While historiography is dominated by attempts that try to standardize and de-individualize the behavior of animals, history proves to be littered with records of the exceptional lives of unusual animals. This book introduces animal biography as an approach to the re-framing of animals as both objects of knowledge as well as subjects of individual lives. Taking an interdisciplinary perspective and bringing together scholars from, among others, literary, historical and cultural studies, the texts collected in this volume seek to refine animal (...) biography as a research method and framework to studying, capturing, representing and acknowledging animal others as individuals. From Heini Hediger's biting monitor, Hachikō and Murr to celluloid ape Caesar and the mourning of Topsy's gruesome death, the authors discuss how animal biographies are discovered and explored through connections with humans that can be traced in archives, ethological fieldwork and novels, and probe the means of constructing animal biographies from taxidermy to film, literature and social media. Thus, they invite deeper conversations with socio-political and cultural contexts that allow animal biographies to provide narratives that reach beyond individual life stories, while experimenting with particular forms of animal biographies that might trigger animal activism and concerns for animal well-being, spur historical interest and enrich the literary imagination. (shrink)

[Review] Mieke Roscher, André Krebber, and Brett Mizelle, editors. Handbook of Historical Animal Studies. Berlin: Walter de Gruyter, 2021. 637 pp. In their introduction to the volume under review, ‘Writing History after the Animal Turn? An Introduction to Historical Animal Studies’, which uses Harriet Ritvo’s 2007 article ‘On the Animal Turn’ as a key reference point, the editors describe as follows the main goal of and broader rationale for the book: "the discourses of human-animal studies and historical animal (...) studies, just like all the other disciplines involved in the reevaluation of the lives of animals and our relationship with them, past and present, are not identical. Rather, they inform one another. What we aim at with this handbook, then, is to gather and make accessible the contribution of historical research to the field of human-animal studies as well as the contribution of human-animal studies to the study of history. History as a discipline and scholarly venture, in other words, can no [more] ignore animals than animal studies can history.". As the editors and also a number of the contributors underscore, however, to bring about this rapprochement between animal studies and history, it is not enough to study ‘the lives, experiences, and deaths of animals [as] a powerful lens to understand and explain human histories, ideas, and practices’, even if in the recording and interpretation of history humans remain ‘an omnipresent factor’. Rather, animals’ own histories must take centre stage, to the fullest extent possible – given that the discourse of historiography is inescapably mediated by human perspectives. (shrink)

In science policy, it is generally acknowledged that science-based problem-solving requires interdisciplinary research. For example, policy makers invest in funding programs such as Horizon 2020 that aim to stimulate interdisciplinary research. Yet the epistemological processes that lead to effective interdisciplinary research are poorly understood. This article aims at an epistemology for interdisciplinary research, in particular, IDR for solving ‘real-world’ problems. Focus is on the question why researchers experience cognitive and epistemic difficulties in conducting IDR. Based on a study of educational (...) literature it is concluded that higher-education is missing clear ideas on the epistemology of IDR, and as a consequence, on how to teach it. It is conjectured that the lack of philosophical interest in the epistemology of IDR is due to a philosophical paradigm of science, which prevents recognizing severe epistemological challenges of IDR, both in the philosophy of science as well as in science education and research. The proposed alternative philosophical paradigm entails alternative philosophical presuppositions regarding aspects such as the aim of science, the character of knowledge, the epistemic and pragmatic criteria for accepting knowledge, and the role of technological instruments. This alternative philosophical paradigm assume the production of knowledge for epistemic functions as the aim of science, and interprets ‘knowledge’ as epistemic tools that must allow for conducting epistemic tasks by epistemic agents, rather than interpreting knowledge as representations that objectively represent aspects of the world independent of the way in which it was constructed. The engineering paradigm of science involves that knowledge is indelibly shaped by how it is constructed. Additionally, the way in which scientific disciplines construct knowledge is guided by the specificities of the discipline, which can be analyzed in terms of disciplinary perspectives. This implies that knowledge and the epistemic uses of knowledge cannot be understood without at least some understanding of how the knowledge is constructed. Accordingly, scientific researchers need so-called metacognitive scaffolds to assist in analyzing and reconstructing how ‘knowledge’ is constructed and how different disciplines do this differently. In an engineering paradigm of science, these metacognitive scaffolds can also be interpreted as epistemic tools, but in this case as tools that guide, enable and constrain analyzing and articulating how knowledge is produced. In interdisciplinary research, metacognitive scaffolds assist interdisciplinary communication aiming to analyze and articulate how the discipline constructs knowledge. (shrink)

