This paper begins by defending the twofold relevance, political and theoretical, of the notion of social suffering. Social suffering is a notion politics cannot do without today, as it seems indispensable to describe all the aspects of contemporary injustice. As such, it has been taken up in a number of significant research programmes in different social sciences (sociology, anthropology, social psychology). The notion however poses significant conceptual problems as it challenges disciplinary boundaries traditionally set up to (...) demarcate individual and social phenomena. I argue that philosophy has a role to play in the attempt to integrate the diverging perspectives stemming from the social sciences. I attempt to show that, as it engages with the social sciences to account for the conceptual and normative issues thrown open by the question of social suffering, philosophy in fact retrieves the very idea of critical theory, as a conjugated critique of social reality and of its knowledge. I conclude by showing how the question of social suffering then becomes a useful criterion to distinguish between the different existing approaches in critical theory. (shrink)

Drawing upon the theory of virtue ethics, this study builds a decision tree predictive model to explore the anticipated impact of good traits on socially responsible consumption. Using R statistical software, we generate a classification tree and cross-validate the model on two independent datasets. The results indicate that the virtuous traits of self-efficacy, courage, and self-control, as well as the personality traits of openness and conscientiousness, predict socially responsible purchase and disposal behavior. Remarkably, the largest segment of socially responsible (...) consumers in the study scored high in self-efficacy and openness. This result suggests that marketers should focus on these good traits when creating advertisements to encourage sustainable consumption. Our study contributes to enhancing knowledge about the social and psychological aspects of the sustainability movement and provides a new analytical approach to predicting socially responsible consumption. (shrink)

Hartmut Rosa advances an account of the temporal structure of society from the perspective of critical theory. He identifies three categories of change in the tempo of modern social life: technological acceleration, evident in transportation, communication, and production; the acceleration of social change, reflected in cultural knowledge, social institutions, and personal relationships; and acceleration in the pace of life, which happens despite the expectation that technological change should increase an individual's free time. According to Rosa, both (...) the structural and cultural aspects of our institutions and practices are marked by the "shrinking of the present," a decreasing time period during which expectations based on past experience reliably match the future. When this phenomenon combines with technological acceleration and the increasing pace of life, time seems to flow ever faster, making our relationships to each other and the world fluid and problematic. It is as if we are standing on "slipping slopes," a steep social terrain that is itself in motion and in turn demands faster lives and technology. As Rosa deftly shows, this self-reinforcing feedback loop fundamentally determines the character of modern life. (shrink)

Part one: Introduction -- Part two: The mind -- Part three: Nature -- Part four: Culture -- Part five: Society -- Part six: Conclusion.

There have been many attempts of late to formulate a satisfactory theory of knowledge with which to replace the traditional justified true belief analysis. Almost all agree that it must be the case that in order for S to know that p; i.) p be true, and ii.) S believe that p. Although many argue that there must be a condition stating that S has adequate evidence for p, requirements other than i.) and ii.) are controversial. The most popular (...) approach taken, however, is the addition of a requirement to the effect that for S to know that p there must be no other evidence against p strong enough to undermine S's belief that p, should this evidence come to S's attention. I shall call such a requirement a “defeasibility condition” and any theory containing such a requirement a defeasibility theory.Defeasibility theories are quite effective in handling a certain kind of difficulty to which theories of knowledge are subject, namely problems dealing with what Harman has termed the social aspect of knowledge. (shrink)

The result of a deep research work sustained for more than two decades, this book studies the construction of social knowledge from a constructivist perspective inherited from Piagetian thought. It thus advances in a process of revision and discussion, while maintaining crucial aspects of this current for the approach to the construction of the subject and the object of knowledge, in the search for the elaboration of an explanatory theory for the formation of new knowledge. A collaborative proposal (...) between different disciplines of potential interest for the different actors who study and intervene in this field. (shrink)

Hartmut Rosa advances an account of the temporal structure of society from the perspective of critical theory. He identifies three categories of change in the tempo of modern social life: technological acceleration, evident in transportation, communication, and production; the acceleration of social change, reflected in cultural knowledge, social institutions, and personal relationships; and acceleration in the pace of life, which happens despite the expectation that technological change should increase an individual's free time. According to Rosa, both (...) the structural and cultural aspects of our institutions and practices are marked by the "shrinking of the present," a decreasing time period during which expectations based on past experience reliably match the future. When this phenomenon combines with technological acceleration and the increasing pace of life, time seems to flow ever faster, making our relationships to each other and the world fluid and problematic. It is as if we are standing on "slipping slopes," a steep social terrain that is itself in motion and in turn demands faster lives and technology. As Rosa deftly shows, this self-reinforcing feedback loop fundamentally determines the character of modern life. (shrink)

The ascription of desires or beliefs to other people is a milestone of human sociality. It allows us to understand, explain, and predict human behaviour. During the last years, research on children's knowledge about the mental world, better known as theory of mind research, has become a central topic in developmental psychology and the role of cultural impact is subject of various theoretical yet hitherto few empirical accounts. This book is the result of intensive collaboration between anthropologists and psychologists (...) in the field of cross-cultural research on social cognitive development. Five interdisciplinary research teams, coming from the University of Heidelberg, were investigating five Pacific Island societies. All together, they were interested in the question of how and when children in these different cultures come to assign mental states to others. This unique research project combines sound ethnography of different Pacific cultures with thoroughly conducted experimental work, done by developmental psychologists; it presents a shared, thoughtful analysis of the results and provides deeper insight into current debates on the ontogeny of theory of mind competencies. (shrink)

After the success of the hardback, students and academics will welcome the publication of this book in paperback. The aim of the book is to explore the connection between two perspectives that have had a profound effect upon contemporary thought: post–modernism and feminism. Through bringing together and systematically analysing the relations between these, Hekman is able to make a major intervention into current debates in social theory and philosophy. The critique of Enlightenment knowledge, she argues, is at the (...) core of both post–modernism and feminism. Each also offers a basis for critical reflections about the other. In particular, post–modern philosophy provides a means of criticizing aspects of contemporary feminism and thus contributing to the development of a more sophisticated approach to current feminist issues. (shrink)

The purpose of this paper is the clarification of some methodological problems concerning Rawls’ theory of justice. The first part seeks to make more precise Tugendhat’s distinction between 1st-person-theory and 3rd-person-theory. Rawls’ theory fulfills all criteria for 1st-person-theories. In the second part Rawl’s coherence model for the justification of norms („reflective equilibrium“) is critically analyzed and opposed to the hypothetical decision which individuals are to make in the original position (contract model). It is shown that the (...) conception of reflective equilibrium is in various aspects mistaken. In conclusion a problem is indicated which Rawls has not satisfactorily resolved: The veil of ignorance is supposed to guarantee that the decision for the basic principles of social justice is unanimous. Nevertheless it would appear that the individuals in the original position either have too little empirical knowledge in order to make a rational decision, or they have too much knowledge in order to come to an unanimous decision. The veil of ignorance is either too fine or not fine enough. (shrink)

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 (...) class='Hi'>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 aim of this volume is to explore new approaches to the problem of the constitution of the various aspects of sociality and to confront these with received ideas. Many of the contributions are devoted to a rather holistic and antireductionist conception of social objects, groups, joint actions, and collective knowledge. The topics that are dealt with are: (a) the question of the ontological status of social objects and their relation to physical objects; (b) collective agency; and (c) (...) the question whether there can be shared knowledge and shared beliefs, a rather new topic in the discussion of the social aspects of personal life. (shrink)

