The urgency of the study of the interaction of man, culture and education in the information society is gaining momentum, as the information society needs to deepen this interaction. This problem arises because people are beginning to rethink the problem of the context of the interaction of culture and education, which affect the person as a creature. The purpose of the study is to conceptualize the interaction of man, culture and education in an information society that requires conditions under which (...) effective interaction is effected that influences the deployment of essential forces in these areas. Formation of the aims of the article: studying the problems of human interaction, culture and education in the conditions of the information society; Identification of the concept of "educational and informational culture" as the coexistence of educational and information culture; an analysis of the interaction of man, culture and education as a value-mutually determined phenomena of human existence, which saturate, enrich and complement each other. An analysis of recent researches and publications from which the solution to this problem was initiated: the use of articles by the authors of V.Andruschenko, T.Andruschenko, O.Bazaluk, A. Boyko, V.Vashkevich, V.Voronkova, L.Gorbunova, O.Kivlyuk, S. Klepko, A. Kravchenko, S. Kutsepal, O. Punchchenko, I. Radionova, N. Skotnoy. Among the Belarusian scientists, we distinguish works by P. Vodopianov, A. Zelenkov, A. Lazarevich, V. Starginsky, V. Tsepkalo. Among the foreign ones are works by Carol Dvec, Richard Florida, Mary Furst and Jurgen Trinks, Eric Brignolfsson and Andrew Macafi, and others. Research methodology is a method of cultural creativity, which contributes to the construction of a model of cultural and innovative education and polity as the main drivers of sustainable development. Scientific novelty - identification of problems of interaction of man, culture and education in the conditions of the information society, contributing to the formation of a new cultural and educational policy as a policy of sustainable development. The results of the research: the interaction of man, culture and education - it is a valuable inter-deterministic phenomena of human existence, which saturate, enrich and complement each other. Therefore, the emergence of the concept of educational culture, and sometimes there is a scientific and educational culture, or educational and information culture, is not accidental in the information age. It is also complemented by the concept of "cultural and educational policy". Conclusion - we formed the concept of interaction of man, culture and education in the information society, based on a new cultural and educational policy that contributes to the formation of a policy of sustainable development. (shrink)

The revival of interest in the concept of essence witnessed in analytic metaphysics over the past half century has customarily been accompanied by the association of the original idea of (and of some of the main lines of thought on) essence with Aristotle. The book under review aims instead to show that Plato already ‘defends a comprehensive, coherent, and well-argued theory of essence’ (p. 11). Politis frames this claim in an overall interpretation of Plato's theory of Forms, governed by (...) a two-pronged principal thesis: (i) Platonic Forms simply are essences, not (as some believe) things that have essences—meaning by ‘essence’ specifically the entity ‘designated by an adequate and true answer to the question. ‘What is F?’ (p. 3), as opposed to an answer that accounts for what F is by merely appealing to an ‘example or exemplar’ of F (ch. 1). (ii) All chief attributes Plato ascribes to Forms follow uniquely from this basic notion, including their being non-perceptible by the senses (ch. 2), unitary, uniform, incomposite, changeless, eternal, and non-logically independent from each other (ch. 3), knowable only by reasoning (ch. 4), distinct and separate from perceptible things (chs. 5 and 9), the basis of causation and explanation (ch. 6), necessary for thought and speech (chs. 7–8). (shrink)

This book has been ably reviewed by others. I am taking a second look at it now on the occasion of the publication of its sequel, a review of which I also provide in this volume. I have had the distinct pleasure of being a student and colleague of Vasilis Politis (VP) since the initiation of the project that led to these monographs, and the great privilege of witnessing the development of the project for more than a decade. VP’s (...) Plato is in a way the only one I have known. When I hear the terms ‘aporia’, ‘whether-or-not’, and ‘ti esti’, they ring in my ears like bells. In this double review, I hope to impress upon the reader the unique importance of this interpretation of Plato, both for the history of philosophy and philosophy more broadly, and thereby to give a sense of its melody and resonance. (shrink)

In this book, VP builds upon his previous study by shifting focus from the motivation for the ti esti question, to the motivation for the commitment to what is designated by an adequate and true answer to such questions. VP’s aim in this study is to show that what are usually called ‘Forms’ (eidē), rather than being things that have essences, simply are those essences designated by adequate and true answers to ti esti questions. This book is highly recommended for (...) scholars, students, and anyone wishing to understand the core of Plato’s philosophy and its motivations from the ground upwards. (shrink)

