion in his superb essay of this name in his book Philosophy in a New Century which I have also reviewed). Since these are basic incontrovertible facts of animal behavior and I have already discussed them I won’t dwell on it here. -/- This book is a sustained argument against other similar ways of describing behavior which he calls CEC and CIC in favor of REC (Radical Embodied Cognition), which he characterizes as “the strongest reading of the embodiment thesis—one that uncompromisingly maintains that basic cognition is literally constituted by, and to be understood in terms of concrete patterns of environmental situated organismic activity, nothing more or less” (p11). This is clear as a bell if you understand the two systems view explained above but likely opaque if you don’t. Much clearer is Fodor’s characterization which he quotes as “abilities are prior to theories”, that “competence is prior to content” and that “knowing how is the paradigm cognitive state and it is prior to knowing that” (p10). That is, the unconscious automatisms of S1 are evolutionarily and behaviorally prior to the slow conscious dispositions of S2. -/- This is classic Hutto high level philosophical dialog, which is quite elegant, but somewhat too dense and a tad pretentious for the rest of us. I have not before encountered his coauthor Myin so can’t say how much of this text is really due to him. It is clear from this and the rest of Hutto’s work that (like everyone else) he has not quite kept up with the latest work in psychology nor really grasped the full power of W or S, even though he is one of the top Wittgensteinians alive and as bright as anyone in the field. His discussions of the language games of “information” and “representation” in his other papers and books (and much else including his deconstructions of Dennett and Fodor) should be required reading for anyone interested in behavior. So, I have the greatest respect for him, but one hopes that he will mellow with time and write descriptions of behavior (i.e., all we can really do as philosophers according to W) in more mundane prose such as this lovely summation on p15. “Hence, REC is nothing less than a fundamental rethinking of the very foundations of standard approaches to cognitive science and philosophy of mind.” Yes and what a pity that this great Wittgensteinian (and everyone else) does not realize that W laid it all out with great (and unmatched) clarity in his third period works over 60 years ago. -/- I have much less sympathy for the extended and scaffolded minds of Chap 7. I don’t see how one can lay the burden of explaining how the mind works at Searle’s door, nor how the convoluted prose about “decoupled contentful activities” etc helps at all. Why not just say that automated unconscious prelinguistic S1 feeds deliberate, conscious linguistic S2, which is axiomatically extended by public language into the myriad wonders of S3 culture? Beginning and end of story. -/- Their last chapter is about “regaining consciousness,” but I would say that if one has understood Wittgenstein and Searle, one has never lost it. And, though this is an excellent book by two of the brightest and the best, I suggest mulling over my thoughts in this and other reviews and reading Johnston and the latest from Searle, along of course with as much of 3rd period W as feasible, is an even better filter for folly. In sum an excellent book with various faults which I try to correct. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

A basic thesis of Neokantian epistemology and philosophy of science contends that the knowing subject and the object to be known are only abstractions. What really exists, is the relation between both. For the elucidation of this “knowledge relation ("Erkenntnisrelation") the Neokantians of the Marburg school used a variety of mathematical metaphors. In this con-tribution I reconsider some of these metaphors proposed by Paul Natorp, who was one of the leading members of the Marburg school. It is shown that Natorp's (...) metaphors are not unrelated to those used in some currents of contemporary epistemology and philosophy of science. (shrink)

This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing. Are the media employed in university study practices mere accessories, or rather constitutive of these practices? While this seems to be a purely theoretical question, its practical implications are wide and concern whether such a thing as a ‘digital university’ is possible. The 'digital university' has been, for a long time, a theoretical (...) construct. However, in the aftermath of the Covid-19 pandemic, moving the university into the digital realm has become a necessity. The difficulties in transitioning to an online university during the 2020 pandemic showed the increased urgency of the questions explored in this book. -/- The book describes lecturing and academic writing through the lens of a phenomenology of gestures and arrives at a description of the experience of university thinking as expanding the subject’s range of experiences about the world and about one’s modes of thinking about the world. The media configuration characteristic for university study practices is a movement of rendering inoperative one medium through another medium so that thinking can emerge, a movement called ‘mediatic displacement’. The question of the digital university becomes then a question whether mediatic displacement is possible on a digital screen. Although this is conceivable, digital technologies are still relatively new, and we are not used to playing with them in a profanatory way as the book discusses through the example of videoconferencing and MOOCs. The promise of the digital university seems to remain utopian until we figure out how to enact the techniques of mediatic displacement currently flourishing at the physical university. (shrink)

