After a sketch of the optimism and high aspirations of History and Philosophy of Science when I first joined the field in the mid 1960s, I go on to describe the disastrous impact of "the strong programme" and social constructivism in history and sociology of science. Despite Alan Sokal's brilliant spoof article, and the "science wars" that flared up partly as a result, the whole field of Science and Technology Studies is still adversely affected (...) by social constructivist ideas. I then go on to spell out how in my view STS ought to develop. It is, to begin with, vitally important to recognize the profoundly problematic character of the aims of science. There are substantial, influential and highly problematic metaphysical, value and political assumptions built into these aims. Once this is appreciated, it becomes clear that we need a new kind of science which subjects problematic aims - problematic assumptions inherent in these aims - to sustained imaginative and critical scrutiny as an integral part of science itself. This needs to be done in an attempt to improve the aims and methods of science as science proceeds. The upshot is that science, STS, and the relationship between the two, are all transformed. STS becomes an integral part of science itself. And becomes a part of an urgently needed campaign to transform universities so that they become devoted to helping humanity create a wiser world. (shrink)

This highly multidisciplinary collection discusses an increasingly important topic among scholars in science and technology studies: objectivity in science. It features eleven essays on scientific objectivity from a variety of perspectives, including philosophy of science, history of science, and feminist philosophy. Topics addressed in the book include the nature and value of scientific objectivity, the history of objectivity, and objectivity in scientific journals and communities. Taken individually, the essays supply new methodological tools for theorizing (...) what is valuable in the pursuit of objective knowledge and for investigating its history. The essays offer many starting points, while suggesting new avenues of research. Taken collectively, the essays exemplify the very virtues of objectivity that they theorize—in reading them together, the reader can sense various anxieties about the dangerously subjective in our age and locate commonalities of concern as well as differences of approach. As a result, the volume offers an expansive vision of a research community seeking a communal understanding of its own methods and its own epistemic anxieties, struggling to enunciate the key problems of knowledge of our time and offer insight into how to overcome them. -/- (Contributors: Alex Csiszar, Scott Edgar, Peter Galison, Ian Hacking, Sandra Harding, Moira Howes, Paolo Savoia, Judy Segal, Joan Steigerwald, and Alison Wylie). (shrink)

To explain Paulin J. Hountondji’s intellectual trajectory, I offer a critical account of his conception of the relationship between science and philosophy. Mapping the shift from his well-known critical writings on ethnophilosophy to his later work on scientific dependency is possible only if we recognize that Hountondji conceives of philosophy as essentially a theory of science (Wissenschaftslehre). Adequately characterizing Hountondji’s metaphilosophical orientation, however, requires greater specificity. The two most influential philosophers on Hountondji’s conception of the relationship between (...) class='Hi'>science and philosophy, Edmund Husserl and Louis Althusser, would both have assented to the claim that philosophy is fundamentally a Wissenschaftslehre. However, they each adhered to different (and indeed contradictory) understandings of this claim. While Hountondji explicitly recognizes the dual influence of Husserl and Althusser on his conception of philosophy as a theory of science, he does not attempt to resolve the contradictions between Husserl’s understanding of the relationship between philosophy and science and Althusser’s conception of that relationship. By examining Hountondji’s relatively neglected later writings on scientific dependency, it becomes clear that his emphasis on the significance of the history and sociology of science points toward an Althusserian conception of philosophy qua theory of science rather than a Husserlian conception of what it is for philosophy to be a Wissenschaftslehre. (shrink)

Contrary to the opinion of some scholars which holds that science is independent of particular worldviews in its presuppositions and method, this paper argues that although the presuppositions of science have no worldview content, science may provide evidence that has a bearing on a certain worldview . This dependence on a worldview is what gives science some level of political autonomy ; that is, some kind of scientific citizenship in philosophy that gives credence to a form (...) of local knowledge , and thus, gives voice to a group of people. This is very important as science and technology is not just about doing or making by hand ; it involves not only human activities, but also the skills of the crafts- man or woman, which does not leave out the ar t of the human mind that does the manufacturing. It is on this basis that this paper studies Igwebuike as the basis for science and technology in Africa. Igwebuike falls within the parameters of the art of the African mind. It shapes the African thinking a s it is the basis of the African logic. At this point, science and technology become a revelation of the Igwebuike framework. This piece, therefore, studied how Igwebuike impacts on science and technology through its determination of the logic (nka) employ ed in science and technology. It discovered that the African worldview conceptualized in Igwebuike is capable of a science that is anchored on the structure of the African world. For the purpose of this study, the Igwebuike complementary method of inquiry was employed. (shrink)

Life sciences and emerging technologies raise a plethora of issues. Besides practical, bioethical and policy issues, they have broader, cultural implications as well, affecting and reflecting our zeitgeist and world-view, challenging our understanding of life, nature and ourselves as human beings, and reframing the human condition on a planetary scale. In accordance with the aims and scope of the journal, LSSP aims to foster engaged scholarship into the societal dimensions of emerging life sciences (Chadwick and Zwart 2013) and via this (...) thematic series, the journal provides a podium for authors who intend to address concrete issues from a ‘continental philosophical’ perspective, which may in- clude (post)phenomenology, hermeneutics, dialectics, (post)structuralism, psychoanalysis, critical theory and similar approaches. The series aims to contribute to a diagnostics of the present and a prognostics of the future, focusing on critical normative challenges (such as embodiment, intimate technologies, social justice, biopower, nanomedicine, human enhancement and the anthropocene) and building on the work of key authors such as Hegel (1830), Heidegger (1953, 1953/1954), Bachelard (1938), Canguilhem (1975), Lacan (1966, 1969-1970/1991), Habermas (1968), Serres (1972), Foucault (1969), Žižek (2006/2009), Stiegler (2010), Sloterdijk (2001, 2009) and others, but targeting con- crete up-to-date events and case studies against the backdrop of broader developments within the techno-scientific culture. (shrink)

