For the inaugural Workshop on Philosophy & Engineering (WPE-2007), this abstract asks why engineers are turning now to philosophy. Upon reflection, philosophy and engineering are very different occupations, and engineering has rarely turned to philosophy in the long history of the systematic design and production of complex artifacts. After briefly examining events since World War 2, the extended abstract carries over Kuhn's explanation of the rise of philosophy of science during the intellectual tumult of relativity and quantum physics in the (...) opening moments of the 20th century to the case of engineering in the early moments of the 21st century. Specifically, the paper argues that the crisis of the rapid pace of technological change, reflected in the centripetal forces of the O's (bio, nano, and info) may help explain increased interest in a philosophy of engineering at this time. The abstract concludes by citing a number of ways that philosophy may help clarify what otherwise might be confusing times. (shrink)

This extended abstract critically exams the use of the terms "rigorous" and "soft" in the context of engineering modeling. Common usage of the terms is contrasted with Toulmin's notion of "reasonableness" and Schoen's notion of "reflective practice." The abstract continues by considering an economic model of models in engineering, suggesting that overly "rigorous" engineering practice may box itself into being unable to afford the models it values, thereby presenting a conundrum for the practice and teaching engineering that demands relaxation.

This paper follows a paper by Mitcham and considers whether engineering is among a group of occupations he calls philosophically weak, in the sense that engineering does not aspire to good-in-themselves ideals as do medicine and law. The paper agrees that engineering is philosophically weak, but in the different sense that engineering is not as reflective upon its nature and place in the world as some other professions. The paper recovers Mitcham's distinction by consider the institutional complexity of a given (...) occupation, suggesting that engineering's practice in the context of complex institutional arrangements precludes the relative ethical simplicity of such occupations as medicine and law. (shrink)

An early and prominent employee of Google, Georges Harik, recently made the assertion that pairs working together in startups are 20 times more productive than individuals working alone. The author has also personally experienced the boost of what is here termed pairwork in a university setting during the startup phase of several educational and interdisciplinary initiatives. The paper briefly explores pairwork in the history of technology and constructs both qualitative and little quantitative models of pairwork. The quantitative model under reasonable (...) assumptions easily recovers Harik’s 20x boost. The paper also briefly examines the author’s recent experiences with pairwork in four interdisciplinary and educational initiatives. (shrink)

The paper starts by reflecting on what senior engineering students don't know how to do when they confront a real-world project in an industrially sponsored senior design project. Seven, largely qualitatively, skills are found to be lacking: questioning, labeling, qualitatively modeling, decomposing, measuring, ideating, and communicating. These skills, some of the most important critical and creative thinking skills in the arsenal of modern civilization, are termed "the missing basics" and contrasted with what engineering faculty usually call "the basics." The paper (...) critically examines the term "the basics" and other terms that are conceptual hurdles to fundamental reassessment of engineering education at this time. The paper concludes that the engineering academy is stuck in a Kuhnian paradigm born in the cold war, that the reflexive belief in the superiority of math, science, and engineering science to the exclusion of other topics is not itself scientific, and that the use of tired code words is not an argument or a rational defense of a paradigm that may have outlived its usefulness. The paper concludes by highlighting the role philosophy can play in clearing away the conceptual confusion, thereby permitting a more reasoned conversation on the needs of engineering education in our times. (shrink)

This paper presented at WPE-2008 uses an industrial-based senior design as an opportunity to understand what what students don't learn in a fairly traditional cold war engineering curriculum. The paper identifies seven deficient skills: questioning, labeling, qualitative modeling, decomposing, visualizing/ideation, empirical testing, and communicating. The talk also identifies five reasons why engineers don't learn these things, and philosophy plays a prominent role in recifying the problem by aiding in providing conceptual clarity and offering alternative models of rigor.

