The fifty-seven original essays in this book provide a comprehensive overview of the interdisciplinary field of animal cognition.

Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give a decent answer to the question: what is technology? In the philosophy of technology that question is explored. Therefore the philosophy of technology is a discipline with a high relevance for those who teach about technology. Literature in this field, though, is not always (...) easy to access for non-philosophers. This book provides an introduction to the philosophy of technology for such people. It offers a survey of the current state-of-affairs in the philosophy of technology, and also discusses the relevance of that for teaching about technology. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators that are interested in the intriguing phenomenon of technology that is so important in our contemporary society. (shrink)

Conspiracy Theories The term “conspiracy theory” refers to a theory or explanation that features a conspiracy among a group of agents as a central ingredient. Popular examples are the theory that the first moon landing was a hoax staged by NASA, or the theory that the 9/11 attacks on the World Trade Center were not … Continue reading Conspiracy Theories →.

The human relationship to nature is a deeply ambiguous one. Human animals are both a part of nature and distinct from it. They are part of nature in the sense that, like other forms of life, they were brought into existence by natural processes, and, like other forms of life, they are dependent on their environment for survival and success. Yet humans are also reflective animals with sophisticated cultural systems. Because of their immense power and their ability to wield it (...) intentionally, humans have duties and responsibilities that other animals do not. (shrink)

Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...) and thus for educational research, though psychology's approach can be valuable, other theoretical stances are also necessary. It then analyses why psychology may be attractive nowadays in the educational field and identifies its prestige in academia, partly arising from its professionalization, but above all the use of a particular method and the focus on certain contents. This has historical antecedents, and so some illustrations are given of previous developments, paying attention as well to the controversies in which educational psychology has been involved in the past, as well as to the need of biographical research, which warns us to be careful with generalizations. It is argued that a more balanced approach (invoking the particularities of the situation as well as a broader concept of practical rationality) is required for the study of education and that educational researchers therefore should resist the tendency to see psychology as the default auxiliary science of education; instead they should reclaim their territory, do justice to the responsibility that is required and highlight the importance of understanding social practices to a large extent in terms of reasons and intentions. (shrink)

The Human Genome Project is an expensive, ambitious, and controversial attempt to locate and map every one of the approximately 100,000 genes in the human body. If it works, and we are able, for instance, to identify markers for genetic diseases long before they develop, who will have the right to obtain such information? What will be the consequences for health care, health insurance, employability, and research priorities? And, more broadly, how will attitudes toward human differences be affected, morally and (...) socially, by the setting of a genetic “standard”? The compatibility of individual rights and genetic fairness is challenged by the technological possibilities of the future, making it difficult to create an agenda for a “just genetics.” Beginning with an account of the utopian dreams and authoritarian tendencies of historical eugenics movements, this book’s nine essays probe the potential social uses and abuses of detailed genetic information. Lucid and wide-ranging, these contributions will interest bioethicists, legal scholars, and policy makers. Essays: “The Genome Project and the Meaning of Difference,” Timothy F. Murphy “Eugenics and the Human Genome Project: Is the Past Prologue?,” Daniel J. Kevles “Handle with Care: Race, Class, and Genetics,” Arthur L. Caplan “Public Choices and Private Choices: Legal Regulation of Genetic Testing,” Lori B. Andrews “Rules for Gene Banks: Protecting Privacy in the Genetics Age,” George J. Annas “Use of Genetic Information by Private Insurers,” Robert J. Pokorski “The Genome Project, Individual Differences, and Just Health Care,” Norman Daniels “Just Genetics: A Problem Agenda,” Leonard M. Fleck “Justice and the Limitations of Genetic Knowledge,” Marc A. Lappé. (shrink)

De 1950 à 1955, le psychologue et épistémologue suisse Jean Piaget s’attelle à la création d’un nouveau lieu de savoir à Genève, le Centre International d’Épistémologie Génétique. Ce Centre fait aboutir un projet de jeunesse de Piaget, dont les fondements théoriques sont donnés dans son ouvrage de 1950 en trois volumes, l’Introduction à l’épistémologie génétique. Mais il y a loin de la théorie à la réalisation pratique. Pour cela, pris dans un mouvement allant de Genève vers l’étranger, dès 1952, Piaget (...) voyage dans toute l’Europe tant pour y présenter ses travaux et son projet que pour se lier avec de nombreux savants de toutes disciplines. Lors de ces voyages, il explore de nombreux modèles de centres et de regroupements d’acteurs en philosophie des sciences, sciences humaines et épistémologie, à Paris, Zurich, Manchester, Milan, Oslo, Amsterdam, Bruxelles et ailleurs. Quatre axes géographiques vont devenir déterminants (Paris, Manchester, Bruxelles, Amsterdam) pour fournir les principaux contingents d’acteurs qui interviendront au Centre durant sa première décennie. Piaget a également pris soin de s’assurer le soutien financier de la Fondation Rockefeller à New York, d’une part pour ses premières explorations et d’autre part pour l’ouverture du Centre en octobre 1955. L’article examine ainsi les conditions de création d’un lieu du savoir durant les premiers temps de la guerre froide dans ses relations avec les circulations scientifiques, et la genèse d’une nouvelle centralité valide pour l’épistémologie mise en pratique comme discipline scientifique. (shrink)