This paper addresses a fundamental line of research in neuroscience: the identification of a putative neural processing core of the cerebral cortex, often claimed to be “canonical”. This “canonical” core would be shared by the entire cortex, and would explain why it is so powerful and diversified in tasks and functions, yet so uniform in architecture. The purpose of this paper is to analyze the search for canonical explanations over the past 40 years, discussing the theoretical frameworks informing this research. (...) It will highlight a bias that, in my opinion, has limited the success of this research project, that of overlooking the dimension of cortical development. The earliest explanation of the cerebral cortex as canonical was attempted by David Marr, deriving putative cortical circuits from general mathematical laws, loosely following a deductive-nomological account. Although Marr’s theory turned out to be incorrect, one of its merits was to have put the issue of cortical circuit development at the top of his agenda. This aspect has been largely neglected in much of the research on canonical models that has followed. Models proposed in the 1980s were conceived as mechanistic. They identified a small number of components that interacted as a basic circuit, with each component defined as a function. More recent models have been presented as idealized canonical computations, distinct from mechanistic explanations, due to the lack of identifiable cortical components. Currently, the entire enterprise of coming up with a single canonical explanation has been criticized as being misguided, and the premise of the uniformity of the cortex has been strongly challenged. This debate is analyzed here. The legacy of the canonical circuit concept is reflected in both positive and negative ways in recent large-scale brain projects, such as the Human Brain Project. One positive aspect is that these projects might achieve the aim of producing detailed simulations of cortical electrical activity, a negative one regards whether they will be able to find ways of simulating how circuits actually develop. (shrink)

It is important for the theory of knowledge to understand the factors involved in the generation of the capacities of knowledge. In the history of modern philosophy, knowledge is generally held to originate in either one or two sources, and the debates about these sources between philosophers have concerned their existence, or legitimacy. Furthermore, some philosophers have advocated scepticism about the human capacity to understand the origins of knowledge altogether. However, the developmental aspects of knowledge have received relatively little attention (...) both by past philosophers and in current philosophical discussions. This dissertation provides a historical approach to this developmental problem of knowledge by interpreting the developmental theories of knowledge of Maine de Biran (1766–1824) and Henri Bergson (18591941) from the perspective of a theory of the ‘generative factors of knowledge.’ It first studies the philosophies of Maine de Biran and Bergson separately and then brings together and compares the metaphilosophical aims drawn from these philosophers. The dissertation’s novel analysis, provided by its theory and structure, has far-reaching consequences. From a wide point of view, it fills in considerable scholarly gaps and provides great opportunities for future research in the study of the history of philosophy. From more specific points of view, it provides its most decisive contributions in such metaphysical and epistemological topics as the nature of causality, self-generated activity, the role of effort in knowing and learning, the complementary relationship between philosophy and science, and the non-conceptual basis of knowledge. (shrink)

This paper provides a retrospective and prospective overview of TU Delft’s approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centered around Responsible Research and Innovation, Design for Values, and Risk Ethics. These theoretical (...) approaches are premised on the notion that technologies are inherently value-laden, and as such contain the possibility of fostering or hindering moral values. Each of these approaches encourages students to take a proactive attitude with respect to their projects and profession, thinking creatively about – and taking responsibility for – how to both prevent harm and do good via the technologies they help develop. To explain how this is put into practice, this paper sketches a brief history of ethics teaching at TU Delft, outlines current activities, and presents future plans for Bachelor and Master’s level engineering ethics education at TU Delft. (shrink)

The evolution of gravitational tests from an epistemological perspective framed in the concept of rational reconstruction of Imre Lakatos, based on his methodology of research programmes. Unlike other works on the same subject, the evaluated period is very extensive, starting with Newton's natural philosophy and up to the quantum gravity theories of today. In order to explain in a more rational way the complex evolution of the gravity concept of the last century, I propose a natural extension of the methodology (...) of the research programmes of Lakatos that I then use during the paper. I believe that this approach offers a new perspective on how evolved over time the concept of gravity and the methods of testing each theory of gravity, through observations and experiments. I argue, based on the methodology of the research programmes and the studies of scientists and philosophers, that the current theories of quantum gravity are degenerative, due to the lack of experimental evidence over a long period of time and of self-immunization against the possibility of falsification. Moreover, a methodological current is being developed that assigns a secondary, unimportant role to verification through observations and/or experiments. For this reason, it will not be possible to have a complete theory of quantum gravity in its current form, which to include to the limit the general relativity, since physical theories have always been adjusted, during their evolution, based on observational or experimental tests, and verified by the predictions made. Also, contrary to a widespread opinion and current active programs regarding the unification of all the fundamental forces of physics in a single final theory, based on string theory, I argue that this unification is generally unlikely, and it is not possible anyway for a unification to be developed based on current theories of quantum gravity, including string theory. In addition, I support the views of some scientists and philosophers that currently too much resources are being consumed on the idea of developing quantum gravity theories, and in particular string theory, to include general relativity and to unify gravity with other forces, as long as science does not impose such research programs. -/- DOI: 10.13140/RG.2.2.35350.70724 . (shrink)

