An attempt to compare the approaches of Alfred North Whitehead and Jacques Derrida might appear extremely unrewarding from the outset. Derrida has often been hailed (and reviled) as a figure who rejects many key concepts in the philosophical lexicon, amongst them those of subjectivity, rationality, creativity and progress. Whitehead, on the other hand, may seem to hold uncritically to the notion of a metaphysical system in which every element of our experience can be interpreted, so that everything of which we (...) are conscious ‘shall have the character of a particular instance of the general scheme’.1 In our modern world, furthermore, Whitehead argues that it is the business of philosophers and students and practical men ‘to recreate and re-enact a vision of the world...penetrated through and through with unflinching rationality’.2 In this article I wish to show that Whitehead’s understanding of philosophy converges with Derrida’s in certain significant respects, and that this clearly illustrated when we relate both of them to Edmund Husserl. I will begin with brief outlines of Derrida’s account of the philosophical tradition, of his deconstruction or delimitation of subjectivity, and of the way in which his understanding of philosophical openness is influenced by the work of Husserl. I will then proceed to show how many of the ideas found in Whitehead’s metaphysics resemble those of Derrida. Other aspects of this metaphysics would certainly be inimical to the latter, but need not be seen as fixed in stone. This is recognized by Whitehead himself, who has a fallibilistic and revisionary understanding of the philosophical enterprise that is akin to Husserl and Derrida. My conclusion, however, is that Whitehead is closer to Husserl in concentrating on the reconstructive side of philosophy, a side which Derrida has ultimately neglected. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Remixing the Classroom: Toward an Open Philosophy of Music Education by Randall Everett AllsupJuliet HessRandall Everett Allsup, Remixing the Classroom: Toward an Open Philosophy of Music Education (Bloomington, IN: Indiana University Press, 2016).As a leading voice in music education, Randall Allsup works continually to reconceptualize music education toward democratic and socially just praxis.1 He routinely challenges the field to become self-conscious of practices that (...) limit forward movement, providing powerful critiques2 and urging music education toward open possibilities.3 Remixing the Classroom: Toward an Open Philosophy of Music Education is work that will shift our field. His comprehensive philosophy of music education looks, longs, for moral openings4 through which twenty-first-century music education may become a space of possibility. His writing interweaves stories and theory toward what he calls an "open philosophy," drawing upon the ideas of John Dewey, Maxine Greene, and Roland Barthes. Allsup introduces stories of Dapper Dan, Jiro Ono, Kafka, Atul Gawande, and the Orpheus Orchestra in New York City to illustrate powerful points about current and possible paradigms of music education.Chapter 1, "Toward Open Encounters," discusses the making and breaking of the law (tradition) and explores how tradition and the Master-Apprentice model restrict what is possible in music education. Allsup explores the nature of music education and the limitations it places upon its participants. Chapter 2, "Music-Teacher Quality and Expertise," asks fundamental questions of our field and [End Page 100] explores and challenges the "place and purpose of public schooling in a democratic society."5 Allsup speaks to the function of education and critiques music education. Chapter 3, "learning in laboratories," puts forward a Deweyan laboratory model in which a museum is at the center of the school with learning laboratories situated around it. He explores what this structural fluidity might enable and develops notions of lawmaking and lawbreaking, extending possibilities of the open encounter. The final chapter, "looking, Longing, for Moral Openings," calls on music educators to embrace a more open music education paradigm. Allsup draws upon Greene to challenge music education to move "from the predictable to the possible."6 He puts forward the Orpheus Orchestra, a conductorless orchestra, as one possibility.I situate myself as an anti-racist, anti-colonial, feminist scholar rooted in anti-oppression scholarship.7 locating my review through this framework, I elaborate upon what I see as the major strengths and limitations of this work, drawing upon Judith Butler8 and postcolonial theory. significantly, Allsup's book calls upon music education to "give an account of [it]self" and promotes a self-consciousness crucial for our field in the age of high stakes accountability measures. I contend that he provides a music education philosophy for what stuart Hall terms the "postcolonial moment"9 and ultimately positions music education as a space of possibility. Alongside these strengths, I offer a challenge toward what I view as the open possibilities of closed forms and a critique of his "pedagogy of travel and surprise."Judith Butler points to the impossibility of giving an account of oneself. she notes,I speak as an 'I,' but do not make the mistake of thinking that I know precisely all that I am doing when I speak in that way. I find that my very formation implicates the other and me, that my own foreignness to myself is, paradoxically, the source of my ethical connection with others.10Butler notes the subject's "partial opacity to [her]self."11 In Remixing the Classroom, Allsup calls upon music educators to account for the practices and traditions continually reinscribed in the field. He poses challenging but fundamental questions in the work in music education, asking readers to consider what they do unconsciously. Butler asserts we can never fully account for ourselves. Allsup challenges the field to try, pushing music educators to face hard truths and limitations of what music education is and has been. In chapter 1, for example, he argues:To call a studying musician "unmusical" is to extinguish a light; it is to act as if the future is certain and that human potential is somehow fixed. It is to act [End Page 101... (shrink)