Modern scientific communication traditionally uses visual narratives, such as comics, for education, presentation of scientific achievements to a mass audience, and as an object of research. The article offers a three-level characterization of the interaction of comic culture and science in a diachronic aspect. Attention is focused not only on the chronological stages of these intersections, the expression of the specifics of the interaction is offered against the background of scientific and public discussions that accompany the comics–science dialogue (...) to this day. Within the framework of the first stage (the appearance and distribution of popular science and educational comics), the characteristics of comics content necessary for the different genesis are highlighted: documentary storytelling, educational practices of learning through drawing, active cooperation with well-known companies and institutions, informativeness and empathic involvement of the young reader in a heroico-romantic narrative of scientific discoveries and mastering nature. With the intensification of interdisciplinary approaches (the second stage), comics are increasingly involved in presenting scientific results within the most diverse fields. Comics-based research is becoming an interdisciplinary method and a widespread practical area with the corresponding formation of scientific tools (applied comics, data comics), forms of interdisciplinary interaction (graphic medicine, ethnography, narrative geography, urban comics, comics journalism, etc.), and scientific publications (“The Comics Grid: Journal of Comics Scholarship”, “Sequentials”). The national format of comics-based research is presented on the example of Ukrainian comics projects (historical, feminist comics). In the genesis of development, Comics Studies have gone from a field of research to disciplinary definitions. In the creation of the metadiscourse of the scientific direction (the third stage), the authors focused on scientific discussions, the formation of academic directions and approaches, and markers of disciplinary self-identification. Emphasis is placed on the unique phenomenon of the simultaneous concordance of various stages of the dialogue between comics and science, on the prolonged replication of successful inventions into modern experience, and the active testing of known narratives at new levels of a scientific presentation. (shrink)

since the 20th century bodybuilding has been an object of study that interests and challenges researchers in the sociology of sport (see Conquet, 2014 - Tajrobehkar, 2016 - Wellman, 2020) and, recently, in the philosophy of sport (see Aranyosi, 2017 - Madej, 2021 - Worthen, 2016). However, many of its problems are little known in the orthodox philosophical literature. Therefore, the aim of this paper is to contribute from STS studies to the posing and discussion of the central ethical (...) and social problems of bodybuilding by contributing to the philosophy of sport or the philosophy of body techniques. Therefore, I will plant the following problems in relation to bodybuilding: gender and sexism; racism, ableism and eugenics; and lastly, fatphobia. Finally, I propose that many of these problems are generated from the indiscriminate use of anabolic androgenic steroids (AAS) within this sport subculture. In this sense, a precautionary framework (epistemic values, moral values, hormonal benefit principle and sports precautionary principle) is proposed from STS studies with the aim of regulating their use, avoiding adverse effects in individuals who are not professional bodybuilders. -/- . (shrink)

REVIEW (1): "Jeff Kochan’s book offers both an original reading of Martin Heidegger’s early writings on science and a powerful defense of the sociology of scientific knowledge (SSK) research program. Science as Social Existence weaves together a compelling argument for the thesis that SSK and Heidegger’s existential phenomenology should be thought of as mutually supporting research programs." (Julian Kiverstein, in Isis) ---- REVIEW (2): "I cannot in the space of this review do justice to the richness and range (...) of Kochan's discussion [...]. There is a great deal in this foundational portion of Kochan's discussion that I find tremendously interesting and engaging [...]." (David R. Cerbone, in Studies in History and Philosophy of Science) ---- REVIEW (3): "Science as Social Existence will be of interest not only to Heidegger scholars but to anyone engaged in science and technology studies. [...] This is an informative and original book. Kochan should be praised for his clear, pleasant-to-read prose." (Michael Butler, in CHOICE). (shrink)

Technologies cannot simply be understood as neutral tools or instruments; they embody the values of their creators and may unconsciously reinforce systematic patterns of inequality, discrimination, and oppression. -/- Technology Ethics shows how responsible innovation can be achieved. Demonstrating how design and philosophy converge, the book delves into the intricate narratives that shape our understanding of technology – from instrumentalist views to social constructivism. Yet, at its core, it champions interactionalism as the most promising and responsible narrative. Through (...) compelling examples and actionable tools, this book unravels the nuances of these philosophical positions tailored to foster responsible innovation and thoughtful design. As our everyday lives further intertwine with technology, understanding and implementing these design principles becomes not just beneficial, but essential. -/- This concise and accessible introduction is essential reading for students and scholars of philosophy of technology, engineering ethics, science and technology studies, human-machine communication, as well as policymakers. (shrink)

Social innovations are usually understood as new ideas, initiatives, or solutions that make it possible to meet the challenges of societies in fields such as social security, education, employment, culture, health, environment, housing, and economic development. On the one hand, many citizen science activities serve to achieve scientific as well as social and educational goals. Thus, these actions are opening an arena for introducing social innovations. On the other hand, some social innovations are further developed, adapted, or altered after (...) the involvement of scientist-supervised citizens in research and with the use of the citizen science tools and methods such as action research, crowdsourcing, and community-based participatory research. Such approaches are increasingly recognized as crucial for gathering data, addressing community needs, and creating engagement and cooperation between citizens and professional scientists. However, there are also various barriers to both citizen science and social innovation. For example, management, quality and protection of data, funding difficulties, non-recognition of citizens’ contributions, and limited inclusion of innovative research approaches in public policies. In this volume, we open theoretical as well as empirically-based discussion, including examples, practices, and case studies of at least three types of relations between citizen science and social innovation: domination of the citizen science features over social innovation aspects; domination of the social innovation features over the citizen science aspects; and the ways to achieve balance and integration between the social innovation and citizen science features. Each of these relationships highlights factors that influence the development of the main scales of sustainability of innovations in the practice. These innovations are contributing to a new paradigm of learning and sharing knowledge as well as interactions and socio-psychological development of participants. Also, there are factors that influence the development of platforms, ecosystems, and sustainability of innovations such as broad use of the information and communications technologies including robotics and automation; emerging healthcare and health promotion models; advancements in the development and governance of smart, green, inclusive and age-friendly cities and communities; new online learning centers; agri-food, cohousing or mobility platforms; and engagement of citizens into co-creation or co-production of services delivered by public, private, non-governmental organizations as well as non-formal entities. (shrink)

