Ancient Chinese history holds a quality which has syncretized traditional thought with its cultural wealth unified of mystical and mythological figures in the background. Such that classical documents, which had begun to be written before Common Era, has directly influenced the political regime, education system and status of society in China. One of the most prominent features of these works is to propound collective knowledge about perception of cosmology, attitudes to earthiness, community standards, policy and morality. Among Five Classics works (...) of these masterpieces of Chinese philosophy, Book of Changes which stands closest to metaphysical narrative, mainly consists of the texts about prophecy. While this piece of work had been referred as a divination guide in Western Zhou Dynasty (1046-771 BC), it turned into a cosmological text that included a range of philosophical commentary during Warring States Period (475-221 BC). The mainstay of this remarkable change is the direct correlation of all the concepts and terms that characterize the worldly beyond along with the relevant text, especially yin-yang dualism, which symbolizes an extraordinary harmony in early Chinese thought. Traditional idea suggests reciprocity in which heaven, earth and man are interconnected to maintain natural order. However, the superiority attributed to human beings also brings compulsive responsibilities to idealize a compatible society. This paper aims to discuss influences of cosmological and anthropological items on human behaviors explained in prescriptive perspective. (shrink)

Philosophers have long tried to understand scientific change in terms of a dynamics of revision within ‘theoretical frameworks,’ ‘disciplinary matrices,’ ‘scientific paradigms’ or ‘conceptual schemes.’ No-one, however, has made clear precisely how one might model such a conceptual scheme, nor what form change dynamics within such a structure could be expected to take. In this paper we take some first steps in applying network theory to the issue, modeling conceptual schemes as simple networks and the dynamics of (...) class='Hi'>change as cascades on those networks. The results allow a new understanding of two traditional approaches—Popper and Kuhn—as well as introducing the intriguing prospect of viewing scientific change using the metaphor of selforganizing criticality. (shrink)

Guru Nanak has a unique position amongst the spiritual leaders, reformers and saints of India. His teachings have universal appeal and are suitable for all ages. The impact of his teachings on Indian society has been incredible. He travelled far and wide to enlighten humanity and administered his message of love, peace, social justice, religious toleration, universal fellowship and the devotion of God. He was a great thinker, a mystic and a revolutionary social reformer. In addition, he was a poet (...) and scholar of high calibre, a person of extraordinary foresight and a scientific attitude. Guru Nanak’s philosophy of social change based on his life and works is described herein. (shrink)

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

If one had to identify the biggest change within the philosophical tradition in the twenty-first century, it would certainly be the rapid rise of experimental philosophy to address differences in intuitions about concepts. It is, therefore, surprising that the philosophy of medicine has so far not drawn on the tools of experimental philosophy in the context of a particular conceptual debate that has overshadowed all others in the field: the long-standing dispute between so-called naturalists and normativists (...) about the concepts of health and disease. In this paper, I defend and advocate the use of empirical methods to inform and advance this and other debates within the philosophy of medicine. (shrink)

Since his Metaphysische Anfangsgründe der Naturwissenschaft was first published in 1786, controversy has surrounded Immanuel Kant’s conception of matter. In particular, the justification for both his dynamical theory of matter and the related dismissal of mechanical philosophy are obscure. In this paper, I address these longstanding issues and establish that Kant’s dynamism rests upon Leibnizian, metaphysical commitments held by Kant from his early pre-Critical texts on natural philosophy to his major critical works. I demonstrate that, throughout his corpus (...) and inspired by Leibniz, Kant endorses the a priori law of continuity of alteration as a truth of metaphysics, according to which all alterations in experience must occur gradually through all intervening degrees. The principle thus legislates against mechanical philosophy’s absolutely impenetrable atoms, as they would would involve instantaneous changes of velocity in impact. This reveals the metaphysical incoherencies in mechanical philosophy and leaves Kant’s own dynamical theory of matter, grounded on material forces, as the only viable approach to physical explanation. Subsequently, I demonstrate that Kant nevertheless made conceptual space in his system for the theoretical consideration of mechanical explanations, which makes manifest one of the positive roles that the faculty of reason can play with respect to natural science. (shrink)

This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia. The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from scratch’, gathers (...) wider philosophical considerations about the intersection between environment, education, and the pandemic. The second section, ‘Bump in the road or a catalyst for structural change?’, looks more closely into issues pertaining to education. The third section, ‘If you choose to fail us, we will never forgive you’, focuses to Greta Thunberg’s messages and their responses. The last section, ‘Towards a new normal’, explores future scenarios and develops recommendations for critical emancipatory action. The concluding part brings these insights together, showing that resulting synergy between the answers offers much more then the sum of articles’ parts. With its ethos of collectivity, interconnectedness, and solidarity, philosophy of education in a new key is a crucial tool for development of post-pandemic education. (shrink)

It is proposed that the ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. Human beings use the materials in their environment to meet their needs and increased human knowledge of the environment enables human needs to be met in a more efficient manner. Human needs direct human research into particular areas and this provides a direction for historical, social and cultural development. The human environment has a particular structure (...) and human beings have a particular place in it so that human knowledge of the environment is acquired in a particular order. The simplest knowledge, or the knowledge closest to us, is acquired first and more complex knowledge, or knowledge further from us is acquired later. The order of discovery determines the course of human social and cultural history as knowledge of new and more efficient means of meeting human needs, results in new technology, which results in the development of new social and ideological systems. This means human history, or a major part of human history, had to follow a particular course, a course that is determined by the structure of the human environment. An examination of the structure of the human environment will reveal the particular order in which our discoveries had to be made. Given that a certain level of knowledge will result in a particular type of society, it is possible to ascertain the types of societies that were inevitable in human history. While it is not possible to make predictions about the future course of human history, it is possible to explain and understand why human history has followed a particular path and why it had to follow that particular path. (shrink)