Il est proposé une réflexion épistémologique sur la posture que l'historien des sciences humaines peut adopter vis-à-vis de ses objets d'investigation. La théorie du « criminel-né » de Cesare Lombroso, produite dans le dernier tiers du x1xe siècle est prise ici comme exemple et support pour la discussion parce qu'elle apparaît comme un cas limite, presque caricatural, tant par sa formulation initiale que par son traitement dans la mémoire disciplinaire. Les approches normatives ou « présentistes » ne pouvant rendre compte (...) de la logique du discours de Lombroso que sur le mode de la dénégation, il a semblé préférable - sans qu'il soit nécessaire de devenir lombrosien - de suivre un autre fil directeur. On suggère de substituer à une posture épistémologique présentiste les concepts de « rationalité contextuelle » et de « présupposé cognitif». Ces concepts, combinés à une plus grande sensibilité aux différentes durées pourraient initier une approche qui serait à la fois plus spécifiquement historique et ouverte aux apports des autres sciences humaines. (shrink)

Essays over de geschiedenis van België en andere historische onderwerpen, en over de geschiedenis als wetenschappelijke discipline.

Name der Zeitschrift: Internationales Jahrbuch für philosophische Anthropologie Jahrgang: 7 Heft: 1 Seiten: 175-198.

This rejoinder to Roemer examines Roemer's amendment to his EOp criterion, explains the similarities and differences between Roemer's approach to equality of opportunity and the economic literature inspired by the fair allocation theory, and proposes some clarifications on the compensation principle and the role of the reward principle in the definition of a responsibility-sensitive social criterion. It highlights the power of the ideal of respect for individual preferences with respect to the reward issue and the concern for potential harshness of (...) the social criterion toward the individuals who fail to make good use of their opportunities. It discusses Roemer's objection against holding individuals responsible for their preferences. (shrink)

The unorthodox life and ideas of Friedrich Nietzsche, the philosopher who defiantly claimed 'God is Dead', come alive in this documentary history. Here is a clear picture of the time in which the revolutionary philosopher lived as well as his famous love affairs, his theories of Superman, the Antichrist and nihilism. Nietzche's work had a major impact on the 20th century, including being manipulated and used by the Nazis to justify their cause during World War 2.

Since the late 1980s, the affinity between irony and postmodernity has been addressed in several studies that apply semiotic approaches to cultural postmodernity generally and to postmodern literature specifically. The following article contributes to the branch of semiotics of postmodern literature by proposing the notion of bi-paradigmatic irony as a special postmodern sign. Whereas mono-paradigmatic irony establishes its ironic contrast within the same paradigm, in bi-paradigmatic irony, said and meant meanings belong to two different paradigms. On the basis of two (...) semiotic paradigmatic perspectives and three semiotic paradigmatic ideologies , six types of bi-paradigmatic irony are possible. Two of the six types of postmodern irony are applied to theoretical-literary texts by Jacques Derrida and Roland Barthes as well as to literary texts by the Austrian writers Christoph Ransmayr and Hans Carl Artmann. (shrink)

Originally presented as the author's thesis under the title: "Individualisierung" als soziologisches und sozialethisches "Zeichen der Zeit"- eine sozialethische Auseinandersetzung...

A new comprehensive model of mind and its nearly infinite possibilities • Recasts psychology as a vehicle not for mental health but for higher consciousness • Shows that we have consciousness for a reason; it is humanity’s unique contribution to the cosmos • Integrates the work of Freud, Jung, Gurdjieff, Tony Robbins, Rudolf Steiner, the Dalai Lama as well as ESP, the Kabbalah, tarot, dreams, and kundalini yoga The culmination of 30 years of research, Where Does Mind End? takes you (...) on an inward journey through the psyche­--exploring the highest states of consciousness; the insights and theories of ancient and modern philosophers, psychologists, and mystics; the power of dreams, chi energy, tarot, and kundalini yoga; and proof of telepathy and other facets of parapsychology--to explain the mystery of consciousness and construct a comprehensive model of mind and its nearly infinite possibilities. Starting with the ancients and early philosophers such as Zoroaster, Aristotle, Descartes, and Leibniz, the author examines models of mind that take into account divine and teleological components, the problem and goal of self-understanding, the mind/body conundrum, and holographic paradigms. Seifer then moves to modern times to explain the full range of Freud’s psychoanalytic model of mind, exploring such ideas as the ego, superego, and id; the unconscious; creativity; and self-actualization. Using Freud’s psychoanalytical model as framework, he reveals an overarching theory of mind and consciousness that incorporates such diverse concepts as Jung’s collective psyche; ESP; the Kabbalah; Gurdjieff’s ideas on behaviorism and the will; the philosophies of Wilhelm Reich, P. D. Ouspensky, and Nikola Tesla; the personality redevelopment strategies of Tony Robbins; and the Dalai Lama’s and Rudolf Steiner’s ideas on the highest states of consciousness. Recasting psychology as a vehicle not for mental health but for higher consciousness, he shows that by casting off the mechanical mental operation of day-to-day life, we naturally attain the self-integration to which traditional psychology has long aspired. By entering the true path to fulfillment of the soul’s will, we help the planet by transforming ourselves and raising our energy to a higher realm. (shrink)

