"Dissertation Advisor: Richard Cobb-Stevens Second Reader: David Rasmussen -/- My overall concern is with the Kantian legacy in political thought. More specifically, I want to know if normative talk is still viable in the wake of Wittgenstein and the linguistic turn; and if so, in what form. Most commentators today believe we have to choose between these two thinkers, either sacrificing a real concern with normativity (“relativism”) or a convincing engagement with our ordinary language (“universalism”). I follow Hilary Putnam in (...) thinking we do not have to choose between these rather drastic construals. It might still be possible to defend the force and relevance of normative exchange while still being alive to the drift of ordinary communication. This middle stance is best exemplified, I believe, by what I have called normative evaluation. -/- Basically, I am building on and extending insights and styles of argumentation that Putnam has pioneered over the years. The universalist’s rigid dichotomies (norms vs. values, rules vs. attitudes, thick vs. thin ethical concepts, justice vs. the good life, etc.) all fail the test of ordinary language. As Putnam has also shown, however, we do rely on paired concepts like these and they might still be argued to be strong—rational—enough to justify making *relative distinctions*. A relative distinction between values and norms is decisive, I think, because it would put us in the position to talk meaningfully about and reasonable settle what is more proper to one particular individual, group, or society from what is less so, thereby also making possible a normative exchange *between* them. I am therefore taking Putnam as pointing out a way to preserve key Kantian insights about the irreducibility and ubiquity of the normative while discarding his transcendental wrapping, all the while avoiding the kind of slide to wholesale cultural relativism that so easily follows in the wake of standard critiques of Kant. -/- Chapter 1: General survey. Chapter 2: Historical background (Kant, Kierkegaard, Wittgenstein). Chapter 3: Basic language philosophical arguments. Chapter 4: Rejection of the quasi-transcendental model (Apel & Habermas). Chapter 5: Confrontation with Political Liberalism (the later Rawls). (shrink)

This article deals with how to talk about the political. After the introduction (I), I show, first, that Putnam’s arguments against the root dichotomies between facts and values (II), and between values and norms (III), are valid. I then discuss Putnam’s resistance to drawing skeptical lessons from these negative arguments, a fight that is largely successful (IV). I go on to sketch his own middle position, looking at the way he expands cognitive meaning in the practical sphere (V). I end (...) by addressing Putnam’s specific stance towards the political, arguing here that a relative distinction between facts, values and norms allows us to speak about the political both in a more direct and a balanced way. This means reopening the case of representation (VI). (shrink)

Henrik Ibsen, the 'Father of Modern Drama', came from a seemingly inauspicious background. What are the key contexts for understanding his appearance on the world stage? This collection provides thirty contributions from leading scholars in theatre studies, literary studies, book history, philosophy, music, and history, offering a rich interdisciplinary understanding of Ibsen's work, with chapters ranging across cultural and aesthetic contexts including feminism, scientific discovery, genre, publishing, music, and the visual arts. The book ends by charting Ibsen's ongoing globalization and (...) gives valuable overviews of major trends within Ibsen studies. Accessibly written, while drawing on the most recent scholarship, Ibsen in Context provides unique access to Ibsen the man, his works, and their afterlives across the world. (shrink)

In his latest book Physicalism, or Something near Enough, Jaegwon Kim argues that his version of functional reductionism is the most promising way for saving mental causation. I argue, on the other hand, that there is an internal tension in his position: Functional reductionism does not save mental causation if Kim’s own supervenience argument is sound. My line of reasoning has the following steps: (1) I discuss the supervenience argument and I explain how it motivates Kim’s functional reductionism; (2) I (...) present what I call immense multiple realization, which says that macro-properties are immensely multiply realized in determinate micro-based properties; (3) on that background I argue that functional reductionism leads to a specified kind of irrealism for mental properties. Assuming that such irrealism is part of Kim’s view, which Kim himself seems to acknowledge, I argue that Kim’s position gets the counterfactual dependencies between macro-causal relata wrong. Consequently, his position does not give a conservative account of mental causation. I end the paper by discussing some alternative moves that Kim seems to find viable in his latest book. I argue on the assumption that the supervenience argument is sound, so the discussion provides further reasons to critically reevaluate that argument because it generalizes in deeply problematic ways. (shrink)