We find meaning and value in our lives by engaging in everyday projects. But, according to a recent argument by Samuel Scheffler, this value doesn’t depend merely on what the projects are about. In many cases, it depends also on the future generations that will replace us. By imagining the imminent extinction of humanity soon after our own deaths, we can recognize both that much of our current valuing depends on a background confidence in the ongoing survival of humanity (...) and that the survival and flourishing of those future generations matters to us. After presenting Scheffler’s argument, I will explore two twentieth century precursors—Hans Morgenthau and Simone de Beauvoir—before returning to Scheffler to see that his argument can not only show us why future generations matter, but it can also give us hope for immortality and a blueprint for embracing a changing future. (shrink)

Given that one-million species are currently threatened with extinction and that humans are undermining the entire natural infrastructure on which our modern world depends (IPBES, 2019), this dissertation will show that there is a need to provide an alternative approach to wildlife conservation, one that avoids anthropocentrism and wildlife valuation on an instrumental basis to provide meaningful and tangible success for both wildlife conservation and human well-being in an inclusive way. In this sense, The Value of Being Wild will showcase (...) the concept of eco-phenomenology as an important non-anthropocentric alternative to the current approach to wildlife conservation, namely sustainable development. The problem with this dominant paradigm, as Chapter Two will reveal, is that sustainable development has not only failed to provide humans and future generations of humans with their own needs but, as per the latest IPBES report, failed in arresting the freefall decline of wild species. The situation currently requires a radical overhaul of the current system. As emerged from the later work of French phenomenologist, Maurice Merleau-Ponty (1908-1961), eco-phenomenology is particularly well-suited as a practical alternative to sustainable development. The core reason is that eco-phenomenology moves away from a human-centred framework toward a far more inclusive approach that embraces the conservation of wild animals as well the wild environment they dwell in, beyond any human needs (although humans are embraced within the approach too). Merleau-Ponty helps us to move away from anthropocentrism to a more inclusive approach in conserving wildlife, since his phenomenology does not consider the human animal’s relationship in the world as exclusive (to use and exploit wild animals solely for their benefit), but inclusive (as an interconnected biological component in a broad ecological system). The strength of Merleau-Ponty’s concept of phenomenology is that it facilitates an understanding of all living and even non-living entities, such as air, water and soil, as interconnected and interrelated within a broad biosphere. While Merleau-Ponty did not address the concept of wild animals or the biosphere directly, his later work points to the fact that human animals cannot exist outside a world that provides life-giving force to all living beings. Phenomenology, as developed by Merleau-Ponty, is a concept that recognises the axiological qualities of the natural world are inherent and ineliminable from the discipline of traditional phenomenology, hence the term ‘eco-phenomenology’, developed in one reception of his thinking. Eco-phenomenology offers a return to a world that humans have tried hard to alienate themselves from, in that it approaches the natural environment and wild animals, not as a complex set of objects and objective processes, but rather as they are experienced and lived from within by the attentive animal who is entirely a part of the world that he or she experiences. Merleau-Pontian eco-phenomenology thus emphasises a holistic dialogue within a more-than-human world (Abram, 1996: 65). Eco-phenomenology is a concept that points toward an applied strategy but so far this has not been attempted in earnest. This is specifically true when it comes to wildlife conservation. The Value of Being Wild, therefore, sets out to employ the concept of eco-phenomenology in order to provide a new practical wildlife conservation approach that challenges, and potentially replaces, the current prevailing policies as employed by global governmental and inter-governmental agencies. In particular, this alternative frame is posed as a replacement for the failing anthropocentric conservation practices currently in place in South Africa. This dissertation will therefore conclude by exploring strategies where conservation of wildlife is not taken as instrumentally-valued, or even intrinsically-valued, but rather as wild-valued in that the existence of wild animals as wild is conserved within a broader, more inclusive overall ecology that supports the survival and flourishing of all living beings that include plants, wild animals and human beings. (shrink)

