In recent years, a growing discussion about how we should design our cities has emerged, particularly for the more controversial modes of design such as “defensive,” “hostile,” or “disciplinary” architecture (i.e., benches on which one cannot sleep, or metal studs on which one cannot skate). Although this debate is relatively mature, many studies have argued that these design notions are undertheorized and are, thus, challenging to study from an empirical and normative perspective. In this paper, I will defne the (...) most common terms used in the literature and show how they are interconnected by utilizing a set of “conditions of adequacy” from philosophy to facilitate a more transparent and well-grounded discussion of them. Terms such as “hostile” and “defensive” design are underlined by several diferent phenomena, not just one as is sometimes commonly assumed. I will also show that these phenomena and their conceptualizations require—and sometimes force us to use—diferent moral reasons when justifying the utilization of diferent designs. (shrink)

This article adopts a Systemic Functional Linguistics framework of appraisal theory to interpret the behavioural and attitudinal resources in written narratives and proposes the idea of proximity as an alternative representation to explain the meaning-making process of Chinese students’ possible selves in a less examined context of UK-based transnational university in China, by focusing on the lexical and semantic explanation of how these Chinese students use and are mediated by contextual resources in discourse. Six written narratives were collected from six (...) Chinese students from the School of International Communications at the University of Nottingham Ningbo China. The overall findings revealed that all six Chinese students from different years shaped proximal past, current and future possible disciplinary selves through repeated engagement and positive alignment with the contextual values, although they had differentiated developmental processes of using and being mediated by the contextual recourses. This article concludes by arguing for a need to investigate the Chinese learners in the current changing world by looking at their repertoire experience of disciplinary learning and reservoir context. (shrink)

This essay is devoted to the reconstruction of some substantial categories of the epistemology of education in two of its components: generative transmission and conditionality theories, which are rooted on base ontologies. It is understood that both components set the conditions for the later formation of rationalities which are representative of the disciplinary domains. The study is carried out in two distinctly differentiated educational contexts - Biology and Educational Science courses of study. Este ensayo se dedica a la reconstrucción (...) de algunas categorías sustanciales de la epistemología de la educación en dos de sus componentes: las teorías de la transmisión generativa y las de la condicionalidad, que arraigan en ontologías de base. Se asume que ambos componentes dan condiciones para la posterior conformación de racionalidades propias de los campos disciplinares.El estudio se sitúa en dos contextos formativos manifiestamentediferenciados, los profesorados en biología y en ciencias de la educación. (shrink)

The ArgumentThis essay attempts to show the decisive importance of the “scientific discipline” for any historical or sociological analysis of modern science. There are two reasons for this:1. A discontinuity can be observed at the beginning of modern science: the “discipline,” which up until that time had been a classificatorily generated unit of the ordering of knowledge for purposes of instruction in schools and universities, develops into a genuine and concrete social system of scientific communication. Scientific disciplines as concrete systems (...) (Realsysteme) arise as a result of (a) the communicative stabilization of “scientific communities” at the end of the eighteenth century and the formation of “appropriate” roles and organizational structures (in universities); (b) the structural differentiation of the new scientific disciplines from the established professions (law, theology, medicine) in Europe; (c) the formation of scientific communication in the standardized form of scientific publication; the distinction of the separate action-type “scientific research” and the differentiation of these two elementary acts of all future scientific endeavor in relation to each other.2. The scientific discipline as primary unit of the internal differentiation of science has, since its genesis, been stabilized by two conditions: (a) The fact of a science differentiated into a plurality of (competing, mutually stimulating) disciplinary perspectives becomes the chief causal factor underlying the developmental dynamism of modern science; (b) Similar to the way in which the discipline functions as a cognitive address within the system of science, science also links the discipline up as a structural unit (utilized in both systems) with curricular structures in the system of education — i.e., it is stabilized by the central system/environment relation of science. (shrink)

Originating within research on design cognition, the term design thinking has been growing in popularity over the past three decades, and has become a matter in a variety of discourses, assuming diverse and not necessarily congruent notions. In this article we suggest how to differentiate those discourses on design thinking and discuss its evolution into a meta-disciplinary concept.

In this article I will identify the position from which I write and the methodology I will employ, and then I will ask: ”Is the Foucauldian conception of disciplinary power still at work in contemporary forms of imprisonment?” I will answer this question in the affirmative and report the results of a case study of the operational philosophy of a contemporary prison in Melbourne Australia while highlighting some key comparative points from Discipline and Punish . How prisoners resist and (...) subvert disciplinary power by turning an inclusive grouping within the prison into a site from which they highly differentiate Self from Other will be touched upon. I will conclude by finding that homo criminalis has in fact become a definite object in the field of knowledge and he is emerging as a product from the machine for altering minds. (shrink)

This text represents comments to the article by T.D. Sokolova “Conceptualization of scientific progress. A Case of Historical Epistemology”. Her article combines the concepts of differentiation and integration of scientific knowledge, on the one hand, and the concept of the progress of science interpreted by the historical epistemology of G. Bachelard, on the other, which ultimately is designed to solve the “paradox of interdisciplinarity” and the problem of disciplinary separation of scientific knowledge. The problem posed is highly significant (...) for understanding modern science. At the same time, its formulation can be elaborated and even reformulated, and its premises clarified, since they themselves are the subject of extensive discussions. To do this, it is necessary to revise the widely known definitions of interdisciplinarity and transdisciplinarity in such a way as to detect the value-worldview content relevant to science as a socio-cultural system that includes the idea of progress. (shrink)

In the early 1950s, the Chinese communist party promoted a massive Learning-from-the-Soviet-Union Campaign and made Pavlov’s reflexology the political-academic orthodoxy in physiology, medical science and psychology. In the late 1950s, however, while Pavlov’s theory was continuously advocated by physiologists and medical scientists, it suffered a major setback in psychology as Pavlovian psychology was criticized as being bourgeois and reactionary. How was it possible for such sheer contrast across disciplines to take place within a few years? This paper argues that the (...) greater ideologization of Pavlovian psychology was conditioned by a number of factors: the Sino-Soviet relations, the shifting Chinese communist policies, professional practices, local social conditions, disciplinary cultures and discursive performances. This historical reconstruction rejects a homogenizing view of the relation between politics and science in the Maoist China, and demonstrates ways in which historical localities and dynamics ruptured the overarching political context. (shrink)

The disciplinary differentiation of sciences attracted Leibniz’s attention for a long period of time. From nowadays prospects it looks very well grounded as soon as in Leibniz’s manuscripts a modern scholar finds clue ideas of any research field which would tempt him to consider Leibniz as one of the founders of this particular discipline. We argue that this is possible only in retrospection and would significantly distort the essence of Leibniz’s epistemology. Our approach implies, in contrary, the investigation (...) of the Leibniz doctrine of signs on the background of the related philosophical problem, that of expression. The choice of semiotics is justified by the fact that it took a central place in his theoretical constructions, both those of natural sciences and of philosophy. In Leibniz system of knowledge the concept of notes (notae) and sings (signa) served a theoretical foundation of his most important and long-life aspiration to build up practical science of universal characteristics (characteristica universalis). In his eyes this practical science was the science of sciences (Scientia scientiarum), and we can consider it as the matrix for all possible scientific knowledge. (shrink)

Ca. 40 published papers from a summer institute in the German Democratic Republic in 1988.

