As we approach the end of the twentieth century, the ways in which knowledge--scientific, social, and cultural--is produced are undergoing fundamental changes. In The New Production of Knowledge, a distinguished group of authors analyze these changes as marking the transition from established institutions, disciplines, practices, and policies to a new mode of knowledge production. Identifying such elements as reflexivity, transdisciplinarity, and heterogeneity within this new mode, the authors consider their impact and interplay with the role of knowledge in social relations. (...) While the knowledge produced by research and development in science and technology is accorded central focus, the authors also outline the changing dimensions of social scientific and humanities knowledge and the relations between the production of knowledge and its dissemination through education. Placing science policy and scientific knowledge within the broader context of contemporary society, this book will be essential reading for all those concerned with the changing nature of knowledge, with the social study of science, with educational systems, and with the correlation between research and development and social, economic, and technological development. "Thought-provoking in its identification of issues that are global in scope; for policy makers in higher education, government, or the commercial sector." --Choice "By their insightful identification of the recent social transformation of knowledge production, the authors have been able to assert new imperatives for policy institutions. The lessons of the book are deep." --Alexis Jacquemin, Universite Catholique de Louvain and Advisor, Foreign Studies Unit, European Commission "Should we celebrate the emergence of a 'post-academic' mode of postmodern knowledge production of the post-industrial society of the 21st Century? Or should we turn away from it with increasing fear and loathing as we also uncover its contradictions. A generation of enthusiasts and/or critics will be indebted to the team of authors for exposing so forcefully the intimate connections between all the cognitive, educational, organizational, and commercial changes that are together revolutionizing the sciences, the technologies, and the humanities. This book will surely spark off a vigorous and fruitful debate about the meaning and purpose of knowledge in our culture." --Professor John Ziman, (Wendy, Janey at Ltd. is going to provide affiliation. Contact if you don't hear from her.) "Jointly authored by a team of distinguished scholars spanning a number of disciplines, The New Production of Knowledge maps the changes in the mode of knowledge production and the global impact of such transformations. . . . The authors succeed . . . at sketching out, in very large strokes, the emerging trends in knowledge production and their implications for future society. The macro focus of the book is a welcome change from the micro obsession of most sociologists of science, who have pretty much deconstructed institutions and even scientific knowledge out of existence." --Contemporary Sociology "This book is a timely contribution to current discussion on the breakdown of and need to renegotiate the social contract between science and society that Vannevar Bush and likeminded architects of science policy constructed immediately after World War II. It goes far beyond the usual scattering of fragmentary insights into changing institutional landscapes, cognitive structures, or quality control mechanisms of present day science, and their linkages with society at large. Tapping a wide variety of sources, the authors provide a coherent picture of important new characteristics that, taken altogether, fundamentally challenge our traditional notions of what academic research is all about. This well-founded analysis of the social redistribution of knowledge and its associated power patterns helps articulate what otherwise tends to remain an--albeit widespread--intuition. Unless they adapt to the new situation, universities in the future will find the centers of gravity of knowledge production moving even further beyond their ken. Knowledge of the social and cognitive dynamics of science in research is much needed as a basis of science and technology policymaking. The New Production of Knowledge does a lot to fill this gap. Another unique feature is its discussion of the humanities, which are usually left out in works coming out of the social studies of science." --Aant Elzinga, University od Goteborg. (shrink)

The Encyclopedia of Political Thought is the most comprehensive and rigorous treatment of significant political thinkers, political theories, concepts, ideas, and schools of thought. Comprises over 900 A-Z entries, including brief definitions, biographies, and major topics, written by a team of 700 contributors from around the world Explores key theories and theorists, including non-western perspectives, in tracing the evolution of political thought from antiquity to the present day Published in association with The Foundations of Political Theory, an organized section of (...) the American Political Science Association 8 Volumes www.encyclopediaofpoliticalthought.com. (shrink)

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...) is the result of a collective writing process. (shrink)

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

Living Reference Work. Continuously updated edition.

Infantologies is a collective writing project designed to express and summarise important ideas, approaches and forms of advocacy in a short and condensed method, in order to present a network of d...

What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?

This is a collective writing project that is part of the larger design of Infantologies, Infanticides and Infantilizations; a quartet that explores the philosophy of infants from thematic perspectives, that puts infants at the centre of our reflections, and that encourages a different academic style of thinking.

Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical dou...

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy that was established in 2016. The paper is the result of a collective writing process over a period of a few (...) months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper. (shrink)

Our capabilities in space are growing almost as fast as our ambitions. Many nations, companies, and private actors are currently vying to secure historic “firsts” in space, raising complex social and ethical questions. There is surprisingly little serious analysis of these issues, however, and they are rarely discussed in undergraduate class discussions, despite their popularity with students. To help correct this deficit, a student research team designed 11 case studies to help instructors across the curriculum introduce space into their classes. (...) These are designed for ease of use, with self-contained background information, suggested readings/movies, and a series of juicy questions. (shrink)

An analysis of Gibbon's five signs of civilizational decay.

One question about the role of the mental in the determination of practical reason concerns the pro-attitudes: can any set of beliefs, without the help of a desire, rationalize or make reasonable a desire, intention, attempt, or intentional action? After criticizing Michael Smith’s argument for a negative answer to this question, I present two arguments in favor of a positive answer. Another question about the role of the mental in the determination of practical reason concerns belief: what gives you (...) a reason to go to the store, the fact that you’re out of milk or the belief that you’re out of milk? The two questions about the mental are connected. I argue that if we give a positive answer to the first question and reject the Humean Theory of Motivation, we cannot accept the currently favored conception of normative reasons as determined by the facts. For the anti-Humean, normative reasons must be determined by the agent’s perspective. (shrink)

As the church historian Henri Crouzel observed, questions about the nature of human autonomy were central to the thought of the third-century theologian Origen of Alexandria. On this question, his influence on later generations, though complicated, would be difficult to overstate. Yet, what exactly Origen thought autonomy required has been a subject of debate. On one widespread reading, he has been taken to argue that autonomy requires that human beings have the capacity to act otherwise than they do in fact (...) act; that is, that alternative possibilities of action are causally available to them. As Susanne Bobzien has argued, however, there is good reason to think that the view that such alternative possibilities are required for the ascription of autonomy did not explicitly emerge until Alexander of Aphrodisias, a rough contemporary of Origen's of whose thought he was likely unaware. In revisiting Origen on the notion of ‘free will’, Michael Frede, against the ‘alternative possibilities’ reading, argued that his theory of the will was largely attributable to Stoicism, and in particular to Epictetus’ theory of will as προαίρεσις. George Boys-Stones, for his part, has claimed that, while Origen's theory of the descent of the pre-existent minds is aimed at providing an account of how human beings are entirely responsible for their characters, in the embodied state we find no evidence that he understood human choice subsequent to the fall to depend upon the existence of alternative possibilities in order to be autonomous. (shrink)

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

In Re-Thinking Science. Knowledge and the Public in an Age of Uncertainty H. Nowotny, P. Scott, e M. Gibbons vindicate a “socially robust” scientific knowledge in accordance with the social needs of our time. Such a knowledge would not be just epistemically reliable; in addition, it would also fit the situations to which will be put to use, and take into account the consequences of its utilization. In the authors’ view, this new kind of science, which they call “Mode (...) 2 knowledge” in another book, would do justice to a society that is not restrained to receive or ask for scientific information, but also requires sharing in its production. Nowotny and her colleagues mention several epistemological changes which a “robust” knowledge would involve. In this paper I analyze some of those alleged changes. (shrink)

In _Sciences from Below_, the esteemed feminist science studies scholar Sandra Harding synthesizes modernity studies with progressive tendencies in science and technology studies to suggest how scientific and technological pursuits might be more productively linked to social justice projects around the world. Harding illuminates the idea of multiple modernities as well as the major contributions of post-Kuhnian Western, feminist, and postcolonial science studies. She explains how these schools of thought can help those seeking to implement progressive social projects refine their (...) thinking to overcome limiting ideas about what modernity and modernization are, the objectivity of scientific knowledge, patriarchy, and Eurocentricity. She also reveals how ideas about gender and colonialism frame the conventional contrast between modernity and tradition. As she has done before, Harding points the way forward in _Sciences from Below_. Describing the work of the post-Kuhnian science studies scholars Bruno Latour, Ulrich Beck, and the team of Michael Gibbons, Helga Nowtony, and Peter Scott, Harding reveals how, from different perspectives, they provide useful resources for rethinking the modernity versus tradition binary and its effects on the production of scientific knowledge. Yet, for the most part, they do not take feminist or postcolonial critiques into account. As Harding demonstrates, feminist science studies and postcolonial science studies have vital contributions to make; they bring to light not only the male supremacist investments in the Western conception of modernity and the historical and epistemological bases of Western science but also the empirical knowledge traditions of the global South. _Sciences from Below_ is a clear and compelling argument that modernity studies and post-Kuhnian, feminist, and postcolonial sciences studies each have something important, and necessary, to offer to those formulating socially progressive scientific research and policy. (shrink)