Scandinavia is routinely cited as a global leader in corporate social responsibility and sustainability. In this article, we explore the foundation for this claim while also exploring potential contributing factors. We consider the deep-seated traditions of stakeholder engagement across Scandinavia including the claim that the recent concept of “creating shared value” has Scandinavian origins, institutional and cultural factors that encourage strong CSR and sustainability performances, and the recent phenomenon of movement from implicit to explicit CSR in a Scandinavian context and (...) what this may entail. In sum, we depict the state of the art in CSR and sustainability in Scandinavia. We intend for this to serve as a basis to help establish a globally recognized research paradigm dedicated to considering CSR and sustainability in a Scandinavian context. (shrink)

Widespread reliance on representationalist understandings commit social scientists to either partially or totally decouple belief from reality, limiting the domain of phenomena that can be treated by belief as an analytic concept. Developing the contrastive notion of practical belief, we introduce the hysteresis effect as a situational phenomenon involving the systematic production of agent-environment mismatches and argue for its placement as a central problem for the theory of action. Revealing the dynamic, embodied conservation of belief in the temporality of practice, (...) hysteresis appears when environmental contexts change in a way that leaves actors without an ontologically complicit relationship to institutions as scaffolds of action. Under these circumstances, a past-inflected reflexiveness replaces a forward-inflecting practical belief in the actor's temporal relation to the world. Drawing from a variety of historical case studies, we locate hysteresis in routine disjunctures between the temporality of practice and the temporality of environments. Our analysis reveals four distinct types of reflexiveness produced the hysteresis effect, each with a unique dispositional impact on actors and extensions to group-level phenomena. We conclude the article by emphasizing the non-eliminativist relationship between belief as disposition and belief as representation. (shrink)

Widespread reliance on representationalist understandings commit social scientists to either partially or totally decouple belief from reality, limiting the domain of phenomena that can be treated by belief as an analytic concept. Developing the contrastive notion of practical belief, we introduce the hysteresis effect as a situational phenomenon involving the systematic production of agent-environment mismatches and argue for its placement as a central problem for the theory of action. Revealing the dynamic, embodied conservation of belief in the temporality of practice, (...) hysteresis appears when environmental contexts change in a way that leaves actors without an ontologically complicit relationship to institutions as scaffolds of action. Under these circumstances, a past-inflected reflexiveness replaces a forward-inflecting practical belief in the actor's temporal relation to the world. Drawing from a variety of historical case studies, we locate hysteresis in routine disjunctures between the temporality of practice and the temporality of environments. Our analysis reveals four distinct types of reflexiveness produced the hysteresis effect, each with a unique dispositional impact on actors and extensions to group-level phenomena. We conclude the article by emphasizing the non-eliminativist relationship between belief as disposition and belief as representation. (shrink)

This article examines corporate responsibility in the supply chains of four of the largest Scandinavian multinational corporations - IKEA, Nokia, Novo Nordisk, and StatoilHydro - and offers two key findings. First, these Scandinavian companies have all implemented responsible supply chain practices where suppliers in developing nations, and the communities of these suppliers, are engaged as key stakeholders and treated as partners. Second, these supply chain practices all share the common bond of having honesty and the establishment of trust-based relationships at (...) their foundation. As a result, these Scandinavian companies have developed a "cooperative advantage" in their ability to form successful, long-term partnerships in their respective supply chains. (shrink)