This paper addresses whether the often-bemoaned loss of unity of knowledge about humans, which results from the disciplinary fragmentation of science, is something to be overcome. The fragmentation of being human rests on a couple of distinctions, such as the nature-culture divide. Since antiquity the distinction between nature (roughly, what we inherit biologically) and culture (roughly, what is acquired by social interaction) has been a commonplace in science and society. Recently, the nature/culture divide has come under attack in various (...) ways, in philosophy as well as in cultural anthropology. Regarding the latter, for instance, the divide was quintessential in its beginnings as an academic dis-cipline, when Alfred L. Kroeber, one of the first professional anthropologists in the US, rallied for (what I call) the right to ignore—in his case, human nature—by adopting a separationist epistemic stance. A separationist stance will be understood as an epistemic research heuristic that defends the right to ignore a specif-ic phenomenon (e.g., human nature) or a specific causal factor in an explanation typical for a disciplinary field. I will use Kroeber’s case as an example for making a general point against a bias towards integration (synthesis bias, as I call it) that is exemplified, for instance, by defenders of evolutionary psychology. I will claim that, in principle, a separationist stance is as good as an integrationist stance since both can be equally fruitful. With this argument from fruitful sepa-ration in place, not just the separationist stance but also the nature/culture di-vide can be defended against its critics. (shrink)

Modern societies depend on a growing production of scientific knowledge, which is based on the functional differentiation of science into still more specialised scientific disciplines and subdisciplines. This is the basis for the paradox of scientific expertise: The growth of science leads to a fragmentation of scientific expertise. To resolve this paradox, the present paper investigates three hypotheses: 1) All scientific knowledge is perspectival. 2) The perspectival structure of science leads to specific forms of knowledge asymmetries. 3) Such perspectival (...) knowledge asymmetries must be handled through second order perspectives. We substantiate these hypotheses on the basis of a perspectivist philosophy of science grounded in Peircean semiotics and autopoietic systems theory. Perspectival knowledge asymmetries are an unavoidable and necessary part of the growth of scientific knowledge, and more awareness of this fact can help avoid blind and futile struggles between scientific perspectives, and direct efforts toward more appropriate ways of handling these fundamental knowledge asymmetries. Concretely, we show how different kinds of scientific knowledge, expertise, disagreement and learning can be correlated to the perspectival structure of science, and propose how polyocular communication based on observations of the observations made by specialised perspectives can be used to handle such perspectival knowledge asymmetries. This can help overcome the observed problems in carrying out cross-disciplinary research and in the collective use of different kinds of scientific expertise, and thereby make society better able to solve complex, real-world problems. (shrink)

The term ‘human nature’ can refer to different things in the world and fulfil different epistemic roles. Human nature can refer to a classificatory nature (classificatory criteria that determine the boundaries of, and membership in, a biological or social group called ‘human’), a descriptive nature (a bundle of properties describing the respective group’s life form), or an explanatory nature (a set of factors explaining that life form). This chapter will first introduce these three kinds of ‘human nature’, together with seven (...) reasons why we disagree about human nature. In the main, this chapter focuses on the explanatory concept of human nature, which is related to one of the seven reasons for disagreement, namely, the scientific authority inherent in the term ‘nature’. I will examine why, in a number of historical contexts, it was attractive to refer to ‘nature’ as an explanatory category, and why this usage has led to the continual contestation of the term within the sciences. The claim is that even if the contents of talk about ‘nature’ varied historically, the term’s pragmatic function of demarcation stayed the same. The term ‘nature’ conveys scientific authority over a territory; ‘human nature’ is a concept used to divide causes, as well as experts, and thereby conquer others who threaten to invade one’s epistemic territory. Analysing this demarcation, which has social as well as epistemic aspects, will help us to understand why the explanatory role has been important and why it is unlikely that people will ever agree on either the meaning or the importance of ‘human nature’ as an explanatory category. (shrink)

This article is a contribution to the critical sociology of science perspective introduced and developed by Pierre Bourdieu. The paper proposes a transversalist theory of science and technology production and diffusion. It is here argued that science and technology are comprised of multiple regimes where each regime is historically grounded, possesses its own division of labour, modes of cognitive and artifact production and has specific audiences. The major regimes include the disciplinary regime, utilitarian regime, transitory regime and research-technology regime. (...) Though each regime is autonomous, they are simultaneously closely interlaced. In science and technology, autonomy is not antithetical to interdependence and reciprocity. This study demonstrates for the four specified regimes of production and diffusion that differentiation is not contrary to interaction. In science, differentiation and interaction comprise two sides of the same coin. All regimes exhibit a measure of transversality. (shrink)

The detailed analysis allows to discern seven kinds of integration, namely: I₁ consisting in the synthesis of scientific disciplines from their elements, including disciplinary unification I₁; I₂ inclusion of a science in (reduction to) another, more general; I₃ - links between different sciences, especially establishing of common elements; I₄ - interdisciplines bridging various sciences; I₅ - combination of two (or more) disciplines into a new (complex) science; I₆ - a general approach to several domains or multidisciplinary unification; I₇ - (...) transdisciplinary sciences about relations of the same type in various traditional domains. These kinds of integration are interwoven with processes of differentiation, viz. D₁ - internal differentiation of the sciences resulting of I₁; D₂ - interdisciplinary differentiation concomitant I₄, and D₃ - specialization of I₇ sciences in several sections. As a result integration and differentiation are combined in the pairs I₁ - D₁, I₇ - D₃, and D₂ - I₄. The processes of integration (and differentiation) may be presented schematically in the following (not strictly isolated one of another) sequence: in the 17th century started I₁ followed by D₁, and in the last decades by I₁'; during the 18th and the 19th c. cases of I₂ and I₃ appear; I₄ (together with D₂) is unfolding since the late 19th century. Finally, I₇ (and D₃), as well as I₅ and I₆ pertain to the latter half of our century. Representative are for one thing I₁, I₄, and I₇ outlining the main stages of integration and at the same time connected with respective kinds of differentiation. (shrink)

Willingness to collaborate across disciplinary boundaries is necessary but not sufficient for project success. This is a case study of a transdisciplinary project whose success was constrained by contextual factors that ultimately favoured technical and scientific forms of knowledge over the cultural intelligence that might ensure technical solutions were socially feasible. In response to Alaskan Water and Sewer Challenge, an international team with expertise in engineering, consultative design and public health formed in 2013 to collaborate on a two-year project (...) to design remote area water and sanitation systems in consultation with two native Alaskan communities. Team members were later interviewed about their experiences. Project processes are discussed using a ‘Knowledge Ecology’ framework, which applies principles of ecosystems analysis to knowledge ecologies, identifying the knowledge equivalents of ‘biotic’ and ‘abiotic’ factors and looking at their various interactions. In a positivist ‘knowledge integration’ perspective, different knowledges are like Lego blocks that combine with other ‘data sets’ to create a unified structure. The knowledge ecology framework highlights how interactions between different knowledges and knowledge practitioners are shaped by contextual factors: the conditions of knowledge production, the research policy and funding climate, the distribution of research resources, and differential access to enabling infrastructures. This case study highlights the importance of efforts to negotiate between different knowledge frameworks, including by strategic use of language and precepts that help translate social research into technical design outcomes that are grounded in social reality. (shrink)

Advocates of literary Darwinism, cognitive cultural studies, neuroaesthetics, digital humanities, and other such hybrid fields now seek explicitly to make the aims and methods of one or another humanities discipline approximate more closely the aims and methods of science, and at their most visionary, they urge as well the overall integration of the humanities and natural sciences. This essay indicates some major considerations—historical, conceptual, and pragmatic—that may be useful for assessing these efforts and predicting their future. Arguments promoting integration often (...) involve dubious teleological models of intellectual history and betray limited understandings of the distinctive epistemic orientations and cultural functions of the humanities vis-à-vis the sciences. Recurrent institutional difficulties encountered by scholars and/or scientists in hybrid fields reflect steep prestige differentials between the humanities and sciences, along with significant differences of training, experience, style, and temperament. Meanwhile, both the sciences and humanities are being shaken up by technological and related intellectual developments. Though worrisome, the new disciplinary configurations are thus likely to play out in surprising and, not inconceivably, positive ways. (shrink)