The chapter reviews key foundations and principles of the burgeoning discipline of executive or leadership coaching and explores how these relate to the practice, profession, and philosophy of engineering. In exploring and comparing objectives, approaches, cognitive preferences and future challenges of coaches and engineers, the authors identify a number of kindred properties between the two disciplines. This common ground would invite us to believe that engineering would naturally draw upon coaching for the development of its students, educators, and practitioners, but (...) evidence shows that this is not the case. Although many late-stage engineers get coached upon reaching the C-suite or other high positions in the public or private sectors, early and mid-career engineers do not have ready access to the coaching support seen elsewhere. Equally, very few initiatives to integrate and tap into this resource are seen in the global engineering education system for academic leaders, educators, or engineering students in ways that would benefit future generations of engineers. This chapter aims at providing a possible explanation for this gap, whilst suggesting why and how coaching could possibly be the untapped resource that engineers may need to successfully meet the challenges and demands of today and tomorrow. The authors call on philosophers to join in the efforts, drawing out some key paths for collaboration and helpful future investigative questions. (shrink)

Building on the breakthrough text Philosophy and Engineering: An Emerging Agenda, this book offers 30 chapters covering conceptual and substantive developments in the philosophy of engineering, along with a series of critical reflections by engineering practitioners. The volume demonstrates how reflective engineering can contribute to a better understanding of engineering identity and explores how integrating engineering and philosophy could lead to innovation in engineering methods, design and education. The volume is divided into reflections on practice, principles and process, each of (...) which challenges prevalent assumptions and commitments within engineering and philosophy. The volume explores the ontological and epistemological dimensions of engineering and exposes the falsity of the commonly held belief that the field is simply the application of science knowledge to problem solving. Above all, the perspectives collected here demonstrate the value of a constructive dialogue between engineering and philosophy and show how collaboration between the disciplines casts light on longstanding problems from both sides. The chapters in this volume are from a diverse and international body of authors, including philosophers and engineers, and represent a highly select group of papers originally presented in three different conferences. These are the 2008 Workshop on Philosophy and Engineering held at the Royal Academy of Engineering; the 2009 meeting of the Society for Philosophy and Technology at the University of Twente in the Netherlands; and the Forum on Philosophy, Engineering, and Technology, held in Golden, Colorado at the Colorado School of Mines. (shrink)

Deals with such questions as: What is engineering? In what respect does engineering differ from science? What ethical problems does engineering raise? By what ethical principles are engineers guided? How do engineers themselves conceive of their profession? What do they see as the main philosophical challenges confronting them in the 21st century?

One of the central points of contention in the epistemology of testimony concerns the uniqueness (or not) of the justification of beliefs formed through testimony--whether such justification can be accounted for in terms of, or 'reduced to,' other familiar sort of justification, e.g. without relying on any epistemic principles unique to testimony. One influential argument for the reductionist position, found in the work of Elizabeth Fricker, argues by appeal to the need for the hearer to monitor the testimony for credibility. (...) Fricker (1994) argues, first, that some monitoring for trustworthiness is required if the hearer is to avoid being gullible, and second, that reductionism but not anti-reductionism is compatible with ascribing an important role to the process of monitoring in the course of justifiably accepting observed testimony. In this paper we argue that such an argument fails. (shrink)

Departing from the thought-provoking conversation between David Theo Goldberg and Achille Mbembe on the driving themes in Mbembe’s Critique of Black Reason, this commentary elaborates upon three topics that emerge in this conversation: the role of desire and how it is articulated in black abjection, the politics of care, and contemporary practices of repairing the injustices perpetrated in the context of European modernity. It is emphasized that black reason as a practice of repairing and transformation is especially enacted (...) within contemporary movements like the refugee movements organized around the Black Mediterranean and in the lived freedom archives and abolitionist imaginaries of movements where gender and race cross-cut. Characterized by their transnational dimension and a radical openness towards new beginnings, these expressions of black reason imagine and reinvent justice and democracy anew. (shrink)

