This collection of essays explores the questions of what counted as knowledge in Victorian Britain, who defined knowledge and the knowledgeable, by what means and by what criteria. During the Victorian period, the structure of knowledge took on a new and recognizably modern form, and the disciplines that we now take for granted took shape. The ways in which knowledge was tested also took on a new form, with oral examinations and personal contacts giving way to (...) formal written tests. New institutions of knowledge were created: museums were important at the start of the period ; by the end, universities had taken on a new prominence. Knowledge exploded and Victorians needed to make sense of the sheer scale of information, to popularize it, and at the same time to exclude ignorance and error - a role carried out by encyclopaedias and popular publications. The concept of knowledge is complex and much debated, with a multiplicity of meanings and troubling relationships. By studying the Victorian organization of knowledge in its institutional, social, and intellectual settings, these essays contribute to our consideration of these wider issues. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to (...) be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This paper argues that it is possible to develop a new conceptual framework based on the tradition of philosophical hermeneutics to address what one could call “the human factor” within knowledge creation in organisations. This is done firstly through a review of the epistemological roots of three main theories of knowledge creation in organisations. We examine these theories along two axes: a) their understanding of the relation between person and language, and b) the controllability of knowledge creation. (...) Secondly, we restate the question of knowledge creation in organisations from the perspective of philosophical hermeneutics, arguing that knowledge creation takes place as an event in language, that is as an uncontrollable process which nonetheless requires courage, trust, and persistence and thereby requires that certain “ethical actions” should happen. This, finally, leads us to develop a model for knowledge creation called LUGS, which insists on the intrinsic relation between epistemology and practice, i.e. between what people come to know and how they decide to be – and it is this intrinsic relation between knowledge and being that we take as the “message” of this article. (shrink)

Ethics is a foundational competency in healthcare inherent in everyday nursing practice. Therefore, the promotion of qualified nurses’ and nursing students’ moral competence is essential to ensure ethically high-quality and sustainable healthcare. The aim of this integrative literature review is to identify the factors contributing to the promotion of qualified nurses’ and nursing students’ moral competence. The review has been registered in PROSPERO (CRD42023386947) and reported according to the PRISMA guideline. Focusing on qualified nurses’ and nursing students’ moral competence, a (...) literature search was undertaken in January 2023 in six scientific databases: CINAHL, Cochrane Library, PsycINFO, PubMed Medline, Scopus and Web of Science. Empirical studies written in English without time limitation were eligible for inclusion. A total of 29 full texts were retrieved and included out of 5233 citations. Quality appraisal was employed using Joanna Briggs Institute checklists and the Mixed Method Appraisal Tool. Data were analysed using inductive content analysis. Research about the factors contributing to the promotion of qualified nurses’ and nursing students’ moral competence is limited and mainly explored using descriptive research designs. The contributing factors were identified as comprising two main categories: (1) human factors, consisting of four categories: individual, social, managerial and professional factors, and ten sub-categories; and (2) structural factors, consisting of four categories: educational, environmental, organisational and societal factors, and eight sub-categories. This review provides knowledge about the factors contributing to the promotion of qualified nurses’ and nursing students’ moral competence for the use of researchers, nurse educators, managers, organisations and policymakers. More research about the contributing factors is needed using complex intervention, implementation and multiple methods designs to ensure ethically sustainable healthcare. (shrink)

The purpose of this article is to present an understanding of knowledge and learning in organisations from pragmatist perspectives. Relying on the work of early pragmatists as well as contemporary pragmatists, we introduce a conceptualisation of knowledge as the outcome of inquiry. Knowledge, in this article, is presented as provisional, multi-perspective, both particular and general. Our point of departure here is that the chief value of knowledge is its usefulness in solving problems. Pragmatist views of (...) class='Hi'>knowledge are further explicated in our discussion of four pragmatist themes, which we have identified as particularly viable on the basis of Jane Addams’ pragmatist view and the practice of democracy in organised life: 1) Knowledge as transactional in organisations, 2) Reciprocity and learning in organisations, 3) Experience-based knowledge and meaning-making in organisations, and 4) Sustainability as an ongoing, democratic process in organisations. In the pragmatist school of thought we draw upon, a predominant issue is always also the very purpose of knowledge, or what we refer to as ‘usefulness’. Under discussion, we argue that a pragmatist understanding of knowledge and learning in organisations allows us to move beyond the polarisation of cognitive-possession — social-process and instead work from an alternative framework, with a focus on processes of learning and knowledge in organisations that aim at integrative, democratic problem solving. (shrink)