In a quiet London office, a software designer muses on the algorithms that will make possible the risk flags to be visualized on the screens of border guards from Heathrow to St Pancras International. There is, he says, ‘real time decision making’ – to detain, to deport, to secondarily question or search – but there is also the ‘offline team who run the analytics and work out the best set of rules’. Writing the code that will decide the association rules (...) between items of data, prosaic and mundane – flight route, payment type, passport – the analysts derive a novel preemptive security measure. This paper proposes the analytic of the data derivative – a visualized risk flag or score drawn from an amalgam of disaggregated fragments of data, inferred from across the gaps between data and projected onto an array of uncertain futures. In contrast to disciplinary and enclosed techniques of collecting data to govern population, the data derivative functions via ‘differential curves of normality’, imagining a range of potential futures through the association rule, thus ‘opening up to let things happen’. In some senses akin to the risk orientation of the financial derivative, itself indifferent to actual underlying people, places or events by virtue of modulated norms, the contemporary security derivative is not centred on who we are, nor even on what our data say about us, but on what can be imagined and inferred about who we might be – on our very proclivities and potentialities. (shrink)

The study “Psychoanalysis—its image and its public” intimates that common sense is increasingly informed by science. But common sense asserts its autonomy and, in turn, may affect the trajectory of science. This is a process that leads to many differentiations—in common sense, in scientific innovation and in political and regulatory structures. Bauer and Gaskell's toblerone model of triangles of mediation provided a distillation of their reading of “La Psychanalyse.” Here it was argued that representations are multi-modal phenomena necessitating the use (...) of multiple methodologies .In this paper we briefly summarise these arguments and elaborate ways in which social representation theory can be considered a progressive research programme. “Progressive” because as the theory has developed it has extended the range and depth of its conceptual basis; it provides a new synthesis for the social scientific understanding of the phenomena of common sense and of representation; it acts as an antidote to the reductionism of public opinion and, finally, it is a stimulus to depart from disciplinary silos. However, there remain unresolved issues: how to segment the relevant social milieus and how to close the feedback loop from common sense to science? (shrink)

Successful instances of interdisciplinary collaboration can eventually enter a process of disciplinarisation. This article analyses one of those instances: agent-based computational social science, an emerging disciplinary field articulated around the use of computational models to study social phenomena. The discussion centres on how, in knowledge transfer dynamics from traditional disciplinary areas, practitioners parsed several epistemic resources to produce new foundational disciplinary shared commitments, and how disagreements operated as a mechanism of differentiation in their production. Two parsing (...) processes are examined to illustrate this claim. The first one is the parsing of the qualitative–quantitative dualism, arguably the most important methodological disagreement in social science. The second one is the parsing of prediction, a key value in contemporary science. The analysis evidences that disagreements have fostered both external and internal dynamics of differentiation in agent-based computational social science. The former have permitted a more efficient use of epistemic resources, whereas the latter have forced practitioners to modify the foundational narrative and the agenda of the field. (shrink)

This encyclopedia is the first of its kind in bringing together philosophy and the social sciences. It is not only about the philosophy of the social sciences but, going beyond that, it is also about the relationship between philosophy and the social sciences. -/- The subject of this encyclopedia is purposefully multi- and inter-disciplinary. Knowledge boundaries are both delineated and crossed over. The goal is to convey a clear sense of how philosophy looks at the social sciences and to (...) mark out a detailed picture of how the two are interrelated: interwoven at certain times but also differentiated and contrasted at others. The Entries cover topics of central significance but also those that are both controversial and on the cutting-edge, underlining the unique mark of this Encyclopedia: the interrelationship between philosophy and the social sciences, especially as it is found in fresh ideas and unprecedented hybrid disciplinary areas. -/- The Encyclopedia serves a further dual purpose: it contributes to the renewal of the philosophy of the social sciences and helps to promote novel modes of thinking about some of its classic problems. (shrink)

Economics has developed into one of the most specialised social sciences. Yet at the same time, it shares its subject matter with other social sciences and humanities and its method of analysis has developed in close correspondence with the natural and life sciences. This book offers an up to date assessment of economics in relation to other disciplines. -/- This edited collection explores fields as diverse as mathematics, physics, biology, medicine, sociology, architecture, and literature, drawing from selected contributions to the (...) 2005 Annual Conference of the European Society for the History of Economic Thought (ESHET). There is currently much discussion at the leading edges of modern economics about openness to other disciplines, such as psychology and sociology. But what we see here is that economics has drawn on (as well as contributed to) other disciplines throughout its history. In this sense, in spite of the increasing specialisation within all disciplines, economics has always been an open discipline and the chapters in this volume provide a vivid illustration for this. -/- Open Economics is a testament to the intellectual vibrancy of historical research in economics. It presents the reader with a historical introduction to the disciplinary context of economics that is the first of its kind, and will appeal to practising economists and students of the discipline alike, as well as to anybody interested in economics and its position in the scientific and social scientific landscape. -/- Table of Contents -/- Introduction: Economics in relation to other disciplines Richard Arena, Sheila Dow and Matthias Klaes Part I. Economics in relation to the humanities and social sciences 1. The social science of economics Brian J. Loasby 2. Economics and literature Bruna Ingrao 3. Happiness: what Kahneman could have learnt from Pietro Verri Pier Luigi Porta Part II. Economics in relation to the life and natural sciences 4. Newtonian physics, experimental moral philosophy and the shaping of political economy Sergio Cremaschi 5. Evolutionary biology and economic behaviour: re-visiting Veblen's instinct of workmanship Mark Harrison 6. Medicine and economics in pre-classical economics Alain Clément and Ludovic Desmedt Part III. Economics and mathematics 7. Mathematics as the role model for neoclassical economics Nicola Giocoli 8. The role of econometric method in economic analysis: A reassessment of the Keynes-Tinbergen debate, 1938-43 Giovanna Garrone and Roberto Marchionatti IV. Economics and architecture 9. Economics and architecture Maurice Lagueux 10. Economic policies and urban development in Latin America Michele Alacevich and Andrea Costa V. Economics and geography 11. ‘Space’ in economic thought Giovanna Vertova 12. Economics, geography and colonialism in the writings of William Petty Hugh Goodacre Part VI. Economics and sociology 13. Economics and sociology: Gustav Schmoller and Werner Sombart on social differentiation Joachim Zweynert 14. Is Homo Oeconomicus a 'bad guy'? Isabelle This Saint-Jean -/- . (shrink)

We provide a detailed history of the concepts of atomic number and isotopy before the discovery of protons and neutrons that draws attention to the role of evolving interplays of multiple aims and criteria in chemical and physical research. Focusing on research by Frederick Soddy and Ernest Rutherford, we show that, in the context of differentiating disciplinary projects, the adoption of a complex and shifting concept of elemental identity and the ordering role of the periodic table led to a (...) relatively coherent notion of atomic number. Subsequent attention to valency, still neglected in the secondary literature, and to nuclear charge led to a decoupling of the concepts of elemental identity and weight and allowed for a coherent concept of isotopy. This concept received motivation from empirical investigations on the decomposition series of radioelements and their unstable chemical identity. A new model of chemical order was the result of an ongoing collaboration between chemical and physical research projects with evolving aims and standards. After key concepts were considered resolved and their territories were clarified, chemistry and physics resumed autonomous projects, yet remained bound by newly accepted explanatory relations. It is an episode of scientific collaboration and partial integration without simple, wholesale gestalt switches or chemical revolutions. (shrink)