Introduction Reza Davari Ardakni, the Iranian contemporary philosopher, distinguishes development from Western modernity; in that it considers modernity as natural and organic changes that Europe has gone through, but sees development as a planned design for implementing modernity in other countries. As a result, the closedness of development concerns only the developing countries, not Western modern ones. Davari emphasizes that the Western modernity has a universality that pertains to a unique reason and a unified world. The only way of thinking (...) in this world is a philosophical thought based on human self-centered reason, and given the pervasiveness of Western civilization. Therefore, Davari does not consider Westernization as mere imitation of Western customs and methods, but rather as a way of existence in the world. Westernization is a subjective view of the world and beings. Westernization is not optional, enabling non-Western people to avoid it. According to the Westernization scenario, the world today is entirely Westernized, and Davari considers Westernization as the inevitable fate of the people of this era, seeing two alternatives for them, both of which ultimately lead to the same destination, which is to embrace development; either they seize the power of science and technology and join the process of global modernization and participate in it, or they become subdued by this process and accept it without participation. Davari regards the first type of Westernization as active and the second type as passive. Problematique Therefore, underdevelopment is not a concept of the ancient world, nor even of a world between the ancient and the modern, or on the threshold of modernization. Underdevelopment is a condition of suspension and timelessness and being exposed to modernization. To escape the paradox of underdevelopment, which is the inevitable historical fate of non-modernized societies, Davari sees no way out other than embracing development. In other words, Westernized societies, which have become confused due to modernization, have no escape route other than turning to development. Therefore, some critics of Davari accuse the theory of Westernization of being a theoretical rupture. M. T. Tabatabaei, by rejecting the theoretical rupture in the theory of Westernization, believes that in the argument of Davari, we are only faced with a shift from a philosophical to an intellectual level. Tabatabaei, by avoiding providing a philosophical response to the critics of the theoretical rupture, believes that the introduction of active Westernization and collaboration in science and technology as a solution to escape from underdevelopment conditions, is only a shift from a philosophical level to an intellectual level and does not involve a rupture. Therefore, it seems that the philosophical issue of how or the possibility of escaping from underdevelopment conditions is still an open non answered problem. In this study, seeking a philosophical answer to this problem, an attempt has been made to summarize Davari's definitions of development, underdevelopment, participation in the world of science, and the role of humanities and social sciences in development, using his writings and speeches. It is proposed that a way to escape from the clesedness of development based on Davari's views, is to make use of analytical method with emphasizing on concepts and theories of the philosophy and metaphysics of science. Argument According to Davari, the social and human sciences that are responsible for development planning in underdeveloped societies must consider the characteristics of underdevelopment in order to facilitate the transition to more favorable conditions. Davari identifies the following conditions for successful development: 1) replacing tradition with science as the organizing and coordinating principle in society, 2) recognizing the universality of philosophy and science of the Western modernity and the impossibility of blindly imitation and adopting it, 3) inevitability of actively engaging and interacting with development, 4) recognizing the internal dynamics of scientific progress and avoiding authoritarian control, and 5) promoting free participation in the scientific paradigms. Therefore, Davari suggests the following steps towards development: 1) recognizing and understanding the problems of society and the local ecosystem, 2) understanding the philosophical and cultural foundations of Western civilization, 3) understanding the historical context and paradigms of science, 4) understanding the philosophical and metaphysical foundations of science, 5) recognizing the intellectual and philosophical capacities of our own community, and 6) reflecting our own philosophical and metaphysical assumptions in the scientific world in a way that is compatible with scientific methods. Given the motivations for change in science at both the global and national levels, including the emergence of heterodox or indigenous sciences, and the inevitable nature of development, Davari points to the possibility of a path between absolute rejecting or accepting the mainstream social and human sciences. However, this path is challenging and contingent upon the aforementioned conditions and steps of transition. Conclusion It is necessary to seek this path within the realm of the philosophy and metaphysics of science, particularly in the origins and foundations of the social and human sciences. Research in the metaphysics and philosophy of the social sciences provides the opportunity for active scientific engagement in the scientific paradigms and a reconsideration of the foundations of science, allowing for different philosophical foundations while are compatible with scientific methods. Successfully finding a path between absolute rejecting or accepting the existing social sciences will lead to an internal transformation within the field of science and, in fact, will advance the boundaries of knowledge. Therefore, it is possible, while adhering to the conditions of transition and actively participating in the world of science and technology, and accepting the unity of modernity and avoiding selectivity and imitation, to search for a way to overcome the closedness of development through a reconsideration of the philosophical and metaphysical foundations of science, while recognizing our own intellectual heritage and critically assessing Western science and technology. (shrink)

In recent years, the growing academic field called “Data Science” has made many promises. On closer inspection, relatively few of these promises have come to fruition. A critique of Data Science from the phenomenological tradition can take many forms. This paper addresses the promise of “participation” in Data Science, taking inspiration from Paul Majkut’s 2000 work in Glimpse, “Empathy’s Impostor: Interactivity and Intersubjectivity,” and some insights from Heidegger’s "The Question Concerning Technology." The description of Data (...) class='Hi'>Science provided in the scholarly literature includes “the study of the generalizable extraction of knowledge from data” (Dhar 2013, 64), “data stewardship and data sharing…access to data at higher volumes and more quickly, and the potential for replication and augmentation of existing research” (Hartter et al., 2013, 1), and “personal information, health status, daily activities and shopping preferences that are recorded and used to give us instant feedback and recommendations based on previous online behavior.” (Shin 2013) United States universities have begun to offer graduate programs in “data science”, anticipating the growth of this field for marketing, national security, and health industries. These universities include New York University, Columbia University, Stanford, Northwestern, and Syracuse. (shrink)

Reading science fiction in China as a science project, this paper articulates a philosophical reflection on the ontology and ethics of truth that stems from the world of China. Through the reading of various texts of and about science fiction in China, from the Republican to the contemporary period, this article analyzes the situation of science fiction in China. Since science fiction was originally conceived as a science novel—a literary form that meant to convey (...) scientific truth in order to create a self-determining Chinese public—the history of science fiction in China is punctuated with the political question of what scientific truth is and what it does. Reading though such a milieu and Liu Cixin’s short novel, Hearing Dao in the Morning, this article will demonstrate that science fiction in China offers science a different modality of truth, that evokes an ethic of truth based on the curiosity towards the “unknown unknown.” The “unknown unknown” truth is significant because it re-structures the relationship between science fiction, truth, self-determination and the public. (shrink)