Strategic leadership and corporate sustainability have recently come together in conspicuously explicit fashion through the emergence of top management team positions with dedicated corporate sustainability responsibilities. These TMT positions, commonly referred to as “Chief Sustainability Officers,” have found their way into the upper echelons of many of the world’s largest corporations alongside more traditional TMT positions including the CEO and CFO. We explore this phenomenon and consider the following two questions: Why are corporate sustainability positions being installed to the TMT?What (...) effects do corporate sustainability TMT positions have at their organizations? We consider these questions through strategic leadership and neoinstitutional theoretical frameworks. Through the latter, we also engage with Weberian considerations of bureaucracy. We find that the reasons why corporate sustainability TMT positions are installed can be in response to a crisis at the corporation for which its legitimacy is challenged. We also find the corporate sustainability TMT position can be installed proactively in an effort to realize external opportunities that may have otherwise gone unrealized without concerted attention and coordination afforded by a strategic level position. Regarding effects, we determine the position can relate to the establishment of bureaucratic structures dedicated to corporate sustainability within the corporation through which formalized processes and key performance indicators to drive corporate sustainability performances are established. In the face of our finding that many corporate sustainability TMT positions are being removed despite having only relatively recently been introduced to their respective TMTs, we find that the successful implementation of bureaucratic machinery can help considerations to sustainability extend beyond the tenure of a corporate sustainability position within the TMT. (shrink)

Kerry et al. criticize our discussion of causal knowledge in evidence-based medicine (EBM) and our assessment of the relevance of their dispositionalist ontology for EBM. Three issues need to be addressed in response: (1) problems concerning transfer of causal knowledge across heterogeneous contexts; (2) how predictions about the effects of individual treatments based on population-level evidence from RCTs are fallible; and (3) the relevance of ontological theories like dispositionalism for EBM.

The image of Max Weber as an “interpretivist” cultural theorist of webs of significance that people use to cope with a meaningless world reigns largely unquestioned today. This article presents a different image of Weber’s sociology, where meaning does not transport actors over an abyss of meaninglessness but rather helps them navigate a world of Chance. Retrieving this concept from Weber’s late writings, we argue that the fundamental basis of the orders sociologists seek to understand is not chaos. Action is (...) rendered interpretable, rather, to the extent persons orient themselves to possibilities and probabilities, which remain real but unknowable. In this framework, interpretation and probability are allies, not antagonists. Weber’s systematic use of the probabilistic notion of Chance as a central resource for concept formation and sociological explanation seriously challenges current understandings of probability as a purely statistical, atheoretical concern. We outline the conceptual difference it makes when basic categories of sociology are understood as rooted in Chance, and we point to the larger implications of Weber’s probabilism for contemporary debates around issues of prediction, action, and interpretation. (shrink)

Background Traditionally, palliative care has focused on patients suffering from life-threatening somatic diseases such as cancer or progressive neurological disorders. In contrast, despite the often chronic, severely disabling, and potentially life-threatening nature of psychiatric disorders, there are neither palliative care units nor clinical guidelines on palliative measures for patients in psychiatry. Main text This paper contributes to the growing literature on a palliative approach in psychiatry and is based on the assumption that a change of perspective from a curative to (...) a palliative approach could help promote patient-centeredness and increase quality of life for severely ill patients in psychiatry as well as in somatic medicine. To exemplify this, we offer three different clinical scenarios: severe and enduring anorexia nervosa, treatment-refractory schizophrenia, and chronic suicidality and persistent self-injury in borderline personality disorder. Conclusion We emphasize that many typical interventions for treatment-refractory psychiatric disorders may indeed be of a palliative nature. Furthermore, introducing traditional features of palliative care, e.g. so-called goals of care conversations, could aid even further in ensuring that caregivers, patients, and families agree on which treatment goals are to be prioritized in order to optimize quality of life in spite of severe, persistent mental disorder. (shrink)

A wide range of gene knockout experiments shows that functional stability is an important feature of biological systems. On this backdrop, we present an argument for higher‐level causation based on counterfactual dependence. Furthermore, we sketch a metaphysical picture providing resources to explain the metaphysical nature of functional stability, higher‐level causation, and the relevant notion of levels. Our account aims to clarify the role empirical results and philosophical assumptions should play in debates about reductionism and higher‐level causation. It thereby contributes to (...) the development of a philosophical foundation for systems biology. †To contact the authors, please write to: CSMN/IFIKK, University of Oslo, Box 1020 Blindern, N‐0315, Oslo, Norway; e‐mail: anders.strand@ifikk.uio.no , [email protected]. (shrink)