This paper is about the interaction and the intertwinement between history of science as a historical process and history of science as the historiography of this process, taking molecular biology as an example. In the first part, two historical shifts are briefly characterized that appear to have punctuated the emergence of molecular biology between the 1930s and the 1980s, one connected to a new generation of analytical apparatus, the other to properly molecular tools. The second part concentrates on the historiography (...) of this development. Basically, it distinguishes three phases. The first phase was largely dominated by accounts of the actors themselves. The second coincided with the general ‘practical turn’ in history of science at large, and today’s historical appropriations of the molecularization of the life sciences appear to be marked by the changing disciplinary status of the science under review. In a closing remark, an argument is made for differentiating between long-range, middle-range and short-range perspectives in dealing with the history of the sciences. (shrink)

The ‘multicultural clinical interaction’ presents itself as a dilemma for the mental health practitioner. Literature describes two problematic areas where this issues emerges - how to make an adequate distinction between religious rituals and the rituals that may be symptomatic of ‘obsessive compulsive disorder’ (OCD), and how to differentiate ‘normative’ religious or spiritual beliefs, behaviours, and experiences from ‘psychotic’ illnesses. When it comes to understanding service user’s ‘idioms of distress’, beliefs about how culture influences behaviour can create considerable confusion and (...) ‘normative uncertainty’ for mental health practitioners. In the absence of clear diagnostic and assessment criteria on distinguishing between ‘culture’ and ‘psychopathology’, practitioners have had to rely on their own intuition and seek out possible ‘strategies’ or ‘procedures’ from a contradictory and cross-disciplinary evidence base. Decontextualisation of service users’ experiences may result in the pathologisation of culturally ‘normative’ phenomenon, ‘category fallacy’ errors, and poor health care experiences and outcomes for service users. This paper situates this dilemma within a wider debate that has concerned both the biomedical and social sciences, namely, the unresolved question of ‘normality’ or ‘abnormality’. Indeed, issues that arise from dilemmas surrounding the question of ‘culture’ or ‘psychopathology’ are intimately tied to wider cultural ideas about what is considered ‘normal’. The disciplines of psychiatry, psychology, and medical anthropology have struggled to establish workable criteria against which to judge behaviour as ‘normal’, ‘abnormal’, or ‘pathological’. Three models for understanding mental ‘abnormality’ are evident in ‘transcultural psychiatry’ (what is now commonly known as ‘cultural psychiatry’), and these models have corresponded closely to the interpretive models used by anthropologists attempting to make sense of the apparent diversity of human societies. The three models of ‘absolutism’, ‘universalism’ and ‘cultural relativism’ have not only important consequences for the nature and conduct of research enquiry, but also have implications for how the dilemma of ‘culture’ or ‘psychopathology’ is attended to in clinical practice. (shrink)

While the history of Cold War social and human sciences has become an immensely productive line of inquiry and has generated some exciting research, a lot remains still to be done in studying more deeply the known stories, venturing into the unknown ones and, in particular, looking in greater detail at the Soviet side of the Iron Curtain. In our expository introduction to this special issue, we demonstrate how its articles enhance our understanding of the postwar social and human sciences. (...) The special issue invites us to rethink the role of the local intellectual and disciplinary contexts in the postwar cultures of knowledge; to pay more attention to the networks and institutions that fostered communication across the Iron Curtain; to trace various asymmetries at work in the divided academic world and the ambiguous status of many actors who enable the East–West contacts despite the general hostility and ideological cleavages; and finally to arrive at a more differentiated and complex view of the whole intellectual landscape in the history of social and human sciences opening up once all the Cold War protagonists, including the countries of the eastern bloc, are subject to a detailed study. This project, we believe, is worthwhile not just for the sake of historical accuracy but also for understanding and changing the societies we live in, which are often still contaminated by the maladies of the Cold War. (shrink)

Scholarship on faculty and student perceptions of plagiarism is plagued by a vast, scattered constellation of perspectives, context, and nuance. Cultural, disciplinary, and institutional subtitles, among others in how plagiarism is defined and perspectives about it tested obfuscate consensus about how students and faculty perceive and understand plagiarism and what can or should be done about those perspectives. However, there is clear consensus that understanding how students and faculty perceive plagiarism is foundational to mitigating and preventing plagiarism. This study (...) takes up the challenge of investigating its own institution’s student and faculty perspectives on plagiarism by testing whether students and instructors differentiate between different kinds or genres of plagiarism, and measuring differences in their perception of seriousness or severity of those genres. Using a device modified from the ‘plagiarism spectrum’ published by Turnitin®, the researchers implemented a campus-wide survey of faculty and student perceptions, and analyzed the data using two different methodologies to ensure results triangulation. This study demonstrates both students and faculty clearly differentiate between kinds of plagiarism, but not on their severity. This study demonstrates both students and faculty clearly differentiate the severity between kinds of plagiarism, but not on the specific rank or order of their severity. Further, this study’s novel methodology is demonstrated as valuable for use by other academic institutions to investigate and understand their cultures of plagiarism. (shrink)

This essay explores the connection between representation and explanation in the sciences. I suggest that scientific representation schemes be viewed as pragmatic tools for acquiring the sort of articulated awareness that is the hallmark of nontrivial knowledge. Crystal field theory in chemistry illustrates this perspective. Certain representations achieve the status of being paradigmatically explanatory, thereby shaping models of intelligibility. In turn, these explanatory preferences serve largely to define and differentiate disciplinary communities by implicitly endorsing particular epistemic aims and values. (...) In this way, the pragmatic nature of explanatory discourse effectively grants its intellectual utility. (shrink)

Some important and decisive observations allowed a widespread and almost unquestionable acceptance of the big bang cosmology, but we can admit and search other factors that have contributed and continue to contribute to the enormous acceptance and great popularity of this cosmological conception, not only inside but also outside of cosmology and even in numerous no scientific contexts. To find some of those factors, a case study was undertaken based on thematic analysis, an analytical tool which is based on the (...) idea that the scientific activity, in addition to a theoretical and an experimental dimensions, has a third dimension with psychological and cultural elements called themata that strongly influence the construction of scientific theories and also their acceptance or rejection. This case study focused on the most important founding texts of big bang cosmology, namely articles and books of Alexandre Friedmann, Georges Lemaître, and George Gamow, covering three decades of important developments, and the founding texts of its great rival, the steady-state cosmology. This article presents a summary of the main results of this case study, which allowed to identify several themata with a very important role in the big bang cosmology: differentiation and unification ; unity, creation, change, evolution, constancy, simplicity, life cycle, circularity, and disorder. All these themata form a methodological and conceptual matrix—with a triple dimension: historical, transversal/cultural, and psychological—that can help explain the acceptance and popularity of the big bang cosmology within and beyond its disciplinary boundaries. (shrink)

Some important and decisive observations allowed a widespread and almost unquestionable acceptance of the big bang cosmology, but we can admit and search other factors that have contributed and continue to contribute to the enormous acceptance and great popularity of this cosmological conception, not only inside but also outside of cosmology and even in numerous no scientific contexts. To find some of those factors, a case study was undertaken based on thematic analysis, an analytical tool which is based on the (...) idea that the scientific activity, in addition to a theoretical and an experimental dimensions, has a third dimension with psychological and cultural elements called themata that strongly influence the construction of scientific theories and also their acceptance or rejection. This case study focused on the most important founding texts of big bang cosmology, namely articles and books of Alexandre Friedmann, Georges Lemaître, and George Gamow, covering three decades of important developments, and the founding texts of its great rival, the steady-state cosmology. This article presents a summary of the main results of this case study, which allowed to identify several themata with a very important role in the big bang cosmology: differentiation and unification ; unity, creation, change, evolution, constancy, simplicity, life cycle, circularity, and disorder. All these themata form a methodological and conceptual matrix—with a triple dimension: historical, transversal/cultural, and psychological—that can help explain the acceptance and popularity of the big bang cosmology within and beyond its disciplinary boundaries. (shrink)