In this article, I identify and critically examine 3 dogmas of normativity that support a commonly accepted ‘Passivist View' of rational agency. I raise some questions about these dogmas, suggest what we should believe in their place, and moot an alternative ‘Activist View' of what it is to be a rational agent that grows out of rejection of the 3 dogmas. Underwriting the dogmas and the Passivist View, I suggest, is a deeply held but mistaken assumption that the normative domain (...) is fundamentally akin to the nonnormative domain. Once we allow that the normative may be fundamentally unlike the nonnormative in certain key ways, a shift in our thinking about what it is to be rational becomes possible. I end by considering some implications of this paradigm shift in rationality from the passive to the active for various applied matters. (shrink)

The feeling of being offended, as a moral emotion, plays a key role in issues such as slurs, the offense principle, ethics of humor, etc. However, no adequate theory of offense has been developed in the literature, and it remains unclear what questions such a theory should answer. This paper attempts to fill the gap by performing two tasks. The first task is to clarify and summarize the questions of offense into two kinds, the descriptive questions (e.g., what features differentiate (...) offense from similar moral states like anger?) and the normative questions (e.g., what are the conditions for taking offense to be apt?). The second task is to answer these questions by developing what I call ‘the violated norm theory of offense’. According to this theory, feeling offended entails that the norm one endorses is judged to be violated by the offender. Appealing to the violated norm enables this theory to answer the descriptive questions (e.g., taking offense differs from anger because of features like not requiring victims and the difficulty of animal offense) and the normative questions of offense (e.g., taking offense is apt only if the violated norm is universalizable). (shrink)

What is a game? What are we doing when we play a game? What is the value of playing games? Several different philosophical subdisciplines have attempted to answer these questions using very distinctive frameworks. Some have approached games as something like a text, deploying theoretical frameworks from the study of narrative, fiction, and rhetoric to interrogate games for their representational content. Others have approached games as artworks and asked questions about the authorship of games, about the ontology of the work (...) and its performance. Yet others, from the philosophy of sport, have focused on normative issues of fairness, rule application, and competition. The primary purpose of this article is to provide an overview of several different philosophical approaches to games and, hopefully, demonstrate the relevance and value of the different approaches to each other. Early academic attempts to cope with games tried to treat games as a subtype of narrative and to interpret games exactly as one might interpret a static, linear narrative. A faction of game studies, self-described as “ludologists,” argued that games were a substantially novel form and could not be treated with traditional tools for narrative analysis. In traditional narrative, an audience is told and interprets the story, where in a game, the player enacts and creates the story. Since that early debate, theorists have attempted to offer more nuanced accounts of how games might achieve similar ends to more traditional texts. For example, games might be seen as a novel type of fiction, which uses interactive techniques to achieve immersion in a fictional world. Alternately, games might be seen as a new way to represent causal systems, and so a new way to criticize social and political entities. Work from contemporary analytic philosophy of art has, on the other hand, asked questions whether games could be artworks and, if so, what kind. Much of this debate has concerned the precise nature of the artwork, and the relationship between the artist and the audience. Some have claimed that the audience is a cocreator of the artwork, and so games are a uniquely unfinished and cooperative art form. Others have claimed that, instead, the audience does not help create the artwork; rather, interacting with the artwork is how an audience member appreciates the artist's finished production. Other streams of work have focused less on the game as a text or work, and more on game play as a kind of activity. One common view is that game play occurs in a “magic circle.” Inside the magic circle, players take on new roles, follow different rules, and actions have different meanings. Actions inside the magic circle do not have their usual consequences for the rest of life. Enemies of the magic circle view have claimed that the view ignores the deep integration of game life from ordinary life and point to gambling, gold farming, and the status effects of sports. Philosophers of sport, on the other hand, have approached games with an entirely different framework. This has lead into investigations about the normative nature of games—what guides the applications of rules and how those rules might be applied, interpreted, or even changed. Furthermore, they have investigated games as social practices and as forms of life. (shrink)

The paper has two aims. The first is to propose a general framework for organizing some central questions about normative practical reasons in a way that separates importantly distinct issues that are often run together. Setting out this framework provides a snapshot of the leading types of view about practical reasons as well as a deeper understanding of what are widely regarded to be some of their most serious difficulties. The second is to use the proposed framework to uncover and (...) diagnose what I believe is a structural problem that plagues the debate about practical reasons. A common move in the debate involves a proponent of one type of view offering what she and others proposing that type consider to be a devastating criticism of an opposing type of view, only to find that her criticism is shrugged off by her opponents as easy to answer, misguided, or having little significance for their view. This isn’t due to conceptual blindness or mere slavish devotion to a theory but something fundamental about the argumentative structure of a debate over genuinely shared issues. Hence, the debate about practical reasons suffers from argumentative gridlock. The proposed framework helps us to see why this is so, and what we might do to move beyond it. (shrink)

The philosophy of AI has seen some changes, in particular: 1) AI moves away from cognitive science, and 2) the long term risks of AI now appear to be a worthy concern. In this context, the classical central concerns – such as the relation of cognition and computation, embodiment, intelligence & rationality, and information – will regain urgency.

This essay examines antiracist feminist writing and activist oral histories, finding in these scholars' and organizers' attention to the role of spirit in their work an approach it names “loving criticism.” Loving criticism seeks knowledge that does something besides expose the truth of oppression. It seeks to amplify kindness, creativity, love, and joy wherever it can find it, so that the critic, activist, and the world can draw on these resources. Love leads us to bring old knowledges into our work (...) and to find common ground with those whom we protest and criticize. Through loving criticism, we look for and encourage the best in others and ourselves, trusting that nourishing our creative parts is intrinsically good. Love helps us find alternatives to oppositional thinking and violence so that we can create deep, lasting change. (shrink)

This book investigates what change is, according to Aristotle, and how it affects his conception of being. Mark Sentesy argues that change leads Aristotle to develop first-order metaphysical concepts such as matter, potency, actuality, sources of being, and the teleology of emerging things. He shows that Aristotle’s distinctive ontological claim—that being is inescapably diverse in kind—is anchored in his argument for the existence of change. -/- Aristotle may be the only thinker to have given a noncircular definition (...) of change. When he gave this definition, arguing that change is real was a losing proposition. To show that it exists, he had to rework the way philosophers understood reality. His groundbreaking analysis of change has long been interpreted through a Platonist lens, however, in which being is conceived as unchanging. Offering a comprehensive reexamination of the relationship between change and being in Aristotle, Sentesy makes an important contribution to scholarship on Aristotle, ancient philosophy, the history and philosophy of science, and metaphysics. (shrink)