In many biological experiments, due to gene-redundancy or distributed backup mechanisms, there are no visible effects on the functionality of the organism when a gene is knocked out or down. In such cases there is apparently no counterfactual dependence between the gene and the phenotype in question, although intuitively the gene is causally relevant. Due to relativity of causal relations to causal models, we suggest that such cases can be handled by changing the resolution of the causal model that represents (...) the system. By decreasing the resolution of our causal model, counterfactual dependencies can be established at a higher level of abstraction. By increasing the resolution, stepwise causal dependencies of the right kind can serve as a sufficient condition for causal relevance. Finally, we discuss how introducing a temporal dimension in causal models can account for causation in cases of non-modular systems dynamics. (shrink)

Calls to abolish race as a proxy for biology or genetics in clinical care have reached a fever pitch in the latter half of 2020, including articles in the New England Journal of Medicine, and urgent letters from prominent Senators.

Understanding how individual agency and group agency relate is of great importance for a range of philosophical and practical concerns, including responsibility ascription and institutional design. This article discusses the relation between corporate and individual responsibility in agency—in particular, the relation between corporate and individual control of actions. First, I criticize Christian List and Philip Pettit’s causal account of combined corporate and individual control. Second, I develop an alternative account in terms of structural control, and I show how this gives (...) a better grasp of the issue. Third, I argue for an act-dualism that complements my account of control and sheds further light on the relation between corporate and individual agency and responsibility. (shrink)

Causal selection and priority are at the heart of discussions of the causal parity thesis, which says that all causes of a given effect are on a par, and that any justified priority assigned to a given cause results from causal explanatory interests. In theories of causation that provide necessary and sufficient conditions for the truth of causal claims, status as cause is an either/or issue: either a given cause satisfies the conditions or it does not. Consequently, assessments of causal (...) parity and priority require more resources, which can either be additional or part of the causal analysis itself. While adding resources in terms of a theory of causal explanation has been standard, here we develop a unified conceptual analysis that includes a range of different precise causal concepts that allows for assessments of causal priority in terms of different kinds of causal relevance. (shrink)

ABSTRACT The metaphor of ‘viral modernity’ denotes an era characterized by communal experiences of how viruses, be they in the shape of physical, virtual or symbolic forms, permeate and shape social and cultural life. To think educative justice in viral modernity thus require a radical move beyond the surfaces of conventional paradigms in order to reach at a deep-seated understanding of the phenomena of education and justice itself. Motivated by this ambition, I here present a Badiouan reading of educative justice (...) in relation to the aims and mission of philosophy of education. I start by briefly mapping out current educational philosophical paradigms and their ways of treating the issue of justice. Next, I contrast these orthodoxies to a Badiouan model. My overall ambition is to promote a philosophy of education that avoids philosophical doctrines, old and new, while simultaneously carrying a potential for unveiling the phenomenon of justice as educative truths-in-worlds. (shrink)

“And don’t come telling that justiceis anything but justice, that it’s duty,expediency, advantage, profit,interest, and so on … ”(Badiou 2012, p. 14)I am delighted to present this special issue, wh...