There was once a princess called Sophia,whose philosophy museum was superior.But most of the storesbecame locked behind doors,which led to collective amnesia.Then along came a band of ajar‐minders,who decided to issue remindersof the treasures insidethat hadn't yet died,and opened the doors to all finders.

The philosophy of information (PI) is a new area of research with its own field of investigation and methodology. This article, based on the Herbert A. Simon Lecture of Computing and Philosophy I gave at Carnegie Mellon University in 2001, analyses the eighteen principal open problems in PI. Section 1 introduces the analysis by outlining Herbert Simon's approach to PI. Section 2 discusses some methodological considerations about what counts as a good philosophical problem. The discussion centers on (...) Hilbert's famous analysis of the central problems in mathematics. The rest of the article is devoted to the eighteen problems. These are organized into five sections: problems in the analysis of the concept of information, in semantics, in the study of intelligence, in the relation between information and nature, and in the investigation of values. (shrink)

A Clearly argued and easy to read defense of Karl Popper's philosophy.

Open Peer Review: Educational Philosophy and Theory (EPAT)Michael A. Peters, Beijing Normal University, PR ChinaIn 2016 EPAT started experimenting with open peer review for articles that were part...

The aim of this paper is to say something significant about Stanley Cavell's style. To accomplish this task, we adopt a distant reading approach, quantifying what seems to be an idiosyncratic use of parentheses. After outlining our methodological approach and the choices of texts from Cavell's corpus, we will present the results of our quantitative analysis. Two kinds of results will be presented and interpreted: the result of a comparison between Cavell and other authors (i.e. why Cavell's use of parentheses (...) is exceptional) and the result of a quantitative analysis of Cavell's texts (i.e. how Cavell uses parentheses throughout his books). For both results, we will provide our own interpretation. In the conclusion, we will draw the moral of this parenthetical story, hoping to open future parentheses. (shrink)

This thesis is an examination of human maturation as portrayed in Plato's Phaedrus. Adulthood is reached when a transition from an appetitive attitude into an intellectual focus has been accomplished. The practice of philosophy, considered as the "love of wisdom", represents the greatest actualization of human potential. Facilitation of this transition is realized by a process of initiation into philosophy, and Plato makes full metaphoric use of the phenomenon of religious initiation in his description of becoming a philosopher. (...) Much of the dramatic content of the dialogue can thus be explained as a reference to the cultic practice of initiation. This religious background alerts the reader to Plato's arguments that maturation into a philosophical perspective is a necessary condition to human survival, both on an individual and community-wide basis. ;Metaphysically, this problem can be understood as a result of the perspective that emphasizes the discreteness of the parts in any system. When the parts of a political community are understood as private individuals that are discrete, their obligations towards one another vanish. Similarly, if the individual is understood as a bare aggregate of parts, no unifying principle is in place to provide a sustained functioning order. In both cases, Plato explicates the divisive force within the system as the ascendancy of appetitive concerns in the determination of conduct. The solution to this problem rests in philosophy's ability to order the parts such that an organic whole is achieved. Phaedrus' role as a profaner of the cult of Eleusis opens the question of whether philosophy is capable of actually providing this unifying basis for the community, or whether it itself is open to the dissent and separation evidenced by Phaedrus' behaviour towards the cult. In response to this question, The Phaedrus establishes philosophy as a non-profanable enterprise, both because of a basic inexpressibility of the deeper insights of philosophy, and because of the unending process of initiation involved in becoming a philosopher. (shrink)