Philosophers of science often make reference — whether tacitly or explicitly — to the notion of a scientific community. Sometimes, such references are useful to make our object of analysis tractable in the philosophy of science. For others, tracking or understanding particular features of the development of science proves to be tied to notions of a scientific community either as a target of theoretical or social intervention. We argue that the structure of contemporary scientific research poses two (...) unappreciated, or at least underappreciated, challenges to this concept of the “scientific community” in the philosophy of science. In particular, we will present two case studies from robotics research, broadly construed, which show that (1) the boundedness of the scientific community is threatened when private citizens can develop scientific and technological advances at minimal expense (democratization), and (2) the discreteness of scientific research programs is threatened by the complexly interrelated environment of contemporary scientific work (interconnectivity). Taken together, the extent of democratization and interconnectivity present a significant challenge for any practically oriented philosophy of science, one which we hope will be taken on directly by philosophers in the future. (shrink)

In the context of the relationship between science and society, the internalist pa- radigm of the history of science does not appear to be satisfactory. The fact that a paradigm for Science and Technology / Society Studies has not been built yet, does not prevent the researchers to analyse the effects of social phenomena on science. The economic structure of society, which is one of the non-epistemological factors, has at least as much effect as (...) the epistemological factors on the development or stagnation of science in a given society. In this study, we intend to make a comparison between European Science that developed through “non-scientific” factors in the 17th century and Ottoman Science that could not develop due to “non-scientific” factors. The Science evolved into positivism from its phase of craftsman and engineers developed relatively due to the economic and social structure differences in the Ottoman Empire compared to Europe. (shrink)

It is well-known that racism is encoded into the social practices and institutions of medicine. Less well-known is that racism is encoded into the material artifacts of medicine. We argue that many medical devices are not merely biased, but materialize oppression. An oppressive device exhibits a harmful bias that reflects and perpetuates unjust power relations. Using pulse oximeters and spirometers as case studies, we show how medical devices can materialize oppression along various axes of social difference, including race, gender, (...) class, and ability. Our account uses political philosophy and cognitive science to give a theoretical basis for understanding materialized oppression, explaining how artifacts encode and carry oppressive ideas from the past to the present and future. Oppressive medical devices present a moral aggregation problem. To remedy this problem, we suggest redundantly layered solutions that are coordinated to disrupt reciprocal causal connections between the attitudes, practices, and artifacts of oppressive systems. (shrink)

Based on recent trends in philosophy of science, in philosophy of technology, and in technosience studies it can be concluded that the following formula expresses a significant relationship of the relevant disciplines: science is equal to technology plus philosophy. In order to disclose the meaning of this relationship first of all we have to characterize a kind of philosophy of technology. In this view, the human rule over technological situations and the creation/use of tools (...) play a fundamental role. The tools are created by interpretation, and any technological praxis is situation-bound. The characteristics of sciences are very different – or even the opposite – ones: in sciences we want to reach a situation-free knowledge. Scientific knowledge is not situation-bound, it is universally valid. The question is: how can we use the situation-bound technological praxis for building up of situation-free scientific knowledge? It can be shown that a specific application of philosophical principles and ideas makes this possible. Philosophy can create worlds from situations. Consequently, following certain prescriptions of both technology and philosophy, we can perform a scientific praxis. In this paper, some historical and philosophical arguments will be presented to show this interrelatedness, the most fundamental relationships between science, technology, and philosophy. (shrink)

Alongside existing research into the social, political and economic impacts of the Web, there is a need to study the Web from a cognitive and epistemic perspective. This is particularly so as new and emerging technologies alter the nature of our interactive engagements with the Web, transforming the extent to which our thoughts and actions are shaped by the online environment. Situated and ecological approaches to cognition are relevant to understanding the cognitive significance of the Web because of the emphasis (...) they place on forces and factors that reside at the level of agent–world interactions. In particular, by adopting a situated or ecological approach to cognition, we are able to assess the significance of the Web from the perspective of research into embodied, extended, embedded, social and collective cognition. The results of this analysis help to reshape the interdisciplinary configuration of Web Science, expanding its theoretical and empirical remit to include the disciplines of both cognitive science and the philosophy of mind. (shrink)

This paper proposes a specific approach to understanding the nature of technology that encompasses the entire field of technological praxis, from the making of primitive tools to using the Internet. In that approach, technology is a specific form of human agency that yields to (an imperfect) realization of human control over a technological situation—that is, a situation not governed to an end by natural constraints but by specific human aims. The components of such technological situations are a given (...) collection of natural or artificial beings, humans, human aims, and situation-bound tools. By performing technological situation analysis, the essential form of tool making, the complex system of relationships between science and technology, technological practices with and without machines, the finiteness or imperfectness of any technology, and engineering (i.e., the possibility of the creation of technological situations) can be considered. For a better characterization of the approach to technology, the paper also presents a comparison of other philosophies of technology. Following Feenberg’s comparative analysis, the so-called fundamental question of the philosophy of technology is formulated, its two sides are identified, and it is applied for clarification of our position within philosophy of technology. In our approach, all human praxis can be considered to be technological; more precisely, every human activity has a technological aspect or dimension. (shrink)

Probably the most challenging issue in science and advanced technology is the ever increasing complexity. The term complexity refers to the experience that the complex whole is more than the sum of the parts. Emergence of new properties is observed at all levels, from relatively simple physical systems up to high-end evolution in biology or state-of-the-art microprocessors in technology. In this study an effort is made to arrive at an understanding of the underlying ontological basis in terms (...) of the classical philosophy of Aristotle and Aquinas. In addition, the value of philosophy is emphasized as a means to develop the capacity for intuition. Only with this capacity it is possible to acquire an understanding of the great variety of concepts needed in the multidisciplinary approach to complex systems. (shrink)

This chapter explores how science and technology studies (STS) have evolved over the past generation. It surveys the contrasting perspectives of philosophers, sociologists, scholars of the humanities, wider publics, and scientists themselves. It describes contrasting views about the practice and purpose for studying the history of science. -/- ISBN 978-1-85168-681-0.