Theory of mind competence and knowledge of emotions were studied longitudinally in a sample of preschoolers aged 3 (n=263) and 4 (n=244) years. Children were assessed using standard measures of theory of mind and emotion knowledge. Three competing hypotheses were tested regarding the developmental associations between children's theory of mind abilities and their knowledge of emotions. First, that an understanding of emotion develops early and informs children's understanding of others’ thinking. Alternatively, having a basic theory of (...) mind may help children learn about emotions. Third, that the two domains are separate aspects of children's social cognitive skills such that each area develops independently. Results of hierarchical regressions supported the first hypothesis that early emotion understanding predicts later theory-of-mind performance, and not the reverse. (shrink)

The purpose. Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. Methodology. Classification existing in the western philosophy of education and education of directions is spent, (...) proceeding from basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, модус behaviour which the education system and education urged to form. Scientific novelty. In conditions when against crisis of an education system of the government of the USA and the leading countries of Europe are compelled to begin its long-term reform, its theorists substantially pay attention to democratic workings out of concepts of an instrumentalism of a pragmatism/neopragmatism in modern social philosophy of education, in particular on their aspiration to introduce in process of social development, education and education idea and practical model both educational, and a social equality. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realization of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realization by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of «new humanism» instrumentalism and neopragmatism. Conclusions. Before social philosophy of education/education it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realization of the problems, to show, why these, instead of any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realized the public importance of an education system and education, its global character. (shrink)

International integration is deepening, so people develop in all aspects. In society, communities with individuals have relationships in humans' material and spiritual life. When society grows, more people's knowledge of the world needs to learn so that people can understand themselves and act for the development of society. The article studies the thought of Thomas Aquinas to clarify human nature in social life. The paper uses analytical, synthesis, and argumentative methods to explain human nature with its behaviors and perceptions (...) in social life; Aquinas argued that it is human nature to do the right thing to achieve happiness. However, society is more progressive and liberals, but people always realize their lives have many injustices and difficulties. People want their lives to be happy and good but feel depressed. In this article, in an excellent society, people live according to the law and adjust their behavior according to the regulations of society; each person in the society is also better, from which the society is also humane and reasonable that the basis for building a better society in Vietnam. (shrink)

On the background of the status of social sciences and the fragmentarization of social knowledge the paper explains interpretivism as an explanatory method characteristic of social sciences. While describing the nature of interpretivism it underlines the inspiring contribution of analytical philosophy of language: the communication theory of meaning, Davidsonian and Quinean reflections on interpretation. The author argues, that the interpretive approach to social facts together with the concept of action embody a potential, which could be (...) effective in overcoming the epistemological and methodological splitting in social knowledge. (shrink)

Exploring Practical Knowledge investigates professional practices from a hermeneutic perspective. The book presents, discusses and applies notions such as practical knowledge, practical wisdom, tacit knowledge, and normativity to the professional lifeworld. These contributions focus on both specific practices and more general questions concerning theories and investigations of practice. This volume comes as the result of a cooperation of three research centres: The two Centres for Practical Knowledge in Bodø, Norway and in Södertörn, Sweden, as well as the Research Group Value-Oriented (...) Professionalisation at the University of Applied Sciences in Utrecht, the Netherlands. It offers empirical studies of professionals as well as discussing the underlying theories, approaches and methods of exploring practical knowledge - including the limits to any articulation of these aspects of professional action. In contrast to the objectivist paradigm that otherwise dominates professional studies, each chapter presents central perspectives and possibilities drawing from humanistic and interdiscipkinary research traditions. The book explores professions in a style accessible to scholars and practitioners alike. It is interesting for those studying practices within these professions and for vocational studies in education, social work, health care, police work, journalism, etc. (shrink)

In the field of history of Chinese philosophy, the key points and difficulties in the research on Fang Yizhi are mainly reflected in two ideological lines: one is how the academic pattern of the transition from Neo-Confucianism in the Song and Ming Dynasties to the texturalism in the Qing Dynasty happened; the other is how the traditional Chinese humanities accepted the western modern natural sciences and technologies. Relatively speaking, in the late Ming and early Qing Dynasties, there were fewer academic (...) discussions on the relationship between intellectual thought and natural science and technology, and no universally accepted explanatory paradigm has been put forward yet. To understand the relationship between science and humanities in late Ming and early Qing Dynasty, as well as that between modern western natural science and ancient Chinese traditional thought, Fang Yizhi is a precious object of study. Fang Yizhi's thinking and practice about "things" is a bridge linking the natural world and the human world. “Thing” in Chinese philosophy has both concrete and abstract attributes, including but not limited to the category of “matter” in Western philosophy. Fang Yizhi has always been regarded as an encyclopedic thinker, and his theory of things is extremely rich. The theory and practice of things are the core of Fang Yizhi's philosophy. Fang Yizhi believes that the three religions all hold that the ultimate noumenon itself is "unknowable" and at the same time is the fundamental basis of every single thing, so people can only "study its origin" from the "knowable", that is, the "thing". This train of thought lies in the base of Fang’s thinking when describing and analyzing the relationship between Dao and things, which includes both theories of the universe and the ontology. This paper holds that the basic idea of Fang Yizhi's philosophy on the theory of body and function is that ‘there is no body but there is function’, while on the theory of universe it is that what above Yin and Yang are unknowable. Because the Dao has no body, it has only the function. And because nothing above the Yin and Yang can be understood, people can only use what is below the Yin and Yang such as the principle, qi 氣, image and number, to form the universal principle through the induction of the principle of “things”. Furthermore, Fang Yizhi ascribes the body, mind, nature and destiny to the concept of things, that is to say, he regards the self as the object of rational cognition. In this relationship, "I" is not only the subject of cognition, but also the object of cognition, thus realizing introspection inward. Thirdly, utensils and heaven and earth, that is, man-made objects and natural objects, are external to the self. Although Fang Yizhi also advocated "making" things external to human beings, under the social class system of scholars, peasants, workers and businessmen, he could only engage in the research of the theory of external things, that is, the so-called science of quality and measurement. On the whole, Fang Yizhi's physical research and practice did not go beyond the scope of Chinese traditional natural science, but he was good at summarizing research methods, actively absorbing the contents of western natural science, and put forward correct ideas on many specific natural science issues. Mou Zongsan's discussion on the relationship between existence and activity inspires the author to think about the significance of the theory of “round ∴”. Fang Yizhi drew a series of laws represented by the theory of “round∴” through the induction of the principle of being. Although these laws are derived from existing things, they themselves are not static, but show two levels of active states: one is the internal dynamics of the laws, that is, the constant rotation; the other is that the law derived from the existing things can be applied to the activities of people, considering eternity and change, the right timing and other variable factors. This paper tries to follow the essence of Fang Yizhi's thought to seek for communication and connection between objects and things, between being and activity, between natural science and moral and human ethics. From the perspective of the development of modern and contemporary Chinese philosophy, the study of mind has always occupied an important position, and the corresponding philosophical research of “things” is relatively lacking. In theory, mind and thing are relative and inseparable aspects, and the thoughts on “things” in traditional Chinese thought resources are comparable to the study of mind in terms of diachronic, textual volume and theoretical depth. The rapid development of modern natural science and technology and its challenges to the human world have promoted the deep and lasting reflecting on the problem of things and the relationship between people and things in western philosophy. Scientific rationality invades every aspect of human's life. The transformation of knowledge to practical technology enhances human's ability to control and transform things. Instrumental rationality dominates human's understanding of things, and “things” fall from the meaning world of human's living situation and become the means to meet human's needs. A re-examination of this period in Chinese history, when pre-modern ideas and science and technology first collided, may be helpful to enlighten us to think about the relationship between science and technology and the world of human significance. (shrink)