On a ‘comparative’ conception of practical reasons, reasons are like ‘weights’ that can make an action more or less rational. Bernard Gert adopts instead a ‘toggle’ conception of practical reasons: something counts as a reason just in case it alone can make some or other otherwise irrational action rational. I suggest that Gert’s conception suffers from various defects, and that his motivation for adopting this conception – his central claim that actions can be rational without there being reasons for them (...) – does not require adoption of the toggle conception. The more intuitive comparative conception of reasons for action can accommodate the insight. (shrink)

Guru Nanak occupies a unique place amongst the spiritual leaders, preceptors, reformers and saints of India. His teachings have universal appeal and they hold good for all ages. The impact of his teachings on Indian society has been incredible. He travelled far and wide to enlighten humanity and administered to this message of love, peace, devotion to God, social justice, religious toleration and universal brotherhood. He was a great thinker, a mystic and a revolutionary social reformer. He was a poet (...) and scholar of high calibre and a person of extraordinary foresight. In addition to all this, Guru Nanak was a man with a scientific attitude. The life and works of Guru Nanak confirm this fact. In this article;e an attempt is made to analyze Guru Nanak's life and some of his works in terms of the enlisted characteristics of a person with a scientific attitude. (shrink)

He drove a taxi. Now he drives a truck. So, must he be driving the truck right now? Must he, as long as he's working as a truck driver, keep driving his truck all day and all night? What do we speak of, when we speak of "now"? In this talk, some popular conceptions in the philosophy of time will be put under critical scrutiny: (1) The present (the "now") is an instant, a time point with no length; (2) (...) the "content" of the present is always an event, a happening, which constitutes a segment of a larger process; (3) what (time) is now, is determined by the passage of time (itself). The following points will be defended respectively: (1) The present may be a time period. "Now" is not an indivisible time-atom in the substantival sense. (2) What is now can be an event, a process, or a state. "Driving a truck now" – in the sense of being a truck driver – is neither an event nor something happening to him. (3) "Now", among other temporal concepts, is not a name for any thing, but schemata under which we understand ways things being themselves. There are variety of ways of being, and accordingly there are multiple aspects of now-ness. (shrink)

He drove a taxi. Now he drives a truck. So, must he be driving the truck right now? Must he, as long as he's working as a truck driver, keep driving his truck all day and all night? What do we speak of, when we speak of "now"? In this talk, some popular conceptions in the philosophy of time will be put under critical scrutiny: (1) The present (the "now") is an instant, a time point with no length; (2) (...) the "content" of the present is always an event, a happening, which constitutes a segment of a larger process; (3) what (time) is now, is determined by the passage of time (itself). The following points will be defended respectively: (1) The present may be a time period. "Now" is not an indivisible time-atom in the substantival sense. (2) What is now can be an event, a process, or a state. "Driving a truck now" – in the sense of being a truck driver – is neither an event nor something happening to him. (3) "Now", among other temporal concepts, is not a name for any thing, but schemata under which we understand ways things being themselves. There are variety of ways of being, and accordingly there are multiple aspects of now-ness. (shrink)

This is a metaphysical and conceptual analysis of the concepts ‘change’ and ‘continuity’. The Buddhists are in agreement with Heraclitus that all are flowing and nothing remains. However, the Buddhists have a much more elaborate theory about change and continuity, and this theory is a key element in the entire Buddhist system of related doctrines, viz., that of karma and rebirth, the possibility of Liberation and others. Simply put, the Buddhist emphasizes that change is there in every (...) aspect of reality. According to a later developed form of the Buddhist teaching, change is absolutely pervasive, and even these particles are subject to change as they are nothing more than putative objects which are conceptualized to be such and such, and without the conceptualization they are ‘nothing’ at all.. Hence it seems that continuity is not possible. But in fact according to the later theory, change is not only possible, it is accepted as part and parcel of everyday life. The fact that nothing at all remains the same does not imply that continuity is not possible, since continuity does not always have to be that of an inherently existing object. A changing object can be continued also, in roughly the same sense as we say that an event, like a drama, continues even though everything in it is changing. The thread that ties the disparate elements of the event together in this case lies within our own conceptual imputation. This does not imply that everything is subjective, since the distinction between subject and object presupposes the idea of an absolutely existing individual self, which all Buddhist schools rejects. So in this later theory, absolute change is not possible because there is, ultimately speaking nothing to change, and when there is no change there is no continuation either. This is not to deny the empirical fact of changes and continuities that are present to us; things are there and they are indeed changing. What is being denied here is the belief that that there are essences to things which endure through all the changes. Since things are empty they can change, and continuity is only possible, not because there is something that exists and endures, but because there is change. A drama that does not move cannot be continued. The foregoing discussions of the Buddhist theories have many implications for the dialog between science and religion. One point is that science still seems to subscribe to the object/subject distinction. But if change and continuity are not real in the ultimate sense, then perhaps the distinction should be reconsidered. Another point concerns how to find continuity amidst all the change. But perhaps in some important sense continuity depends on us. (shrink)

A qualitative study was conducted to examine the philosophy of technology of K-12 technology leaders, and explore the influence of their thinking on technology decision making. The research design aligned with CORBIN and STRAUSS grounded theory methods, and I proceeded from a research paradigm of critical realism. The subjects were school technology directors and instructional technology specialists, and data collection consisted of interviews and a written questionnaire. Data analysis involved the use of grounded theory methods including memo writing, open (...) and axial coding, constant comparison, the use of purposive and theoretical sampling, and theoretical saturation of categories. Three broad philosophy of technology views were widely held by participants: an instrumental view of technology, technological optimism, and a technological determinist perspective that saw technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). The core category and central phenomenon that emerged was that technology leaders approached technology leadership by placing greater emphasis on keeping up with technology, being influenced by an ideological orientation to technological change, and being concerned about preparing students for a technological future. (shrink)