Probably the leading exponent of Wittgenstein’s ideas on the language games of inner and outer (the ‘Two Selves’ operation of our personality or intentionality or EP etc.) the prolific Daniel Hutto’s approach is called ‘Radical Enactivism’ and is well explained in numerous recent books and papers. It is a development of or version of the Embodied Mind ideas now current and, cleansed of its jargon, it is a straightforward extension of Wittgenstein’s 2nd and 3rd period writings (though Hutto seems (...) only intermittently aware of this). -/- The basic idea of the Embodied Mind or Enactivism is that much of behavior is automated and does not involve representations (basically S2 dispositions-see Hutto’s lovely dissection of the ‘representation rats nest’ in his online papers). To me this is just another way of stating the fact that System 1 precedes the operation of System 2 which is a standard feature of contemporary psychology, which I have explained above and in further detail in my reviews of Wittgenstein (hereafter W-who was the first to see this and explored it in great detail) and Searle (hereafter S-who called it The Phenomenological Illusion in his superb essay of this name in his book Philosophy in a New Century, which I have also reviewed). Since these are basic incontrovertible facts of animal behavior and I have already discussed them I won’t dwell on it here. -/- This book is a sustained argument against other similar ways of describing behavior which he calls CEC and CIC in favor of REC (Radical Embodied Cognition), which he characterizes as “the strongest reading of the embodiment thesis—one that uncompromisingly maintains that basic cognition is literally constituted by, and to be understood in terms of concrete patterns of environmental situated organismic activity, nothing more or less” (p11). This is clear as a bell if you understand the two systems view explained above but likely opaque if you don’t. Much clearer is Fodor’s characterization which he quotes as “abilities are prior to theories”, that “competence is prior to content” and that “knowing how is the paradigm cognitive state and it is prior to knowing that” (p10). That is, the unconscious automatisms of S1 are evolutionarily and behaviorally prior to the slow conscious dispositions of S2. -/- This is classic Hutto high-level philosophical dialog, which is quite elegant, but somewhat too dense and a tad pretentious for the rest of us. I have not before encountered his coauthor Myin, so can’t say how much of this text is really due to him. It is clear from this and the rest of Hutto’s work that (like everyone else) he has not quite kept up with the latest work in psychology nor really grasped the full power of W or S, even though he is one of the top Wittgensteinians alive and as bright as anyone in the field. His discussions of the language games of “information” and “representation” in his other papers and books (and much else including his deconstructions of Dennett and Fodor) should be required reading for anyone interested in behavior. So, I have the greatest respect for him, but one hopes that he will mellow with time and write descriptions of behavior (i.e., all we can really do as philosophers according to W) in more mundane prose such as this lovely summation on p15. “Hence, REC is nothing less than a fundamental rethinking of the very foundations of standard approaches to cognitive science and philosophy of mind.” Yes, and what a pity that this great Wittgensteinian (and everyone else) does not realize that W laid it all out with unmatched clarity in his third period works over 60 years ago. -/- I have much less sympathy for the extended and scaffolded minds of Chap 7. I don’t see how one can lay the burden of explaining how the ‘mind’ works at Searle’s door, nor how the convoluted prose about “decoupled contentful activities” etc. helps at all. Why not just say that automated unconscious prelinguistic S1 feeds deliberate, conscious linguistic S2, which is axiomatically extended by public language into the myriad wonders of culture (S3)? Beginning and end of story. Their last chapter is about “regaining consciousness,” but I would say that if one has understood Wittgenstein and Searle, one has never lost it. And, though this is an excellent book by two of the brightest and the best, I suggest an even better filter for folly is mulling over my thoughts in this and other reviews, and reading Johnston and the latest from Searle, along of course with as much of 3rd period W as feasible. In sum an excellent book with various faults which I try to correct. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019) . (shrink)

The political philosophy originates from the reflections of crisis, risks and threats which society faces to. The author understands environmentalism as a tendency of current political philosophy which starts from the reflections of causes and possible effects of global environmental crisis as one of the most serious threats to the existential preconditions of current political system and global civilization at all. Considering the changes in social, technological and environmental starting conditions of the existence of economic-political system – that (...) are consequences of the transition from stable geologic-climate era of Holocene to unstable era of anthropocene – it is necessary to reconsider once more the basic premises, imperatives and conceptual frames of current economic-political system. The outlines of current economic-political system in philosophical frame were laid out by founders of modern political thinking while we can identify some of basic premises of environmentalism and also concepts relevant to the reflection of current threats and risks in some of their works. Author considers the concept of civil and human rights, the concept of natural state and the concept of social contract to be suitable for the reflection of the crisis of current economic-political system regarding environmentalism. Afterwards, the author formulates in what meanings are these concepts actual also for anthropocene. In conclusion, the author´s hypothesis is that the political philosophy of 21st century must reflect the environmental preconditions and limits of existence and forms of economic-political system and, at the same time, it must take into account that any economic and social activities have influence on the quality and sustainability of environment. (shrink)