The purpose of this article is to develop an epistemology of scientific models in scientific research practices, and to show that disciplinary perspectives have crucial role in such an epistemology. A transcendental approach is taken, aimed at explanations of the kinds of questions relevant to the intended epistemology, such as “How is it possible that models provide knowledge about aspects of reality?” The approach is also pragmatic in the sense that the questions and explanations must be adequate and relevant to (...) concrete scientific practice. First it is explained why the idea of models as representations in terms of similarity or isomorphism between a model and its target is too limited as a basis for this epistemology. An important finding is that the target-phenomenon is usually not something that can be observed in a straightforward manner, but requires both characterization in terms of measurable variables and subsumption under concepts. The loss of this basis leads to a number of issues, such as: how can models be interpreted as representations if models also include conceptually meaningful linguistic content; how can researchers identify non-observable real-world target-phenomena that are then represented in the model; how do models enable inferential reasoning in performing epistemic tasks by researchers; and, how to justify scientific models. My proposal is to deal with these issues by analyzing how models are constructed, rather than by looking at ready-made models. Based on this analysis, I claim that the identification of phenomena and the construction of scientific models is guided and also confined by the disciplinary perspective within which researchers in a scientific discipline have learned to work. I propose a Kuhnian framework by which the disciplinary perspective can be systematically articulated. Finally, I argue that harmful forms of subjectivism, due to the loss of the belief that models objectively represent aspects of reality, can be overcome by making the disciplinary perspective in a research project explicit, thereby enabling its critical assessment, for which the proposed Kuhnian framework provides a tool. (shrink)

Revised thesis --Freie Universitèat, Berlin.

Our concern is in explaining how and why models give us useful knowledge. We argue that if we are to understand how models function in the actual scientific practice the representational approach to models proves either misleading or too minimal. We propose turning from the representational approach to the artefactual, which implies also a new unit of analysis: the activity of modelling. Modelling, we suggest, could be approached as a specific practice in which concrete artefacts, i.e., models, are constructed with (...) the help of specific representational means and used in various ways, for example, for the purposes of scientific reasoning, theory construction and design of experiments and other artefacts. Furthermore, in this activity of modelling the model construction is intertwined with the construction of new phenomena, theoretical principles and new scientific concepts. We will illustrate these claims by studying the construction of the ideal heat engine by Sadi Carnot. (shrink)

The European Union, a pioneer in gender equality policies, is moving from predominantly attending to gender inequality, towards policies that address multiple inequalities. This article argues that there are tendencies at EU level to assume an unquestioned similarity of inequalities, to fail to address the structural level and to fuel the political competition between inequalities. Based upon a comparison of specific sets of inequalities, this article explores where and how structural and political intersectionality might be relevant. It argues that a (...) ‘one size fits all’ approach to addressing multiple discrimination is based on an incorrect assumption of sameness or equivalence of the social categories connected to inequalities and of the mechanisms and processes that constitute them. Focusing on similarities ignores the differentiated character and dynamics of inequalities. It also overlooks the political dimension of equality goals. Moreover, it has become clear that attention to structural mechanisms and to the role of the state and the private sphere in reproducing inequalities is much needed. The final part of the article presents constructive ideas for a more comprehensive way of addressing multiple inequalities. (shrink)