This brief review of Mario Bunge’s research on physics begins with an analysis of his masterpiece Foundations of Physics, and then it discusses his other contributions to the philosophy of physics. Following that is a summary of his more recent reactions to scientific discoveries in physics and a discussion of his position about non-locality in quantum mechanics, as well as his changing opinions on the nature of spacetime. The paper ends with a brief assessment of Bunge’s legacy concerning the (...) foundations of physics. (shrink)

A qualitative study using grounded theory methods was conducted to (a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, (b) investigate how the assumptions may influence technology decision making, and (c) explore whether technological determinist assumptions are present. Subjects involved technology directors and instructional technology specialists from school districts, and data collection involved interviews and a written questionnaire. Three broad philosophy of technology views were widely held by participants, including an instrumental (...) view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making in cognitive dissonance with each other, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). The researcher concluded that as leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. A risk is that this can on occasion mean a quickness to adopt technology for the sake of technology, without aligning the technology implementation with educational goals. (shrink)

Many philosophers have found change puzzling. How can it be that something changes in its properties and yet remains the same thing? How can one and the same thing have these different properties? Questions of this sort, about the persistence of things through change, have been an ongoing feature of philosophical discussion since the beginning of the discipline. I think that there is something puzzling here, and that investigating change can be a fruitful way of trying to (...) understand a nest of connected issues concerning identity, time, tense, objects, properties, and instantiation. But not all agree. In some fairly recent papers, for instance, it has been argued that change is not problematic: there is nothing to be worried about. The phenomenon of change, it is suggested, is not one of particular philosophical interest, and we shouldn’t expect it to illuminate our wider discussion. As I have said, I think that change is problematic. I think it is initially mysterious how things can change. I believe working through the problem can tell us things about what the world is like, and thus that it is worthwhile doing so. In this paper I’ll defend the problem from the attempted dissolutions of it. In brief, my argument will be that what we are offered is not a real dissolution of the problem but rather an existing solution to the problem, namely adverbialism. This solution is not universally or even generally accepted. Pointing to a contested solution to a problem is doesn’t successfully dissolve that problem, so the problem of change is not successfully dissolved. (shrink)

We undeniably live in an information age—as, indeed, did those who lived before us. After all, as the cultural historian Robert Darnton pointed out: ‘every age was an age of information, each in its own way’ (Darnton 2000: 1). Darnton was referring to the news media, but his insight surely also applies to the sciences. The practices of acquiring, storing, labeling, organizing, retrieving, mobilizing, and integrating data about the natural world has always been an enabling aspect of scientific work. Natural (...) history and its descendant discipline of biological taxonomy are prime examples of sciences dedicated to creating and managing systems of ordering data. In some sense, the idea of biological taxonomy as an information science is commonplace. Perhaps it is because of its self-evidence that the information science perspective on taxonomy has not been a major theme in the history and philosophy of science. The botanist Vernon Heywood once pointed out that historians of biology, in their ‘preoccupation with the development of the sciences of botany and zoology… [have] diverted attention from the role of taxonomy as an information science’ (Heywood 1985: 11). More specifically, he argued that historians had failed to appreciate how principles and practices that can be traced to Linnaeus constituted ‘a change in the nature of taxonomy from a local or limited folk communication system and later a codified folk taxonomy to a formal system of information science [that] marked a watershed in the history of biology’ (ibid.). A similar observation could be made about twentieth-century philosophy of biology, which mostly skipped over practical and epistemic questions about information management in taxonomy. The taxonomic themes that featured in the emerging philosophy of biology literature in the second half of the twentieth century were predominantly metaphysical in orientation. This is illustrated by what has become known as the ‘essentialism story’: an account about the essentialist nature of pre- Darwinian taxonomy that used to be accepted by many historians and philosophers, and which stimulated efforts to document and interpret shifts in the metaphysical understanding of species and (natural) classification (Richards 2010; Winsor 2003; Wilkins 2009). Although contemporary debates in the philosophy of taxonomy have moved on, much discussion continues to focus on conceptual and metaphysical issues surrounding the nature of species and the principles of classification. Discussions centring on whether species are individuals, classes, or kinds have sprung up as predictably as perennials. Raucous debates have arisen even with the aim of accommodating the diversity of views: is monism, pluralism, or eliminativism about the species category the best position to take? In addition to these, our disciplines continue to interrogate what is the nature of these different approaches to classification: are they representational or inferential roles of different approaches to classification (evolutionary taxonomy, phenetics, phylogenetic systematics)? While there is still much to learn from these discussions—in which we both actively participate—our aim with this topical collection has been to seek different entrypoints and address underexposed themes in the history and philosophy of taxonomy. We believe that approaching taxonomy as an information science prompts new questions and can open up new philosophical vistas worth exploring. A twenty-first century information science turn in the history and philosophy of taxonomy is already underway. In scientific practice and in daily life it is hard to escape the imaginaries of Big Data and the constant threats of being ‘flooded with data’. In the life sciences, these developments are often associated with the socalled bioinformatics crisis that can hopefully be contained by a new, interdisciplinary breed of bioinformaticians. These new concepts, narratives, and developments surrounding the centrality of data and information systems in the biological and biomedical sciences have raised important philosophical questions about their challenges and implications. But historical perspectives are just as necessary to judge what makes our information age different from those that preceded us. Indeed, as the British zoologist Charles Godfray has often pointed out, the piles of data that are being generated in contemporary systematic biology have led to a second bioinformatics crisis, the first being the one that confronted Linnaeus in the mid-18th century (Godfray 2007). Although our aim is to clear a path for new discussions of taxonomy from an information science-informed point of view, we continue where others in the history, philosophy, and sociology of science have already trod. We believe that an appreciation of biological taxonomy as an information science raises many questions about the philosophical, theoretical, material, and practical aspects of the use and revision of biological nomenclatures in different local and global communities of scientists and citizen scientists. In particular, conceiving of taxonomy as an information science directs attention to the temporalities of managing an accumulating data about classified entities that are themselves subject to revision, to the means by which revision is accomplished, and to the semantic, material, and collaborative contexts that mediate the execution of revisions. (shrink)