The five studies of this special section investigate the role of models and similar representational tools in interdisciplinarity. These studies were all written by philosophers of science, who focused on interdisciplinary episodes between disciplines and sub-disciplines ranging from physics, chemistry and biology to the computational sciences, sociology and economics. The reasons we present these divergent studies in a collective form are three. First, we want to establish model-exchange as a kind of interdisciplinary event. The five case studies, which are summarized (...) in Section 2 below, show the relevance of this kind. Arguing for the relative unity of these cases will, we hope, re-orient the current debate over interdisciplinarity so as to reflect more appropriately the importance of this kind. We discuss our view of the current state of the debate in Section 3. The evidence from these cases also helps us to develop a taxonomy of interdisciplinary model exchanges in Section 4da taxonomy, we would like to add, that might be useful for the discussion of interdisciplinary exchanges beyond the context of models and their transfer. The second reason for presenting these studies together is that they provide an important source of evidence for the philosophy of science. Over the last three decades, philosophy of science has increasingly differentiated into philosophies of various disciplines. This differentiation in our view has greatly increased our understanding of the scientific practices of the respective disciplines, including the epistemological and methodological standards and conventions on which these practices are based and by which they are evaluated. But it has also made it harder to compare these practices and standards across disciplines. The studies we present here are case studies of interdisciplinary exchange: they focus on the transfer, collaborative construction or parallel use of models and similar representational tools. They therefore provide a unique opportunity to investigate various disciplinary treatments of the same or at least similar representational tools. This allows the identification and comparison of different disciplinary practices and their underlying conventions as well as of the respective normative standards of their evaluation. By tracing the paths along which models travel between disciplines and research fields we can observe to which extent discipline-external practices associated with an adopted tool are retained or replaced by disciplineinternal practices. This generates invaluable information about both disciplinarity and interdisciplinarity. We develop this argument further in Section 5. The third reason for presenting these studies in collective form is that their philosophical analysis also has important normative implications for the notion of interdisciplinarity itself. Too often in the current (non-philosophical) discourse is interdisciplinarity cast as an exclusively integrative project: interdisciplinary exchange is often claimed to be successful only if the involved disciplines become mutually more integrated as a consequence of this process. In contrast to this, many of the cases presented here show that interdisciplinary exchange can be scientifically highly successful, even if at the end of the exchange disciplinary borders remain fully intact. Indeed, borders can be fruitfully crossed without any integration across these borders. Such considerations of divergence in scientific practices and tools offer arguments against a naïve plea for unitarian or non-pluralist versions of interdisciplinarity. Disciplinary divergences may have their justifications, and attempting exchanges that require the reduction of these divergences may consequently not be justified. We pursue this argument further in Section 6. (shrink)

In this fascinating new book, Affrica Taylor encourages an exciting paradigmatic shift in the ways in which childhood and nature are conceived and pedagogically deployed, and invites readers to critically reassess the naturalist childhood discourses that are rife within popular culture and early years education.Through adopting a common worlds framework, Reconfiguring the Natures of Childhood generates a number of complex and inclusive ways of seeing and representing the early years. It recasts childhood as:messy and implicated rather than pure and innocent; (...) situated and differentiated rather than decontextualized and universal; entangled within real world relations rather than protected in a separate space.Throughout the book, the author follows an intelligent and innovative line of thought which challenges many pre-existing ideas about childhood. Drawing upon cross-disciplinary perspectives, and with international relevance, this book makes an important contribution to the field of childhood studies and early childhood education, and will be a valuable resource for scholars, postgraduate students and higher education teachers. (shrink)

This paper argues for subsuming the question of open data within a larger question of information justice, with the immediate aim being to establish the need for rather than the principles of such a theory. I show that there are several problems of justice that emerge as a consequence of opening data to full public accessibility, and are generally a consequence of the failure of the open data movement to understand the constructed nature of data. I examine three such problems: (...) the embedding of social privilege in datasets as the data is constructed, the differential capabilities of data users, and the norms that data systems impose through their function as disciplinary systems. In each case I show that open data has the quite real potential to exacerbate rather than alleviate injustices. This necessitates a theory of information justice. I briefly suggest two complementary directions in which such a theory might be developed: one defining a set of moral inquiries that can be used to evaluate the justness of data practices, and another exploring the practices and structures that a social movement promoting information justice might pursue. (shrink)

I have been working on meta-philosophy for quite some time and was pleasantly surprised to encounter, mid-May 2017, someone who shares this commitment (apart from his many other interests and specializations) for very similar reasons as my own. He is Dr Desh Ray Sirswal from India and one of his numerous websites, blogs, journals, etc is - http://drsirswal.webs.com/ I let him speak for himself. “My objective is to achieve an intellectual detachment from all philosophical systems, and not to solve specific (...) philosophical problems but to become sensitively aware of what it is when we philosophize.” Copyright© Desh Raj Sirswal . I commence by dealing with the teaching of philosophy, because the contents of what is being taught at under-graduate level is for most people who are slightly informed about the subject what philosophy is about. This usually consists of the history of Ideas of Western Philosophy. Although an increasing number of faculties now broaden the scope to the ‘philosophies’ of Asia, the Far East and the Middle East. This international broadening of what is being included in curricula of or as philosophy is another index that Western Philosophy is in need of subject-matter as its traditional subject-matter have all but died out. Apart from the History of Philosophical ideas, the subject often is presented in terms of so-called branches, for example metaphysics, ontology, epistemology, ethics, logic, and so on. A number of authors suggest that both ways of teaching the discipline is very selective because of the departments adherence to some form of either ‘analytical’ or ‘continental’ philosophy. Apart from the traditional lecture-style the teaching of philosophy is dealt with by means of some variation on the Oxbridge ‘tutorial’-style. Tutorials are often acclaimed as being an amazing, to be highly regarded innovation. Some studies and research of it however revealed that is not at all very comprehensive but is restricted to a number of items concerning reasoning, argumentation and critical re-viewing and thinking. This approach forms part of the attempt by contemporary research universities to teach aspects of ‘research’. This brings us to my next section on methods of doing philosophy. I suggest that the doing of philosophy resembles certain aspects and contexts of some of the steps and stages of doing theorizing. This is the rationale for including the next section on theorizing, its steps, stages and other aspects such as the use of metaphors, imaginary experiments, heuristic devices, etc. The next section deals with the changing nature of traditional philosophy as it lost most of its subject-matter to other disciplines that have been socio-culturally differentiated. And the search for new philosophical subject-matter such as Experimental Philosophy or XPhi, the involvement of philosophers in inter-disciplinary studies, especially the latest fad of cognitive studies or sciences and of course the fabrication of philosophies of all areas of human behaviour and kinds of socio-cultural activities for example sport, the arts, sciences, cognition, sex, violence, gender, race, religion, etc etc. I then turn to the question about how, where and why one could perhaps do philosophy against the background of the above. In this investigation I make explicit some of the self-imposed limits of the discourse. Some of these restrictions have been created because of the absolute institutionalization of the discipline as just another subject of universities. This institutionalization of course requires that those involved in the discipline of institutionalized philosophy must be professionals. This absolute requirement lays down the condition that to be a philosopher one must be a professional and an academic. The conditions of institutionalization and professionalization have far reaching consequences for the philosophical discourse, its subject-matter, methods, principles, values, aims, purposes and norms. One of these is the need to publish and to publish often especially in peer-reviewed journals and in their required, institutionalized format. Because of these institutionalized restrictions of what philosophy is, what it must be like, what it may be like and what it may not be like I explore the lack of self-cognition of academically institutionalized philosophy and the associated absence of critical, meta-cognition and self-awareness of professional philosophers. I question the values of doing that type of philosophy, philosophy-on-demand and because of demand and suggest that it is preferable to engage with the more original, creative-thinking philosophers’ work. All of the above are of course intersubjectively determined and this is why I finally explore the nature and operation of different forms of intersubjectivity, for example of common sense, everyday existence, that of the different sciences, the arts, etc and the roles or functions of these things in the creation or constitution of alternative discourses, their realities, life-worlds or perspectives on ‘the world, reality, and existence’. This is the phantom, the ghost of the deceased discourse of philosophy that I chased, encountered and describe. -/- . (shrink)