How does science create knowledge? Epistemic cultures, shaped by affinity, necessity, and historical coincidence, determine how we know what we know. In this book, Karin Knorr Cetina compares two of the most important and intriguing epistemic cultures of our day, those in high energy physics and molecular biology. Her work highlights the diversity of these cultures of knowing and, in its depiction of their differences--in the meaning of the empirical, the enactment of object relations, and the fashioning of social (...) relations--challenges the accepted view of a unified science. By many accounts, contemporary Western societies are becoming "knowledge societies"--which run on expert processes and expert systems epitomized by science and structured into all areas of social life. By looking at epistemic cultures in two sample cases, this book addresses pressing questions about how such expert systems and processes work, what principles inform their cognitive and procedural orientations, and whether their organization, structures, and operations can be extended to other forms of social order. The first ethnographic study to systematically compare two different scientific laboratory cultures, this book sharpens our focus on epistemic cultures as the basis of the knowledge society. (shrink)

The article discusses the issue of the relationship between ontology and theory of knowledge in the works of Samara philosophers of the late Soviet period. The purpose of the study is to identify the local specifics of Samara philosophical thought by revealing the system-forming significance of the problem of the conditional unity of being and thinking at the level of a distinctive separation between ontological premises and epistemological prospects of methodological reflection in scientific knowledge. The objectives of the article (...) are (1) to establish the characteristic features of the views of Samara philosophers on the general methodological significance of the problem of the relationship between ontology and the theory of knowledge, (2) to demonstrate the methodological relevance of their theoretical principles in the context of the philosophy of science, (3) to substantiate the applicability of the latter for the activity approach to the social interpretation of theoretical results. In the course of the study, the author uses the method of distinctions, formed in onto-epistemology by M.A. Lifshitz, methods of functional analysis, diachronic reconstruction and rationing of the worldview legitimation of a particular subject theoretical entity. Thus, the article reveals the local specificity of the Samara philosophy of the era of developed socialism. The author analyzes the program for optimizing scientific knowledge based on the Borisov–Dukhanin methodology, tied to the materialistic solution of the “main question of philosophy” (i.e., the issue of the relationship of the being and consciousness). The article pays attention to the theory of the style of scientific thinking, proposed by V.T. Salosin, to the methodological foundations and reception of the socio-philosophical theory of M.S. Kvetnoy. The author examines the productivity of the Samara precedent of the interaction of worldview and methodological aspects in philosophy. The article concludes that the specificity of the Samara philosophers’ solution of the problem of the unity of being and thinking on the basis of the Marxist understanding of the the main question of philosophy lies in the fact that it is considered as a methodological problem of achieving logical consistency to express the balance between ontological premises and epistemological perspectives. (shrink)

Thoroughly researched contributions from conferences at Harvard and Paris on coping with ignorance in late medieval and early modern administrative practices, science, literature and the arts, are tightly connected by a new theoretical framework on how to historicize ignorance.

Gernot Böhme’s original proposal regarding an aesthetic as a philosophic theory of perceptual knowledge could, in our opinion, be usefully compared with certain aspects, historical-theoretical and methodological, of Gestalt psychology. From an historical point of view there is the attention commonly paid to the work of the 18th-century philosopher, Alexander Gottlieb Baumgarten, considered as an important precursor of the study of sensitive knowledge, while the subsequent basic themes of the perceptual-cognitive approach, of the expressive qualities, of the distinction “physical (...) reality /actual reality,” of the physiognomic problem, to cite but a few, recall nuclear questions, although perhaps not traditionally included in the “major canon”—to use a terminological proposal of Rocco Ronchi’s—of philosophy and specifically of experimental phenomenology. (shrink)