What sorts of consideration can be normative reasons for action? If we systematize the wide variety of considerations that can be cited as normative reasons, do we find that there is a single kind of consideration that can always be a reason? Desire-based theorists think that the fact that you want something or would want it under certain evaluatively neutral conditions can always be your normative reason for action. Value-based theorists, by contrast, think that what plays that role are evaluative (...) facts (or the facts that subvene them) about what you want, such as the fact that having it would be good in some way. This paper argues that value-based theorists are wrong; if we try to find a single kind of consideration that can always be normative reason, we find that sometimes our reason is the fact that we want something and not any corresponding evaluative fact. (shrink)

From mitochondria to meerkats, the natural world is full of spectacular examples of social behaviour. In the early 1960s W. D. Hamilton changed the way we think about how such behaviour evolves. He introduced three key innovations - now known as Hamilton's rule, kin selection, and inclusive fitness - and his pioneering work kick-started a research program now known as social evolution theory. This is a book about the philosophical foundations and future prospects of that program. [Note: only the Introduction (...) is available to download.]. (shrink)

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

Philosophy of biology is often said to have emerged in the last third of the twentieth century. Prior to this time, it has been alleged that the only authors who engaged philosophically with the life sciences were either logical empiricists who sought to impose the explanatory ideals of the physical sciences onto biology, or vitalists who invoked mystical agencies in an attempt to ward off the threat of physicochemical reduction. These schools paid little attention to actual biological science, and (...) as a result philosophy of biology languished in a state of futility for much of the twentieth century. The situation, we are told, only began to change in the late 1960s and early 1970s, when a new generation of researchers began to focus on problems internal to biology, leading to the consolidation of the discipline. In this paper we challenge this widely accepted narrative of the history of philosophy of biology. We do so by arguing that the most important tradition within early twentieth-century philosophy of biology was neither logical empiricism nor vitalism, but the organicist movement that flourished between the First and Second World Wars. We show that the organicist corpus is thematically and methodologically continuous with the contemporary literature in order to discredit the view that early work in the philosophy of biology was unproductive, and we emphasize the desirability of integrating the historical and contemporary conversations into a single, unified discourse. (shrink)

Scholars have emphasized that decisions about technology can be influenced by philosophy of technology assumptions, and have argued for research that critically questions technological determinist assumptions. Empirical studies of technology management in fields other than K-12 education provided evidence that philosophy of technology assumptions, including technological determinism, can influence the practice of technology leadership. A qualitative study was conducted to a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, b) investigate (...) how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sampling, and theoretical saturation of categories. Subjects involved 31 technology directors and instructional technology specialists from Virginia school districts, and data collection involved interviews following a semi-structured protocol, and a written questionnaire with open-ended questions. The study found that three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. The core category and central phenomenon that emerged was that technology leaders approach technology leadership through a practice of Keep up with technology (or be left behind). The core category had two main properties that are in conflict with each other, pressure to keep up with technology, and the resistance to technological change they encounter in schools. The study found that technology leaders are guided by two main approaches to technology decision making, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). As leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. The researcher recommends that similar qualitative studies be conducted involving technology leaders outside Virginia, and with other types of educators. It is also recommended that data from this or other qualitative studies be used to help develop and validate a quantitative instrument to measure philosophy of technology assumptions, for use in quantitative studies. (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)

Karl Marx, Emile Durkheim, Leslie White, Allen Johnson and Timothy Earle, and Stephen Sanderson all produced some of the more interesting theories of history, social change and cultural evolution but their theories have a common deficiency. None of them provide an ultimate explanation for social, cultural and historical change. This failure was rectified by J. S. Mill who suggested increasing human knowledge was the ultimate cause of social, cultural and historical change. However even Mill did not ask (...) what caused the increasing human knowledge and why the knowledge had to be acquired in a particular order and how this could affect human history. (shrink)

The paper aims to support the thesis that Schelling’s late philosophy (1827-1854) progressively transformed from a religious philosophy to a philosophy of religion. Accordingly, (Christian) religion, initially taken as an auxiliary and guiding source of philosophical reflection, gradually becomes a specific object of philosophical speculation. The paper analyzes this change by identifying three phases of Schelling’s Spätphilosophie. Finally, it offers an account of the epistemological framework within which Schelling’s philosophy of religion fits and highlights its (...) originality from those of his contemporaries. (shrink)

Traditionally, logic has been the dominant formal method within philosophy. Are logical methods still dominant today, or have the types of formal methods used in philosophy changed in recent times? To address this question, we coded a sample of philosophy papers from the late 2000s and from the late 2010s for the formal methods they used. The results indicate that the proportion of papers using logical methods remained more or less constant over that time period but the (...) proportion of papers using probabilistic methods was approximately three times higher in the late 2010s than it was in the late 2000s. Further analyses explored this change by looking more closely at specific methods, specific levels of technical engagement, and specific subdisciplines within philosophy. These analyses indicate that the increasing proportion of papers using probabilistic methods was pervasive, not confined to particular probabilistic methods, levels of sophistication, or subdisciplines. (shrink)

The philosophy of superdeterminism is based on a single scientific fact about the universe, namely that cause and effect in physics are not real. In 2020, accomplished Swedish theoretical physicist, Dr. Johan Hansson published a physics proof using Albert Einstein’s Theory of Special Relativity that our universe is superdeterministic meaning a predetermined static block universe without cause and effect in physics. In the absence of cause and effect in physics, past, present and future events must all exist equally in (...) logical relationship. Our experience of time must be an illusion, because our experience of change in our world is not actually caused in time. Rather, the change we experience in our world is caused by the changing appearances in our static block universe in the static fourth dimension of time. We should think of time as a distance in the fourth dimension of time from our present position in the dimension of time to another position either towards or away from the beginning of the universe. Because physical reality is not actually caused to change in our static block universe, then static physical reality is actually timeless. But, because very good evidence supports the creation of timeless physical reality, then non-temporal causation of timeless physical reality outside of time is real. (shrink)