If you wish to think/write about many dimensional things like the‭ ‘‬world‭’‬,‭ ‬persons,‭ ‬consciousness,‭ ‬human thinking etc,‭ ‬you should at least think multi-dimensional and many levelled. Questioning the purpose,‭ ‬the subject-matter and the methodology,‭ ‬methods of the discipline. I have already dealt in detail about the disappearance of different subject from the philosophical discourse with the differentiation of other disciplines, as well as the involvement in philosophy in inter-disciplinary areas such as cognitive sciences, the creation of experimental philosophy (...) and the philosophies of other discourses, eg art, religion, science, mathematics, sport and every subject possible. Philosophy has/is often interpreted as consisting of logic, which in has its own discourse, while other aspects or forms of logic really form part of mathematics. The doing of philosophy as the doing of (usually informal) logic is in some way related to this belief. As far as the method of philosophy goes, it is always seen as employing arguments, argumentation and reasoning. But all kinds of writing and talking employ arguments, argumentation, reasoning and informal logic – not just philosophy. I conclude with a discussion from theoretical physics (in the past associated with the philosophical discourse) that provides us with ontologies as philosophy used to do. Against that background I present articles on the multiverse, more conventional articles on our universe, our world, our physical reality and the origins of life. I think these are some of the many things that it is necessary that philosophy should take note of and consequently question itself, its aims, objectives, subject-matter and methodologies. We might then have something different than one-levelled and one-dimensional thinking and more many layered and levelled and multi-dimensional thinking. Is this not how our consciousness functions? On many levels, layers and dimensions simultaneously? So should this not be the manner in which we conceive of ‘it’, its nature and functioning? We, philosophy, should at least be thinking ( instead of individual concepts, or statements, linear thinking - we should simultaneously think on many layers, on many levels and in several dimensions) in terms of 3D, for example 3D scatter plots .By this I mean the many different aspects of the person (mentally and physically, socially, culturally, as well as our environment, planetary and universe context should be included in every concept we employ; each concept should therefore be at least like a 3D scatter plot image, including all these levels and information). (shrink)

She has always existed and is more than a citizen of multiverses,‭ ‬most likely the ground of all.‭ ‬In the West she was introduced around C.570‭ ‬and since then many individuals have searched for her,‭ ‬tried to become familiar with her and created all sorts of,‭ ‬frequently ridiculous,‭ ‬things in her name. Once someone has a passion for her it cannot be extinguished but increases.‭ ‬Objectively this need for her is referred to as‭ ‘‬love of wisdom‭’‬,‭ ‬the need for wisdom,‭ (...) ‬while personally it is a need of some individuals. -/- This passion and need has become institutionalized and it has developed a discourse and became a socio-cultural practice of its own.‭ ‬Fairly recently it has even become a discipline at,‭ ‬mostly higher,‭ ‬institutions of learning.‭ ‬Previously those searching for and attempting to interact with her came from many walks of life and all kinds of professions,‭ ‬while in the last century or so many people began to live off her as they are remunerated for talking about,‭ ‬about the history of searching for and investigating her and saying all sorts of things about her. -/- Many things are done in her name and all sorts of neologisms are fabricated to label them,‭ ‬such as analytic,‭ ‬continental,‭ ‬idealism,‭ ‬rationalism,‭ ‬empiricism,‭ ‬and all these labels are again specified and specified ad infinitum with terms such as materialism,‭ ‬physicalism,‭ ‬weak naturalism,‭ ‬speculative and new realism,‭ ‬etc. -/- Individuals from many other disciplines and areas of life,‭ ‬such as sociology,‭ ‬the arts,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬sport,‭ ‬etc got on the bandwagon so that we now have a philosophy or love of wisdom,‭ ‬epistemologies,‭ ‬ontologies etc of everything under the sun.‭ ‬Even if you were to write some theses or do some study you will stipulate your epistemology,‭ ‬ontology,‭ ‬methodology,‭ ‬etc.‭ ‬Just as those who live off philosophy become involved in every area of humanity and all its socio-cultural practices produce so-called peer reviewed publications,‭ ‬articles,‭ ‬essays and books on philosophy of art,‭ ‬sport,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬religion,‭ ‬gods,‭ ‬sex,‭ ‬rock‭ ‘‬n roll,‭ ‬language,‭ ‬words,‭ ‬ideas,‭ ‬how words and ideas and concepts do their thing,‭ ‬etc,‭ ‬etc.‭ -/- The way these subject-matter are treated will usually consists of some form of reasoning,‭ ‬the use of arguments or argumentation and some kind of logic and a process that resembles the features,‭ ‬steps,‭ ‬stages and processes of theorizing,‭ ‬the construction and development of models,‭ ‬short term,‭ ‬medium or large theories.‭ ‬The latter is often presented in the form of entire‭ ‘‬metaphysical‭’ ‬and speculative systems such as those of Plato,‭ ‬Aristotle,‭ ‬Kant,‭ ‬Hegel,‭ ‬Marx,‭ ‬Husserl,‭ ‬Habermas et al.‭ ‬While Socrates and to some extent the later Wittgenstein attempted to be more authentic to the original principles of trying to follow and developed the ideal of identifying,‭ ‬capturing by verbal interaction‭ (‬be it discourse,‭ ‬or dialogue‭) ‬and becoming one‭ (‬like mystics of all religions who are passionate about‭ ‘‬the one‭’‬,‭ ‬the Beloved,‭ ‬the one Real Self,‭ ‬etc and attempt to become one,‭ ‬united with or‭ ‘‬oned‭’ ‬with their object or subject of desire‭) ‬with Sophos‭ – ‬by exploring and investigating or applying and executing practical use of language,‭ ‬and thereby to uncover and capture her. -/- The effects of the institutionalization of the discipline are far-reaching and the professionalization of the role of philosopher as a‭ ‘‬profession‭’‬,‭ ‬an employee of an institution and a representative of the status quo are discussed in a number of articles being cited. -/- The methods of the philosophical discourse vary,‭ ‬first of all between the so-called Continental and Anglophone Analytic philosophies,‭ ‬its movements,‭ ‬schools and institutions,‭ ‬such as research universities,‭ ‬journals,‭ ‬communities and book publishers.‭ ‬It seems as if increasingly philosophizing employs some of the stages and steps of the processes of theorizing.‭ ‬Other aspects of her methods are heuristic devices,‭ ‬the use of metaphors and analogies,‭ ‬philosophical logic,‭ ‬informal and other types of logic,‭ ‬arguments and argumentation.‭ ‬This involves the creation of fallacies in thinking and reasoning and the causing of all sorts of fallacies or crooked thinking. -/- The nature and changes of philosophical subject-matter are discussed as the socio-cultural practice lost most of its traditional‭ ‘‬objects‭’ ‬with the social and cultural differentiation of other,‭ ‬specialized disciplines.‭ ‬In turn the discourse attempts to fabricate other subject-matter,‭ ‬for example the development of so-called Experimental Philosophy,‭ ‬inter-disciplinary studies such as cognitive sciences and philosophies or meta-level explorations of and speculations about other disciplines,‭ ‬professions and domains‭ (‬for example normative,‭ ‬instrumental and subjective aesthetic‭ – ‬this the terminology and distinctions according to the working class obsessive Critical Theory of the so-called Frankfurt Schule.‭ ‬One always wonders what degree of personal experience their educated,‭ ‬middle class academics have of‭ ‘‬the working class‭’‬,‭ ‬whatever that is meant to be‭?)) ‬of human activity.‭ ‬Such as philosophy of medicine,‭ ‬sport,‭ ‬art,‭ ‬religion,‭ ‬just name it and it is bound to exist.‭ -/- Another‭ ‘‬extension‭’ ‬of or interest in‭ ‘‬philosophy‭’ ‬is that of certain individuals,‭ ‬schools or movements in other disciplines,‭ ‬for example social‭ ‘‬sciences‭’ ‬such as sociology and supporters of the above mentioned‭ ‘‬Schule‭’‬.‭ ‬They frequently use philosophical words such as ontology,‭ ‬epistemology,‭ ‬multi-dimensional,‭ ‬many-levels,‭ ‬contexts assumptions,‭ ‬pre-suppositions,‭ ‬immanent,‭ ‬transcendent,‭ ‬etc.‭ ‬Is this intended to be an extension of philosophy and the doing of philosophizing or merely cognitive bias of the form‭ ‘‬authority bias‭’‬.‭ ‬In this case the authority being‭ ‘‬the discipline of philosophy‭’‬,‭ ‬as well as the‭ ’‬use of the word philosophy‭ ‬and terms from the philosophical discourse‭’‬.‭. (shrink)