This engaging introduction to the fundamental issues of philosophy will prompt students to think actively about questions such as: Does God exist? Do we have souls? Does human life have meaning? Is there a real difference between right and wrong? and many others. The twelve chapters focus on these key philosophical questions and possible answers to them, and include readings by famous thinkers on each issue.

_Abstract_: In this paper we carve out a _reformist_ agenda within the debate on the foundations of cognitive science, incorporating some important ideas from the 4E cognition literature into the computational-representational framework. We are deeply sympathetic to this reformist program since we think that, despite strong criticism of the concept of computation and the related notion of representation, computational models should still be at the core of the study of mind. At the same time, we recognize the need for a (...) liberalization of the computational and representational framework that can address deep dissatisfaction with the anti-biologism and radical internalism of classical cognitive science. However, reform is a difficult task, so in this article we focus on two open questions within the reformist agenda. The first concerns the possibility of combining mechanistic-computational and dynamical explanations. The second concerns related changes in the notion of representation and its use (with special attention to Andy Clark’s radical predictive processing). _Keywords_: Continuum of Representational Genera;_ _Enactivism; Predictive Processing; Radical Embodied Cognition Thesis; Representationalism _ Due problemi aperti nell’agenda riformista della filosofia della scienza cognitiva _ _Riassunto_: In questo lavoro identifichiamo un’agenda _riformista_ nel dibattito sui fondamenti della scienza cognitiva che incorpora alcune idee centrali provenienti dalla letteratura sulla cognizione 4E all’interno di una cornice computazionalista e rappresentazionalista. Tale agenda considera il quadro computazionalista e rappresentazionalista ancora imprescindibile ai fini dello studio integrato della mente e del cervello, ma ne persegue una liberalizzazione nell’intento di renderlo idoneo ad accogliere alcuni importanti spunti emersi dalla letteratura sulla cognizione delle 4E. Tuttavia, riformare è un compito difficile. In questo articolo ci concentriamo su due problemi aperti nell’agenda riformista. Il primo riguarda la possibilità di mettere assieme le spiegazioni meccaniciste e computazionaliste con quelle dinamiche. Il secondo riguarda i cambiamenti relativi alla nozione di rappresentazione e al suo impiego (con particolare attenzione all’elaborazione predittiva radicale di Andy Clark). _Parole chiave_: Continuum dei generi rappresentazionali;_ _Elaborazione predittiva; Enattivismo; Tesi della cognizione incarnata radicale; Rappresentazionalismo. (shrink)

Philosophy premises itself on the ideals of openness and continuous self-renewal. And yet, the story of philosophy has been an endless struggle against the violence of systematic exclusion and erasure. This article deploys the principle of openness as an analytic category to reflect on the broader question of epistemic decolonisation and the imperative this imposes on the practice of philosophy. There are important ontological, epistemological, and ethical dimensions to the principle of openness with a bearing on the (...) enterprise and how to conceptualise its future. Whether at the global level or within a specific individual tradition, the principle of openness is about the reconfiguration of philosophy itself and restoring its richness and diversity. For the African philosopher, this entails assuming responsibility for the ongoing task of articulating ‘what philosophy is and what it can be’ within the context of Africa’s own history, its problematics, and priority questions. (shrink)