Library information science (LIS) should develop its foundation in terms of a philosophy of information (PI). This seems a rather harmless suggestion. Where else could information science look for its conceptual foundations if not in PI? However, accepting this proposal means moving away from one of the few solid alternatives currently available in the field, namely, providing LIS with a foundation in terms of social epistemology (SE). This is no trivial move, so some reasonable reluctance is to be expected. (...) To overcome it, the proposal needs to be more than just acceptable; it must be convincing. In Floridi (2002a), I have articulated some of the reasons why I believe that PI can fulfill the foundationalist needs better than SE can. I won’t rehearse them here. I find them compelling, but I am ready to change my mind if counterarguments become available. Rather, in this contribution, I wish to clarify some aspects of my proposal (Floridi, 2002a) in favor of the interpretation of LIS as applied PI. I won’t try to show you that I am right in suggesting that PI may provide a foundation for LIS better than SE. My more modest goal is to remove some ambiguities and possible misunderstandings that might prevent the correct evaluation of my position, so that disagreement can become more constructive. (shrink)

In this article, author expressed the meaning of “belief”, possible effective factors in human life, and how these factors can be effective on person and/or communities. With this respect, the meaning of religion, the possible interaction and relation between religion and science evaluated. 42 past/present theories of religion and evaluation of the past/present works of the 87 philosophers of religion are explained. Author considered new synthesis (R-Synthesis), and also new era philosophy, new and re-constructed branches of philosophy, and (...) some systems/constructions to express the new perspective for philosophy of religion. Author applied 27(+) possible definitive/certain result cases of the synthesis for R-Religion discipline specifically, and did the followings under new perspective: (i) eliminated some religious subjects, (ii) unified some religious subjects, (iii) modified some religious subjects, (iv) united some religious subjects in upper phase, (v) separated some religious subject, (vi) defined all religious subjects under one framework, (vii) integrated all religious subjects, (viii) defined new religious subjects, (ix) re-defined some religious subjects, (x) removed some religious subjects and put new religious subjects instead, (xi) added some religious subjects, (xii) kept/protected some religious subjects, (xiii) proposed progression for religious subjects, (xiv) changed the priority of some religious subjects, (xv) increased the importance of some religious subjects, (xvi) strengthened the ethics, (xvii) integrated philosophy branches under one framework, (xviii) others. Some of the purposes of this article are: (i) to define new synthesis method, (ii) to define good and/or correct new perspective and structure for philosophy of religion, science of religion, theories of religion, and related subjects, (iii) to extend the definition/limits of philosophy of religion with new perspective, (iv) others. As result of the synthesis, new perspective for philosophy of religion explained by considering the following concepts/sections: (a) theories of religion, (b) 17 upper constructional philosophies and philosophy of religion, (c) eight complementary branches of philosophy of religion, (d) 14 lower constructional philosophies and philosophy of religion, (e) science of religion, (f) new theory of religion and its relations with other disciplines. Author defined New Era Theory, New Era Religion, New Era Belief, Progressive Religion and their relations with other religions, beliefs, religious/non-religious movements, and the relation with other theories of religion. Also, power authorities and functional position levels in the New Era Belief, and Religion of God, Knowledge of God/gods, Nature of God/gods concepts are explained generally/specifically. (shrink)

This collection of essays explores the metaphysical thesis that the living world is not made up of substantial particles or things, as has often been assumed, but is rather constituted by processes. The biological domain is organised as an interdependent hierarchy of processes, which are stabilised and actively maintained at different timescales. Even entities that intuitively appear to be paradigms of things, such as organisms, are actually better understood as processes. Unlike previous attempts to articulate processual views of biology, which (...) have tended to use Alfred North Whitehead’s panpsychist metaphysics as a foundation, this book takes a naturalistic approach to metaphysics. It submits that the main motivations for replacing an ontology of substances with one of processes are to be found in the empirical findings of science. Biology provides compelling reasons for thinking that the living realm is fundamentally dynamic, and that the existence of things is always conditional on the existence of processes. The phenomenon of life cries out for theories that prioritise processes over things, and it suggests that the central explanandum of biology is not change but rather stability, or more precisely, stability attained through constant change. This edited volume brings together philosophers of science and metaphysicians interested in exploring the consequences of a processual philosophy of biology. The contributors draw on an extremely wide range of biological case studies, and employ a process perspective to cast new light on a number of traditional philosophical problems, such as identity, persistence, and individuality. (shrink)

Difference and Repetition: Deleuze’s magnum opus, “Difference and Repetition” (1968), explores the interplay between difference and repetition. He argues that difference is fundamental to reality, and repetition is not mere duplication but a creative force. Deleuze challenges conventional notions of identity and sameness, emphasizing the productive potential of difference. Gilles Deleuze’s “Difference and Repetition” is a seminal work that challenges traditional Western metaphysics and offers a fresh perspective on concepts like identity, repetition, and creativity. Let’s explore some key ideas from (...) this remarkable book: Pure Difference: Deleuze argues that difference is fundamental to reality. Unlike classical philosophy that seeks universal truths, he emphasizes divergence and decentering. Each moment contains unique differences, and these differences shape our understanding of the world. Complex Repetition: Repetition, for Deleuze, isn’t mere duplication. Instead, it involves displacement and disguising. While repetition contributes to generality and thought, it’s the differences within each repetition that account for change and novelty. Concepts and things derive meaning from these differences. Shift Away from Hegel and Marx: “Difference and Repetition” played a crucial role in shifting French thought away from Hegel and Marx toward Nietzsche and Freud. Deleuze’s exploration of difference challenged established philosophical norms and paved the way for new perspectives. The Image of Thought: Deleuze critiques the traditional “image of thought,” which often relies on fixed identities and binary oppositions. Instead, he encourages us to embrace multiplicities, complexities, and the perpetual process of becoming. Asymmetrical Synthesis of the Sensible: Deleuze introduces the concept of asymmetrical synthesis, emphasizing the interplay between perception and affect. Reality is a dynamic, ever-changing process, not a static being. Copies are never identical; they’re something new. “Difference and Repetition” invites us to rethink how we perceive reality, emphasizing creativity, multiplicity, and the constant flux of existence. Deleuze’s work continues to inspire thinkers across disciplines, bridging philosophy with art, literature, and mysticism. (shrink)