Philosophy of science is showing an increasing interest in the social aspects and the social organisation of science—the ways social values and social interactions and structures play a role in the creation of knowledge and the ways this role should be taken into account in the organisation of science and science policy. My thesis explores a number of issues related to this theme. I argue that a prominent approach to the social organisation of science—Philip Kitcher’s well-ordered (...) science—runs into a number of problems. They undermine its philosophical plausibility and practical usefulness. I agree with Kitcher that arguments about the social organisation of science should recognise profound societal consequences of science. Kitcher argues that the appropriate organisation of science should therefore take into account laypersons’ values and needs when making decisions concerning research planning, evaluation and application. My criticisms show that this is not enough. Drawing on Helen Longino ideas, I argue that laypersons’ perspectives and knowledge may also be relevant when doing research. In order to show how more inclusive research practices may be possible, I discuss connections between philosophy of science and some developments in science policy, which has also recently shown considerable interest in democratic participation. I demonstrate how public participation experiments in science policy may sometimes be close enough to what the philosopher would recommend. Their analysis can thus be helpful for understanding how societal developments may provide opportunities for the involvement of laypersons in science and what factors may endanger its success. I conclude that a way to pursue a more socially relevant philosophy of science is to focus on the points of contact and possibilities of cooperation between philosophical proposals and these public participation initiatives. (shrink)

The point of this paper is to provide a principled framework for a naturalistic, interactivist-constructivist model of rational capacity and a sketch of the model itself, indicating its merits. Being naturalistic, it takes its orientation from scientific understanding. In particular, it adopts the developing interactivist-constructivist understanding of the functional capacities of biological organisms as a useful naturalistic platform for constructing such higher order capacities as reason and cognition. Further, both the framework and model are marked by the finitude and fallibility (...) that science attributes to organisms, with their radical consequences, and also by the individual and collective capacities to improve their performances that learning organisms display. Part A prepares the ground for the exposition through a critique of the dominant Western analytic tradition in rationalising science, followed by a brief exposition of the naturalist framework that will be employed to frame the construction. This results in two sets of guidelines for constructing an alternative. Part B provides the new conception of reason as a rich complex of processes of improvement against epistemic values, and argues its merits. It closes with an account of normativity and our similarly developing rational knowledge of it, including (reflexively) of reason itself. (shrink)

This paper explores the organisation of scholarly articles in educational studies in the UK through an analysis of the outputs of six key journals. Using citation networks and text analyses it examines connections that are made between papers, journals, authors and the themes discussed in the six journals. Scholarly papers are particularly suitable for this kind of analysis because of the expectation that authors 'locate' their work within existing knowledge, making explicit connections between their contribution and the field (...) (or discipline) in which they are working. This analysis utilises these connections in order to understand how papers in disciplinary and non-disciplinary journals relate to one another in terms of the bodies of knowledge on which they draw, where papers are then cited, and the degree to which authors cross disciplinary boundaries or remain within their 'parent' discipline. (shrink)

The organisational activity of Gottfried Wilhelm Leibniz fits squarely with the transformations in science and research that took place in the seventeenth-century Europe with the inspiration of the model presented by Francis Bacon in New Atlantis (Bacon 1626). This paper is an attempt to assess Leibniz’s efforts aimed at building a new enlightened society within the structures of the Holy Roman Empire of the German Nation. The philosopher’s reformatory projects also had an internationalist dimension for Leibniz saw science as an (...) area free of any political or societal boundaries. Leibniz’s activity in this field should be analysed not only in the context of social and civilisational changes taking place in Europe in the late seventeenth and the early eighteenth century but also take into account a wide spectrum of the philosopher’s research activities and his numerous contributions to diverse fields of knowledge, the value and significance of which could only be appreciated by later generations. (shrink)

After more than a decade teaching ancient Greek history and philosophy at University College, Oxford, British philosopher and political theorist Bernard Bosanquet resigned from his post to spend more time writing. He was particularly interested in contemporary social theory, and was involved with the Charity Organisation Society and the London Ethical Society. Much of his work focused on the place of logic in philosophy, especially its role in metaphysical thought - the area where he is considered to have made (...) his most important intellectual contributions. In 1888 he published this two-volume study of logic, addressing a variety of questions relating to logic, and drawing from the work of Hegel in his examination. In Volume 1, Bosanquet considers the question of knowledge, what the act of naming implies, and judgment and measurement, which he considered to be integral to logic and consciousness. (shrink)