Cognitive ethology is the comparative, evolutionary, and ecological study of nonhuman animal (hereafter animal) minds, including thought processes, beliefs, rationality, information processing, and consciousness. It is a rapidly growing interdisciplinary field of science that is attracting much attention from researchers in numerous, diverse disciplines, including those interested in animal welfare. Cognitive ethology can trace its beginnings to the writings of Charles Darwin, an anecdotal cognitivist, and some of his contemporaries and disciples. Their approach incorporated appeals to evolutionary theory, interests in (...) mental continuity, concerns with individual and intraspecific variation, interests in the worlds of the animals themselves, close associations with natural history, and attempts to learn more about the behavior of animals in conditions that are as close as possible to the natural environment where selection has occurred. They also relied on anecdote and anthropomorphism to inform and motivate more rigorous study. In addition, cognitive ethologists are frequently concerned with the diversity of solutions that living organisms have found for common problems. They also emphasize broad taxonomic comparisons and do not focus on a few select representatives of limited taxa. Many people inform their views of cognitive ethology by appealing to the same studies over and over again (usually those done on nonhuman primates) and ignore the fact that there are many other animals who also show interesting patterns of behavior that lend themselves to cognitive studies. (shrink)

Résumé Dans la seconde moitié du xix e siècle, l’essor des sciences de la nature et du matérialisme est tel en Allemagne et en France qu’il impose la nécessité d’une redéfinition de la philosophie. Le livre de F.A. Lange, l’ Histoire du matérialisme, répond à cet impératif. Il favorisa un renouveau du kantisme en Allemagne. Qu’en est-il de sa réception lors de sa parution en France?

Dans Les Nuées, Aristophane adresse des critiques à Socrate auxquelles Platon répond philosophiquement dans l’Apologie. Or le Socrate des Nuées porte des traits de Protagoras, et certains reproches attribués à l’un valent pour l’autre. Comme pour Socrate, Platon a composé pour Protagoras une apologie, dans le Théétète. Si nous comparons les accusations de la pièce à ce que Platon prête à Protagoras, nous constatons qu’il se fait son défenseur. Mais pour quelle raison et à quel point de vue? Par une (...) analyse des concepts de geloion et de mimèsis comique, on montre comment Platon déploie une stratégie de réappropriation de la pensée de Protagoras – pour lui donner un tour philosophique qui constitue en même temps une réflexion critique sur le statut de l’objet comique.In the Apology, Plato gives a philosophical answer to critics contained in Aristophanes’ Clouds. However, through Socrates, The Clouds target Protagoras too. As a matter of fact, Plato composed an apology for him, as well in the Theaetetus, that answers the charges in the comedy against Protagoras, becoming in a certain way his « lawyer ». But why and what for? Analysing the concepts of geloion and comic mimesis, we show how Plato undertakes to give a philosophical reading of Protagoras’ thought, which, in the same time, constitutes a critical thinking about the object of comedy. (shrink)

texte aujourd’hui fameux, repose sur un document connu également de la Vie latine d’Adam et Ève et que l’auteur qoumrânien a remanié. nowadays a famous text, depends on a document which is also known from the Latin Life of Adam and Eve, and which has been reworked by the author from Qumran.

La parole conclusive du discours de Paul à Milet en Ac 20,35 a fait l’objet de nombreuses études se demandant si elle avait été effectivement dite par Jésus de Nazareth. Cet article se propose de la lire dans l’ensemble de l’oeuvre lucanienne et de rendre compte de la conception du don qui est celle de Luc. S’il est probable que Luc s’inspire d’une maxime hellénistique, il la charge néanmoins de tout un poids théologique et christologique. Elle lui permet à la (...) fois de mettre sous le signe du don toute la vie de Jésus, en renvoyant notamment à la scène clef de la dernière cène , mais également toute celle de Paul, en insistant sur son désintéressement d’apôtre. Les recherches contemporaines sur le don, tant au plan anthropologique que théologique, en sont éclairées. (shrink)