Aim: This study determined the relationship between the assessed conflict management and communication styles of the university leaders of Guangdong Business and Technology University in China towards a leadership development training program. -/- Methodology: This study adopted a descriptive quantitative- comparative- correlational research design. It was conducted during the second semester of school year 2021-2022. The data gathered were collated and treated using the Statistical Package for Social Sciences or SPSS software. -/- Results: Based on the results, the most (...) evident conflict management styles of the university leaders are the compromising, and collaborating styles which ranked first and second respectively among the five identified management styles. It can also be noticed that avoiding and accommodating styles were evident among the university leaders as assessed by the teachers, while competing style was given the lowest assessment by the respondents. An over-all mean values of 3.50 shows that the conflict management style of the university leaders is evident as perceived by the teacher respondents. -/- Conclusion: Compromising and collaborating styles of conflict management are the most evident styles among the university leaders. Older teachers have seen avoiding style of conflict management more evident in their university leaders, while least evident in the eyes of the younger ones. Aggressive communication style was most evident among the university leaders while passive style was the least as observed by the teachers. Older teachers have seen their leaders to be more assertive than how the younger ones have seen them. The way the educational leaders handle conflict management is affected by the way how they communicate with their subordinates. It can also be said that effective communication style is a factor in managing and solving conflicts in the workplace. (shrink)

At the beginning of the twenty-first century, based on Science and Technology Studies (STS) and the prophet Trotsky’s forecast, critique of his visions of science, technology and environment have emerged. The article revisits four approaches: the green socioliberal of Sandy Irvine, the neo-luddite of Paul R. Josephson, the ecosocialist of Daniel Tanuro, John Foster and Enzo Traverso. Finally, the collapsologist by Miguel Fuentes Muñoz. At the end, a Marxist reply to their prophet's views is made (...) with four hypotheses and a conclusion about the contemporary STS heritage of Trotsky's historical materialism. Keywords Leon Trotsky – STS – environmental critique – historical materialism – prophet controversy – heritage. (shrink)

This study developed and validated E-learning Self-directed Interactive Modules (E-SelfIMo) for Earth Science. The study employed Research and Development method, using the Borg and Gall development procedure, in creating eight e-modules using Kotobee software, evaluating them by experts and students, and determining their effectiveness in terms of students' conceptual understanding. Experts agreed that E-SelfIMo met the DepEd standards for non-printed learning materials, and students attested to their high validity in content, format, and usefulness. Pretest and posttest results for the (...) effectiveness of E-SelfIMo revealed that students exposed to the E-SelfIMo have progressed from “Near Mastery” to “Near Full Mastery” in the chosen Earth Science topics, showing more significant improvement in their conceptual understanding than the control group. This study concludes that E-SelfIMo supports interactive, active, and self-directed learning thereby, improving students’ motivation, engagement, interest, and performance. The E-SelfIMo could be used with technology integration as a teaching and learning tool. -/- . (shrink)

The new phase of science evolution is characterized by totality of subject and object of cognition and technology (high-hume). As a result, forming of network structure in a disciplinary matrix modern are «human dimensional» natural sciences and two paradigmal «nuclei» (attraktors). As a result, the complication of structure of disciplinary matrix and forming a few paradigm nuclei in modern «human dimensional» natural sciences are observed. In the process of social verification integration of scientific theories into the existent system (...) of mental and valued options of spiritual culture takes place. The attribute of classical science – ethics neutrality of scientific knowledge becomes an unattainable ideal. One of the trends in the evolution of theoretical epistemology is the study of migration mechanisms of generation of scientific knowledge from the sphere of its own logic and methodology of science in the field of sociology - the consideration of this process, as the resulting system of interactions of social structures and institutions. Ensuing ideas and settings become the dominant worldview of philosophical and technological civilization. -/- . (shrink)

The new phase of science evolution is characterized by totality of subject and object of cognition and technology (high-hume). As a result, forming of network structure in a disciplinary matrix modern are «human dimensional» natural sciences and two paradigmal «nuclei» (attraktors). As a result, the complication of structure of disciplinary matrix and forming a few paradigm nuclei in modern «human dimensional» natural sciences are observed. In the process of social verification integration of scientific theories into the existent system (...) of mental and valued options of spiritual culture takes place. The attribute of classical science – ethics neutrality of scientific knowledge becomes an unattainable ideal. One of the trends in the evolution of theoretical epistemology is the study of migration mechanisms of generation of scientific knowledge from the sphere of its own logic and methodology of science in the field of sociology - the consideration of this process, as the resulting system of interactions of social structures and institutions. Ensuing ideas and settings become the dominant worldview of philosophical and technological civilization. -/- . (shrink)

Low physics learning in the Philippines is a prevailing concern the education sector must resolve, so initiating technological interventions in teaching the subject, including flipped classrooms, and introducing a chatbot such as ManyChat Delivering Online-Offline learning could be helpful to improve scientific literacy in learning Electromagnetic (EM) waves. This study aimed to determine the significant learning differences between conventional teaching (CT), Flipped Classroom (FC), and ManyChat Delivering Online-Offline (MCDOO) Learning in teaching EM waves. Previous research showed that flipped classrooms are (...) effective in Physics lessons. At the same time, only a few studies have been found using MCDOO learning effectively in other subjects, yet to be in Physics lessons. The researcher used the randomized posttest-only control group experimental research design with four groups; Conventional Teaching (CT) as the control group while the experimental groups are: Flipped Classroom (FC), ManyChat Delivering Online-Offline (MCDOO) Learning, and lastly, the combined FC+MCDOO learning who underwent different learning sessions (traditional teaching, FC session via google classroom, MCDOO session and FC+ MCDOO via Messenger App respectively). One-Way ANOVA was performed to determine whether there were any significant learning differences. The results showed in the first and second competencies; the null hypotheses are accepted, so all the differences in all four groups are not significant there is not much of a difference between the scores of CT and FC, CT and MCDOO, and FC and MCDOO learning; however, in the third learning competency, the null hypothesis is rejected so then the Tukey Post Hoc test was conducted to point out where is/are the significant difference/s. The Tukey Post Hoc test revealed that CT and FC+MCDOO learning differs significantly. It means that FC+MCDOO learning boosts higher learning achievement than conventional teaching, FC alone, or MCDOO alone. This study concludes that using just one technological intervention in Physics teaching simply cannot produce a significant impact on the physics literacy of the students in EM learning. Utilizing a combination of technological approaches can make a meaningful difference to the literacy rate in Physics lessons, specifically electromagnetic waves. (shrink)