Inspired by the philosophy of Wittgenstein and his idea that the purpose of real philosophical thinking is not to discover something new, but to show in a strikingly different light what is already there, this book provides philosophical readings of a number of ‘arthouse’ and Hollywood films. Each chapter contains a discussion of two films—one explored in greater detail and the other analyzed as a minor key which reveals the possibility for the book's ideas to be applied across different (...) films, registers, and genres. The readings are not only interpretive, but they offer a way of thinking and feeling about, with, and through films which is genuinely transformative. Rupert Read’s main contention is that certain films can bring about a change in how we see the world. He advocates an ecological approach to film-philosophy analysis, arguing that film can re-shape the viewer’s relationship to the environment and other living beings. The transformative 'wake-up call' of these films is enlightenment in its true sense. The result is a book that ambitiously aims to change, though film, how we think of ourselves and our place in the world, at a time when such change is more needed than ever before. (shrink)

I will start my inaugural address by outlining the main argument of my lecture. First, I will identify the phenomenon that philosophers of technology research. This subject matter, in my view, consists not only of ethical issues that disruptive technologies raise but also of the disruption of the world in which we live and act by these technologies. I will illustrate this disruption by reflecting on the convergence of the physical and the virtual in the digital world, which is expected (...) to change the way we live together. I propose that philosophers of technology should research new disruptive technologies and the digital world in which they are embedded in an integrated manner. Subsequently, I will ask how the emergence of digital technologies disrupts the world’s design in the digital age. My hypothesis is that technological innovations themselves constitute the World in a non-anthropocentric and non-determinist manner. To make my case, I will first draw attention to the difference between technology and innovation and propose a philosophy of innovation. This will enable me to consider how innovation processes have an economic, social-political and ontological impact on the world. Based on historical and contemporary examples, I will illustrate the redesign of the world in the digital age. This broader understanding of the impact of digital technologies will subsequently enable me to articulate some of the critical questions I have regarding digitalisation, and how the philosophical tradition can be made fruitful to critically reflect on the elision between the physical and the virtual in the digital age. This criticism informs my engagement with ethical questions in ethics of technology, ELSA (Ethical, Legal and Social Aspects) and Responsible Innovation. As a final step, I open a progressive perspective on the emancipatory potential of disruptive innovations to set the world free. In times of climate change, we are urgently in need of an emancipation of the World. We need to move beyond the classical opposition between technophobia and technophilia and look for innovations that can set the World free and contribute to a sustainable future. I will illustrate the emancipatory potential of disruptive technological innovations by considering the shift from human-centred technology to bio-centred technology in biomimetic design. (shrink)

The early modern period (roughly, 1600–1800 ce) in Europe brought tremendous changes in intellectual, political, and cultural life. It was a period in which philosophical debates were inevitably bound up with questions about the nature and sources of religious truth. A chronological examination of some of the period’s major thinkers highlights two issues that were central to the development of philosophy of religion in the period. The first concerns the relations between God, the soul, and the body; the other (...) concerns the relationship between human reason and divine revelation. (shrink)

Karl Popper (1902-1994) was one of the most influential philosophers of science of the 20th century. He made significant contributions to debates concerning general scientific methodology and theory choice, the demarcation of science from non-science, the nature of probability and quantum mechanics, and the methodology of the social sciences. His work is notable for its wide influence both within the philosophy of science, within science itself, and within a broader social context. Popper’s early work attempts to solve the problem (...) of demarcation and offer a clear criterion that distinguishes scientific theories from metaphysical or mythological claims. Popper’s falsificationist methodology holds that scientific theories are characterized by entailing predictions that future observations might reveal to be false. When theories are falsified by such observations, scientists can respond by revising the theory, or by rejecting the theory in favor of a rival or by maintaining the theory as is and changing an auxiliary hypothesis. In either case, however, this process must aim at the production of new, falsifiable predictions. While Popper recognizes that scientists can and do hold onto theories in the face of failed predictions when there are no predictively superior rivals to turn to. He holds that scientific practice is characterized by its continual effort to test theories against experience and make revisions based on the outcomes of these tests. By contrast, theories that are permanently immunized from falsification by the introduction of untestable ad hoc hypotheses can no longer be classified as scientific. Among other things, Popper argues that his falsificationist proposal allows for a solution of the problem of induction, since inductive reasoning plays no role in his account of theory choice. Along with his general proposals regarding falsification and scientific methodology, Popper is notable for his work on probability and quantum mechanics and on the methodology of the social sciences. Popper defends a propensity theory of probability, according to which probabilities are interpreted as objective, mind-independent properties of experimental setups. Popper then uses this theory to provide a realist interpretation of quantum mechanics, though its applicability goes beyond this specific case. With respect to the social sciences, Popper argued against the historicist attempt to formulate universal laws covering the whole of human history and instead argued in favor of methodological individualism and situational logic. Table of Contents 1. Background 2. Falsification and the Criterion of Demarcation a. Popper on Physics and Psychoanalysis b. Auxiliary and Ad Hoc Hypotheses c. Basic Sentences and the Role of Convention d. Induction, Corroboration, and Verisimilitude 3. Criticisms of Falsificationism 4. Realism, Quantum Mechanics, and Probability 5. Methodology in the Social Sciences 6. Popper’s Legacy 7. References and Further Reading a. Primary Sources b. Secondary Sources -/- . (shrink)

Do sensory measurements deserve the label of “measurement”? We argue that they do. They fit with an epistemological view of measurement held in current philosophy of science, and they face the same kinds of epistemological challenges as physical measurements do: the problem of coordination and the problem of standardization. These problems are addressed through the process of “epistemic iteration,” for all measurements. We also argue for distinguishing the problem of standardization from the problem of coordination. To exemplify our claims, (...) we draw on olfactory performance tests, especially studies linking olfactory decline to neurodegenerative disorders. (shrink)