The paper explicates the stages of the author’s philosophical evolution in the light of Kopnin’s ideas and heritage. Starting from Kopnin’s understanding of dialectical materialism, the author has stated that category transformations of physics has opened from conceptualization of immutability to mutability and then to interaction, evolvement and emergence. He has connected the problem of physical cognition universals with an elaboration of the specific system of tools and methods of identifying, individuating and distinguishing objects from a scientific theory domain. The (...) role of vacuum conception and the idea of existence (actual and potential, observable and nonobservable, virtual and hidden) types were analyzed. In collaboration with S.Crymski heuristic and regulative functions of categories of substance, world as a whole as well as postulates of relativity and absoluteness, and anthropic and self-development principles were singled out. Elaborating Kopnin’s view of scientific theories as a practically effective and relatively true mapping of their domains, the author in collaboration with M. Burgin have originated the unified structure-nominative reconstruction (model) of scientific theory as a knowledge system. According to it, every scientific knowledge system includes hierarchically organized and complex subsystems that partially and separately have been studied by standard, structuralist, operationalist, problem-solving, axiological and other directions of the current philosophy of science. 1) The logico-linguistic subsystem represents and normalizes by means of different, including mathematical, languages and normalizes and logical calculi the knowledge available on objects under study. 2) The model-representing subsystem comprises peculiar to the knowledge system ways of their modeling and understanding. 3) The pragmatic-procedural subsystem contains general and unique to the knowledge system operations, methods, procedures, algorithms and programs. 4) From the viewpoint of the problem-heuristic subsystem, the knowledge system is a unique way of setting and resolving questions, problems, puzzles and tasks of cognition of objects into question. It also includes various heuristics and estimations (truth, consistency, beauty, efficacy, adequacy, heuristicity etc) of components and structures of the knowledge system. 5) The subsystem of links fixes interrelations between above-mentioned components, structures and subsystems of the knowledge system. The structure-nominative reconstruction has been used in the philosophical and comparative case-studies of mathematical, physical, economic, legal, political, pedagogical, social, and sociological theories. It has enlarged the collection of knowledge structures, connected, for instance, with a multitude of theoreticity levels and with an application of numerous mathematical languages. It has deepened the comprehension of relations between the main directions of current philosophy of science. They are interpreted as dealing mainly with isolated subsystems of scientific theory. This reconstruction has disclosed a variety of undetected knowledge structures, associated also, for instance, with principles of symmetry and supersymmetry and with laws of various levels and degrees. In cooperation with the physicist Olexander Gabovich the modified structure-nominative reconstruction is in the processes of development and justification. Ideas and concepts were also in the center of Kopnin’s cognitive activity. The author has suggested and elaborated the triplet model of concepts. According to it, any scientific concept is a dependent on cognitive situation, dynamical, multifunctional state of scientist’s thinking, and available knowledge system. A concept is modeled as being consisted from three interrelated structures. 1) The concept base characterizes objects falling under a concept as well as their properties and relations. In terms of volume and content the logical modeling reveals partially only the concept base. 2) The concept representing part includes structures and means (names, statements, abstract properties, quantitative values of object properties and relations, mathematical equations and their systems, theoretical models etc.) of object representation in the appropriate knowledge system. 3) The linkage unites a structures and procedures that connect components from the abovementioned structures. The partial cases of the triplet model are logical, information, two-tired, standard, exemplar, prototype, knowledge-dependent and other concept models. It has introduced the triplet classification that comprises several hundreds of concept types. Different kinds of fuzziness are distinguished. Even the most precise and exact concepts are fuzzy in some triplet aspect. The notions of relations between real scientific concepts are essentially extended. For example, the definition and strict analysis of such relations between concepts as formalization, quantification, mathematization, generalization, fuzzification, and various kinds of identity are proposed. The concepts «PLANET» and «ELEMENTARY PARTICLE» and some of their metamorphoses were analyzed in triplet terms. The Kopnin’s methodology and epistemology of cognition was being used for creating conception of the philosophy of law as elaborating of understanding, justification, estimating and criticizing legal system. The basic information on the major directions in current Western philosophy of law (legal realism, feminism, criticism, postmodernism, economical analysis of law etc.) is firstly introduced to the Ukrainian audience. The classification of more than fifty directions in modern legal philosophy is suggested. Some results of historical, linguistic, scientometric and philosophic-legal studies of the present state of Ukrainian academic science are given. (shrink)

Phenotypic integration refers to the study of complex patterns of covariation among functionally related traits in a given organism. It has been investigated throughout the 20th century, but has only recently risen to the forefront of evolutionary ecological research. In this essay, I identify the reasons for this late flourishing of studies on integration, and discuss some of the major areas of current endeavour: the interplay of adaptation and constraints, the genetic and molecular bases of integration, the role (...) of phenotypic plasticity, macroevolutionary studies of integration, and statistical and conceptual issues in the study of the evolution of complex phenotypes. I then conclude with a brief discussion of what I see as the major future directions of research on phenotypic integration and how they relate to our more general quest for the understanding of phenotypic evolution within the neo-Darwinian framework. I suggest that studying integration provides a particularly stimulating and truly interdisciplinary convergence of researchers from fields as disparate as molecular genetics, developmental biology, evolutionary ecology, palaeontology and even philosophy of science. (shrink)