What are philosophers doing when they prescribe a particular epistemology for science? According to science and technology studies, the answer to this question implicates both knowledge and politics, even when the latter is hidden. Exploring this dynamic via a specific case, I argue that Longino’s “critical contextual empiricism” ultimately relies on a form of political liberalism. Her choice to nevertheless foreground epistemological concerns can be clarified by considering historical relationships between science and society, as well (...) as the culture of academic philosophy. This example, I conclude, challenges philosophers of science to consider the political ideals and accountability entailed by their prescribed knowledge practices. (shrink)

Low physics learning in the Philippines is a prevailing concern the education sector must resolve, so initiating technological interventions in teaching the subject, including flipped classrooms, and introducing a chatbot such as ManyChat Delivering Online-Offline learning could be helpful to improve scientific literacy in learning Electromagnetic (EM) waves. This study aimed to determine the significant learning differences between conventional teaching (CT), Flipped Classroom (FC), and ManyChat Delivering Online-Offline (MCDOO) Learning in teaching EM waves. Previous research showed that flipped classrooms are (...) effective in Physics lessons. At the same time, only a few studies have been found using MCDOO learning effectively in other subjects, yet to be in Physics lessons. The researcher used the randomized posttest-only control group experimental research design with four groups; Conventional Teaching (CT) as the control group while the experimental groups are: Flipped Classroom (FC), ManyChat Delivering Online-Offline (MCDOO) Learning, and lastly, the combined FC+MCDOO learning who underwent different learning sessions (traditional teaching, FC session via google classroom, MCDOO session and FC+ MCDOO via Messenger App respectively). One-Way ANOVA was performed to determine whether there were any significant learning differences. The results showed in the first and second competencies; the null hypotheses are accepted, so all the differences in all four groups are not significant there is not much of a difference between the scores of CT and FC, CT and MCDOO, and FC and MCDOO learning; however, in the third learning competency, the null hypothesis is rejected so then the Tukey Post Hoc test was conducted to point out where is/are the significant difference/s. The Tukey Post Hoc test revealed that CT and FC+MCDOO learning differs significantly. It means that FC+MCDOO learning boosts higher learning achievement than conventional teaching, FC alone, or MCDOO alone. This study concludes that using just one technological intervention in Physics teaching simply cannot produce a significant impact on the physics literacy of the students in EM learning. Utilizing a combination of technological approaches can make a meaningful difference to the literacy rate in Physics lessons, specifically electromagnetic waves. -/- . (shrink)

This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas (...) in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program. (shrink)

This paper aims to analyze the relationship between applied social sciences and practical wisdom. Utilizing conceptual analysis methodology, it begins by defining application, action, and practice, then delves into the conceptual analysis of applied social sciences and practical wisdom. The concept of phronesis in Aristotle's philosophy and practical wisdom in Muslim philosophers are studied and analyzed. By examining different definitions of practical wisdom among Muslim scholars and comparing their views with those of Aristotle, the paper evaluates their perspectives. Subsequently, it (...) focuses on exploring the relationship between applied social sciences and practical wisdom, analyzing their points of divergence and convergence. Considering the inherent nature of applied social sciences as technological and practical, contrasted with the virtue-based nature of practical wisdom, the paper raises the question of whether phronesis can logically benefit from pure applied social sciences as theoretical wisdom to guide individuals towards virtuous action. It also questions whether this scenario could be considered a form of applied social sciences. (shrink)

We conducted a systematic literature review on the ethical considerations of the use of contact tracing app technology, which was extensively implemented during the COVID-19 pandemic. The rapid and extensive use of this technology during the COVID-19 pandemic, while benefting the public well-being by providing information about people’s mobility and movements to control the spread of the virus, raised several ethical concerns for the post-COVID-19 era. To investigate these concerns for the post-pandemic situation and provide direction for future (...) events, we analyzed the current ethical frameworks, research, and case studies about the ethical usage of tracing app technology. The results suggest there are seven essential ethical considerations—privacy, security, acceptability, government surveillance, transparency, justice, and voluntariness—in the ethical use of contact tracing technology. In this paper, we explain and discuss these considerations and how they are needed for the ethical usage of this technology. The fndings also highlight the importance of developing integrated guidelines and frameworks for implementation of such technology in the post- COVID-19 world. (shrink)

Purpose. Our study aims at developing a conceptual model of transdisciplinary synthesis of philosophical-anthropological, sociopolitical and epistemological aspects of co-evolution of the scientific and technical designs of High Hume class and the socio-cultural / political context in the process of anthropo-socio-cultural genesis. The relevance of the topic is justified by the technologization of all spheres of human existence and the emergence of High Hume class technologies, which can be called technology-driven equally. As a result, the concepts of "bio-power" and (...) "biopolitics" have become ones of the most frequently mentioned in modern philosophical and anthropological discourse and attract increasing attention of philosophers, sociologists, and, in the last decadecades, experts in the field of practical political science and economics (Foucault, Agamben, Žižek, Kebnik, Nadesan, etc.). Theoretical basis. It is problem-theoretical research; We synthesize the results of our publications in recent years. We proceed from the fact that the main question of the informational phase of the development of a technogenic civilization lies in the rationalization and technologization of the evolutionary process, i.e. in the removal of the fundamental ontological antinomy “Evolution versus Reasonable Design”, as a result for modern neoliberal political democracy, biopower and its theoretical understanding (biopolitics) are effective tools and technologies to form of optimal trends of the global evolutionary process, in the framework of this ideological system. We have chosen the comparative conceptual analysis combining with the results of the content analysis of Web publications by the main method of the study. Originality of the research is in the fact that the central core of such a model is the use of a conceptual and terminological apparatus for describing the mechanisms of the progressive evolution of complex systems, known as the “triple spiral” by Ledeisdorf-Itskovich. This allowed us to integrate the bio-power phenomenon into the general scheme of a stable evolutionary strategy of a technogenic civilization. The conclusions. We justified the transformation of biopolitics into the main factor in the global evolution of self-organizing human-sized systems, including the biosphere as a whole. This is achieved through the creation of a specific (bio) ethical system of imperatives and the activities of individuals in relation to themselves and other agents of social actions. Bioethics with a trail of associated conceptual areas (biosociology, bioeconomics, biohistory, etc.) turned out to be the only rationalized regulator of the process of biological and sociocultural evolution. The triple spiral biotechnology – bioeconomy – bioenergy as the material substance of the life of technological civilization is reflected in the ideal world as a triad of bioethics – biosociology – biopolitics. Both triads form closed cycles of evolutionary transformations that transmit and amplify the initial momentum of transformations on each other through a cascade mechanism with positive feedback. (shrink)