'Open', 'informal', and 'humanistic' are words used to describe new styles of education which depart from ordinary or traditional education. Too often, however, these adjectives are used in a strongly polemical or self-justifying rather than analytical way. Often too, the grounds for accepting or rejecting open education are political or moral, instead of being based on a consideration of the nature of open education and its strength and weaknesses. This collection of essays is central to the debate (...) on open education, analyzing the important concepts in the field. The contributions, all written by authorities on the philosophy of education, deal with problems of definition, knowledge, socialization, freedom, cultural perspective, and unique meanings and metaphors. (shrink)

'Open', 'informal', and 'humanistic' are words used to describe new styles of education which depart from ordinary or traditional education. Too often, however, these adjectives are used in a strongly polemical or self-justifying rather than analytical way. Often too, the grounds for accepting or rejecting open education are political or moral, instead of being based on a consideration of the nature of open education and its strength and weaknesses. This collection of essays is central to the debate (...) on open education, analyzing the important concepts in the field. The contributions, all written by authorities on the philosophy of education, deal with problems of definition, knowledge, socialization, freedom, cultural perspective, and unique meanings and metaphors. (shrink)

This article is concerned to formulate some open problems in the philosophy of space and time that require methods characteristic of mathematical traditions in the foundations of geometry for their solution. In formulating the problems an effort has been made to fuse the separate traditions of the foundations of physics on the one hand and the foundations of geometry on the other. The first part of the paper deals with two classical problems in the geometry of space, that (...) of giving operationalism an exact foundation in the case of the measurement of spatial relations, and that of providing an adequate theory of approximation and error in a geometrical setting. The second part is concerned with physical space and space-time and deals mainly with topics concerning the axiomatic theory of bodies, the operational foundations of special relativity and the conceptual foundations of elementary physics. (shrink)

In a free society, it is common to hear the request that one â ~keep an open mind.â Just what exactly is it, however, to keep an open-mind? How does open-mindedness function? How does it square with important personal commitments? These issues are particularly acute when it comes to matters of religious belief in which open-mindedness can sound to the pious a bit too much like doubt. Certainly, in a discipline whose discourse remains rational dialogue, effort (...) should be spent discerning the contours of this virtue, especially in light of its formal role in establishing responsiveness to new inquiries in matters philosophical and religious. This book provides a collection of essays serving to promote conversation about open-mindedness, its virtue, and its role and application in problems in the philosophy of religion in particular. (shrink)

Puts leading Italian thinkers into conversation with established Continental philosophers concerning the future of the nature of the human, technology, metaphysical foundations, globalization, and social and political oppression.

Philosophy premises itself on the ideals of openness and continuous self-renewal. And yet, the story of philosophy has been an endless struggle against the violence of systematic exclusion and erasure. This article deploys the principle of openness as an analytic category to reflect on the broader question of epistemic decolonisation and the imperative this imposes on the practice of philosophy. There are important ontological, epistemological, and ethical dimensions to the principle of openness with a bearing on the (...) enterprise and how to conceptualise its future. Whether at the global level or within a specific individual tradition, the principle of openness is about the reconfiguration of philosophy itself and restoring its richness and diversity. For the African philosopher, this entails assuming responsibility for the ongoing task of articulating ‘what philosophy is and what it can be’ within the context of Africa’s own history, its problematics, and priority questions. (shrink)

There is a serious danger involved in taking the idea of the "philosophical tradition" too narrowly. Many readers of this journal will be familiar with the dangers of cultural exclusion—in particular with the long-standing tendency of many Western philosophers to reject out of hand the legitimacy of Chinese, Indian, and Japanese philosophy, on the grounds that these Asian modes of thinking do not appear to address the same problems that Western philosophers are interested in, in the same kind of (...) way that Western philosophers prefer to approach these problems. This culturally myopic view of what is entitled to be called "philosophy" is deplorable, and needs to be resisted, but it probably helps to remember in this... (shrink)