In this essay I will explore a mode of reading I call “reading for the text.” A text is what we make of a work when reading it: roughly, a meaningful, well-structured whole with a beginning and an end. But as a mode of reading, textuality allows for constant activity, a continual shaping nd reshaping of sign-events. I will argue that reading for a sense of textuality, and for the wholeness this simple textuality entails, does not necessarily preclude awareness of (...) a fundamental lack of unity, while reading for the effect of the real, in spite of the promotion of the “realistic detail,” tends to do so. The two modes of reading are fundamentally different; yet the conflict between them is not necessarily obvious, nor should such conflict be avoided, ignored, or smoothed out.The goal of this confrontation is not to promote textual reading at the expense of realistic reading. It is the conflict between them I wish to promote. The two modes of reading can be brought to bear on the same work, although they are incompatible. As a result, activating both modes is in itself a critical endeavor: their very combination helps one to avoid the unifying fallacy. Textual and realist readings are a problematic and thereby productive combination. Mieke Bal is professor of comparative literature and Susan B. Anthony Professor of women’s studies at the University of Rochester. The author of Death and Dissymmetry: The Politics of Coherence in the Book of Judges, her forthcoming book is Reading “Rembrandt”: Beyond the Word-Image Opposition. (shrink)

The American Museum of Natural History is monumental not only in its architecture and design but also in its size, scope, and content. This monumental quality suggests in and of itself the primary meaning of the museum inherited from its history: comprehensive collecting as a form of domination.8 In this respect museums belong to an era of scientific and colonial ambition, from the Renaissance through the early twentieth century, with its climactic moment in the second half of the nineteenth century. (...) It belongs in the category of nineteenth-century endeavors such as experimental medicine , evolutionary biology , and the naturalistic novel , all of which claimed to present a comprehensive social study. Such projects have been definitively compromised by postromantic critique, postcolonial protest, and postmodern disillusionment.9But in spite of its appearance, that prefix post- doesn’t make things any easier. Any museum of this size and ambition is today saddled with a double status; it is necessarily also a museum of the museum, a preserve not for endangered species but for an endangered self, a “metamuseum”: the museal preservation of a project ruthlessly dated and belonging to an age long gone whose ideological goals have been subjected to extensive critique.10 Willy-nilly, such a museum solicits reflections on and of its own ideological positions and history. It speaks to its own complicity with practices of domination while it continues to pursue an educational project that, having emerged out of those practices, has been adjusted to new conceptions and pedagogical needs. Indeed, the use of the museum in research and education is insisted on in its self-representations, including the Guide. 9. For an example of the postmodern critique, see Michael M. J. Fischer, “Ethnicity and the Postmodern Arts of Memory,” in Writing Culture: The Poetics and Politics of Ethnography, ed. Clifford and George E. Marcus , pp. 194-233.10. The metamuseal function of a museum like the American Museum is analyzed in Ames, Museums, the Public, and Anthropology. Mieke Bal is professor of the theory of literature at the University of Amsterdam and retains a visiting professorship in the comparative arts program at the University of Rochester. Her most recent book is Reading “Rembrandt”: Beyond the Word-Image Opposition. (shrink)