Since Circular 34 from the Ministry of Science and Technology of Vietnam required the head of the national project to have project results published in ISI/Scopus journals in 2014, the field of economics has been dominating the number of nationally-funded projects in social sciences and humanities. However, there has been no scientometric study that focuses on the difference in productivity among fields in Vietnam. Thus, harnessing the power of the SSHPA database, a comprehensive dataset of 1,564 Vietnamese authors (...) (854 males, 705 females) with 2,410 publications in the 2008 – 2018 period was extracted and analyzed. Various factors were considered including age, gender, new authors, leading authors, co-authorship, and Impact Factor. The findings suggest a high level of contribution from authors at the age of 40 – 44 in economics (858 publications) in a 12-years period, which is equivalent to the social medicine total output, and two times more than the total output of the education. Moreover, the presence and reinforcement of male researchers are still dominating in Economics and other fields, with the only exception of education. Despite the rapid rise in the number of Vietnamese lead authors, gender disparity among disciplines is an issue. Contrary to the strong international collaboration-oriented tendency in social medicine, economics, and other fields, educational authors are not open to international collaborating. Finally, most of the publications in economics belong to the group with JIF from 0 to 2, in contrast with the high number of social medicine publications with JIF from 2 to 5, which suggesting the field of economics is fulfilling the quantity, but still, need more quality publications. (shrink)

Development in all of its stages, from organizing the vision and strategy to implementing plans, requires policy-making. We show that the division of labor and specialization of sciences and some philosophical doctrines cause the emergence of technocracy in policies. Technocracy makes development not happen in the direction of public welfare. For this reason, for sustainable development, we need institutions, strategies, and philosophical contexts that provide a democratic ground for the possibility of criticizing and reforming policies.

This essay examines narratives of fundamental change, which portray a break in the continuity between a pre-transition and post-transition transgender subject, in accounts of transgender transitions. Narratives of fundamental change highlight the various changes that occur during transition and its disruptive effects upon a trans subject’s continuous identity. First, this essay considers the historical appearance of fundamental change narratives in the social sciences, the media, and their use by families of trans people, partners of trans people, and trans people themselves. (...) After this is a consideration of Mark Johnson’s account of narrative as a meaning-making activity that occurs in the context of social norms. Johnson’s account is then applied to narratives of fundamental change to explain why these narratives occur, especially in relation to social norms and lived experience. The essay concludes by considering the trajectory of fundamental change narratives, looking at emerging transgender narratives, which stress a more integrated, complex account of transgender lives. (shrink)

This research offers a concise analysis of leisure science, leisure studies, and the concept of leisure space-time. It explores the interdisciplinary nature of leisure science, drawing from psychology, sociology, and economics. The research article of corresponding report writing on desk examines leisure studies that contribute to understanding individual and societal leisure behaviors, motivations, and benefits. Additionally, it delves into the notion of leisure space-time, investigating the design and utilization of spaces for leisure activities. This research provides (...) valuable insights into the multifaceted realm of leisure, shedding light on its significance in contemporary society. (shrink)

As we enter the 21st century, we do well to consider the values implicit in science fiction, the principal arena of future speculation in popular culture. This study explored whether consumption of science fiction (SF) is correlated with distinctive socio-ethical views. SF tends to advocate the extension of value and rights to all forms of intelligence, regardless of physical form; enthusiasm for technology; and social and economic libertarianism. This suggests that consumers with these socio-ethical views would be (...) attracted to the SF genre, and that amount of SF consumption would be correlated with adoption of these views. -/- Groups of respondents involved in medical ethical and environmental issues were surveyed in 1992 (N=278). SF consumption was found, at first-order correlation and controlling for covariates, to be associated with: greater support for extending rights to animal and machine intelligence; greater enthusiasm for technology, and rejection of limits to human endeavors; and greater social libertarianism. SF consumption was not associated with specific views on the cognitively and physically disabled; support for abortion rights; or economic libertarianism. (shrink)

This article sheds light on managing and utilizing scientific and technological funds (Sci-Tech funds) in Vietnam.

The history of sonar technology provides a fascinating case study for philosophers of science. During the first and second World Wars, sonar technology was primarily associated with activity on the part of the sonar technicians and researchers. Usually this activity is concerned with creation of sound waves under water, as in the classic “ping and echo”. The last fifteen years have seen a shift toward passive, ambient noise “acoustic daylight imaging” sonar. Along with this shift a new (...) relationship has begun between sonar technicians and environmental ethics. I have found a significant shift in the values, and the environmental ethics, of the underwater community by looking closely at the term “noise” as it has been conceptualized and reconceptualized in the history of sonar technology. To illustrate my view, I will include three specific sets of information: 1) a discussion of the 2003 debate regarding underwater active low- frequency sonar and its impact on marine life; 2) a review of the history of sonar technology in diagrams, abstracts, and artifacts; 3) the latest news from February 2004 on how the military and the acoustic daylight imaging passive sonar community has responded to the current debates. (shrink)

Memory technologies are cultural artifacts that scaffold, transform, and are interwoven with human biological memory systems. The goal of this article is to provide a systematic and integrative survey of their philosophical dimensions, including their metaphysical, epistemological and ethical dimensions, drawing together debates across the humanities, cognitive sciences, and social sciences. Metaphysical dimensions of memory technologies include their function, the nature of their informational properties, ways of classifying them, and their ontological status. Epistemological dimensions include the truth-conduciveness of external memory, (...) the conditions under which external memory counts as knowledge, and the metacognitive monitoring of external memory processes. And lastly, ethical and normative dimensions include the desirability of the effects memory technologies have on biological memory, their effects on self and culture, and their moral status. Whilst the focus in the article is largely philosophical and conceptual, empirical issues such as the way we interact with memory technologies in various contexts are also discussed. We thus take a naturalistic approach in which philosophical and empirical concepts and approaches are seen as continuous. (shrink)