THE VOLUME CONTAINS PAPERS BY J L MACKIE, JON DORLING, ELIE ZAHAR, LAWRENCE SKLAR, RICHARD Swinburne, Richard A HEALEY, W H NEWTON-SMITH, NANCY CARTWRIGHT, JEREMY BUTTERFIELD, MICHAEL REDHEAD AND PETER GIBBONS. THEY CONCERN THE IMPLICATIONS FOR OUR UNDERSTANDING OF SPACE, TIME AND CAUSATION OF THE DEVELOPMENTS OF MODERN PHYSICS AND ESPECIALLY OF RELATIVITY THEORY AND QUANTUM THEORY.

I focus on three preoccupations of recent writings on proof. -/- I. The role and possible effects of empirical reasoning in mathematics. Do recent developments (specifically, the computer-assisted proof of the 4CT) point to something essentially new as regards the need for and/or effects of using broadly empirical and inductive reasoning in mathematics? In particular, should we see such things as the computer-assisted proof of the 4CT as pointing to the existence of mathematical truths of which we cannot have a (...) priori knowledge? -/- 2. The role of formalization in proof. What are the patterns ofinference according to which mathematical reasoning naturally proceeds? Are they of 'local' character (i.e. sensitive to the subject-matter of the reasoning concerned) or 'global' character (i.e. invariant across all subject-matters)? Finally, what if any relationship is there (a) between the patterns of inference manifest in a proof and its explanatory capacity and (b) between explanatory capacity and rigor? -/- 3. Diagrams and their role in mathematical reasoning. What essentially is diagrammatic reasoning, and what is the nature and basis of its usefulness? Can it play a justificative role in the development of mathematical knowledge and, more particularly, in genuine proof? Finally, does the use of diagrammatic reasoning force an adjustment either in our conception of rigor or in our view of its importance? (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Byzantine Matters by Averil CameronPanagiotis RoilosAveril Cameron. Byzantine Matters. Princeton, N.J.: Princeton University Press, 2014. xviii + 164 pp. 3 black-and-white maps. Cloth, $22.95.From C. P. Cavafy to W. B. Yeats, Ezra Pound, and more recently, Julia Kristeva, literary authors and intellectuals have eloquently (and as a rule more effectually than academics) shown that Byzantine matters are of noteworthy relevance to broader, i.e., not only scholarly, domains of (...) (post)modern culture too. Despite (or, at times, even because of) certain rather ineluctable limitations mainly deriving from its marked genre (general survey of the state of the field), Byzantine Matters belongs to that rare group of scholarly books that contribute considerably to the promotion of the Byzantine “cause” beyond the confines of the specific research and academic area. Written by one of the most eminent and influential scholars of late antiquity and early Byzantium, this book fulfills its valuable self-imposed aims: in a commendable, as a whole, interdisciplinary manner, it outlines the research trajectories that Byzantinists should pursue today, if they wish to expand their field’s methodological self-awareness and achieve a competitive level of theoretical sophistication.An important constituent of Averil Cameron’s critique of widespread preconceptions about Byzantium even in contemporary scholarly discourses (either in [End Page 719] the specialized research field or, more explicitly, in relevant ones) is her exposure of the detrimental ideological parameters of the exoticism and exceptionalism that often inform approaches to that past culture. The author’s task is not easy; on the contrary, it is bound to cause some distress or uneasiness in conservative scholarly circles (or “schools”).Cameron begins her discussion of the present state of Byzantine studies and of the related research desiderata by diagnosing the “absence” of Byzantium from hegemonic historiographic discourses in the so-called Western world. Origins and causes of this “absence” are astutely (albeit partially) traced back to influential Anglo-centric interpretive paradigms, these being of entirely derogatory (see Edward Gibbon’s notorious “history” and more recently the dogmatic conservatism of Arnold Toynbee and Samuel Huntington) or exoticizing, Orientalizing orientation (as exemplified in the activities of, e.g., Robert Byron and David Talbot Rice). Byzantium is shown to have been reduced to the state of the historical and historiographical “subaltern” of the West (9). Although I would have preferred to describe this idiosyncratic position of Byzantium in the dominant historiographic practice and the imaginary of the West in terms of what elsewhere I have defined as “para-marginality,” I must stress that Cameron’s sensitive outline of the Byzantine “absence” from established scholarly paradigms attests to her openness to sophisticated methodological schemata that might contribute to a creative and, whenever necessary, critical dialogue of Byzantine studies with related disciplines and broader theoretical debates.In her reappraisal of current scholarly views concerning the status of Byzantium as an empire, the author rightly emphasizes the adaptability and flexibility of Byzantine sociopolitical and economic structures and mechanisms, thus exposing the widespread view of an “unchanging Byzantium” as a mere “popular myth” (35). Equally noteworthy is her focusing on the contribution of ritual occasions and performances of ideologically and politically manipulated rhetoric to the reaffirmation, communication, and effectiveness of imperial power in Byzantium.Cameron’s learned approach to Byzantine art, which is introduced with a general discussion of the attraction it held for British authors (where, however, Ruskin’s work is conspicuously missing), and to the current state of its research places a judicious emphasis on the tension between iconoclasm and iconolatry as well as on issues of periodization. Of special significance is Cameron’s reference to the performative functions of icons in Byzantium and her call for new, interdisciplinary approaches to Byzantine art. However, the opposition between the written word and the image that the author, endorsing Michael Squire’s approach (74), puts forward is an unconvincing rhetorical construct rather than an always valid hermeneutic tool. Theology and religious practice in Byzantium never really reduced the written word to a state inferior to that of the image, as is evinced not only by the frequent coexistence of text and pictorial representation in Byzantine art but also by the extremely... (shrink)