From the 1960s, mathematical and computational tools have been developed to arrive at human population trees from various kinds of serological and molecular data. Focusing on the work of the Italian-born population geneticist Luigi Luca Cavalli-Sforza, I follow the practices of tree-building and mapping from the early blood-group studies to the current genetic admixture research. I argue that the visual language of the tree is paralleled in the narrative of the human diasporas, and I show how the tree was actually (...) mapped onto the surface of the earth. This visual and textual structure is mirrored in the liberal discourse of unity in diversity that has been criticized as running counter to the socio-political effects of human population genetics. From this perspective, one may ask how far the phylogenetic diagram in its various forms is a manifestation of the physics of power that according to Michel Foucault consists in mechanisms that analyse distributions, movements, series, combinations, and that uses instruments to render visible, to register, to differentiate and to compare. It is one among other disciplinary technologies that ensure the ordering of human diversity. In the case of intra-human phylogenetic trees, population samples and labels are one issue. Another is that the separated branches seem to show groups of people, who have in reality been interacting and converging, as isolated. Often based on so-called isolated peoples, molecular tree diagrams freeze a hierarchical kinship system that is meant to represent a state before the great historical population movements. (shrink)

This paper focuses on the consolidation of Molecular Evolution, a field originating in the 1960s at the interface of molecular biology, biochemistry, evolutionary biology, biophysics and studies on the origin of life and exobiology. The claim is made that Molecular Evolution became a discipline by integrating different sorts of scientific traditions: experimental, theoretical and comparative. The author critically incorporates Timothy Lenoir’s treatment of disciplines , as well as ideas developed by Stephen Toulmin on the same subject. On their account disciplines (...) are spaces where the social and epistemic dimensions of science are deeply and complexly interwoven. However, a more detailed account of discipline formation and the dynamics of an emerging disciplinary field is lacking in their analysis. The present essay suggests focusing on the role of scientific concepts in the double configuration of disciplines: the social/political and the epistemic order. In the case of Molecular Evolution the concepts of molecular clock and informational molecules played a central role, both in differentiating molecular from classical evolutionists, and in promoting communication between the different sorts of traditions integrated in Molecular Evolution. The paper finishes with a reflection on the historicity of disciplines, and the historicity of our concepts of disciplines. (shrink)

The paper examines the future prospects for educational research as conducted in UK universities and colleges of higher education in the light of current general changes in the organisation, funding and culture of higher education, and in respect of specific changes in the initial and in service training of teachers. It includes a critical examination of the claim made by some educational researchers that their research constitutes a special case, differentiated from other social science and humanities disciplines, both by the (...) routes into educational research and the concerns of those who practise it. It is suggested that the special case argument for the alleged distinctiveness of educational research is largely unjustified, and does not contribute positively to the future prospects of that research or help to ease the relative isolation of educational researchers. Alliances between educational researchers, and those researching in the social sciences are advocated as one strategy which will help both partners. It is also suggested that educational researchers should try to ensure that novel and existing modes of training new researchers such as doctoral programmes, make connections with the training of other beginning researchers, rather than dividing would-be educational researchers from their counterparts in other disciplinary or interdisciplinary areas. (shrink)

In the critical assessment of the rise of what Jameson has termed the modern centred subject … the lived experience of individual consciousness as a monadic and autonomous centre of activity, significant attention has been devoted to the impact of the institutions of the late eighteenth century ‘bourgeois cultural revolution’ such as the family and the school. Less consideration has been given in this history of regulated subjectivity to the emergence within key centres of cultural production of the discourse of (...) maternity and its lasting consequences for the understanding and representation of the mother–child bond as a matrix of both affectional relations and infant development. The late eighteenth century reconfiguration of the family as, in Jameson's words a private space within the nascent public sphere of bourgeois society intensified the ‘separation of the spheres’ begun in the early modern period and further formalised the zoning of the domestic experience as the defining site of emotional specialisation and individual growth. In the culture of early romanticism, this differentiation of domestic roles elevated children as the primary objects of a new regime of intergenerational care, replacing disciplinary control with intimate nurture and valorising a particular construction of motherhood as the ethical base of domestic piety and social stability beyond even the semantic reach of reason. Understanding the cultural processes by which this important ideological shift reshaped the paradigm of parent–child relations in industrial society – radiating beyond the realm of the family into the wider systems of childcare and education – enables us better to discern its continuing influence on perceptions of family life and motherhood today and to critically evaluate its potential contribution to changing conceptions of the place of the family in contemporary democratic society. (shrink)

This encyclopedia is the first of its kind in bringing together philosophy and the social sciences. It is not only about the philosophy of the social sciences but, going beyond that, it is also about the relationship between philosophy and the social sciences. The subject of this encyclopedia is purposefully multi- and inter-disciplinary. Knowledge boundaries are both delineated and crossed over. The goal is to convey a clear sense of how philosophy looks at the social sciences and to mark (...) out a detailed picture of how the two are interrelated: interwoven at certain times but also differentiated and contrasted at others. The Entries cover topics of central significance but also those that are both controversial and on the cutting-edge, underlining the unique mark of this Encyclopedia: the interrelationship between philosophy and the social sciences, especially as it is found in fresh ideas and unprecedented hybrid disciplinary areas. The Encyclopedia serves a further dual purpose: it contributes to the renewal of the philosophy of the social sciences and helps to promote novel modes of thinking about some of its classic problems. (shrink)