Decentralized autonomous organizations (DAOs) are a new, rapidly-growing class of organizations governed by smart contracts. Here we describe how researchers can contribute to the emerging science of DAOs and other digitally-constituted organizations. From granular privacy primitives to mechanism designs to model laws, we identify high-impact problems in the DAO ecosystem where existing gaps might be tackled through a new data set or by applying tools and ideas from existing research fields such as political science, computer science, economics, law, and organizational (...) science. Our recommendations encompass exciting research questions as well as promising business opportunities. We call on the wider research community to join the global effort to invent the next generation of organizations. (shrink)

This volume presents philosophy of science at its best, i.e. as a philosophical questioning informed by current scientific research, which carefully assesses and evaluates its commitments and consequences. As such it represents philosophy simpliciter at its best, for it is concerned with and dares to ask fundamental questions about the nature of the results of the natural sciences, arguably our most reliable sources of knowledge of the world. The contributions collected in this volume make clear that a (...) class='Hi'>philosophy that is disconnected from science is sterile and that the practice of science that is disconnected from a philosophical attempt to understand the natural world in its most general features is blind. Throughout the book we are confronted with questions about the nature of species, numbers, space, time, matter, consciousness and so on. Taking seriously these questions, along with other open problems in philosophy of sciences, and keeping the dialogue between science and philosophy wide open, is likely to be our best bet for a deeper understanding of what surrounds us. The book has a further, deeply important merit. Being the result of a post-graduate conference, it brings together not only leading, long established experts in the field but also new, young researchers, who usually find too small a place within the academic environment. Promoting exactly this kind of interaction is an essential step in constructing a new paradigm for an open, collaborative and fruitful scientific community. (shrink)

Why has the ‘Philosophy for Children’ movement failed to make significant educational inroads in Australia, given the commitment and ongoing efforts of philosophers and educators alike who have worked hard in recent decades to bring philosophy to our schools? In this article we single out one factor as having particular importance, namely, that, on the whole, teachers consider philosophical inquiry to be futile. We argue that the explanation rests with teachers’ underlying epistemological beliefs and that openness to (...) class='Hi'>philosophy depends upon teachers being disposed to engage in the practices of reason-giving and reason evaluation, being aware of the epistemic value of such practices and, concomitantly, having highly developed reasoning skills. Drawing on both anecdotal evidence and wide-ranging research from within cognitive psychology, we go on to make a case for change within teacher education programmes. (shrink)

‘If in this book harsh words are spoken about some of the greatest among the intellectual leaders of mankind, my motive is not, I hope, to belittle them. It springs rather from my conviction that, if our civilization is to survive, we must break with the habit of deference to great men.’ - Karl Popper, from the Preface Written in political exile during the Second World War and first published in two volumes in 1945, Karl Popper’s _The Open Society (...) and Its Enemies _is one of the most influential books of all time. Hailed by Bertrand Russell as a ‘vigorous and profound defence of democracy’, its now legendary attack on the philosophies of Plato, Hegel and Marx exposed the dangers inherent in centrally planned political systems and through underground editions become an inspiration to lovers of freedom living under communism in Eastern Europe. Popper’s highly accessible style, his erudite and lucid explanations of the thoughts of great philosophers and the recent resurgence of totalitarian regimes around the world are just three of the reasons for the enduring popularity of _The Open Society and Its Enemies_ and why it demands to be read today and in years to come. (shrink)

This open letter is the result of the intense epistolary exchange I had with Prof. Torretti for many years, which has highly enriched my philosophical thought. Here I point out our agreement in adopting a Kantian perspective, and in the acknowledgement of the role played by the pragmatic dimension in science. However, we drift apart regarding the weight assigned to realism in our positions. These discussions with Prof. Torretti led me to make explicit the way in which I live (...) philosophy: as a philosophical praxis directed to struggle against certain aspects of contemporary science. (shrink)