Knowledge before belief ascription? Yes and no (depending on the type of “knowledge” under consideration). In an influential paper, Jonathan Phillips and colleagues have recently presented a fascinating and provocative big picture that challenges foundational assumptions of traditional Theory of Mind research (Phillips et al., 2020). Conceptually, this big picture is built around the main claim that ascription of knowledge is primary relative to ascription of belief. The primary form of Theory of Mind (ToM) thus is so-called factive (...) ToM that centres around knowledge-related mental states that are true rather than meta-representational ToM that centres around subjective epistemic states like belief that may or may not be true (Nagel, 2017; Phillips & Norby, 2019). Empirically, Phillips and colleagues build on converging findings from different areas: Ample research in developmental psychology shows that children track who has had informational access to events (and thus knows about the events) before they keep track of others’ potentially false beliefs (e.g., Perner & Roessler, 2012). Many studies from comparative psychology have found evidence that non-human great apes keep track of others’ perceptual and informational access while there is no convincing evidence that they keep track of others’ beliefs (Horschler et al., 2020; Martin & Santos, 2016; Call & Tomasello, 2008). And, work from cognitive psychology and experimental philosophy suggests that adults are faster, for example, to judge what others know than to judge what they believe (Phillips et al., 2018).In this commentary, we would like to critically evaluate and friendly amend the claims put forward by Phillips and colleagues. Conceptually, while we agree that some form of factive Theory of Mind is primary, we would like to raise doubts whether this primary factive ToM already involves full-fledged knowledge ascription. Empirically, we will point to potential test cases that are suitable to test Phillips and colleagues’ account against the friendly amendment proposed here. Is knowledge ascription really primary relative to belief ascription?We agree that the empirical findings reviewed by Phillips and colleagues do make a strong case for the conjecture that some form of factive ToM is indeed (phylogenetically, ontogenetically, and cognitively) primary. But we suspect that this claim, in unqualified form, may be somewhat incomplete and misleading. There is not necessarily one unitary form of factive ToM, and one notion of “knowledge“ in play across development and evolution, and perhaps not even in adults‘ Theory of Mind. This suspicion builds on several foundations: First, from an empirical point of view there have been, as highlighted by the authors, characteristic U-shaped developmental curves in some tasks of factive ToM – often a reliable indicator that different underlying processes are in play (Karmiloff-Smith, 1992). Second, from a theoretical point of view, conceptual change and dual process approaches to ToM and other forms of social cognition have highlighted the possibility of more complex developmental trajectories such that earlier and more basic forms of a conceptual competence may be supplemented and superseded by later and more sophisticated refinements (e.g. Apperly & Butterfill, 2009; Perner, 1991). For the case of factive ToM, it may be that there is a basic and primitive notion of “knowledge“ in place early in ontogeny (and perhaps phylogenetically more ancient) that shares some of the essential features of our mature “knowledge” concept: “knowledge” in this broad sense, as emphasized by the authors, is factive, not modality-specific, and allows for representations of egocentric ignorance. For this basic concept, the slogan “knowledge before belief“ may well be true. However, this basic concept need not yet be our mature notion of knowledge proper and thus this basic form of factive ToM may fall crucially short of our adult form of factive ToM. Why? Because essential elements of our mature concept of knowledge are still missing: First of all, while so-called Gettier cases and other considerations make clear that knowledge does not reduce to justified true belief (one can have justified true beliefs that still do not amount to knowledge; Gettier, 1963), according to many accounts knowledge at least presupposes justified true belief. Correspondingly, ascription of knowledge would thus presuppose ascription of belief. Now, we understand that this is one of the very traditional assumptions that Phillips and colleagues challenge, and given space restrictions we will not focus on it here any further (see, e.g, Rose & Schaffer, 2013). But there is a second crucial aspect of knowledge proper that is missing from the basic notion: knowledge proper is aspectual, and consequently reports of knowledge proper are intensional, while neither seems to be the case of basic knowledge and reports of it. Knowledge proper is aspectual in the following sense: whether or not someone knows something depends on how, under which aspects, she has had informational access to a given scene. Suppose Eve has seen Clark Kent enter the house. Does she know that Superman is in the house? It depends. If she knows about the identity Clark Kent = Superman, she does, otherwise she does not. Consequently, knowledge ascription is intensional in the sense that the substitution of co-referential terms is not necessarily truth-value preserving: “Eve knows that Clark Kent is in the house“ does not imply “Eve knows that Superman is in the house”.Now, from the point of view of cognitive development, much research suggests that children’s appreciation of the aspectuality of propositional attitudes (and the intensionality of propositional attitude reports) develops in protracted ways not before the age of four (e.g., Apperly & Robinson, 1998; Rakoczy et al., 2015; Proft et al., 2019). In fact, recent studies suggest that around age four children undergo a fundamental and coherent cognitive revolution: they acquire a solid meta-representational notion of propositional attitudes that allows them to ascribe subjective aspectual representations that may or may not be accurate: Children come to solve false belief tasks that require belief ascription at the same time as tasks that require an understanding of aspectuality, and there is strong convergence/correlation between these different tasks (Rakoczy, 2017; Rakoczy et al., 2015). These considerations thus evoke a somewhat modified picture of the developmental course of factive Theory of Mind: Some form of factive ToM, indeed, comes first (developmentally and phylogenetically). In this primary stage, subjects track agents‘ cognitive relations to the world that display some of the essential signatures of knowledge proper (factive; not modality-specific; allow for representations of egocentric ignorance). Various approaches in ToM research over the last years have aimed at describing this basic form of knowledge-like relations, for example in terms of “cognitive connections“ (Flavell, 1988), “registration“ (Apperly & Butterfill, 2009), “experiential records“ (Perner & Roessler, 2012) or “awareness relations“ (Martin & Santos, 2016). While differing in focus and details, all these accounts converge in stressing one crucial point: this early form of factive ToM allows observer to keep track of what others have or have not witnessed and, in this sense, what they do or do not know. It allows, in other words, so-called “Level I” perspective-taking (Flavell, 1977): understanding what others see. But this early form of factive ToM still falls short of knowledge ascription proper because it lacks an appreciation of the essential aspectuality of propositional attitudes in general and of knowledge in particular. In other words, it does not yet allow for “Level II” perspective-taking: understanding how different agents may represent a given scene (Fizke et al., 2017; Low & Watts, 2013; Oktay-Gür et al., 2018). Only later, around age 4, do children then develop the new meta-representational framework of propositional attitudes that goes beyond basic factive ToM. Once they have this framework and thus an understanding of aspectuality at hand, they can extend their initial and primary factive ToM to acquire the mature concept of knowledge (as at least presupposing true, justified belief, where belief is necessarily aspectual). So, while basic knowledge ascription indeed precedes belief ascription, full-blown attribution of aspectual knowledge develops in tandem with belief attribution. Or in other words: basic factive ToM precedes full-blown meta-representational ToM but full-blown factive ToM does not (since it is itself a part of full-blown meta-representational ToM). Empirical outlookThis slightly modified picture raises many interesting new empirical questions, and makes competing predictions relative to the picture put forward by Phillips and colleagues: From developmental and comparative perspectives, the modified picture would predict that “knowledge before belief” only applies for a circumscribed set of knowledge-related situations: those in which knowledge ascription does not require sensitivity to the aspectuality of knowledge (does not require distinguishing, for example, “Does she know that Clark Kent is in the house?” vs. “Does she know that Superman is in the house?”) and is limited to Level I perspective-taking. Young children before the age of four and non-human primates should be able to solve such non-aspectual knowledge ascription problems. But only older children from around age four, once they have acquired the full-fledged conceptual apparatus of meta-representation, should be able to handle aspectual knowledge ascription. Regarding adult functioning, the most fundamental question is: Do adults operate with one unitary factive ToM, as Phillips and colleagues assume? Or are there two kinds of factive ToM throughout the lifespan, as our modified picture suggests? In particular, does the more basic version remain in operation in adulthood, perhaps even as the default mode, that reveals itself under conditions of speeded responses, limited cognitive resources etc.? If the latter were true, specific performance patterns should be found. First, results such that adults are faster at knowledge ascription than at belief ascription (as found in Phillips et al., 2018) should be restricted to designs where knowledge ascription does not require any considerations of aspectuality. In such designs (as they were used in Phillips et al., 2018), subjects can make use of their primordial (non-aspectual) factive ToM in knowledge ascription, but have to use their full-fledged (aspectual) ToM in belief ascription. However, in new cases in which knowledge ascription is potentially aspectual (“Does Eve know that Superman is in the house?”), the speed difference between knowledge and belief ascription should vanish since both now require full-fledged (aspectual) ToM. Second, and relatedly, fast factive ToM should have characteristic signature limits to do with the lacking appreciation of aspectuality (Apperly & Butterfill, 2009; Low et al., 2016): Subjects under speeded conditions (or in dual task formats in which their central cognitive resources are taxed) should be unable to systematically distinguish between “Eve knows that Clark Kent is the house” (true) and “Eve knows that Superman is in the house” (possibly true). No such signature limits should be expected, in contrast, under reflective conditions in which subjects can use their full-fledged and mature factive ToM. Interestingly, these hypothetical developmental and adult performance patterns would correspond to similar patterns found in the domain of modal judgments. Adults, it seems, have two notions of modality at their disposal: a more primitive (ontogenetically old) default notion that does not differentiate between descriptive and normative modals and thus yield characteristic signature limits; and more differentiated and nuanced notions (ontogenetically more recent) that do sharply distinguish between different forms of modality. What works fast and gets addressed in speeded tasks is the primitive default notion (in speeded tasks, adults tend to confuse what is possible with what is permitted, for example, in the way very young children do) whereas the more nuanced notions reveal themselves in reflective task settings in which adults are not subject to such confusions (Phillips & Cushman, 2017). Modality judgments and factive ToM may thus reveal striking analogies. Just like in the area of modality, then, there may be basic and default factive ToM, present from early on and in operation throughout the lifespan in speeded responses (and under other conditions of limited cognitive resources), and more sophisticated factive Theory of Mind that develops later on the basis of full-fledged meta-representation and that reveals itself in more reflective judgements. (shrink)

Examines the social and ethical aspects of science and argues that research should incorporate social responsibility, democratic principles, and ethical standards.