Christine Korsgaard bases her interpretation of personal identity upon the notion of moral agency and thereby refutes the Reductionist thesis of Derek Parfit. Korsgaard indicates that actions and choices, from the practical standpoint, must be viewed as having agents and choosers. This is what makes them our own actions and choices as well as contributes to the process of self-constitution. Personal identity manifested as the chooser of our desires and author of our actions can be viewed as the common denominator (...) between Korsgaard and Wang Yangming (王陽明). For liangzhi (良知) is none other than the agency that acts as the capacity for moral judgment and the motivation of performing moral actions. Given liangzhi is the authentic self that make laws for us, our true identities are exhibited in the performance of moral behaviors. Moreover, further engagement between the two sides reveals that Wang’s characterizations of liangzhi, particularly those of practical justification, law-embodying identity, and zhih –zhi (致知), can be seen as either a complement to practical standpoint argument or an approach of consummating self-constitution. (shrink)

In this short title, we are presenting three essays on the philosophy of Dr. B.R.Ambedkar which discussed his ideas on casteism, social change, education, social justice, education, women issues, and democracy etc. These essays are the revised version of papers presented in the National Seminar on “Ambedkarite Quest on Egalitarian Revolution in India” (26th & 27th November, 2013) organized by the Centre for Dr. B. R. Ambedkar Studies, Kurukshetra University, Kurukshetra, Haryana. In the end of this book I (...) included a chronology of life events of Dr. B.R.Ambedkar as an annexure. Hope this book will be helpful to understand his intention of social revolution and motivate us to be conscious about our duties and work for the higher goal rather than follow personal pleasure. I am thankful to all the members of Milestone Education Society (Regd.), Pehowa (Kurukshetra) for their continuous effort to propagate Dr. B.R.Ambedkar’s ideology as well as their positive efforts to provide quality and fruitful education to the weaker section of society. (shrink)

The concept of ideology is central to the understanding of the many political, economic, social, and cultural processes that have occurred in the last two centuries. And yet, what is the nature of the different ideologies remains a vague, open, and much disputed question. Many political, sociological, and ideological studies have been devoted to ideology. Very little, on the other hand, has been done from the philosophical field. And this despite the fact that there are undoubtedly many philosophical questions related (...) to ideology and its role in modern industrialized societies. Just a few examples of ideology-related philosophical questions suffice to prove the point: What objects do ideologies deal with? Are the ideologies testable? Are there true ideologies? Do they evolve? How are ideologies related to societies? Is the existence of ideologies inevitable in modern societies? What is the relation of ideology to science? Is science just another kind of ideology? Are we, as human beings, innately predisposed to believe in ideologies? Or, instead, ideologies proliferate through indoctrination and propaganda? Are ideologies necessarily harmful?...and much more. In this article I try to answer some of these questions from a philosophical point of view, taking a materialist approach. I begin by characterizing ideology as a complex, multi-layered concept. Then, I briefly discuss the material systems on which ideological movements operate, that is, societies and concrete human groups. I identify at least 11 different elements that seem to be present in most ideologies, and I compare these characteristics with those of contemporary science and technology. Although some superficial similarities can be identified, there are deep differences that make ideology completely different from science. The similarities, however, are stronger with technology. Ideologies continually evolve with technological advances, social changes, and even with mere fashion. The current fragmentation of ideologies caused by the widespread use of new technologies and social networks has given rise to new phenomena of ideological propagation which, in my opinion, are very dangerous, particularly for open societies. I discuss these processes, within the context of the nature vs nurture debate, along with the question of whether we can get rid of ideologies. (shrink)

Topic modeling—a text‐mining technique often used to uncover thematic structures in large collections of texts—has been increasingly frequently used in the context of the analysis of scholarly output. In this study, we construct a corpus of 19,488 texts published since 1971 in seven leading journals in the field of bioethics and philosophy of medicine, and we use a machine learning algorithm to identify almost 100 topics representing distinct themes of interest in the field. On the basis of intertopic correlations, (...) we group the content‐based topics into eight clusters, thus providing a novel, fine‐grained intellectual map of bioethics and philosophy of medicine. Moreover, we conduct a number of diachronic analyses, examining how the “prominence” of different topics has changed across time. In this way, we are able to observe the distinct patterns in which bioethics and philosophy of medicine have evolved and changed their focus over the past half a century. (shrink)

This essay introduces the philosophy of legal information (PLI), which is a response to the radical changes brought about in philosophy by the information revolution. It reviews in some detail the work of Luciano Floridi, who is an influential advocate for an information turn in philosophy that he calls the philosophy of information (PI). Floridi proposes that philosophers investigate the conceptual nature of information as it currently exists across multiple disciplines. He shows how a focus on (...) the informational nature of traditional philosophical questions can be transformative for philosophy and for human self-understanding. The philosophy of legal information (PLI) proposed here views laws as a body of information that is stored, manipulated, and analyzed through multiple methods, including the computational methodologies. PLI offers resources for evaluating the ethical and political implications of legal infomatics (also known as "legal information systems"). -/- This essay introduces PLI. Parts I and II describe Floridi's philosophy of information. First, Part I introduces the transformation in the concept of information that occurred in the twentieth century through the work of Alan Turning and Claude Shannon. Part II describes Floridi's approaches to traditional questions in epistemology, ontology, and ethics. Part III applies PI to the analysis of legal positivism. It suggests that PLI is a viable project that has potential for transforming the understanding law in the information age. -/- . (shrink)

Russell’s second philosophy of time (1899–1913), which will be the subject of this paper, is of special interest for two reasons. (1) It was basic to his New Philosophy, later called the “philosophy of logical atomism”. In fact, this philosophy didn’t initially emerge in the period of 1914– 1919, as many interpreters (e.g. A. J. Ayer) suggest, but with the introduction of Russell’s second philosophy of time (and space). The importance of Russell’s second philosophy (...) of time for his early and middle philosophy can be seen from the fact that it survived the dramatic changes in his philosophy of August–December 1900, and of July 1905. There is of course no surprise about this point: it served as their fundament. (2) Russell’s second philosophy of time is a locus classicus of all so called B-theories of time which define it in terms of the relations of before, after and simultaneous between events or moments. 20th century philosophy; absolute theory of time; theory of time; order; relation; relationist theory of time; B-series. (shrink)