This text is a presentation of the notion of ontological imagination. It constitutes an attempt to merge two traditions: critical sociology and science and technology studies - STS. By contrasting these two intellectual traditions, I attempt to bring together: a humanist ethical-political sensitivity and a posthumanist ontological insight. My starting point is the premise that contemporary world needs new social ontology and new critical theory based on it in order to overcome the unconsciously adapted, “slice-based” modernist vision (...) of social ontology. I am convinced that we need new ontological frameworks of the social combined with a research disposition which I refer to as ontological imagination. (shrink)

Abstract4E approaches to affective technology tend to focus on how ‘users’ manage their situated affectivity, analogously to how they help themselves cognitively through epistemic actions or using artefacts and scaffolding. Here I focus on cases where the function of affective technology is to exploit or manipulate the agent engaging with it. My opening example is the cigarette, where technological refinements have harmfully transformed the affective process of consuming nicotine. I proceed to develop case studies of two very (...) different but also harmful affective technologies. Casinos and electronic gambling machines deploy computationally intensive scaffolding to shape the onset and continuation of gambling episodes. High-heeled shoes affectively engineer wearers’ relationships to their own embodied capacities and are predominantly expected to be worn by women. I conclude with a discussion of the need for study of affective technology to focus other-directed applications, some of which will serve competing or antagonistic interests. (shrink)

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

Background and Aim: Global trends and national policies have made internationalization and paying attention to the international markets of higher education inevitable on the one hand and becoming a legal requirement of Iranian medical sciences universities on the other hand. Therefore, the main goal of this article was to show, by examining the experience of international marketing of higher education in Tehran University of Medical Sciences, what are the futures of international marketing of higher education in medical sciences? Materials and (...) methods: in this documented data and the views, knowledge and lived experiences of the beneficiaries of the University of Medical Sciences were the basis of the study, and in the following, the methods of documentary studies, trend analysis, brainstorming, expert panel, theme analysis and scenario planning were used. Results: The most important achievement of this article is that among the challenges facing the international marketing of higher education in the University of Medical Sciences, two driving forces have the highest importance and uncertainty in shaping the future of this issue, including: sustainable security and cultural development. Conclusion: The normalization of political and economic relations with the world along with appropriate cultural development inside and outside the university and acceptance of cultural, racial, religious, intellectual, ethnic and gender differences strengthens the marketing process of higher education. In such a situation, the risk of investing in providing international higher education will be reduced. Therefore, the most expensive and the most important uncertainty facing the country's universities in international marketing is the attitude and approach of science and technology governance to the relations and structure governing the international system. (shrink)

This open-access editorial discusses confronting silences in different disciplinary contexts, such as science and technology studies, cultural anthropology, and philosophy. It has a focus on race and concludes with thoughts about Indigenous expertise, the Australian referendum on the Indigenous Voice, to parliament, and racism.

This study examines the concept of “description” and its theoretical foundations. The literature about it is surprisingly limited, and its usage is vague, sometimes even conflicting. Description should be considered in relation to other processes, such as representation, data capturing, and categorizing, which raises the question about what it means to describe something. Description is often used for any type of predication but may better be limited to predications based on observations. Research aims to establish criteria for making optimal descriptions; (...) however, the problems involved in describing something have seldom been addressed. Specific ideals are often followed without examine their fruitfulness. This study provides evidence that description cannot be a neutral, objective activity; rather, it is a theory-laden and interest-based activity. In information science, description occurs in processes such as document description, descriptive metadata assignment, and information resource description. In this field, description has equally been used in conflicting ways that mostly do not evince a recognition of the value- and theory-laden nature of descriptions. It is argued that descriptive activities in information science should always be based on consciously explicit considerations of the goals that descriptions are meant to serve. (shrink)

In Information and Computer Ethics (ICE), and, in fact, in normative and evaluative research of Information Technology (IT) in general, researchers have paid few attentions to the prudential values of IT. Hence, analyses of the prudential values of IT are mostly found in popular discourse. Yet, the analyses of the prudential values of IT are important for answering normative questions about people’s well-being. In this chapter, the author urges researchers in ICE to take the analyses of the prudential values (...) of IT seriously. A serious study of the analyses, he argues, will enrich the research of ICE. But, what are the analyses? The author will distinguish the analyses of the prudential values of IT, i.e. the prudential analysis, from other types of normative and evaluative analysis of IT. Then, the author will explain why prudential analyses are not taken seriously by the researchers in ICE, and argue why they deserve more attentions. After that, he will outline a framework to analyse and evaluate prudential analyses, and he will apply the framework to an actual prudential analysis. Finally, he will briefly conclude this chapter by highlighting the limits of the proposed framework and identifying the directions for future research. (shrink)

The objective of the paper is the methodological presentation of the basic principles towards a critical interdisciplinary approach for studying the history of monuments restoration, valid for different cultures. The proposed integrated framework offers the possibility to study and document monuments restoration in various spatial levels e.g. global, continental, international, national, regional, and local. The conceptual and methodological aspects are based on the following fundamental pillars a) the development of science and technology, including relevant history of education, b) (...) the evolution of the restoration philosophy, c) the incorporation of the above in restoration projects at a lower level, d) the infiltration of the above in restoration interventions at the lowest level. The author expects that the above successive and/or parallel levels of scientific branches can contribute effectively to the analysis, synthesis and comparative assessment of the aspects and criteria that influenced monuments restoration timeline. The challenge for the researcher of the monuments restoration history is the adjustment of the whole process to his own –under research- level in such a way as to take advantage of all theinterdisciplinary inputs creating, thus, inventive links and stimulating new information and knowledge. The above are briefly tested in the case study of Thessaloniki, Macedonia, Greece. Such an inductive approach will enable all disciplines to devote their finest efforts towards understanding, documenting and studying monuments restoration history and, thus, support effectively a sustainable future for the world’s cultural heritagel audience. (shrink)