From its inception in 1987 social epistemology has been divided into analytic and critical approaches, represented by Alvin I. Goldman and Steve Fuller, respectively. In this paper, the agendas and some basic ideas of ASE and CSE are compared and assessed by bringing into the discussion also other participants of the debates on the social aspects of scientific knowledge—among them Raimo Tuomela, Philip Kitcher and Helen Longino. The six topics to be analyzed include individual and collective epistemic agents; (...) the notion of scientific community; realism and constructivism; truth-seeking communities; epistemic and social values; science, experts, and democracy. (shrink)

Cultural evolution depends on both innovation (the creation of new cultural variants by accident or design) and high-fidelity transmission (which preserves our accumulated knowledge and allows the storage of normative conventions). What is required is an overarching theory encompassing both dimensions, specifying the psychological motivations and mechanisms involved. The bifocal stance theory (BST) of cultural evolution proposes that the co-existence of innovative change and stable tradition results from our ability to adopt different motivational stances flexibly during social (...) learning and transmission. We argue that the ways in which instrumental and ritual stances are adopted in cultural transmission influence the nature and degree of copying fidelity and thus also patterns of cultural spread and stability at a population level over time. BST creates a unifying framework for interpreting the findings of otherwise seemingly disparate areas of enquiry, including social learning, cumulative culture, overimitation, and ritual performance. We discuss the implications of BST for competing by-product accounts which assume that faithful copying is merely a side-effect of instrumental learning and action parsing. We also set out a novel “cultural action framework” bringing to light aspects of social learning that have been relatively neglected by behavioural ecologists and evolutionary psychologists and establishing a roadmap for future research on this topic. The BST framework sheds new light on the cognitive underpinnings of cumulative cultural change, selection, and spread within an encompassing evolutionary framework. (shrink)

How might social theory, public understanding of science and science policy best inform one another? What have been the key features of science-society relations in the modern world? How are we to re-think science-society relations in the context of globalization, hybridity and changing patterns of governance? This topical and unique book draws together the three key perspectives on science-society relations: public understanding of science, scientific and public governance, and social theory. The book presents a series of (...) case studies (including the debates on genetically modified foods and the AIDS movement in the USA) to discuss critically the ways in which social theorists, social scientists, and science policy makers deal with science-society relations. ‘Science' and 'society' combine in many complex ways. Concepts such as citizenship, expertise, governance, democracy and the public need to be re-thought in the context of contemporary concerns with globalization and hybridity. A radical new approach is developed and the notion of ethno-epistemic assemblage is used to articulate a new series of questions for the theorization, empirical study and politics of science-society relations. (shrink)

What is archaeology? A research field dealing with monuments? A science? A branch of philosophy? Dzbyński suggests the simple but thoughtful equation: Archaeology = History = Knowledge. This book consists of 8 chapters presenting a collection of characteristic philosophical attitudes important for archaeology. It discusses the historicity of archaeological sources, the source of the algorithmic approach in archaeological reasoning, and the accuracy of logical and irrational thinking. In general, this book is concerned with the history of archaeologists' search for a (...) suitable methodology. All these issues are discussed in relation to two main intellectual trends of archaeology to the present day: processual and post-processual archaeology. Processualism introduced and developed the idea of algorithmic and universal reasoning in archaeology, while post-processualism focused attention on the individual value of a monument and the archaeologist himself. These are still two foundations on which the present knowledge of the past is based, and thus their defining role cannot be overestimated. An additional layer of narrative, visible right from the beginning of the book, is the gradual discovery of the relationship between archaeology and popular culture, especially film and literature. Its aim is both illustration and explanation. It is intended that the reader receives not only information and knowledge, but also a deeper emotional reference which is connected with the reception of works of art. (shrink)

Debunks cherished theories of mainstream consensus and reveals the deeper mysteries of the science of the unseen.

The social psychology of science is a compelling new area of study whose shape is still emerging. This erudite and innovative book outlines a theoretical and methodological agenda for this new field, and bridges the gap between the individually focused aspects of psychology and the sociological elements of science studies. Presenting a side of social psychology that, until now, has received almost no attention in the social sciences literature, this volume offers the first detailed and comprehensive study (...) of the social psychology of science, complete with a large number of empirical and theoretical examples. The volume's introductory section provides a detailed analysis of how modern social psychology might apply to the study of science. Chapters show how to analyze science in terms of social cognition, attribution theory, attitudes and attitude change, social motivation, social influence and social conformity, and intergroup relations, weaving extensive illustrations from the science studies literature into the theoretical analysis. The nature and role of experimentation are discussed, as are metaanalytic methods for summarizing the results of multiple studies. Ways to facilitate the generalization of causal inferences from experimental work are also examined. The book focuses on such topics as interactions among small groups of scientists, and the impact of social motivation, influence, and conformity on scientific work. Also covered are scientists' responses to ethical issues in research, differences in cognitive style distribution, creativity in research and development, and the sociologists's view of the social psychology of science and technology. In addition, the book provides two annotated bibliographies, one on the philosophy of science and the other on social psychology, to guide readers in both disciplines to salient recent works. Valuable to the entire science studies community, this text will be of special interest to philosophers, sociologists, psychologists, and historians of science interested in the nature of knowledge development in science. Because of its novel application of social psychological theories and methods, this book will be useful as a primary text or a secondary text in courses on science studies in psychology, sociology, or philosophy departments. (shrink)

Knowledge Societies offers both a critical examination of existing social theory, and a new synthesis of social theory with the actual study of knowledge relations in advanced economies. Some of the elements explored are scientization: the penetration not only of production but of most social action by scientific knowledge; the transformation of access to knowledge through higher education; the growth of experts (managers, accountants, advisors, and counselors) and of corresponding institutions based on the deployment of (...) specialized knowledge; and a shift in the nature of societal conflict from struggles about income and property to claims and conflicts about generalized human needs. Nico Stehr's argument amply demonstrates not only that all social theories now need to take into account the changing nature of social relations around knowledge, but also the parameters within which this analysis should take place. This book is essential reading for all those interested in social theory, sociology of knowledge and science, and the general issue of knowledge in the late 20th century. (shrink)

An electrifying introduction to complexity theory, the science of how complex systems behave--from cells to human beings, ecosystems, the known universe, and beyond--that profoundly reframes our understanding and illuminates our interconnectedness. Nothing in the universe is more complex than life. Throughout the skies, in oceans, and across lands, life is endlessly on the move. In its myriad forms--from cells to human beings, social structures, and ecosystems--life is open-ended, evolving, unpredictable, yet adaptive and self-sustaining. Complexity theory addresses the (...) mysteries that animate science, philosophy, and metaphysics: how this teeming array of existence, from the infinitesimal to the infinite, is in fact a seamless living whole and what our place, as conscious beings, is within it. Physician, scientist, and philosopher Neil Theise makes accessible this "theory of being," one of the pillars of modern science, and its holistic view of human existence. He notes the surprising underlying connections within a universe that is itself one vast complex system--between ant colonies and the growth of forests, cancer and economic bubbles, murmurations of starlings and crowds walking down the street. The implications of complexity theory are profound, providing insight into everything from the permeable boundaries of our bodies to the nature of consciousness. Notes on Complexity is an invitation to trade our limited, individualistic view for the expansive perspective of a universe that is dynamic, cohesive, and alive--a whole greater than the sum of its parts. Theise takes us to the exhilarating frontiers of human knowledge and in the process restores wonder and meaning to our experience of the everyday"--Publisher's website. (shrink)

Pedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life creates (...) a pedagogical condition of possible experiences. Life itself forms a historical and social path of human growth and maturation. In a philosophical and educational autoethnographical inquiry, the author examines the nature of literacy for those marginalized and oppressed; Chen explores how one's name and the ways in which that name is used affect a person's self-knowing and knowing of the world. This book exemplifies the idea that individuals' autobiographical stories are importantly connected to wider cultural, political, and social meaning and understanding. Pedagogy of Life echoes readers' musings, affects, relations, imagination, choice, learning, teaching, and much more, because we, each and all, have our own names, ways of uttering, writing, and dancing, and, ultimately, our own ways of living, knowing, and becoming. (shrink)

This volume combines philosophy, the social theory of knowledge, and historical analysis to present a comprehensive study of the idea of certainty as defined in the Western and Chinese intellectual traditions. Philosophical ideas such as certainty are the products of deeply layered socio-historical constructions. The author shows how the highly abstract idea of certainty in philosophical discourse is connected to the concrete social process from which the meaning of certainty is derived. Three different versions of certainty--in modern (...) Western thought, in German Idealism, and in traditional Chinese philosophy--are examined in the context of a historical-comparative study of Western and Chinese social processes. Three versions of the idea of certainty are represented by the three distinct philosophical discourse and societies explored in this book. However, the pursuit of certainty transcends culture as a fundamental aspect of philosophical thought. This in-depth study shows how the social genesis and function in philosophy of the specific meaning of certainty has been delineated through a process of complex idealogical negotiation by dominant social groups--the bourgeoisie in modern Western Europe, the nobility and state bureaucrats in 18th- and 19th-century Germany, and the landed gentry in traditional China. The author concludes by suggesting new avenues for study inspired by his research. (shrink)

Leading philosophers bring the tools of contemporary epistemology to bear on some of the most pressing social and political questions facing us as agents in the world today. This volume explores a diverse range of topics as they relate to epistemology under broad themes including injustice, race, feminism, sexual consent, and the internet.

In this pithy and highly readable book, Brian Skyrms, a recognised authority on game and decision theory, investigates traditional problems of the social contract in terms of evolutionary dynamics. Game theory is skilfully employed to offer new interpretations of a wide variety of social phenomena, including justice, mutual aid, commitment, convention and meaning. The author eschews any grand, unified theory. Rather, he presents the reader with tools drawn from evolutionary game theory for the purpose (...) of analysing and coming to understand the social contract. The book is not technical and requires no special background knowledge. As such, it could be enjoyed by students and professionals in a wide range of disciplines: political science, philosophy, decision theory, economics and biology. (shrink)

In this paper, I propose a new way to integrate historical accounts of social interaction in scientific practice with philosophical examination of scientific knowledge. The relation between descriptive accounts of scientific practice, on the one hand, and normative accounts of scientific knowledge, on the other, is a vexed one. This vexatiousness is one instance of the gap between normative and descriptive domains. The general problem of the normative/descriptive divide takes striking and problematic form in the case of social (...) aspects of scientific knowledge. With respect to this issue, history and philosophy of science appear starkly incompatible. I show how this dualism can be overcome, drawing on social action theory and the recent history of cellular immunology. (shrink)

In this paper we apply social epistemology to mathematical proofs and their role in mathematical knowledge. The most famous modern collaborative mathematical proof effort is the Classification of Finite Simple Groups. The history and sociology of this proof have been well-documented by Alma Steingart (2012), who highlights a number of surprising and unusual features of this collaborative endeavour that set it apart from smaller-scale pieces of mathematics. These features raise a number of interesting philosophical issues, but have received very (...) little attention. In this paper, we will consider the philosophical tensions that Steingart uncovers, and use them to argue that the best account of the epistemic status of the Classification Theorem will be essentially and ineliminably social. This forms part of the broader argument that in order to understand mathematical proofs, we must appreciate their social aspects. (shrink)

Attention to criticism and growth! It appears Aristotle had a dialectical method with two main phases: a) doxographic induction — a form of re-collecting ideas of previous generations; it is related to Plato'sanamnesis. b) organisation of knowledge by classification (taxonomy); it is natural in view of Aristotle's organismic outlook. Against common misconceptions: Aristotle was not anti-empirical, nor anti-critical (dogmatic). Doxographic induction is a prime example of critical and “empirical” methodology. Against Popper: Aristotle's subscription to the ideal of certainty(episteme) is not (...) the main source of dogmatism in the Aristotelian paradigm. A theory of science has to take cognizance of social settings, how these support or repress critical dialectical method. Against Feyerabend: Galileo's use of re-collection (methodological anamnesis) in his dialogues is not trick persuasion; it is a continaution of an old method, viz., doxographic induction. Granted that it has always had persuasive as well as other psychological aspects. It serves the double function of giving clues, and leading the mind into the frame of a paradigm. Finally, it is proposed that theory of science and classical scholarship must sometimes call on each other, just like theory of science and history of science. (shrink)

Contemporary Russian philosophical traditions cannot be reduced to Marxist works and research in religious philosophy. Russian philosophers developed philosophy and methodology of social sciences and humanities as early as at the end of the nineteenth century and in the beginning of the twentieth century. In particular, S.N. Bulgakov’s social philosophy of science is closely related to European thinkers’ works and ideas. Problems of social determinism in scientific cognition are among them. These problems are topical now as seen (...) in the well-known discussion about the nature and meaning of various forms of determinism in which different stands are taken by R. Thomas, E. Morin and I. Prigogine. A new level of research of social determinism is presented in Russia in the second-half of the twentieth century. The identification of determination with causality is overcome. Necessary and contingent, dynamic and statistical determination, self-determination, and so on, come under examination. In the 1970s mechanistic and objectivistic determination is overcome and human factors, such as the will and systems of values, are taken into account. S.L. Frank turns to the methodology of social sciences in 1922 and continues his studies in 1930 in Europe. Frank creates a holistic, fully secular doctrine of social philosophy, sociology, philosophy of law and history. The changing situation in Russia at the end of the twentieth century and the beginning of the twenty first century allows us to re-evaluate ideas and works of Russian thinkers who studied mainly rationalist themes, including philosophy and methodology of science, its hermeneutic and semiotic aspects. Russian and European philosophies are used and essentially enriched. G.G. Shpet’s ideas are examined. Studying the sphere of language and meaning, recognizing the essential importance of hermeneutics for knowledge in the humanities, he brings forward a semiotic conception of ethnic psychology to precede, in particular, American anthropologist and ethnographer C. Geertz’s theory of culture. Russian philosophers are quite aware that any reconstruction of real cognition cannot limit itself to the transcendental epistemological agent or “consciousness in general”. It is necessary to change the level of abstraction of the subject matter of the non-classical—social, cultural and historical—epistemology to draw closer to the real manifestations of cognitive activity. (shrink)