The widely accepted two-dimensional circumplex model of emotions posits that most instances of human emotional experience can be understood within the two general dimensions of valence and activation. Currently, this model is facing some criticism, because complex emotions in particular are hard to define within only these two general dimensions. The present theory-driven study introduces an innovative analytical approach working in a way other than the conventional, two-dimensional paradigm. The main goal was to map and project semantic emotion space in (...) terms of mutual positions of various emotion prototypical categories. Participants (N = 187; 54.5% females) judged 16 discrete emotions in terms of valence, intensity, controllability and utility. The results revealed that these four dimensional input measures were uncorrelated. This implies that valence, intensity, controllability and utility represented clearly different qualities of discrete emotions in the judgments of the participants. Based on this data, we constructed a 3D hypercube-projection and compared it with various two-dimensional projections. This contrasting enabled us to detect several sources of bias when working with the traditional, two-dimensional analytical approach. Contrasting two-dimensional and three-dimensional projections revealed that the 2D models provided biased insights about how emotions are conceptually related to one another along multiple dimensions. The results of the present study point out the reductionist nature of the two-dimensional paradigm in the psychological theory of emotions and challenge the widely accepted circumplex model. (shrink)

The concept of life plays a crucial role in the debate on synthetic biology. The first part of this chapter outlines the controversial debate on the status of the concept of life in current science and philosophy. Against this background, synthetic biology and the discourse on its scientific and societal consequences is revealed as an exception. Here, the concept of life is not only used as buzzword but also discussed theoretically and links the ethical aspects with the epistemological prerequisites (...) and the ontological consequences of synthetic biology. The second part examines this point of intersection and analyses some of the issues which are discussed in terms of the concept of life. The third part turns to the history of the concept of life. It offers an examination of scientific and philosophical discourses on life at the turn of the 20th century and suggests a surprising result: In the light of this history, synthetic biology leads to well-known debates, arguments, notions and questions. But it is concluded that the concept of life is too ambiguous and controversial to be useful for capturing the actual practice of synthetic biology. In the fourth part I argue that with regard to the ethical evaluation of synthetic biology, the ambiguity of the concept of life is not as problematic as sometimes held because other challenges are more important. The question whether the activity of synthetic biological systems should be conceived as life or not is primarily theoretical. (shrink)

Migration has, in recent years, been one of the most current topics both in Croatia and worldwide. We have witnessed increased emigration (i.e. out-migration) of Croatian citizens, as well as attempts to cross the Croatian state border by citizens of other countries. This book focuses on migration in the context of the so-called migrant and refugee crisis, which is considered from a philosophical and sociological perspective. Any gender-specific terms, irrespective of the gender in which they are used here, refer (...) equally to both men and women. The book came into being as part of a study conducted by the authors in 2019 among students at the University of Split. This was one of the activities carried out within the project entitled Creating welcoming communities, which was coordinated by the Association "MI" – Split, with the support of the UNHCR’s (United Nations High Commissioner for Refugees) Representation in Croatia. The main objective of the project was to improve the conditions for better integration of asylum seekers at the local and regional level, with a special emphasis on local stakeholders and the community. The objective and activities of the project reflect and anticipate relocation policies and work towards analysing, valorising, and developing recommendations for the preparation of the local community and self-government to provide support. In this regard, we can say that the aim of the project is a contribution of sorts to creating a welcoming atmosphere and better conditions for integration through cooperation with institutions, and especially with the academic community. The project activities were intended to include relevant scientific findings that would enable the interested public to gain a more systematic understanding of the current social situation as well as to promote the idea of the possibilities of achieving a higher integration standard. In the complex social circumstances of today, which require understanding and adaptation, in addition to adequate access to accurate information, it is also crucial to ensure and facilitate the forming of inter-sectoral networks that would respond more readily to existing challenges. This primarily requires knowledge exchange, but also cooperation between different stakeholders such as public institutions, local and state government, civil society organisations, the academic community, media, etc. All these stakeholders play an equally important role in establishing a support network for a multitude of beneficiaries within the integration process. The establishment of a support network for the reception and integration of asylum seekers depends on the support of the local population in the broadest sense. One of the aims of the study was to analyse the relationship between the respondents’ identity features and their attitudes on accepting immigrants and refugees. The structure of the survey is based on the following objectives within which we sought to identify: 1) students’ attitudes on immigration, immigrants, and refugees, 2) the perceived sociodemographic profiles of immigrants and refugees, 3) the eventual presence of social distance towards immigrants and refugees. For the sake of clarity and better presentation, the second and third research objectives are analytically separated from the first one, although, in fact, a connection exists between them. How students perceive migration, immigrants, and refugees plays a role in shaping their attitudes towards them, as well as in potential behaviours reflected in the degree of social distance. From the sociological perspective, identity is seen as the way we perceive ourselves and others, as well as the way we are perceived by others. It involves sameness, similarity and difference concerning various groups of individuals (Abercrombie, Hill & Turner, 2006:190). Identity is associated with the meanings individuals and groups attach to their social reality, resulting in different forms of action. As such, it becomes one of the central political, scientific, and social topics in general. The book is structured in six chapters. Following the introduction, the first chapter presents the theoretical framework on which the conducted research is based. It goes on to elaborate on the concepts significant for a better understanding of the covered topic, in particular the concept of identity, the differences between the concepts of immigrant and refugee, as well as the frameworks of philosophical reflection on migration (the philosophy of politics and ethics). As confirmed both by our study and by numerous others, the discussion on the topic of identity represents an important element in understanding modern migrations. The third and fourth chapters lay out the research methodology, followed by the results and their interpretation. Chapter 5 provides conclusions and recommendations for further research and the establishment of a support network for the reception and integration of asylum seekers. The final chapter includes references to the literature used. (shrink)