In this article we address the question of individual identity and its place – or rather omission – in contemporary discussions about the cosmopolitan extension of liberalism as the dominant political theory. The article is divided into two parts. In the first part we show that if we consistently emphasise the complementarity of the “inner” and “outer” identity of a person, which is essential to liberalism from its very beginnings, then a fundamental flaw in the liberal cosmopolitan project becomes apparent. (...) This is the underestimation of the indispensability of an unambiguously determined public framework which will fix and enforce liberal principles and values in a comprehensible way. Such a framework for liberalism was always the political community and then, above all, the modern state, in which the liberal identity could then be realised. The discussion in this part of the article prepares the ground for an examination, in the second part, of a dilemma which cosmopolitan liberalism must face. In the second part we argue that the attempt to tackle the given problem presents liberals with the following dilemma: either it is necessary to plead for the institution of a global political authority (a “world state”), or to give up the belief that fundamental liberal principles and values can be realised to a global extent. We show, at the same time, that because of the character and ambitions of the cosmopolitan project, the promise of plural identities and multi­centred law cannot be relied upon. By way of conclusion we then ask what is the price of the realisation of cosmopolitan liberal ideals. -/- NOTE: This is a two-part article (in Czech). For download here is the first part; please see the link below for the second part as well. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

In his late years, Thomas Kuhn became interested in the process of scientific specialization, which does not seem to possess the destructive element that is characteristic of scientific revolutions. It therefore makes sense to investigate whether and how Kuhn’s insights about specialization are consistent with, and actually fit, his model of scientific progress through revolutions. In this paper, I argue that the transition toward a new specialty corresponds to a revolutionary change for the group of scientists involved in such a (...) transition. I will clarify the role of the scientific community in revolutionary changes and characterize the incommensurability across specialties as possessing both semantic and methodological aspects. The discussion of the discovery of the structure of DNA will serve both as an illustration of my main argument and as reply to one criticism raised against Kuhn—namely, that his model cannot capture cases of revolutionary yet non-disruptive episodes of scientific progress. Revisiting Kuhn’s ideas on specialization will shed new light on some often overlooked features of scientific change. (shrink)

This book proposes and defends a radically new account of Plato's method of argument and enquiry in his early dialogues. Vasilis Politis challenges the traditional account according to which these dialogues are basically about the demand for definitions, and questions the equally traditional view that what lies behind Plato's method of argument is a peculiar theory of knowledge. He argues that these dialogues are enquiries set in motion by dilemmas and aporiai, incorporating both a sceptical and an anti-sceptical dimension, (...) and he contends that Plato introduces the demand for definitions, and the search for essences, precisely in order to avoid a sceptical conclusion and hold out the prospect that knowledge can be achieved. His argument will be of great value to all readers interested in Plato's dialogues and in methods of philosophical argument more generally. (shrink)

In his mature works, Kuhn abandons the concept of a paradigm and becomes more interested in the analysis of the conceptual structure of scientific theories. These changes are interpreted as resulting from a ‘linguistic turn’ that Kuhn underwent sometimes around the 1980s. Much of the philosophical discussions about Kuhn’s post-‘linguistic turn’ philosophy revolves around his views on taxonomic concepts. Apart from taxonomy, however, the mature Kuhn introduces other concepts, such as conceptual networks and lexicons. This article distinguishes these three concepts (...) and shows that adopting each one of them has different impacts on Kuhn’s model of science. After distinguishing and assessing the concepts of taxonomy, network, and lexicon, it will be argued that the latter not only fits the Kuhnian model of science better, but it also helps capture the wide sense of Kuhn’s early concept of a paradigm. (shrink)

Aristotle is perhaps the most important figure in philosophy. Every serious reader of philosophy will come across the Metaphysics , yet until now there has not been an introductory book to help explain the often difficult ideas that arise in the text. This GuideBook looks at the Metaphysics thematically and takes the reader through the main arguments found in the book. The book introduces and assesses Aristotle's life and the background to the Metaphysics, the ideas and text of the Metaphysics (...) and Aristotle's philosophical legacy. (shrink)

In his mature writings, Kuhn describes the process of specialisation as driven by a form of incommensurability, defined as a conceptual/linguistic barrier which promotes and guarantees the insularity of specialties. In this paper, we reject the idea that the incommensurability among scientific specialties is a linguistic barrier. We argue that the problem with Kuhn’s characterisation of the incommensurability among specialties is that he presupposes a rather abstract theory of semantic incommensurability, which he then tries to apply to his description of (...) the process of specialisation. By contrast, this paper follows a different strategy: after criticising Kuhn’s view, it takes a further look at how new scientific specialties emerge. As a result, a different way of understanding incommensurability among specialties will be proposed. (shrink)