Leibniz states that 'metaphysics is natural theology', and this is especially true of his metaphysics of modality. In this book, Michael V. Griffin examines the deep connection between the two and the philosophical consequences which follow from it. Grounding many of Leibniz's modal conceptions in his theology, Griffin develops a new interpretation of the ontological argument in Leibniz and Descartes. This interpretation demonstrates that their understanding God's necessary existence cannot be construed in contemporary modal logical terms. He goes on (...) to develop a necessitarian interpretation of Leibniz, arguing that Leibniz, like Spinoza, is committed to the thesis that everything actual is metaphysically necessary, but that Leibniz rejects Spinoza's denial of God's moral perfection. His book will appeal to scholars of early modern philosophy and philosophers interested in modal metaphysics and the philosophy of religion. (shrink)

The desire for a meaningful life is ubiquitous, yet the ordinary concept of a meaningful life is poorly understood. Across six experiments (total N = 2,539), we investigated whether third-person attributions of meaning depend on the psychological states an agent experiences (feelings of interest, engagement, and fulfillment), or on the objective conditions of their life (e.g., their effects on others). Studies 1a–b found that laypeople think subjective and objective factors contribute independently to the meaningfulness of a person’s life. Studies 2a–b (...) found that positive mental states are thought to make a life more meaningful, even if derived from senseless activities (e.g., hand-copying the dictionary). Studies 3a–b found that agents engaged in morally bad activities are not thought to have meaningful lives, even if they feel fulfilled. In short, both an agents’ subjective mental states and objective impact on the world affect how meaningful their lives appear. (shrink)