The existence and unity of a discipline called economics reside in the eye and mind of the beholder. The perception of economics's unity and disciplinarity itself arises in some, but not all, of the different schools of thought that we would loosely categorize as economic. Indeed, as we hope to show, the presumption of unity and disciplinarity—the idea that there is a center or “core” of propositions, procedures, and conclusions or a shared historical “object” of theory and practice—is suggested in (...) the concepts and methods of some schools of economic thought, but is opposed by others. Further, we argue that the portrayal of economics as a discipline with distinct boundaries is often a discursive strategy by one school or another to hegemonize the field of economic discourse. In this way, the issue of the existence of an economics discipline and its principles of unity or dispersion is in part a political question. Its effects are felt in the hiring and firing of economics professors and practitioners, the determination of what comprises an economics curriculum, the determination of what is a legitimate economic argument and what is not, the dispensation of public and private grant monies, and the differential entry into or exclusion from ideological, political, and economic centers of power and decision making.Our view is that no discipline of economics exists. Or, rather, no unified discipline exists. The “discipline” of economics is actually an agonistic and shifting field of fundamentally different and often conflicting discourses. The dispersion and divisions that exist between the schools of thought we discuss here as “economic” may have some regularities. But we do not see closer contiguity of these economic schools when placed on a horizontal scale than, to take just one example, among all of the many different "disciplinary" forms of Marxian thought. That is, in our view, Marxian economic thought shares more concepts, approaches, and methods—may have more discursive regularity—with Marxian literary theory than do Marxian economic thought and neoclassical economic theory. Jack Amariglio is associate professor of economics at Merrimack College and the editor of Rethinking Marxism: A Journal of Economics, Culture, and Society. He is working on a book entitled Modernism and Postmodernism in Economics with Arjo Klamer. Stephen Resnick and Richard Wolff are professors of economics at the University of Massachusetts, Amherst. Their recent coauthored books are Knowledge and Class: A Marxian Critique of Political Economy and Economics: Marxian versus Neoclassical. (shrink)

: The paper discusses the contribution that the neuroscience of action can offer to the legal understanding of action control and responsibility in the case of adult individuals. In particular, we address the issues that follow. What are the cognitive capacities that agents must display in order to be held liable to punishment in criminal law? Is the legal model of liability to punishment compatible with a scientifically informed understanding of voluntary behaviour? To what extent should the law take into (...) account people’s subjective feelings about their own actions? As a result of our analyses, we indicate some areas where the contribution of the neuroscience of action to the law is potentially relevant. We focus on the subjectivity mechanisms of action control, specifically the requirement that the agent must violate the law voluntarily in order to be held responsible, and on the factors that modulate the wrongdoer’s experience of agency. Overall, we advocate more cross-disciplinary work, aimed to bridge the gap between conceptual boundaries, on the theme of responsibility for actions. Keywords : Responsibility; Neurolaw; Sense of Agency; Criminal Law; Criminal Liability La responsabilità tra neuroscienza e diritto penale. La componente di controllo dell’imputabilità penale Riassunto : L’articolo discute il contributo che la neuroscienza dell’azione può offrire ai temi del controllo dell’azione e della responsabilità in ambito legale, nel caso degli individui adulti. In particolare, ci occuperemo delle questioni che seguono. Quali sono le abilità cognitive che un agente deve possedere per esser considerato penalmente responsabile e quindi punibile? Il modello legalistico della responsabilità è compatibile con il modello scientifico-naturalistico del comportamento umano? Fino a che punto variazioni nel senso di controllo soggettivo sulle azioni dovrebbero essere considerate un parametro rilevante in sede penale? Sulla scorta della nostra analisi, indicheremo alcune aree nelle quali il contributo della neuroscienza dell’azione a questioni legate al tema della responsabilità legale potrebbe rivelarsi rilevante. L’articolo si concentra sui meccanismi che regolano il senso soggettivo di controllo dell’azione – in particolare il requisito secondo il quale l’agente deve violare la legge volontariamente per essere ritenuto responsabile –, e sui fattori che modulano il senso di agentività del colpevole. In conclusione, difenderemo l’appropriatezza di una più ampia riflessione multi-disciplinare volta a ridurre le incompatibilità fra differenti approcci al tema della responsabilità per le nostre azioni. Parole chiave : Responsabilità; Neurodiritto; Senso di agentività; Diritto penale; Imputabilità penale. (shrink)

In the context of the Dutch immigration debate, tributes to the Holocaust and the memory of Europe’s dead Jews increasingly serve to dismantle multiculturalism as a failed paradigm and to drive a wedge between a revitalized, redeemed, color-blind, post-racial Europe and disenfranchized immigrant, minority and Muslim populations. Embedded in these invocations of the Holocaust and its moral imperatives is a ‘spectropolitics’ of tolerance, in which tolerance, staged as an essential touchstone of Dutch identity, supplies a differential norm that measures the (...) civilizational and racial disjuncture between Europeans, minorities, and Muslims, and validates the new dual paradigm of Dutch citizenship and immigration policy: securitization and disciplinary integration. The centrality of the Holocaust as paradigmatic of Dutch and European racial history meanwhile sidelines the colonial past as constitutive of European identity; displaces an alternative understanding of race as instruments of colonial rule; and disavows the continued application of these instruments of racial rule in Dutch and European post-colonial societies. (shrink)

The manipulation of materials, and to some extent also their systematic classification, form an integral part of the skills and culture of all societies. Yet it took long for proper sciences to develop out of many processing procedures, tapping the accumulated knowledge about specific material characteristics. In the late 20th century an overarching science of workable materials emerged: materials science. This concept and term originated from major boosts in materials research during WWII and the Cold War, first financed by the (...) U.S. Department of Defense and the Advanced Research Project Agency. The COSMAT-Report from 1974, written by the American Presidential Science Advisory Committee’s „Committee on the Survey of Materials Science and Engineering" four years after its inception, and subsequent reports heralded in the second institutionalization phase of materials science in the USA and with some delay also elsewhere. As the field continued to expand, the demand grew from within in the late 1990s for disciplinary status. This article sorts these claims from the various camps and sets them in the context of unfolding institutional change. The developments within the German-speaking realm, thus far unduly neglected in these debates, are added. I close with a systematic discussion of eight indicator arguments for or against a convergence of this complex field of research into a single coherent discipline. Against Bensaude-Vincent’s thesis that materials science still is an “aggregation of fragments of knowledge", I argue that by 2010 materials science did indeed achieve disciplinary status in a historically rare and enduring process of discipline formation through “emergence by integration" rather than by differentiation. (shrink)

The replication crisis has spawned discussions on the meaning of replication. In fact, in order to determine whether an experiment fails to replicate, it is necessary to establish what replication is. This is, however, a difficult task, as it is possible to attribute different meanings to it. This paper offers a solution to this problem of ambiguity by engineering a concept of replication that, if compared to other proposals, stands out for being not only broadly applicable but also sufficiently specific. (...) It features a minimal level of operationalism, which would otherwise limit its applicability, while it heavily relies on replication’s specific epistemic functions, which are inter-disciplinary. Another merit is its context sensitivity, which enables it to differentiate instances of replication from non-instances of replication in every scientific discipline according to the discipline’s own standards. (shrink)

ArgumentThe scientific system is primarily differentiated into disciplines. While disciplines may be wide in scope and diverse in their research practices, they serve scientific communities that evaluate research and also grant recognition to what is published. The analysis of communication and publication practices within such a community hence allows us to shed light on the dynamics of this discipline. On the basis of an empirical analysis ofIsis, we show how the process of discipline-building in history of science has led its (...) practitioners to be socialized and sensitized in relatively strong intra-disciplinary terms – with minimal interdisciplinary openness. (shrink)

In order to think the becoming-political of women is it also necessary to think the becoming-woman of politics? It is clear that an analysis of changes in the paradigm of work and its feminisation, is above all else to understand if gender oppositions or the construction of sexual identities permit the emergence of new modalities of political aggregation or if, on the contrary, it is once again a question of thwarting disciplinary mechanisms. The deconstruction of the processes by which (...) identity becomes fixed is without doubt the price of a veritable politics of the multitude, and it is precisely here that women’s voices are precious: perhaps because they tell us that differentiation to the infinite and becoming-other have dragged generation down to its biological reduction and made possible a political ontology of creation. (shrink)