_ Source: _Volume 63, Issue 3, pp 223 - 228 The paper argues that Plato, in the _Hippias Major_ gives due consideration to the question whether, for some qualities F, such as beauty, it is possible to give an account of what F is by pointing to an example-and-exemplar. He takes seriously, and gives cogent reasons in defense of, an affirmative answer to this question in a manner comparable to Geach—although he argues that these reasons lead to inconsistency, if combined (...) with the view that it is possible to make comparisons in regard to F among significantly different examples-and-exemplars of a thing that is F. (shrink)

To believe that every single scientist ought to be individually engaged in ethical thinking in order for science to be responsible at a collective level may be too demanding, if not plainly unrealistic. In fact, ethical labor is typically distributed across different kinds of scientists within the scientific community. Based on the empirical data collected within the Horizon 2020 ‘RRI-Practice’ project, we propose a classification of the members of the scientific community depending on their engagement in this collective activity. Our (...) classification offers, on the one hand, a model of how the ethical aspects of science are taken into consideration by scientists and, on the other, some indications on how to institutionalize ethics in science. (shrink)

Thomas Kuhn (1922-1996) is widely considered as one of the most important philosophers of science of the 20th century, while his The Structure of Scientific Revolutions (SSR) is regarded as one of the most influential works in the philosophy ofscience. At the same time, however, his place within philosophy of science remains ambiguous. On the one hand, despite the popularity of SSR, there is no proper ‘Kuhnian school of thought’ in HPS. On the other hand, the interest towards Kuhn does (...) not seem to fade away and the number of publications about his work does not seem to decrease. We suggest that there are at least three different ways to go ‘beyond SSR’: (i) by scrutinising the development of Kuhn’s thought, from his pre- to his post-SSR writings; (ii) by contextualising Kuhn in the philosophical milieu of his time, thus interpreting his view as emerging from the intellectual exchanges he had with contemporary philosophers; (iii) by reinterpreting and developing some of his most known ideas, in ways that perhaps Kuhn himself was not able to contemplate. (shrink)

Both in the bibliography and in the citation in the text, Michelle Gibbons’ article below has been mistakenly attributed to “Gibson.” The proper reference to the article should be: Gibbons, M.. Reassessing discovery: Rosalind Franklin, scientific visualization, and the structure of DNA. _Philosophy of Science, 79_, 63–80.

In the past few years, social epistemologists have developed several formal models of the social organisation of science. While their robustness and representational adequacy has been analysed at length, the function of these models has begun to be discussed in more general terms only recently. In this article, I will interpret many of the current formal models of the scientific community as representing the latest development of what I will call the ‘Kuhnian project’. These models share with Kuhn a number (...) of questions about the relation between individuals and communities. At the same time, they also inherit some of Kuhn’s problematic characterisations of the scientific community. In particular, current models of the social organisation of science represent the scientific community as essentially value-free. This may put into question both their representational adequacy and their normative ambitions. In the end, it will be shown that the discussion on the formal models of the scientific community may contribute in fruitful ways to the ongoing debates on value judgements in science. (shrink)

Incommensurability may be regarded as driving specialisation, on the one hand, and as posing some problems to interdisciplinarity, on the other hand. It may be argued, however, that incommensurability plays no role in either specialisation or interdisciplinarity. Scientific specialties could be defined as simply 'different' (that is, about different things), rather than 'incommensurable' (that is, competing for the explanation of the same phenomena). Interdisciplinarity could be viewed as the co- ordinated effort of scientists possessing complemetary and interlocking skills, and not (...) as the overcoming of some sort of incommensurable divide. This article provides a comprehensive evaluative examination of the relations between specialisation, interdisciplinarity, and incommensurability. Its aim is to defend the relevance of incommensurability to both specialisation and interdisciplinarity. At the same time, it aims at correcting the tendency, common among many philosophers, to regard incommensurability in a restrictive manner - such as, for example, as an almost purely semantic issue. (shrink)

Abstract The main thesis of the paper is that, in the coda to the Protagoras (360e-end), Plato tells us why and with what justification he demands a definition of virtue: namely, in order to resolve a particular aporia . According to Plato's assessment of the outcome of the arguments of the dialogue, the principal question, whether or not virtue can be taught , has, by the end of the dialogue, emerged as articulating an aporia , in that both protagonists, Socrates (...) and Protagoras, have argued equally on both its sides. The first part of the paper provides an extensive analysis of the coda, with the aim of establishing the main thesis. The second part provides a comprehensive review of the arguments in the dialogue, with the aim of determining whether their outcome is what Plato says in the coda that it is. I undertake this review in three steps: on Plato's conception of reasons (logoi); Socrates' arguing on both sides; and Protagoras' arguing on both sides. (shrink)