This new book by Michael Slote argues that Western philosophy on the whole has overemphasized rational control and autonomy at the expense of the important countervailing value and virtue of receptivity. Recently the ideas of caring and empathy have received a great deal of philosophical and public attention, but both these notions rest on the deeper and broader value of receptivity, and in From Enlightenment to Receptivity, Slote seeks to show that we need to focus more on receptivity if (...) we are to attain a more balanced sense and understanding of what is important to us. -/- Beginning with a critique of Enlightenment thinking that calls into question its denial of any central role to considerations of emotion and empathy, he goes on to show how a greater emphasis on these factors and on the receptivity that underlies them can give us a more realistic, balanced, and sensitive understanding of our core ethical and epistemological values. This means rejecting post-modernism's blanket rejection of reason and of compelling real values and recognizing, rather, that receptivity should play a major role in how we lead our lives as individuals, in how we relate to nature, in how we acquire knowledge about the world, and in how we relate morally and politically with others. (shrink)

The author's initial assumption is that in the eyes of much of the younger generation of artists, curators, art critics, and even philosophers, aesthetics has lost its potential to say essential or meaningful truths about contemporary art. Since their beginnings in the eighteenth century, both art and aesthetics have drawn their import from the division between the aesthetic and the practical. The work of Kant generated a tradition which was decisive for our understanding of aesthetics. For this tradition the central (...) issue was the autonomy of art (or, later, the autonomy of culture). It has now become clear that both art and culture have gradually lost their autonomy, and that consequently aesthetics as a discipline lost its former significance. It is, however, important to realise that if society has changed, then not only art and aesthetics, but also other fields and disciplines have had to respond to this change. Due to the fact that for the most part the co-evolution of society and science is responsible for the change that we are witnessing, the author focuses on changes in the contemporary production of knowledge in order to understand this change, in the hope that it could be enlightening to aesthetics as well. He proceeds to the close reading of the theory of scientific knowledge production developed by Michael Gibbons et al, termed Mode-2. In the final part of the article the relation between knowledge production and art/culture is established, showing that aesthetics needs transgress its disciplinary borders in order to survive. (shrink)

After outlining why the notion of conscious control of action matters to us and after distinguishing different challenges to that notion, the contribution focuses on the challenge posed by the literature on unconscious goal pursuit. Based on a conceptual clarification of the notion of consciousness, I argue that the understanding of consciousness in that literature is too restricted. The hypothesis that the behaviors reported can be accounted for by nonconceptual forms of consciousness, such as emotions and motor experiences, rather than (...) by—conscious or unconscious—conceptual level intentions tends to be disregarded, even though it promises to be empirically fruitful. (shrink)

The type of completeness Whitehead and Russell aimed for in their Principia Mathematica was what I call descriptive completeness. This is completeness with respect to the propositions that have been proved in traditional mathematics. The notion of completeness addressed by Gödel in his famous work of 1930 and 1931 was completeness with respect to the truths expressible in a given language. What are the relative significances of these different conceptions of completeness for traditional mathematics? What, if any, effects does incompleteness (...) of the type Gödel had in mind have for the evaluation of the Principia Mathematica project and other projects like it? (shrink)

In a rich and thought-provoking paper, Lambros Malafouris argues that taking material culture seriously means to be ‘systematically concerned with figuring out the causal efficacy of materiality in the enactment and constitution of a cognitive system or operation’ (Malafouris 2004, 55). As I understand this view, there are really two intertwined claims to be established. The first is that the things beyond the skin that make up material culture (in other words, the physical objects and artefacts in which cultural networks (...) and systems of human social relations are realized) may be essential to the enactment of, and be partly constitutive of, certain cognitive systems or operations. The consequence of establishing this claim is supposed to be that we have a mandate to recast the boundaries of the mind so as to include, as proper parts of the mind, things located beyond the skin. Thus, in talking about the contribution of the world to cognition, Malafouris (2004, 58) concludes that ‘what we have traditionally construed as an active or passive but always clearly separated external stimulus for setting a cognitive mechanism into motion, may be after all a continuous part of the machinery itself; at least ex hypothesi’. This is the position that, in philosophical circles, is known increasingly as the extended mind hypothesis (Clark & Chalmers 1998; Menary forthcoming). Henceforth I shall refer to this hypothesis as EM. A stock example will help bring the idea into view. Rumelhart et al. (1986) note that most of us solve difficult multiplication problems by using ‘pen and paper’ as an external resource. This environmental prop enables us to transform a difficult cognitive problem into a set of simpler ones, and to temporarily store the results of certain intermediate calculations. For the fan of EM, the distributed combination of this external resource and certain inner psychological processes constitutes a cognitive system in its own right. (shrink)