This paper introduces the _Global Philosophy_ symposium on Giuseppe Primiero’s book _On the Foundations of Computing_ (2020). The collection gathers commentaries and responses of the author with the aim of engaging with some open questions in the philosophy of computer science. Firstly, this paper introduces the central themes addressed in Primiero’s book; secondly, it highlights some of the main critiques from commentators in order to, finally, pinpoint some conceptual challenges indicating future directions for the philosophy of computer (...) science. (shrink)

This edited collection covers Friedrich Waismann's most influential contributions to twentieth-century philosophy of language: his concepts of open texture and language strata, his early criticism of verificationism and the analytic-synthetic distinction, as well as their significance for experimental and legal philosophy. -/- In addition, Waismann's original papers in ethics, metaphysics, epistemology and the philosophy of mathematics are here evaluated. They introduce Waismann's theory of action along with his groundbreaking work on fiction, proper names and Kafka's Trial. (...) -/- Waismann is known as the voice of Ludwig Wittgenstein in the Vienna Circle. At the same time we find in his works a determined critic of logical positivism and ordinary language philosophy, who anticipated much later developments in the analytic tradition and devised his very own vision for its future. (shrink)

Does God know what people will freely do? An obvious source to consult is the Bible—which is what the philosophers who debate about open theism do. They agree that God is omniscient. However, open theists insist that God does not know what we will freely do, and the other side disagrees. The problem is that both sides seem to misread the Bible in order to make it philosophically relevant, which is not surprising because the philosophy they read (...) into it is problematic. This result raises questions I try to answer: How are their readings questionable because they are used for philosophical purposes? How should the relevant texts be read? (shrink)

Borrowing from the title and some of the content of Karl Popper's The Open Society and its Enemies, it is argued that museums have great value as sites for what may be called a philosophical culture. A philosophical culture is one in which members or citizens engage in fair-minded debate and shared reflection, presenting and evaluating reasons for different positions particularly as these have relevance for matters of governance. In a philosophical culture, persuasion is almost always a matter of (...) seeking to provide reasonable grounds for adopting some position without resorting to violence or physical force.A philosophical culture is, in turn, an important foundation for a democratic culture and republic. A philosophy of museums emerges, a model we shall call the Philosophical Culture Museum Model. This concept is stipulative and ideal in the sense that it presents a paradigm of a museum with great virtue and promise. It must be confessed, however, that, historically, this is an emerging concept of the role of museums and one not evident in many of the museums in the early modern era or today. Reasons are offered as to why the time may be right to recognize the philosophy of museums as a particular sub-field in the overall practice of philosophy. (shrink)

In his article Open Problems in the Philosophy of Information 1 Luciano Floridi presented a Philosophy of Information research program in the form of eighteen open problems, covering the following fundamental areas: Information definition, information semantics, intelligence/cognition, informational universe/nature and values/ethics. We revisit Floridis program, highlighting some of the major advances, commenting on unsolved problems and rendering the new landscape of the Philosophy of Information emerging at present. As we analyze the progress of PI we (...) try to situate Floridis program in the context of scientific and technological development that have been made last ten years. We emphasize that Philosophy of Information is a huge and vibrant research field, with its origins dating before Open Problems, and its domains extending even outside their scope. In this paper, we have been able only to sketch some of the developments during the past ten years. Our hope is that, even if fragmentary, this review may serve as a contribution to the effort of understanding the present state of the art and the paths of development of Philosophy of Information as seen through the lens of Open Problems. (shrink)

“Borders” are impermeable limits designed to stop the flow of human beings as well as ideas across them, whereas “boundaries” are permeable enclosure that permit and often encourage movement through limits. I develop the differences between these two forms of edge with a series of historical and geographical examples. I conclude that the Journal of Chinese Philosophy is a sterling instance of a boundary whose entire being has consisted in facilitating the two-way flow of concepts and traditions across formerly (...) closed borders of communication and culture. I offer homage to this extraordinary accomplishment over the past forty years. (shrink)