There is a growing concern for the proper role of science within democratic societies, which has led to the development of new science policies for the implementation of social responsibility in research. Although the very expression ‘social responsibility of science’ may be interpreted in different ways, many of these emerging policy frameworks define it, at least in part, as a form of anticipative reflection about the potential impacts of research in society. What remains a rather under-discussed issue is the definition (...) of the bearer of the social responsibility of science. In other words, it is not clear who is supposed to engage in such an anticipative reflection, whether individual researchers or research groups. In the past few years, philosophers of science have begun to use qualitative research methods to fill the gaps between normative models of the organisation of ideal scientific communities and the reality of actual scientific practices. In this article, I follow this approach to discuss the issue of the collective dimension of the social responsibility of science. I rely on a qualitative study conducted on an interdisciplinary research group and I describe how group dynamics position individuals and distribute duties and roles, including social responsibility. Qualitative descriptions of the distribution of duties within actual research groups should inform the formulation of general prescriptive theories on the collective responsibility of science. (shrink)

This paper explores the relationship between individual work values and unethical decision-making and actual behavior at work through two complementary studies. Specifically, we use a robust and comprehensive model of individual work values to predict unethical decision-making in a sample of working professionals and accounting students enrolled in ethics courses, and IT employees working in sales and customer service. Study 1 demonstrates that young professionals who rate power as a relatively important value (i.e., those reporting high levels of the self-enhancement (...) value) are more likely to violate professional conduct guidelines despite receiving training regarding ethical professional principles. Study 2, which examines a group of employees from an IT firm, demonstrates that those rating power as an important value are more likely to engage in non-work-related computing (i.e., cyberloafing) even when they are aware of a monitoring software that tracks their computer usage and an explicit policy prohibiting the use of these computers for personal reasons. (shrink)

Aristotle is one of the most important figures in western thought and his seminal work _Metaphysics _is a benchmark in the history of philosophy. This guidebook introduces and assesses: Aristotle’s life and the background to the Metaphysics The ideas and text of the _Metaphysics _including a chapter devoted to _Metaphysics_ Theta The continuing importance and contemporary relevance of Aristotle’s work to philosophy. The Routledge Guidebook to Aristotle’s Metaphysics is essential reading for all students of philosophy, and anyone approaching the work (...) of Aristotle for the first time. (shrink)

Contemporary interdisciplinary research is often described as bringing some important changes in the structure and aims of the scientific enterprise. Sometimes, it is even characterized as a sort of Kuhnian scientific revolution. In this paper, the analogy between interdisciplinarity and scientific revolutions will be analysed. It will be suggested that the way in which interdisciplinarity is promoted looks similar to how new paradigms were described and defended in some episodes of revolutionary scientific change. However, contrary to what happens during some (...) scientific revolutions, the rhetoric with which interdisciplinarity is promoted does not seem to be accompanied by a strong agreement about what interdisciplinarity actually is. In the end, contemporary interdisciplinarity could be defined as being in a ‘pre-paradigmatic’ phase, with the very talk promoting interdisciplinarity being a possible obstacle to its maturity. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Natural Categories and Human Kinds is a recent and timely contribution to current debate on natural kinds. Because of the growing sophistication of this debate, it is necessary to make careful distinctions in order to appreciate the originality of Khalidi’s position. Khalidi’s view on natural kinds is naturalistic: if we want to know what Nature’s joints really are, we should look at the actual carving job carried out by our best scientific practices. Like LaPorte, Khalidi is a fallibilist: our best (...) scientific theories may be revised or abandoned and so can our current classifications of natural kinds. Unlike LaPorte, however, Khalidi is an anti-essentialist: he argues against the idea that membership in a natural kind is a matter of possessing an essential set of necessary and sufficient properties. Like Dupré, Khalidi is a pluralist and anti-reductionist: he does not believe that there is only one true classification system and that there are natural kinds only at the so-called "fundamental level" of microphysics. Khalidi develops his pluralistic and anti-reductionistic position on the basis of a deep appreciation for the special sciences but, unlike Dupré, he thinks that only the scientific inquiry, which is driven by epistemic purposes, discover natural kinds and that, therefore, there are important differences between scientific and folk classifications. Khalidi’s conception of natural kinds has both an epistemic and a metaphysical component. (shrink)