MARINA PAOLA BANCHETTI-ROBINO is Associate Professor and Chair of the Philosophy Department at Florida Atlantic University. Her areas of research include phenomenology, philosophy of language, philosophy of science, philosophy of mind, and zoosemiotics. Her publications have appeared in such journals as Synthese, Husserl Studies, Idealistic Studies, Philosophy East and West, and The Review of Metaphysics. She has also contributed essays to The Role of Pragmatics in Contemporary Philosophy (1997), Feminist Phenomenology (2000), and Islamic Philosophy and Occidental Phenomenology on the Perennial (...) Issue of Microcosm and Macrocosm (2006). She co-edited Philosophies of the Environment and Technology (1999) and is currently working on a book-length project entitled The Birth of Science Out of the Spirit of Myth: A Historico-Phenomenological Re-Examination of the Crisis of the European Sciences. BERNARD BOXILL was born in Saint Lucia, West Indies where he received his primary and secondary education. He studied philosophy at the University of New Brunswick, Canada and at the University of California, Los Angeles where he was awarded a doctorate in philosophy in 1971. He has published numerous articles, a book, Blacks and Social Justice (1992), and is professor of philosophy at the University of North Carolina at Chapel Hill. ED BRANDON was born and educated in England, studying philosophy and linguistics at The University of York, England, and later philosophy at The University of Oxford with the late John Mackie. After teaching in Sierra Leone and briefly in England, he went to teach philosophy of education at the University of the West Indies at Mona, Jamaica in 1978. From 1992 he has been attached to a policy unit of the Vice-Chancellery, based at the Cave Hill campus in Barbados, where he has been assisting since 2000 with a new major in philosophy. His academic work can be accessed from http://cavehill.uwi.edu/bnccde/epb/personalpage.html CAROLYN CUSICK is a doctoral candidate in the Department of Philosophy at Vanderbilt University. She is a founding member of the Phenomenology Roundtable. Her research focuses on feminist epistemology, Africana philosophy, and phenomenology. LEWIS GORDON is President of the Caribbean Philosophical Association. He is Laura H. Carnell Professor, the most distinguished chair, at Temple University, where he holds appointments in philosophy, religion, and Judaic studies and directs the Institute for the Study of Race and Social Thought and the Center for Afro-Jewish Studies. He is also Ongoing Visiting Professor of Philosophy and Government at the University of the West Indies at Mona, Jamaica. He is the author of several books, including the award-winning Her Majesty's Other Children: Sketches of Racism from a Neocolonial Age (Rowman and Littlefield, 1997), Disciplinary Decadence: Living Thought in Trying Times (Paradigm, 2006), An Introduction to Africana Philosophy (Cambridge University Press, forthcoming), and co-editor of A Companion to African-American Studies (Blackwell, 2006) and Not Only the Master's Tools: African-American Studies in Theory and Practice (Paradigm, 2005). CLEVIS HEADLEY is currently Associate Professor of Philosophy at Florida Atlantic University, director of the Ethnic Studies Certificate Program, as well as director of the Master's in Liberal Studies. Professionally, he serves as the Vice-President and Treasurer of the Caribbean Philosophical Association. Professor Headley has published widely in the areas of Critical Race Theory and Africana philosophy. He has also published in Analytic philosophy, focusing specifically on Gottlob Frege. PAGET HENRY is Professor of Sociology and Africana Studies at Brown University. He is the author of Caliban's Reason: Introducing Afro-Caribbean Philosophy, Peripheral Capitalism and Underdevelopment in Antigua, and the co-editor of C. L. R. James' Caribbean. Professor Henry also serves as the editor of the C. L. R. James Journal, and has published numerous articles on the political economy of the Caribbean as well as on African, African-American, and Afro-Caribbean philosophy. ESIABA IROBI is Associate Professor of International Theatre/Performance Studies at Ohio University, Athens. His groundbreaking book: A Theatre for Cannibals: Resisting Globalization on the Continent and Diaspora since 1441 will be published by Palgrave Macmillan, London, in 2007. He has been invited to be an External Resident Fellow at the prestigious Dartmouth College Humanities Institute for the 2007-2008 academic year. CHIKE JEFFERS is a graduate student in the Ph.D. program of the Philosophy Department at Northwestern University. His interests are in Africana philosophy, social and political philosophy, ethics, philosophy of religion and aesthetics. He is originally from Toronto, Ontario, Canada. CATHERINE JOHN is Associate Professor of African Diaspora Literary and Cultural Studies at the University of Oklahoma. Her book Clear Word and Third Sight: Folk Groundings and Diasporic Consciousness in African Caribbean Writing was co-published by Duke University Press and UWI Press in 2003. She has published several articles on Caribbean literature and culture and her current book project is entitled The Just Society and the Diasporic Imagination. She spends her summer working in Woodside, St. Mary, Jamaica helping with a summer school for children and participating in the community's emancipation celebration. KENNETH KNIES is a doctoral student in philosophy at Stony Brook University. His areas of focus are phenomenology and ancient philosophy. He is also a contributing editor for Political Affairs magazine. EDIZON LEN is a photographer and coordinator of the Fondo Documental Afro-Andino at the Universidad Andina Simòn Bolivar in Quito, Ecuador. In 2006, he was curator of the photo exhibit "The Color of the Diaspora" presented at the Cultural Center of the Catholic University of Ecuador and the University of Tennessee in Knoxville. He is currently completing his doctorate at the Universidad Andina Simòn Bolivar with a focus on Maroon thought. REKHA MENON is Associate Professor of Art History at State University of New York, Buffalo State. She is the author of Seductive Aesthetics of Post Colonialism (forthcoming). Her area of research focuses on current philosophical investigations in colonial and neocolonial aspects of Indian art, artistic/cultural practices and philosophies and their relationship to Western arts and philosophies. Her manuscripts under review are: Ashamed of Our Nakedness, Is There Ever a Naked Body? Ambivalence in Contemporary Indian Expressive Aesthetics and Insatiable Desire. MICHAEL R. MICHAU is a Ph.D. candidate in the Philosophy and Literature Program at Purdue University, and during the 2006-2007 school year, a lecturer in the Department of Comparative Studies and Department of Philosophy at Ohio State University. He is the co-founder and co-secretary of the North American Levinas Society. CHARLES W. MILLS is Distinguished Professor of Philosophy at the University of Illinois at Chicago. He works in the general area of oppositional political theory, and is the author of numerous articles and three books: The Racial Contract (Cornell University Press, 1997), Blackness Visible: Essays on Philosophy and Race (Cornell University Press, 1998), and From Class to Race: Essays in White Marxism and Black Radicalism (Rowman and Littlefield, 2003). MABOGO P. MORE is currently Associate Professor of Philosophy at the University of KwaZulu-Natal, South Africa. He has published articles on African philosophy and social and political philosophy in a number of academic journals, such as South African Journal of Philosophy, Dialogue and Universalism, Alternation, Theoria, and African Journal of Political Science. MARILYN NISSIM-SABAT, Ph.D., M.S.W. is Professor Emerita and Adjunct Professor of Philosophy, Lewis University. Dr. Nissim-Sabat is also a psychotherapist in private practice. She is the author of numerous book chapters and papers in the fields of philosophy (Husserlian phenomenology), psychoanalysis, feminism, and critical race theory. Citations of her works can be found on her website: marilynnissim-sabat.com. FREDERICK OCHIENG'-ODHIAMBO is a Senior Lecturer of Philosophy and Coordinator of the discipline at The University of the West Indies, Cave Hill, Barbados. His major research areas are African philosophy and social philosophy. He has published several articles on philosophic sagacity. IVAN PETRELLA is an Assistant Professor of Religious Studies at the University of Miami. He is author of The Future of Liberation Theology: An Argument and Manifesto (SCM Press, 2006) and editor of Latin American Liberation Theology: The Next Generation (Orbis Books, 2005) as well as co-editor of the series Reclaiming Liberation Theology (SCM Press) RICHARD PITHOUSE is a research fellow at the University of KwaZulu-Natal in Durban, South Africa. He is editor of Asinamali: University Struggles in Post-Apartheid South Africa (Africa World Press, 2006). SATHYA RAO is Assistant Professor in French translation at the Department of Modern Languages and Cultural Studies, University of Alberta, Canada. His research fields include: theory of translation, continental philosophy, postcolonial studies, discourses on Africa, and Francophone cinema and literature. He has published articles in various peer-reviewed journals and written chapters in several collective books such as: De l'Ecrit Africain a l'Oral le Phenomene Graphique Africain, Simon Battestini (Ed.) (Paris: L'Harmattan, 2006) and Thèorie-rèbellion. Un Ultimatum, Gilles Grelet (Ed.) (Paris: L'Harmattan, 2005). He has a co-edited a book on Francophone African cinema L'Afrique fait son cinema (Montreal: Memoires d'encrier, forthcoming). Sathya Rao is vice-president of the International Non-Philosophical Organisation (INPhO), member of the Canadian Association of Translatology (CATS), coordinator of the research team Poexil, and Secretary of the Caribbean Philosophical Association. He is co-founder of an online journal Alternative Francophone. CATHERINE WALSH is Professor and Director of the doctoral program in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Quito, Ecuador. Her research interests include the geopolitics of knowledge, interculturality and concerns related to the Afro-Andean Diaspora and the production of decolonial thought. Among her recent publications are Pensamiento crìtico y matriz colonial (Quito: Abya Yala, 2005), "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," in Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N. Maldonado-Torres (Eds.) (Durham: Duke University Press, forthcoming) and "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others' in the Andes," Cultural Studies (forthcoming). KRISTIN WATERS has published widely in the areas of race and gender. Her anthology Enlightened Conversations: Women and Men Political Theorists (Blackwell, 2000) challenges political theorists to be more inclusive of race and gender in their research and teaching. Her book Black Women's Intellectual Traditions: Speaking Their Minds, co-edited with Carol Conaway (University of Vermont Press, forthcoming), addresses the varied intellectual traditions of black women's thought that spans more than two hundred years in North America. She is currently Professor of Philosophy at Worcester State College and Visiting Research Associate at Brandeis University. (shrink)