The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use, while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce's notion of semiosis—the sign's action—to the forefront. In doing so, I hope to disclose how Peirce's rhetorical turn not only opens up towards (...) a richer conception of the dynamics of knowledge and learning, but also invites a shift of perspective from the psychological processes of learning to the semeiotic processes that characterizes the very dynamics of knowledge production. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Teaching General Music in Grades 4–8: A Musicianship ApproachKatherine StrandThomas Regelski, Teaching General Music in Grades 4–8: A Musicianship Approach ( Oxford: Oxford University Press 2004)In this recent addition to the world of texts for secondary methods classes, Teaching General Music in Grades 4–8: A Musicianship Approach, Thomas Regelski takes a new look at the challenging task of teaching the pre-adolescent and adolescent age group. This text brings (...) together many of Regelski's earlier writing on topics such as the professionalism of music teaching practice, music education as praxial education, and the operationalization of critical theory in music education. His thoughtful work offers insights and challenges to pre-service and in-service teachers.In the Introduction, Regelski provides a brief history of critical theory in education and describes how he applies critical theory to the profession of music teaching and the experience of musical learning. In this "new view" of education, teachers should seek to be transformative rather than simply transmitting a cultural status quo through status quo methods of teaching. Critical theory in teaching criticizes both the methods and the content in the light of context, student learning needs, praxis, and the situatedness of learning. He argues, as in earlier articles, against what he calls methodolotry: the tendency to adopt a method and follow that method unquestioningly. Rather, he proposes that teachers [End Page 121] should adopt a stance of reflective practitioner, becoming informal action researchers by questioning the value and effectiveness of instructional strategy and curricular content. (Sadly, once introduced, there is no more information about how to engage in action research, nor any encouragement to learn more about the subject.)Educational content should be based on critical theory which, as Regelski argues:... seeks to study the past, but in terms of its implications–positive or negative–for the present and, especially, as a basis for improving society and the individuals who constitute society.... [T]he past is evoked "critically" and selectively and new practices that will become traditions of the future will be initiated.1The job of the teacher is to help students make critical judgments regarding music and the "good time" the musical experience contributes to the students' lives.2 Music classrooms should be considered music laboratories in which children learn through thoughtful, investigatory experiences. Music education should promote life-skills relevant to the student's world, teach functional musical skills, incite interest in unfamiliar musical experiences, and address the pre-adolescent and adolescent student's "need to achieve."3In the first chapter, Regelski argues for "action learning," or learning in which the student is the principal actor. To support his argument, he cites findings in cognitive psychology, philosophical trends of pragmatism, utilitarianism, and humanism, transfer of learning theory, authentic learning and assessment, and constructivist learning theories. This myriad of ideas combine to form the essence of his argument: children in this age group need to develop intentionality in music-making to have a "good time" and instruction should always connect in-school musical learning with a student's real-world musical experiences. The value of action learning lies in the transfer of learning from the classroom to life after school:It advances the skills predictably useful to typical adults throughout life: for example, recreational singing, music reading sufficient to church and community choirs, "making sense" of music and enjoyment through listening, and the like. It is not a survey of disconnected musical generalities, a superficial sampling of music "in general"; boiled down theory, history, appreciation: or the introduction to the "discipline" of music as a "subject" of study for its own sake. Instead, it promotes the broad musicianship skills and positive attitudes for "breaking 100" [as in bowling, the level at which one calls oneself a "musician"] that enable students to be musically independent and active outside of class and after graduation, and to want to be musically active as part of the life well lived [italics added].4 [End Page 122]In the second chapter, Regelski provides an excellent summary of the physical, cognitive, and social development of children from age 9 to 14. Age categories are broken into upper elementary grades 4–6... (shrink)

Through an exegetic reading of Peirce’s minor texts on higher education, I find that Peirce’s conception of a “Liberal Education” is close to the Herbartian conception of Bildung. Peirce calls for a general education with the ambition of qualifying critical thinkers with the capacity to go beyond the strict rules and narrow borders of the artes liberales, – the different subject matters or sciences taught at a university. Thus, Peirce’s conception of a liberal education is closely linked to his interpretation (...) of common sense – or sensis communis – as a critical commonsensism. To him, it is urgent to educate and nurture “the first rule of reason,” described as a will to learn, a curiosity, a dissatisfaction of what you already incline to think, and an intense desire to find things out. The nurturing of this “first rule of reason” is thus about educating an intellectual community of critical thinkers who are able to question authoritative beliefs, knowing how to debunk them, and how to turn away from obiter dictum. (shrink)

This article draws attention to the contemporary mantra of cosmopolitanism and how it carries altered symbolic representations, new social images and epistemic shifts. The background is the current cosmopolitan turn within the sciences, including within the discipline of education. How can we understand the contemporary makings of this new cosmopolitanism? And what could be the potential pitfalls and possibilities of a discourse that jeopardises the very representations of the social world? The first part of the article portrays the new cosmopolitanism (...) as a metaphor for a way of life, an ideal and an outlook. The second part, however, moves beyond an encyclopedic mapping of the discourse while pointing out how the new cosmopolitanism is a product of—and produces—a common sense, an alldoxa, and a symbolic universe representing and naming the world: It is here held that “cosmopolitanism” is a name carrying symbolic representations with more or less hidden epistemic functions. However, as the name and metaphor assume something which it is not, the new cosmopolitanism carries and inherent paradox. The third part of the article discusses the impossible possibilities of this paradox: In what ways may the inherent contradictions of the new cosmopolitanism affect its making? And what may be the potential pitfalls and possibilities of a discourse contributing to the remaking of the very vision of the social world? (shrink)