Within the Judeo-Christian tradition, Sodom and Gomorrah represent locales in which threats to national formation are couched in sexual terms. The biblical narrative insists on a particular social invisibility for those sexual activities not blessed by the bonds of matrimony. Reclaiming Sodom surveys a number of institutions that have had an interest in perpetuating these views: the police, the state, the church and the law. The collection ranges through biblical scholarship, an investigation of the Founding Fathers' beliefs, the legal mobilization (...) towards the category of sodomy in 18th and 19th century England, and the US Supreme Court's 1986 Bowers vs. Hardwick decision. Analysis is provided of the ways in which the Judeo-Christian tradition has shaped anthropological accounts of the same-sex practices of non-Western people, as well as essays on how colonial gestures have marked lesbian identity in the Carribean, and derformed narratives about the racial geography of AIDS. Reclaiming Sodom explores alternatives to the force of the Sodomitic biblical narrative in Islamic, non-western, and western traditions, and discusses the ways in which sodomy calls into question normative definitions of sexuality and gender. The collection pursues the "pleasures and dangers" of these alternatives, and takes on Proust's refusal to imagine a social movement founded on the "stigma" of Sodom. The collection examines the relations between sex/gender identities and sexual acts in important and provocative ways, and argues for the political use and usefulness of both Sodom and sodomy. Reclaiming Sodom makes an important and controversial contribution to the literature on sexuality and gender, as well as the nature of sex in our culture. Contributors: Dorothy Allison, Robert Alter, Neil Bartlett, Leo Bersani, Gerald Creed, Marc Daniel, Lee Edelman, Janet E. Halley, Jonathan Ned Katz, Pierre Klossowski, Rocky O'Donovan, Guy Hocquenghem, Cindy Patton, Marquis de Sade, David Shannon, Makeda Silver, Jonathan Goldberg. (shrink)

Current economic ontology development has failed to confront two important errors associated with historicism. Embracing the linearity of economic value being directly attributed to the labor applied to natural resources taken together with efficiency arguments used to justify monetary policy on both the microlevel (transaction) and macrolevel (global trade), we know these legacies of the scientific method applied to economic systems have left the G-20 paralyzed to deal with structural failings evidenced from banking to business to economic policy. An exploration (...) of the structural modalities that impair our current capacity for adaptation and alternative methods for accounting for value is the basis for this inquiry. Integral accounting is proposed as a more suitable method to transition from scarcity-based market models to abundance-based modes of sustainable engagement. (shrink)

Substance addiction affects millions of individuals worldwide and yet there is no consensus regarding its conceptualisation. Recent neuroscientific developments fuel the view that addiction can be classified as a brain disease, whereas a different body of scholars disagrees by claiming that addictive behaviour is a choice. These two models, the Brain Disease Model and the Choice Model, seem to oppose each other directly. This article contends the belief that the two models in the addiction debate are polar opposites. It shows (...) that it is not the large amount of addiction research in itself what sets the models apart, but rather their extrapolated conclusions. Moreover, some of the most fiercely debated aspects - for instance, whether or not addiction should be classified as a disease or disorder - are irrelevant for the conceptualisation of addiction. Instead, the real disagreement is shown to revolve around capacities. Discussing addiction-related capacities, especially regarding impaired control, rather than the assumed juxtaposition of the two models can be considered the true addiction debate. More insight into the extent to which the capacities of the addicted individual were affected would be highly useful in various other areas, especially legal responsibility. (shrink)

Substance addiction affects millions of individuals worldwide and yet there is no consensus regarding its conceptualisation. Recent neuroscientific developments fuel the view that addiction can be classified as a brain disease, whereas a different body of scholars disagrees by claiming that addictive behaviour is a choice. These two models, the Brain Disease Model and the Choice Model, seem to oppose each other directly. This article contends the belief that the two models in the addiction debate are polar opposites. It shows (...) that it is not the large amount of addiction research in itself what sets the models apart, but rather their extrapolated conclusions. Moreover, some of the most fiercely debated aspects - for instance, whether or not addiction should be classified as a disease or disorder - are irrelevant for the conceptualisation of addiction. Instead, the real disagreement is shown to revolve around capacities. Discussing addiction-related capacities, especially regarding impaired control, rather than the assumed juxtaposition of the two models can be considered the true addiction debate. More insight into the extent to which the capacities of the addicted individual were affected would be highly useful in various other areas, especially legal responsibility. (shrink)

Substance addiction affects millions of individuals worldwide and yet there is no consensus regarding its conceptualisation. Recent neuroscientific developments fuel the view that addiction can be classified as a brain disease, whereas a different body of scholars disagrees by claiming that addictive behaviour is a choice. These two models, the Brain Disease Model and the Choice Model, seem to oppose each other directly. This article contends the belief that the two models in the addiction debate are polar opposites. It shows (...) that it is not the large amount of addiction research in itself what sets the models apart, but rather their extrapolated conclusions. Moreover, some of the most fiercely debated aspects - for instance, whether or not addiction should be classified as a disease or disorder - are irrelevant for the conceptualisation of addiction. Instead, the real disagreement is shown to revolve around capacities. Discussing addiction-related capacities, especially regarding impaired control, rather than the assumed juxtaposition of the two models can be considered the true addiction debate. More insight into the extent to which the capacities of the addicted individual were affected would be highly useful in various other areas, especially legal responsibility. (shrink)