Philosophy of Science, understood as a special philosophical discipline, was born only at the beginning of the twentieth century as part of the effort for overcoming the “foundational crisis” that had affected especially mathematics and physics. Therefore, it was conceived as an investigation about the features and reliability of scientific knowledge and for a few decades was deeply marked by the philosophical approach of logical empiricism. This cognitive point of view persisted also when, after Kuhn’s work, the attention focused on (...) the scientific activity in order to understand scientific change and a sociological model replaced the view that empirical adequacy and logical consistency are the factors that determine the change of scientific theories. Ethical, social and political considerations regarding science ware considered inappropriate and potentially dangerous since they violate the alleged “neutrality of science” with respect to values. Nevertheless, the strict intertwining of science and technology in contemporary “technoscience” has produced a wide debate regarding the practical aspect of technoscientific activity that has the intrinsic features of a philosophical debate. Therefore, it is natural and advisable that the entire wealth of the philosophical disciplines be called to contribute to the specific complex discourse of the Philosophy of Science. (shrink)

In the epistemological context of theory transferand scientific exchanges, the aim of this paper is to indicate the presence of Weberian categories and ideas on dependency theory formulated by Fernando Cardosoand Enzo Faletto. Here we see how the construction of this paradigm was based on some issues, concepts, approaches and orientations of the Weberian research program formulated by José Medina Echavarría to explain Latin American development. We will also consider the contexts of enunciation and reception theories, allowing us (...) to talk about the "sociological school" that was formed in the Social Planning Division of ILPES in mid-sixties, crucial for understanding the history of sociology in Latin America. En el contexto de la discusión epistemológica sobre el examen de las transferencias y los intercambios científicos de las teorías, el objetivo de este artículo es señalar la presencia de categorías e ideas weberianas en lateoría de la dependencia formulada por Fernando Cardoso y Enzo Faletto. Aquí veremos cómo la construcción de este paradigma se sustentó en algunos temas, conceptos, enfoques y orientaciones del programa de investigación weberiano formulado por José Medina Echavarría para explicar el desarrollo latinoamericano. También tendremos en cuenta los contextos de enunciación y de recepción de las teorías, lo que nos permitirá hablar de la "escuela sociológica" que se formó en la División de Planificación Social del ILPES a mitad de los años 60, decisiva para comprender la historia de la sociología en América Latina. (shrink)

This article analyses the contributions of the sociologies or theories of the South to the contemporary debates on the production of theory in the social sciences. Starting with the assumption that these projects adopt a critical view of how sociology has privileged certain objects over others in a colonial way, it proposes an analysis that makes use of certain aspects of the actor-network theory. This approach, it is suggested, will help the sociologies of the South to focus (...) on the production of ontoforms as their specific object, ontoforms which expand and at times challenge the established hegemonic notions of the social and of agency in this area of knowledge. (shrink)

ABSTRACT Jeffrey Friedman’s Power Without Knowledge builds a critical epistemology of technocracy, rather than a democratic argument against it. For its democratic critics, technocracy is illegitimate because it amounts to the rule of cognitive elites, violating principles of mutual respect and collective self-determination. For its proponents, technocracy’s legitimacy depends on its ability to use reliable knowledge to solve social and economic problems. But Friedman demonstrates that to meet the proponents' “internal,” epistemic standard of legitimacy, technocrats would have to reckon (...) with the heterogeneity of people’s ideas, which he presents as one of two aspects of a political anthropology of ideational beings. The other aspect is ideational determinism: the shaping of our conscious actions by our interpretations, and of our interpretations by “ideational exposures”. For the most part, our symposiasts agree with this anthropology or leave it uncontested, but they fall back on democratic theory to point toward alternatives to technocracy. This raises the question, which Friedman does not ask, of whether his political anthropology undermines a certain brand of democratic theory: the liberal brand that attaches respect to people’s opinions as products of “free reflection,” i.e., as underdetermined. (shrink)

Because of the difficulty posed by the contrast between the search for truth and truth itself, Michael Polanyi believes that we must alter the foundation of epistemology to include as essential to the very nature of mind, the kind of groping that constitutes the recognition of a problem. This collection of essays, assembled by Marjorie Grene, exemplifies the development of Polanyi's theory of knowledge which was first presented in Science, Faith, and Society and later systematized in Personal Knowledge. Polanyi (...) believes that the dilemma of the modern mind arises from the peculiar relation between the positivist claim for total objectivity in scientific knowledge and the unprecedented moral dynamism characterizing the social and political aspirations of the last century. The first part of Knowing and Being deals with this theme. Part two develops Polanyi's idea that centralization is incompatible with the life of science as well as his views on the role of tradition and authority in science. The essays on tacit knowing in Part Three proceed directly from his preoccupation with the nature of scientific discovery and reveal a pervasive substructure of all intelligent behavior. Polanyi believes that all knowing involves movement from internal clues to external evidence. Therefore, to explain the process of knowing, we must develop a theory of the nature of living things in general, including an account of that aspect of living things we call "mind." Part Four elaborates upon this theme. (shrink)