Originally published in 1940. Firstly, this book seeks to combine epistemology and the new developments of the time in psychology. It holds that no epistemology can be sound if it is psychologically defective, nor can a psychological analysis of knowledge be philosophically naïve. Secondly, it attempts to suggest a single structural pattern underlying every type of cognitive situation. Offering a significant reorientation to epistemological thought of its time, this work considers perception, sense and memory and examines the referential theory (...) of knowledge. It is a lucid and precisely organised reading and analysis of knowledge. (shrink)

Originally published in 1940. Firstly, this book seeks to combine epistemology and the new developments of the time in psychology. It holds that no epistemology can be sound if it is psychologically defective, nor can a psychological analysis of knowledge be philosophically naïve. Secondly, it attempts to suggest a single structural pattern underlying every type of cognitive situation. Offering a significant reorientation to epistemological thought of its time, this work considers perception, sense and memory and examines the referential theory (...) of knowledge. It is a lucid and precisely organised reading and analysis of knowledge. (shrink)

Originally published in 1940. Firstly, this book seeks to combine epistemology and the new developments of the time in psychology. It holds that no epistemology can be sound if it is psychologically defective, nor can a psychological analysis of knowledge be philosophically naïve. Secondly, it attempts to suggest a single structural pattern underlying every type of cognitive situation. Offering a significant reorientation to epistemological thought of its time, this work considers perception, sense and memory and examines the referential theory (...) of knowledge. It is a lucid and precisely organised reading and analysis of knowledge. (shrink)

Contemporary theory surrounding knowledge generation linked to knowledge transfer practice and process is extensive, and has been fruitful in delivering many useful and recognised frameworks. In this regards authenticity for managerial governance and/or remedial programmes for business efficiency and delivery, derive resource legitimacy from many of these frameworks as a direct consequence of theoretical strategy. Underlying these views is the belief that texts and practices carry with them the codes necessary for their own decoding and, therefore, enable an (...) unproblematic knowledge transfer. Although this position or direction is supported by various authors, consequential focus originates from a point at which businesses and organisations cannot create knowledge on their own, whereby, supporting dynamisms are required to develop created knowledge. Thus, purposely acknowledging that proportional competitive advantage of a particular business can relate to its process or efficiency of knowledge transfer. Reconciling this apparent anomaly remains a popular topic with many authors, however, maintains a focused and biased underpinning within its many descriptions. This paper will therefore consider the relevance of knowledge generation as a key aspect of this underpinning and add to the debate surrounding knowledge generation as a factor of business success. (shrink)

The aim of this article is to map the intellectual structure of scholarship on economic and social value in the sport industry. Given that bibliometric techniques are specially appropriate for identifying the intellectual structures of a field of knowledge and complement traditional literature reviews, a co-citation bibliometric analysis has been applied. This kind of analysis identifies networks of interconnections. Therefore, we aim to detect both the most and the least active research areas in this field, as well as their (...) sub-disciplinary composition. There is an abundance of literature on sport efficiency and economic efficiency in the sport industry, our main conclusion is the identification of a literature gap in regard to social value in sport organisations, which is expected to be a research opportunity for scholars. This is in line with the lack of standardisation in the measurement for social value in sport organisations. In fact, similar to analysis undertaken in the past few decades of other industries with contributions to stakeholders and the multi-fiduciary theory of stakeholders, both the creation of social value indicators for sport entities and the empirical analysis of social efficiency in sport institutions, are identified and outlined as future areas of research. Therefore, this bibliometric analysis will contribute to determine the future challenges that this area of research will face in the following years so as to fill the literature gap identified. (shrink)

This study seeks to understand knowledge transfer practices within the Muslim business community in Edinburgh. It investigates how knowledge transfer practices are managed on a day to day basis, examines the route of development and justification for these practices into meaningful knowledge transfer processes, and explores the underlying perspective of knowledge from the knowledge transfer practitioners view of knowledge transfer practices in a business context. In particular, the study seeks explanations for such practices with (...) reference to both a knowledge-based and a resource-based view of the firm. Due to the multifarious phenomena of knowledge transfer, and to allow a scope necessary to establish epistemological and empirical evidence from literature, a two stage literature review process was adopted. The majority of literature expounds an argument in which knowledge and knowledge transfer processes in a business context are embedded within a set of real world dimensions, based on causal relationships. Literature determines that it is overcoming difficulties with this framework which is critical for a businesses ability to manage, utilise and extract value from multiple internal and external sources of knowledge. Four broad themes were identified, from which most literature supported this argument: Psychological, Organisational, Philosophical and Cultural. Data collection and analysis were carried out in two phases. Phase one was based on ethnographic participant observation which proved unsuccessful due to an underestimation of the complexity of the participants personal perspective and researcher bias. Phase two was informed by the difficulties encountered in phase one and proved successful in capturing meaningful data. (shrink)