Unlike basic sciences, scientific research in advanced technologies aims to explain, predict, and (mathematically) describe not phenomena in nature, but phenomena in technological artefacts, thereby producing knowledge that is utilized in technological design. This article first explains why the covering-law view of applying science is inadequate for characterizing this research practice. Instead, the covering-law approach and causal explanation are integrated in this practice. Ludwig Prandtl's approach to concrete fluid flows is used as an example of scientific research in the engineering (...) sciences. A methodology of distinguishing between regions in space and/or phases in time that show distinct physical behaviours is specific to this research practice. Accordingly, two types of models specific to the engineering sciences are introduced. The diagrammatic model represents the causal explanation of physical behaviour in distinct spatial regions or time phases; the nomo-mathematical model represents the phenomenon in terms of a set of mathematically formulated laws. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Looking at Love an Ethics of VisionMieke Bal (bio)Kaja Silverman. The Threshold Of The Visible World. New York: Routledge, 1996.“The eye can confer the active gift of love upon bodies which have long been accustomed to neglect and disdain,” writes Kaja Silverman in her most recent book, The Threshold of the Visible World. The sentence neatly summarizes her project. “The active gift of love” is the central concept of (...) this book and indicative of the utopian dimension of the theory of love she develops.With Lacan as her primary interlocutor, she sets out to answer a question of one of her students: “does psychoanalysis have a theory of love?” Strange as it might seem, psychoanalysis, so often associated with an excessive interest in sexuality, has not seemed to believe in love. Within the rigorous framework of a discipline that has no use for love and theorizes a bleak view of human nature, Silverman sets out to think through the questions that every parent is at a loss, yet needs, to address: what is love, how can choices in love be culturally encouraged, reoriented, or discouraged? Lacan’s texts on the imaginary order and the visual field, and the imaginary’s stubborn presence within the symbolic order, remain a key resource for those who, like Silverman, wish to understand and analyze, critique and refocus contemporary culture with an eye open to contradictions and complexities. 1The ground for love, the ability to love, is idealization, Silverman claims. Without idealization life would be unbearable, but idealizing is influenced by cultural norms and values that we internalize from early childhood on. Silverman’s project—”to articulate the psychic and aesthetic conditions under which we might be carried away from both ideality and the self, and situated in an identificatory relation to [culturally] despised bodies” [2]—is an attempt to put pressure on two elements of this interaction, “idealization” and “self,” but as she does so she acknowledges the force of the transhistorical, heavy, thick structure of the psyche that is hard, if not impossible, to change.This project, the development of an “ethics of vision,” forms a key part within the larger framework of Silverman’s work. In her first book, The Subject of Semiotics, she argues for and explains the semiotic status of psychoanalysis and the indispensable contribution of psychoanalysis to semiotics. The book remains a valuable handbook for an understanding of the importance of such divergent theorists as De Saussure and Benveniste, Kristeva and Peirce, Freud and Lacan, and the theorists of suture for a coherent and comprehensive theory of culture. One example that will speak to many a cultural analyst is the way Silverman disentangles, and then connects again, the often conflated conceptual pairs of metaphor and metonymy, condensation and displacement, and paradigm and syntagma, showing that the first pair is situated on the level of interactions between the signifier and [End Page 59] the signified, the second on the level of the signified, and the third on the level of the structuration of the signifier. 2With this book, then, Silverman lays the foundation for a psychoanalytical semiotic that is nevertheless radically cultural in orientation: no conflation or confusion of psyche and culture, no flattening of the one through the other, but an integration that demonstrates convincingly that what happens within a psyche is irrevocably cultural and that every cultural expression entertains a relationship with one or more psyches. The structural similarities and interactions between the two then seem self-evident. But how these interactions work is explained in a manner that renders them analyzable.Silverman is in the habit of raising questions that remain unanswered, and devoting her next book to them. The Subject devoted much attention and analytical energy to filmic images, notably through suture theory, in which the technique of “shot-reverse shot” is central. This technique consists of successive images: first of a character looking at something, and then of what that character presumably sees. This would be the cinematic equivalent of what narratology calls transitions of focalization, likewise a technique used to “suture” image to diegetic character in order to stimulate identification. As in narratology, the question then arises: what exactly... (shrink)

‘Aha! Zo zit het in elkaar! Nu begrijp ik het! Waarom heb ik dat niet eerder gezien?’ ‘Kwantummechanica is niet te begrijpen, het is onvoorstelbaar, maar je kunt er wel goed mee rekenen.’ Twee even herkenbare als spiegelbeeldige uitspraken over begrijpen in de wetenschap. Begrijpen lijkt een psychologische toestand te zijn die wordt opgeroepen als we door de dingen kunnen heen kijken. De metafoor van zien verwijst naar een invloedrijke Platonistische notie: het schouwen van een diepere, echtere realiteit. Wetenschappelijk begrijpen (...) is dan het ‘voor ogen krijgen’ van de wereld achter de verschijnselen. Deze voorstelling van zaken heeft verwantschap met gewone intuïties, maar er zitten toch een aantal haken en ogen aan. (shrink)

:In 1751, Zheng Banqiao wrote his famous calligraphy Nande hutu. Inquiries into the calligraphy reveal different dimensions of the saying. Its most popular interpretation can be found in self-improvement books on “the art of being muddled”. What academic, official, and popular discourses on the saying have in common is their dialectical reasoning and frequent references to other popular related sayings, to quotes from the ancient classics, and to ancient heroes and historical figures. This issue will explore a few interpretations of (...) the saying. Some prove to be critical with regard to the application of its underlying wisdom, while others focus on its philosophical, psychological, and/or sociocultural dimension. This issue will also shed light on its pragmatic interpretation as a popular strategy to navigate more positively through life. (shrink)