Spiritual formation currently lacks a robust epistemology. Christian theology and philosophy often spend more time devoted to an epistemology of propositions rather than an epistemology of knowing persons. This paper is an attempt to move toward a more robust account of knowing persons in general and God in particular. After working through various aspects of the nature of this type of knowledge this theory is applied to specific issues germane to spiritual formation, such as the justification of understanding spiritual growth (...) on an integrative and holistic (heart and mind) model, the reality of hearing God’s voice, and knowing his activity, as well as how such a theory should change the shape of sermons, evangelism, and apologetics. (shrink)

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

The current technoscientific progress has led to a sectorization in the philosophy of science. Today the philosophy of science isn't is informal interested in studying old problems about the general characteristics of scientific practice. The interest of the philosopher of science is the study of concepts, problems and riddles of particular disciplines. Then, within this progress of philosophy of science, neuroscientific research stands out, because it invades issues traditionally addressed by the humanities, such as the nature of consciousness, action, (...) knowledge, normativity, etc. As a result, the new area of interdisciplinary study of neuroscience and philosophy arises: neurophilosophy. This emerging area applies neuroscientific concepts to traditional philosophical questions, limiting their responses to neuroscientific revelations about nervous systems. Neurophilosophy research focuses on problems related to the indirect nature of mind and brain, computational or representative analysis of brain process, relationships between psychological and neuroscientific research, adequate adaptations of physical and philosophical concepts in neuroscience and the place of cognitive functions. Now, the temporal representation of conscious experience and the types of the neural architecture to represent objects in time have aroused scientific interest. Under these interests, we focus on the studies on the temporary triadic structure of phenomenological consciousness in Dan Lloyd and Rick Grush. From Grush’s studies, the importance of Kantian ideas for cognitive neuroscience emerges, due to the active way in which Kant conceived space and time as forms of intuition, within which the mind interprets its experience. Under this perspective, the theoretical arguments of Dennett-Kinsbourne and Eagleman-Sejnowski represent winks in the direction of Kant-Husserl within the neuroscientific goal while considering that the contents provided by the mind included space, objects and perception of causal relationships. Then, theories of cognitive neuroscience are beginning to suggest that these elements are also, as Kant argued, interpretative elaborations provided by mind / brain, and not only content received from outside. In other words, current cognitive neuroscientific theories try to pass from its Humean phase to a Kantian phase. So, the challenge has been to explain that these elements are provided by the mind and the world itself, and how they have the content they have come from. These are lacking in current studies. Filling this gap helps to involve the analysis of the scientist’s experience in his theoretical attitude. In this sense, an investigation under the Kantian-Husserlian approach that involves pure intuitions a priori with the experience of the scientific and neuroscientific concepts represents a ground-breaking. At present, a neurophilosophical study about this does not exist. In this sense, one feasible proposal for research would be based on the application of neuroscientific results of Moser-Britt to philosophical problems of foundational notions in relativistic physics: space, time, space-time, field, etc., under the Kantian-Husserlian approach, which allows to demonstrate the multidisciplinary link between neurophilosophy and physics. This represents a ground-breaking area in current interests in scientific research, with a positive impact in the field of neuroscience, and contributing to the study of abstraction emphasizing the importance of Kant’s Copernican turn and Husserl’s phenomenological ideas in the construction of physical theories. -/- . (shrink)

The state of our current world has brought about a very active discussion concerning possible alternatives to our current society. In this article, I wish to consider Marx’s idea of communism as a possible alternative, by understanding it as an undetermined concept that only proposes a society without classes and private property. The thesis I will defend here is that we can meaningfully think about such an alternative through the means of Science Fiction literature. In particular, I will (...) take Ursula Le Guin’s The Dispossessed (2006) as a case study. To clarify this relation between science fiction (SF) literature and communism as a particular case of an alternative society, I will introduce some concepts of Edmund Husserl’s phenomenological theory. Thus, I shall argue that in SF we can presentify in bounded phantasy an alternative lifeworld, so furnishing with content the undetermined idea, and in doing so, strengthen the belief in the possibility of such an alternative society. (shrink)

This article is an overview of the philosophy of informatics with a special regard to some Polish philosophers. It juxtaposes the informationistic worldview with the long-prevailing mechanical conceptualization of nature before introducing the metaphysical perspective of the information revolution in sciences. The article shows also how ontic pancomputationalism – regarded as an update to structural realism – could enrich the philosophical research in some classical topics. The paper concludes with a discussion of the philosophy of Jan Salamucha, a philosopher from (...) the Cracow Circle whose ideas could be inspiring for today’s philosophy of informatics in Cracow. (shrink)