After more than a decade teaching ancient Greek history and philosophy at University College, Oxford, British philosopher and political theorist Bernard Bosanquet resigned from his post to spend more time writing. He was particularly interested in contemporary social theory, and was involved with the Charity Organisation Society and the London Ethical Society. Much of his work focused on the place of logic in philosophy, especially its role in metaphysical thought - the area where he is considered to have made (...) his most important intellectual contributions. In 1888 he published this two-volume study of logic, addressing a variety of questions relating to logic, and drawing from the work of Hegel in his examination. In Volume 2, Bosanquet focuses on inference, arguing that it has a similar essence to judgment but is fundamentally different in that it is used to 'mediate' reality. (shrink)

There has been a particular emphasis on knowledge and competence as increasingly important resources for successful enterprises. This notion of knowledge is based on “positive knowledge” that knowing is merely a constructive, linear and accumulative process. We will introduce the notion of “negative knowledge” that involves “giving up” or “bracketing” knowledge in certain situations. When experts encounter something that is incompatible with their knowledge, they should be sensitive enough to recognise a new situation by (...) suspending their action. In addition to exploring the idea of “unlearning”, the paper introduces three other aspects of negative knowledge: “to know what we do not know”, “to know what not to do” and the value of failures. Negative knowledge seems to be possible, useful, and even necessary in expert organisations since old ways of thinking or knowing something often prevent us to see new potentials. (shrink)

Donald Campbell has long advocated a naturalist epistemology based on a general selection theory, with the scope of knowledge restricted to vicarious adaptive processes. But being a vicariant is problematic because it involves an unexplained epistemic relation. We argue that this relation is to be explicated organizationally in terms of the regulation of behavior and internal state by the vicariant, but that Campbell's selectionist approach can give no satisfactory account of it because it is opaque to organization. We show (...) how organizational constraints and capacities are crucial to understanding both evolution and cognition and conclude with a proposal for an enriched, generalized model of evolutionary epistemology that places high-order regulatory organization at the center. (shrink)

This study explores child health care nurses’ pedagogical knowledge when supporting parents in their parenthood using various teaching practices, that is how to organise and process the content during parent education groups in primary health care. The aim is to identify teaching practices used by child health care nurses and to analyse such practices with regard to Aristotle's three forms of knowledge to comprehensively examine child health care nurses’ use of knowledge in practice. A qualitative methodological design (...) alongside the analysis of video‐recordings was used. The results showed that child health care nurses used four teaching practices: lecturing, demonstration, conversation and supervision. Their use of episteme was prominent, but they also seemed to master techne in combination with episteme during the first three teaching practices. During the conversation teaching practice, the child health nurses rarely succeeded. Consequently, they missed opportunities to identify mothers’ expressed concerns and to act in the best interests of both the mothers and their infants by the use of phronesis. In health care, however, theoretical episteme is superordinate to productive knowledge or phronesis, which also became evident in this study. Nevertheless, more interactive pedagogical practices are needed if more use of phronesis is to become a reality in parent education groups. (shrink)

The organization, processing and representation of knowledge becomes increasingly important in all scientific and business contexts. This book focuses on qualitative methods for knowledge organization and their contributions to knowledge-based issues of marketing management research. Besides theoretical discussions of different approaches to and definitions of knowledge, as well as methods for knowledge organization, several case studies in the field of marketing management are presented. Questions of research design, adequate choice of methodologies and practical relevance of (...) the results are addressed. (shrink)

In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage : 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a society structured along the lines of knowledge (...) distribution: the rights of possession of and access to knowledge demand that ignorance is planned and executed as the condition of their establishment. In relation to thinking, ignorance appears differently. According to Rancière, the teacher's ignorance conditions the student's appearance as Anthropos, a being who can be asked: what do you think about it? Hence, we are dealing with the ambiguity of ignorance which seems to be both the criterion of social exclusion, and the condition of emancipation. Following this thread with reference to Heidegger's discourse on thinking, we would like to explore the possibility of comprehending knowledge and education beyond the relations of ownership and demands of productivity. Following Rancière, we may say that thinking—as displacing the notion of ignorance—stands in the position of “politics” and questions the ways knowledge societies are structured as “police orders” along the lines of knowledge possession and exclusion. (shrink)