This article is a review of the literature on the subject of how nurses who provide palliative care are affected by ethical issues. Few publications focus directly on the moral experience of palliative care nurses, so the review was expanded to include the moral problems experienced by nurses in the care of the terminally ill patients. The concepts are first defined, and then the moral attitudes of nurses, the threats to their moral integrity, the moral problems that are perceived by (...) nurses, and the emotional consequences of these moral problems are considered in turn. The results show that the moral behaviour of nurses, which is theoretically grounded in commitment to care and to the patient, appears to be shaped by specific processes that lead to engagement or to mental and behavioural disengagement in morally difficult situations. Nurses often appear to fail to recognize the moral dimensions of the problems they experience and also to lack the skills they need to resolve moral problems adequately. Although the findings show that several elements that are beyond the control of nurses, owing to their lack of autonomy and authority, influence their moral experience, intrinsic factors such as feelings of insecurity and powerlessness have a profound effect on nurses’ perceptions and attitudes in the face of moral problems. The moral problems perceived by these nurses are related to end-of-life issues, communication with patients, the suffering of patients, and the appropriateness of the medical treatment. (shrink)

This article presents an overview of discussions in the philosophy of technology on epistemological relations between science and technology, illustrating that often several mutually entangled issues are at stake. The focus is on conceptual and ideological issues concerning the relationship between scientific and technological knowledge. It argues that a widely accepted hierarchy between science and technology, which echoes classic conceptions of epistêmê and technê, engendered the need of emancipating technology from science, thus shifting focus to epistemic aspects of engineering design (...) and design methodology at the cost of in-depth philosophical analysis of the role of scientific research in the engineering sciences. Consequently, the majority of current literature on this topic in the philosophy of technology presents technology as almost completely divided from and independent of science, thereby losing sight of the epistemic relations between contemporary scientific practices and technology. (shrink)

Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools (...) in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture. (shrink)

Attempting to explain, in a short film, a theoretical concept that underlies our the feature film Madame B (Bal & Williams Gamaker, 2014), I discovered that narrativity and description, always in tension, merge into more clarity as the film gets shorter.

Our bodies have a story to tell. The Embodied Path weaves inspiring and ordinary body stories together with discussion questions, writing prompts, and breath and body practices to help anyone interested in creating more capacity for compassion for themselves and others by doing the internal work to contend with trauma and privilege.

This article presents an overview of discussions in the philosophy of technology on epistemological relations between science and technology, illustrating that often several mutually entangled issues are at stake. The focus is on conceptual and ideological issues concerning the relationship between scientific and technological knowledge. It argues that a widely accepted hierarchy between science and technology, which echoes classic conceptions of epistêmê and technê, engendered the need of emancipating technology from science, thus shifting focus to epistemic aspects of engineering design (...) and design methodology at the cost of in-depth philosophical analysis of the role of scientific research in the engineering sciences. Consequently, the majority of current literature on this topic in the philosophy of technology presents technology as almost completely divided from and independent of science, thereby losing sight of the epistemic relations between contemporary scientific practices and technology. (shrink)

The complex societal challenges of the twenty-first Century require scientific researchers and academically educated professionals capable of conducting scientific research in complex problem contexts. Our central claim is that educational approaches inspired by a traditional empiricist epistemology insufficiently foster the required deep conceptual understanding and higher-order thinking skills necessary for epistemic tasks in scientific research. Conversely, we argue that constructivist epistemologies provide better guidance to educational approaches to promote research skills. We also argue that teachers adopting a constructivist learning theory (...) do not necessarily embrace a constructivist epistemology. On the contrary, in educational practice, novel educational approaches that adopt constructivist learning theories often maintain traditional empiricist epistemologies. Philosophers of science can help develop educational designs focused on learning to conduct scientific research, combining constructivist learning theory with constructivist epistemology. We illustrate this by an example from a bachelor’s program in Biomedical Engineering, where we introduce conceptual models and modeling as an alternative to the traditional focus on hypothesis testing in conducting scientific research. This educational approach includes the so-called B&K method for constructing scientific models to scaffold teaching and learning conceptual modeling. (shrink)