The idea that correspondences relating grammatical relations and semantics (argument structure constructions) are needed to account for simple sentence types is reviewed, clarified, updated and compared with two lexicalist alternatives. Traditional lexical rules take one verb as ‘input’ and create (or relate) a different verb as ‘output’. More recently, invisible derivational verb templates have been proposed, which treat argument structure patterns as zero derivational affixes that combine with a root verb to yield a new verb. While the derivational template perspective (...) can address several problems that arise for traditional lexical rules, it still faces problems in accounting for idioms, which often contain specifications that are not appropriately assigned to individual verbs or derivational affixes (regarding adjuncts, modification, and inflection). At the same time, it is clear that verbs play a central role in determining their distribution. The balance between verbs and phrasal argument structure constructions is addressed via the Principles of Semantic Coherence and Correspondence together with a usage‐based hierarchy of constructions that contains entries which can include particular verbs and other lexical material. (shrink)

Between 1873 and 1876, Felix Klein published a series of papers that he later placed under the rubric anschauliche Geometrie in the second volume of his collected works (1922). The present study attempts not only to follow the course of this work, but also to place it in a larger historical context. Methodologically, Klein’s approach had roots in Poncelet’s principle of continuity, though the more immediate influences on him came from his teachers, Plücker and Clebsch. In the 1860s, Clebsch reworked (...) some of the central ideas in Riemann’s theory of Abelian functions to obtain complicated results for systems of algebraic curves, most published earlier by Hesse and Steiner. These findings played a major role in enumerative geometry, whereas Plücker’s work had a strongly qualitative character that imbued Klein’s early studies. A leitmotif in these works can be seen in the interplay between real curves and surfaces as reflected by their transformational properties. During the early 1870s, Klein and Zeuthen began to explore the possibility of deriving all possible forms for real cubic surfaces as well as quartic curves. They did so using continuity methods reminiscent of Poncelet’s earlier approach. Both authors also relied on visual arguments, which Klein would later advance under the banner of intuitive geometry (anschauliche Geometrie). (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

This excellent collection contains 13 essays from Gadamer's _Kleine Schriften, _dealing with hermeneutical reflection, phenomenology, existential philosophy, and philosophical hermeneutics. Gadamer applies hermeneutical analysis to Heidegger and Husserl's phenomenology, an approach that proves critical and instructive.

My intention in this paper is to present a schema for understanding �sthetic transactions. (By '�sthetic transactions' I mean to refer to the artist's creation of a work of art and the audience's appreciation of it). For Kant a schema was a rule or principle that enables the under- standing to apply its categories. I am using this term in a narrower sense but in the same spirit : The schema to be considered is to serve as a principle which (...) will allow us to grasp in a definitive fashion the special character of �sthetic transactions. (shrink)

I would like to begin by welcoming all of you and by saying how nice it is to be President of the AAP NZ DIV or (the altervative Title) and to be addressing you tonight in that capacity. As I began writing this it occurred to me that every former Secretary of this Association must have asked themselves at some time just how meaningful this automatic honour of becoming President the following year actually is. Certainly it is an advantage to (...) be able to deliver your paper first, and to command a decent audience, but I feel that occupying the office of President could be made into something rather special if the following practice, which I intend to inaugurate tonight, were to become an established custom. (shrink)

The fundamental issue dividing Pro- and Anti-abortionists is the question of whether or not the foetus/unborn child is to be regarded as a human being, a person with a right to life. An answer to this question which would satisfy both disputants must be developed in a consistent way from beliefs that are shared between them. I outline these shared beliefs (viz., attitudes towards potential life, and, how and when the value of life is realised by an individual) and argue (...) that the quickening of the foetus is the point at which the adoption of a moral attitude towards it is consistent with both the Pro- and the Antiabortionist standpoint. (shrink)

David E. Cooper elucidates Nietzsche's educational views in detail, in a form that will be of value to educationalists as well as philosophers. In this title, first published in 1983, he shows how these views relate to the rest of Nietzsche's work, and to modern European and Anglo-Saxon philosophical concerns. For Nietzsche, the purpose of true education was to produce creative individuals who take responsibility for their lives, beliefs and values. His ideal was human authenticity. David E. Cooper (...) sets Nietzsche's critique against the background of nineteenth-century German culture, yet is concerned at the same time to emphasize its bearing upon recent educational thought and policy. (shrink)

David E Cooper; On Reading Nietzsche on Education, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 119–126, https://doi.org/10.1111/j.