I here explore the educational potential of cinema and TV-series through the eyes of the French philosopher Alain Badiou. To illustrate, I read the Norwegian web-based TV-series Skam, which reached out to millions of Nordic teens by a broad distribution, easy access and speaking a language young people could relate to. The series portrays the many faces and ambiguities of shame and shaming embedded in Nordic youth culture. In bringing the question of the pedagogy of cinema and TV-series to the (...) forefront, I here read Skam on three analytical levels. First, to explore the TV-series capability to captivate the viewers through a doubling of the real. Second, to examine Badiou’s idea of cinema as an ontological art, revolving around the question of the relationship between being and appearing. Third, I read Skam analytically, to consider Badiou’s claim that cinema is a democratic emblem. In sum, what may be the series’ potential for shaping the viewers’ ethical–political awareness? (shrink)

Wim Wenders' film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel's point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce's notion of experience and his claim that ‘experience is (...) our great and only teacher’. In his 1903 Harvard lectures, Peirce placed phenomenology at the heart of his philosophy, while outlining a notion of ‘experience’ that clearly integrates his semiotics, phenomenology and pragmatism. To Peirce, experience is a ‘brutally produced conscious effect’ that comes ‘out of practice’ and is a ‘forcible modification of our ways of thinking’. But as this modification is generated by the actions and flows of signs, it is pertinent to read Peirce's notion of experience in relation to his notion of semiosis. Consequently, a Peircean reading of Wings of Desire not only helps to explore how experience teaches, but also the ways in which the rudeness of experience cannot be fully understood without considering the sign's action. (shrink)

In vitro experimental approaches are of central importance to contemporary molecular and cellular biology and toxicology. However, the scientific value or impact of in vitro results depends on their relevance in vivo. In vitro effect studies address inobservable in vivo phenomena through experiments on analogous in vitro phenomena. We present a theoretical basis developed to evaluate the in vivo relevance of in vitro effect studies. As a case study, the procedure for measuring specific gene transcription in isolated cell nuclei (nuclear (...) run-off method) is analyzed It is concluded that current evidence fails to justify in vivo interpretations of nuclear run-off experiments within the framework of theoretical models of transcription, implying that quantitative in vivo interpretations are unwarranted. Qualitative interpretations of nuclear run-off experiments may be justified by inferring the best explanation, especially when significant in vitro effects follow in vivo perturbations.Elements of a general theory are proposed. It is concluded that quantitative in vivo interpretations are warranted primarily in biochemical quantitation of biomolecules, while studies on biological function should be interpreted qualitatively in terms of causal explanations. Inferences to the best explanations are strengthened through additional evidence and the creation of experimental differences (effects). (shrink)

This article contends that Charles Sanders Peirce (1839–1914) may enhance our understanding of educational beliefs and that Peirce’s logic may be a tool to distinguish between a dogmatic and a pragmatic justification of such beliefs. The first part of the article elaborates on Peirce’s comprehension of beliefs as mediated, socially situated and future-oriented. The second part points to how Peirce promotes his “method of inquiry” as an ethos of science. The method is not judged by the conclusions it lead to (...) or by the knowledge it may produce. Contrary, as the results are unavoidably provisional and rectifiable, Peirce holds the method productive due to the norms guiding the inquiry: (1) the pragmatic principle, (2) the social principle, (3) fallibilism and (4) abduction. In sum, when adopting a peircean conception, educational research, theory building and practice should be characterized as a mutual commitment towards shared processes of joint learning. In that, Peirce’s method of inquiry may be fruitful in sorting dogmatism from pragmatism. (shrink)