Sensations can occur in the absence of perception and yet be experienced ‘as if’ seen, heard, tasted, or otherwise perceived. Two concepts used to investigate types of these sensory-like mental phenomena (SLMP) are mental imagery and hallucinations. Mental imagery is used as a concept for investigating those SLMP that merely resemble perception in some way. Meanwhile, the concept of hallucinations is used to investigate those SLMP that are, in some sense, compellingly like perception. This may be a difference of degree. (...) Attempts to reliably differentiate between instances of each type of SLMP remain unresolved. Despite this, the concepts of mental imagery and hallucinations are each routinely used independently of the other. These uses are especially interesting in those published accounts of experiments where equivalent findings about the neuroanatomical correlates of SLMP are reported in support of diverging knowledge-claims about the role of SLMP in neurocognitive processes. This practice presents a puzzle. To examine one aspect of this puzzle, I compare the uses of these two scientific concepts in three ways: examining their roles in differentiating between types of SLMP; exploring how their respective historical developments intersect; and analysing their contributions in neuroimaging experiments. In presenting this series of comparative analyses, I will draw on three themes from historical, philosophical, and social studies of scientific practices: interest in material contributions to knowledge; accounts of how concepts are used in experiments; and explorations of the historical conditions within which current practices emerge. Building on this literature, my comparative analyses supports five related claims. My first claim is that the concepts of mental imagery and hallucinations are each used as independent tools in neuroimaging experiments. My second claim is that, as experimental tools, the concepts of mental imagery and hallucinations are each used for investigating discrete epistemic goals. My third claim is that there are implicit interdependent associations that structure the uses of these two concepts as tools for independently investigating these discrete epistemic goals in neuroimaging experiments. This third claim rests on my analyses of both past and present uses of each concept. Firstly, as seen in their intersecting histories, there are disciplined performances of using the concepts of mental imagery and hallucinations that carry-along shared associations about the mediating role of SLMP in thought. Secondly, these interdependent ‘mediator-view’ associations continue to structure the independent uses of each concept as a tool for investigating SLMP in pursuit of specific goals. Taking this further, my fourth claim is that recognising the structured uses of the concepts of mental imagery and hallucinations can help to account for how equivalent SLMP-neuro-correlates are generated in support of diverging knowledge-claims. Finally, my fifth claim is that the structured uses of these concepts as tools can contribute to experiments in ways analogous to, yet not equivalent with, the active contributions of material instruments. Bringing these claims together, I argue that the concepts of mental imagery and hallucinations operate as structured tools that can actively contribute to the knowledge generated by neuroimaging experiments. In presenting this argument I seek to demonstrate that examining the structured uses of concepts as tools can complement existing approaches to studying how the heterogeneous dynamics of experimental practices can come to contribute to scientific knowledge in unintended ways. (shrink)

On the Nature of Philosophy: A Historical-Pragmatist Point of View. The aim of the paper is to examine the nature of philosophy from the historical-pragmatist point of view. In the first part, the paper deals with the meaning holism and family resemblance of various exemplifications of philosophy, which are taken as presuppositions of our approach to define philosophy as an activity. In the second part, the paper criticizes those approaches which define philosophy as a quasi-science or a super-science. In the (...) third part, the paper finally offers a definition of philosophy as a two-way intellectual activity consisting in outsourcing and insourcing of open questions and solutions. (shrink)

This paper has a dual character, combining a philosophical ontological exploration with a conceptual modeling approach in systems and software engineering. Such duality is already practiced in software engineering, in which the current dominant modeling thesis is object orientation. This work embraces an anti-thesis that centers solely on the process rather than emphasizing the object. The approach is called occurrence-only modeling, in which an occurrence means an event or process where a process is defined as an orchestrated net of (...) events that form a semantical whole. In contrast to object orientation, in this occurrence-only modeling objects are nothing more than long events. We apply this paradigm to (1) a UML/BPMN inventory system in simulation engineering and (2) an event-based system that represents medical occurrences that occur on a timeline. The aim of such a venture is to enhance the field of conceptual modeling by adding yet a new alternative methodology and clarifying differences among approaches. Conceptual modeling’s importance has been recognized in many research areas. An active research community in simulation engineering demonstrates the growing interest in conceptual modeling. In the clinical domains, temporal information elucidates the occurrence of medical events (e.g., visits, laboratory tests). These applications give an opportunity to propose a new approach that includes (a) a Stoic ontology that has two types of being, existence and subsistence; (b) Thinging machines that limit activities to five generic actions; and (c) Lupascian logic, which handles negative events. With such a study, we aim to substantiate the assertion that the “occurrence only” approach is a genuine philosophical base for conceptual modeling. The results in this paper seem to support such a claim. (shrink)