There have been recent concerns about an “epidemic of loneliness” during the pandemic, given the pervasiveness of loneliness in the population and its harmful effects on health and well-being. Therefore, it is important to establish the correlates of loneliness. The purpose of the current study was to explore how loneliness relates to a construct termed mattering, which is the feeling of being important to other people. Mattering was assessed with multiple measures in the current study (e.g., mattering in general, fears (...) of not mattering, and mattering to peers). A sample of 172 female psychology undergraduate students aged 18–25 years completed self-report measures of general mattering, mattering to peers, anti-mattering, fear of not mattering, and state and trait loneliness. As predicted, lower levels of both general mattering and mattering to peers were associated with higher state loneliness. Higher feelings of anti-mattering (feelings of being invisible and insignificant to others) and fears of not mattering were associated with greater trait loneliness, as well as a reduced sense of mattering to friends. The findings illustrate that feeling as though one does not matter to others (i.e., feeling insignificant and unimportant) is associated with increased state and trait loneliness among young women. Implications are discussed for loneliness theory and how these results can enhance both clinical understanding and practice. (shrink)

David E Cooper; On Reading Nietzsche on Education, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 119–126, https://doi.org/10.1111/j.

David E Cooper; Practice, Philosophy and History: Carr vs. Jonathan, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 181–186, https:/.

David E Cooper; Practice, Philosophy and History: Carr vs. Jonathan, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 181–186, https:/.

In his quest to solve 'the ever-disquieting riddle of existence', Schopenhauer explored almost every dimension of human existence, developing a darkly compelling worldview that found deep resonance in contemporary literature, music, philosophy, and psychology. This is the first comprehensive biography of Schopenhauer written in English. Placing him in his historical and philosophical contexts, David E. Cartwright tells the story of Schopenhauer's life to convey the full range of his philosophy. He offers a fully documented portrait in which he explores (...) Schopenhauer's fractured family life, his early formative influences, his critical loyalty to Kant, his personal interactions with Fichte and Goethe, his ambivalent relationship with Schelling, his contempt for Hegel, his struggle to make his philosophy known, and his reaction to his late-arriving fame. (shrink)

???Everyone agrees that the moral features of things supervene on their natural features??? , 22). Everyone is wrong, or so I will argue. In the first section, I explain the version of moral supervenience that Smith and others argue everyone should accept. In the second section, I argue that the mere conceptual possibility of a divine command theory of morality is sufficient to refute the version of moral supervenience under consideration. Lastly, I consider and respond to two objections, showing, among (...) other things, that while DCT is sufficient to refute this version of moral supervenience it is not necessary. (shrink)

This popular text has now been revised to ensure that it continues to meet the needs of the growing number of people interested in all the main philosophical traditions of the world. Introduces all the main philosophical systems of the world, from ancient times to the present day. Now includes new sections on Indian and Persian thought and on feminist and environmental philosophy. The preface and bibliography have also been updated. Written by a highly successful textbook author.

We are reporting on how involved the mentor was in promoting responsible research in cases of research misconduct. We reviewed the USPHS misconduct files of the Office of Research Integrity. These files are created by Institutions who prosecute a case of possible research misconduct; ORI has oversight review of these investigations. We explored the role of the mentor in the cases of trainee research misconduct on three specific behaviors that we believe mentors should perform with their trainee: (1) review source (...) data, (2) teach specific research standards and (3) minimize stressful work situations. We found that almost three quarters of the mentors had not reviewed the source data and two thirds had not set standards. These two behaviors are positively correlated. We did not see convincing evidence in the records that mentors were causing stress, but it was apparent in the convicted trainees’ confessions that over 50% experienced some kind of stress. Secondary data, while not created for this research purpose, allows us to look at concrete research behaviors that are otherwise not very researchable. We believe it is important for mentors and institutions to devote more attention to teaching mentors about the process of education and their responsibilities in educating the next generation of scientists. This becomes a critical issue for large research groups who need to determine who is in charge educating, supervising and assuring data integrity. (shrink)