Cognitive science depends on abstractions made from the complex reality of human behaviour. Cognitive scientists typically wish the abstractions in their theories to be universals, but seldom attend to the ontology of universals. Two sorts of universal, resulting from Galilean abstraction and materialist abstraction respectively, are available in the philosophical literature: the abstract universal—the one-over-many universal—is the universal conventionally employed by cognitive scientists; in contrast, a concrete universal is a material entity that can appear within the set of entities it (...) describes, of which it represents the essential, paradigmatic case. The potential role of concrete universals in cognitive science is discussed. (shrink)

This essay is a review ofKarl Marx and Contemporary Philosophy. While the text will provide even knowledgeable Marxist readers with new insights on key texts and concepts in Marx, it nevertheless fails to intervene in crucial contemporary philosophical debates. The book is concerned less with the contemporary significance of Marxist philosophyas philosophyand more with re-reading classical Marxist texts in a contemporary context. This job it does well, but leaves the more important question of what Marxists have to say about fundamental (...) philosophical problems today unaddressed for the most part. (shrink)

In the flowering of Red-Green Thought over the past two decades, metabolic rift thinking is surely one of its most colorful varieties. The metabolic rift has captured the imagination of critical environmental scholars, becoming a shorthand for capitalism’s troubled relations in the web of life. This article pursues an entwined critique and reconstruction: of metabolic rift thinking and the possibilities for a post-Cartesian perspective on historical change, the world-ecology conversation. Far from dismissing metabolic rift thinking, my intention is to affirm (...) its dialectical core. At stake is not merely the mode of explanation within environmental sociology. The impasse of metabolic rift thinking is suggestive of wider problems across the environmental social sciences, now confronted by a double challenge. One of course is the widespread—and reasonable—sense of urgency to evolve modes of thought appropriate to an era of deepening biospheric instability. The second is the widely recognized—but inadequately internalized—understanding that humans are part of nature. (shrink)

The introduction of the concept of capital inCapital– with the words ‘we find’ – has provoked a great deal of discussion about the precise relation between the categories of simple circulation and the concept of capital. In this article, I argue that Marx derives the concept of capital by way of an analysis of the immanent contradictions of money, and that this dialectical derivation can be understood as a conceptual movement in which the concepts of money and capital progressively change (...) their modal status. Furthermore, I examine the development of this transition to capital throughout Marx’s writings from the period 1857 to 1872, arguing that the same arguments can be found in all the relevant writings. Finally, the article provides a critical review of the literature on the transition to capital. (shrink)

This article assess two important recent books on Marx's political economy and argues that, despite many virtues, there are some crucial limitations in their approach to Marx's political economy. Ben Fine's and Alfredo Saad-Filho's Marx's 'Capital' and The Value of Marx by Saad-Filho place too much explanatory weight on the composition of capital, giving too little attention to Marx's analysis of money, and to the processes of circulation and realisation.

I survey some important semantical and axiomatic theories of self-referential truth. Kripke's fixed-point theory, the revision theory of truth and appraoches involving fuzzy logic are the main examples of semantical theories. I look at axiomatic theories devised by Cantini, Feferman, Freidman and Sheard. Finally some applications of the theory of self-referential truth are considered.

Neoliberalism, in various ways, is radically new. It is nevertheless constructed from the conditions of liberal modernity, the inadequacies of which are crucial to neoliberal success. Liberalism in practice restricts moral agency through an impoverished, structurally-reinforced conception of practical reasoning, as Alasdair MacIntyre argues, and this is important to understanding neoliberal durability. This article argues that a bureaucratic culture that fails to evaluate or critically question the ends it pursues is both symptomatic of liberal inadequacies and a key factor in (...) neoliberal success. Beyond its purely explanatory power, there is a political relevance to MacIntyre’s Aristotelian-inspired politics of local community. It is from those practices and communal movements that embody alternative conceptions of the good, that those interested in resisting neoliberalism can learn how it becomes possible to successfully challenge aspects of the contemporary social order. (shrink)

The ontological and analytical status of Marxian social theory has been a matter of fierce controversy since Marx’s death, both within and without Marxist circles. A particular source of contention has been over whether Marxism should be construed as an objective science of the capitalist mode of production or as an ethico-philosophical critique of bourgeois society. This is paralleled by the dispute over whether Marxism ought to be considered a humanism or a structuralism. This article addresses both sides of this (...) debate. The argument is that, rather than Marx’s own social thought being split into incompatible poles, giving rise to ‘two Marxisms’, it forms a coherent unity. Marx’s social theory is neither humanist philosophy, nor structural science, but is in fact realist science, which synthesizes these apparent antinomies, and thereby transcends both. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

I argue that the reception of Hegel in the sub-field of history and philosophy of science has been in part impeded by a misunderstanding of his mature metaphilosophical views. I take Alan Richardson’s influential account of the rise of scientific philosophy as an illustration of such misunderstanding, I argue that the mature Hegel’s metaphilosophical views place him much closer to the philosophers who are commonly taken as paradigms of scientific philosophy than it is commonly thought. Hegel is commonly presented as (...) someone who conceived of philosophy as a science that relied on the solitary genius of the individual thinker, and as a science whose propositions could not and should not be made accessible to “the common people”. Against this view, I argue that Hegel in fact thought that philosophy was a thoroughly anti-individualistic activity, and that he emphasized the importance of the intersubjective accessibility of philosophical discourse. I argue that when we carefully reconstruct Hegel’s reasons for his break with Schelling, and if we pay close attention to his explicit metaphilosophical pronouncements, we can see that he in fact adhered to what I call a “proto-modernist” conception of philosophy as a science. I conclude by pointing out how the mischaracterization of Hegel has served to obscure the existence of a strand of scientific philosophy that emerged by way of an immanent critique of Hegel, namely Marxist philosophy. (shrink)

The development of science curricula in both mainland China and Hong Kong in the last decade has undergone a shift from content-focused goals to a wider goal of promotion of scientific literacy. This shift is a result of a considerable influence from Western countries where understanding of nature of science (NOS) has long been regarded as a major component of scientific literacy and important learning outcomes of science curricula in the West. This chapter will first report on the similarities and (...) differences of the NOS ideas as portrayed in the physics curriculum standards document and the key physics textbooks in both places. The unique differences identified are associated strongly with certain social agenda and considerably influenced by the historical and cultural heritages of mainland China and Hong Kong. Lastly the considerable difference in the implementation of NOS education at teacher training level and school level in both places will be elaborated. (shrink)