This paper proposes a conceptual framework to study and evaluate the impact of ‘Algorithmic Management’ (AM) on worker dignity. While the literature on AM addresses many concerns that relate to the dignity of workers, a shared understanding of what worker dignity means, and a framework to study it, in the context of software algorithms at work is lacking. We advance a conceptual framework based on a Capability Approach (CA) as a route to understanding worker dignity under AM. This paper contributes (...) to the existing AM literature which currently is mainly focused on exploitation and violations of dignity and its protection. By using a CA, we expand this focus and can evaluate the possibility that AM might also enable and promote dignity. We conclude that our CA-based conceptual framework provides a valuable means to study AM and then discuss avenues for future research into the complex relationship between worker dignity and AM systems. (shrink)

This paper is concerned with scientific reasoning in the engineering sciences. Engineering sciences aim at explaining, predicting and describing physical phenomena occurring in technological devices. The focus of this paper is on mathematical description. These mathematical descriptions are important to computer-aided engineering or design programs (CAE and CAD). The first part of this paper explains why a traditional view, according to which scientific laws explain and predict phenomena and processes, is problematic. In the second part, the reasons of these methodological (...) difficulties are analyzed. Ludwig Prandtl’s method of integrating a theoretical and empirical approach is used as an example of good scientific practice. Based on this analysis, a distinction is made between different types of laws that play a role in constructing mathematical descriptions of phenomena. A central assumption in understanding research methodology is that, instead of scientific laws, knowledge of capacities and mechanisms are primary in the engineering sciences. Another important aspect in methodology of the engineering sciences is that in explaining a phenomenon or process spatial regions are distinguished in which distinct physical behaviour occur. The mechanisms in distinct spatial regions are represented in a so-called diagrammatic model. The construction of a mathematical description of the phenomenon or process is based on this diagrammatic model. (shrink)

Discursive dynamics play an important role in shaping the meanings of gender equality. The article discusses the relation between hegemonic discourses on gender equality policies and feminist taboos. It suggests that feminist scholars could paradoxically be trapped in hegemonic discourses on gender equality policies that may lead to taboos about particular approaches to and interpretations of such policies. Three main feminist hegemonic discourses are considered to act as taboos. They deal with the possibility to overcome patriarchy, the role of elites (...) and other groups of actors in processes of gender transformation and the merits of incremental change. The article further discusses the implications of the postulate about hegemonic discourses and taboos on gender equality for feminist knowledge production and reflects on the potential of Bacchi’s notion of ‘reflexivity’ to overcome them. (shrink)

Using an ethical approach to the study of employability, we question the mainstream approach to career self-direction. We focus on a specific category of employees that has been neglected in past research, namely vulnerable workers who have been unemployed for several years and who have faced multiple psychosocial problems. Building on the Ability-Motivation-Opportunity model, we examine how establishing clear expectations, developmental inducements, and social organizational goals can foster employability competences of vulnerable workers. Our study took place in the particularly relevant (...) context of social enterprises, which have a primary goal to enhance the employability competences of vulnerable workers. Multilevel analysis of data from 38 CEOs of social enterprises, 121 leaders and 594 workers, demonstrated that establishing clear expectations and developmental inducements enable vulnerable workers to anticipate and optimize their employability competences. Furthermore, a positive association was found between establishing clear expectations and the balance dimension of employability, yet only in social enterprises that prioritize social organizational goals, suggesting the need to recognize the extent organizational goals shape opportunities for vulnerable workers. Establishing clear expectations and developmental inducements can therefore enhance vulnerable workers’ employability competences in supportive contexts; however, there may be detrimental side effects to drifting away from social organizational goals. (shrink)

The three short pieces below are part of an alphabetically ordered series of entries, which, together, will constitute a non-subject-centered autobiography. Professional memories are merged with personal ones. To underline the fragmentary nature of memory, I call them “vignettes.”.

The three short pieces below are part of an alphabetically ordered series of entries, which, together, will constitute a non-subject-centered autobiography. Professional memories are merged with personal ones. To underline the fragmentary nature of memory, I call them "vignettes.".