This article uses participant objectivation in sociology and philosophy as two knowledge fields to provide a reflexive comparison of their synced field effect in historical circumstances. Drawing on the philosopher and historian of science Gaston Bachelard, I theorize fielded knowledge as a social relation that combines the prior presence of folk knowledge with a socioanalytic exchange between field and folk that includes positions of either defense, replacement or critique. A comparison of post-Wittgenstein Anglophone philosophy and post-sixties American sociology describes their (...) mutual confrontation with folk psychology as an “epistemological obstacle” that generates a remarkable concern with action as a position-taking on the folk relation. A reflexive objectivation of folk knowledge is therefore necessary for a revised understanding of action that correlates with the distinction of sociology’s knowledge capital and how it fares as an explanatory resource in competitive circumstances. The article concludes by leveraging the synced field effect even further to make a recommendation that sociologists can increase the distinction of their knowledge capital by producing discourse that can recognize, legitimate and officialize experiences that otherwise remain obscure, nameless or impossible within the bounded universe of folk psychology. (shrink)

This article represents conversations with the American composer Libby Larsen in which she described her beliefs about music, music education, and the dilemmas that our current system faces as we seek to provide relevant and meaningful music education to our students. Our conversation explores such topics as cognitive psychology, music theory, cultural practices and developments in American culture, and current music education practices. Larsen brought up many questions about music education in America, providing some suggestions for the future and posing (...) problems for which the solution may require a great deal of imagination by music education teachers. The article is structured as a Socratic dialogue, in which Larsen constructs an inductively strong argu- ment for making radical changes to current music education practice. (shrink)

The concept of practice is thematically central to modern conservative thought, as evident in Edmund Burke’s writings on the aesthetic and his diatribe against the French Revolution. It is also the main organizing thread in the framework in the human sciences known as practice theory, which extends back at least to Karl Marx’s ‘Theses on Feuerbach’. This article historicizes ‘practice’ in conservative thought and practice theory, accounts for the family resemblance between the two, and takes apart that family resemblance to (...) reveal differences. The ingredients of practice theory (historical inheritance, embodiment, cognitive limits, loose coupling between conscious thought and action) are in many cases also distinctive traits of conservative thought. But the similarity is deceptive. Practice theory and conservative thought constitute two distinct interpretations of practice, two disparate endeavours for connecting human science with political strategy, and two different formulas for opposing theory and practice. The present study will argue that this is primarily a political opposition for conservative thought, while it is a human-scientific opposition for practice theory. Conservative thought is initially political and then human-scientific; practice theory is initially human-scientific and then political. This article advocates for practice theory against conservative thought as differently amended versions of a politics that recognizes human finitude. (shrink)

Based on metatheoretical considerations, this article discusses what kinds of traffic forecasts are possible and what kinds are impossible to make with any reasonable degree of accuracy. It will be argued on ontological and epistemological grounds that it is inherently impossible to make exact predictions about the magnitude of the ‘general’ traffic growth 20–30 years ahead, since many of the influencing factors depend on inherently unpredictable geopolitical trajectories as well as contested political decision-making. Due to the context-dependency of each particular (...) planning situation, it is also hardly possible to make exact, quantitative predictions about the impact of implementing a specific infrastructure project, compared to ‘doing nothing’. Instead of relying on traffic model simulations as the general forecasting and assessment tool in transport planning, we propose to separate the so-called strategic, tactical and operational levels of traffic forecasting into three distinct methodological approaches reflecting the different degrees of openness/closure of the systems at hand: scenario analyses at the strategic level; theory-informed, mainly qualitative analyses supplemented with simple calculations at the tactical level; while more traditional micro-simulations should be applied only at a detailed operational level. (shrink)

ABSTRACT I here read the Iranian film Hit the Road through the eyes of the French philosopher Alain Badiou. In doing so, I hope to illuminate the triadic link between cinema, philosophy and paideia (ethical-political education). To explore, I adopt a philosophical methodology with the double ambition to reveal the latent pedagogies of the film and to acquire insights on the distinctiveness of a Badiouan conception of cinema. My questions are to what degree and in what ways cinematic experience can (...) be said to promote ethical-political formation. I start by portraying Badiou’s cinematic philosophy. Next, I expose how Hit the Road confronts us with a hidden real. Third, I close the paper by considering Badiou’s idea of cinema as an influential form of ethical-political education. (shrink)