My analysis takes as its point of departure the controversial assumption that contemporary ethical theories cannot capture adequately the ethical and social challenges of scientific and technological development. This assumption is rooted in the argument that classical ethical theory invariably addresses the issue of ethical responsibility in terms of whether and how intentional actions of individuals can be justified. Scientific and technological developments, however, have produced unintentional consequences and side-consequences. These consequences very often result from collective decisions concerning the way (...) we wish to organise our economies and society, rather than from individual actions. It has been apparent for a long time now that it is not sufficient to construct an ethics of science and technology on the basis of the image of a scientist who intentionally wants to create a Frankenstein. Thus, as a minimum we would require an ethical framework that addresses both the aspect of unintentional side consequences (rather than intentional actions) and the aspect of collective decisions (rather than individual decisions) with regard to complex societal systems, such as the operation of our economy. We do not have such a theory available. More disturbing than the principle shortcomings of ethical theory are the shortcomings of conventional ethical practice with respect to technological developments. Below I will suggest how four different developments can illustrate these shortcomings, which centre around the fact that individuals in our society can simply not be held fully accountable for their individual role within the context of scientific technological developments. I will call these shortcomings of a theory (and practice) of individual role responsibility. This may help us to reflect on robotics too, insofar as robots may be perceived as replacements for “roles”. From there, I will argue why we have to shift our attention to an ethics of knowledge assessment in the framework of deliberative procedures, elaborating on implications of these developments for the field of robotics. (shrink)

The argument in this article is that knowledge is an important phenomenon to understand in order to discuss development and innovation in modern workplaces. Predominant theories on knowledge in organisation and innovation literature, we argue, are based on a dualist concept of knowledge. The arguments found in these theories argue for one type of knowledge in contrast to another. The most prevailing dualism is that between local and universal knowledge. We believe that arguing along (...) this line does not bring us further in order to understand what knowledge is and what it does. We argue that there are contradictory arguments in the dualist conception of knowledge. We discuss how to move beyond this. We present a framework for discussing what knowledge is. We discuss what type of meta perspective will allow us to compare different knowledge kinds. We argue that insight into this has implications for understanding knowledge generation and innovation. (shrink)

My analysis takes as its point of departure the controversial assumption that contemporary ethical theories cannot capture adequately the ethical and social challenges of scientific and technological development. This assumption is rooted in the argument that classical ethical theory invariably addresses the issue of ethical responsibility in terms of whether and how intentional actions of individuals can be justified. Scientific and technological developments, however, have produced unintentional consequences and side-consequences. These consequences very often result from collective decisions concerning the way (...) we wish to organise our economies and society, rather than from individual actions. It has been apparent for a long time now that it is not sufficient to construct an ethics of science and technology on the basis of the image of a scientist who intentionally wants to create a Frankenstein. Thus, as a minimum we would require an ethical framework that addresses both the aspect of unintentional side consequences (rather than intentional actions) and the aspect of collective decisions (rather than individual decisions) with regard to complex societal systems, such as the operation of our economy. We do not have such a theory available. More disturbing than the principle shortcomings of ethical theory are the shortcomings of conventional ethical practice with respect to technological developments. Below I will suggest how four different developments can illustrate these shortcomings, which centre around the fact that individuals in our society can simply not be held fully accountable for their individual role within the context of scientific technological developments. I will call these shortcomings of a theory (and practice) of individual role responsibility. This may help us to reflect on robotics too, insofar as robots may be perceived as replacements for “roles”. From there, I will argue why we have to shift our attention to an ethics of knowledge assessment in the framework of deliberative procedures. (shrink)

The new mode of knowledge production is seen as a distinct form of economic organisation used for exchanging and creating knowledge. The emphasis is laid on the role of business services in innovative networks as carriers of knowledge and intermediates between science (knowledge creator) and their customers (knowledge user). The empirical analysis shows that knowledge-intensive business services are able to make existing knowledge useful for, their customers, improving the customer's performance and productivity (...) and contributing to technological and structural change. (shrink)

The social sciences lack concepts and theories for an understanding of what new information technology is doing to our society. The article sketches the outlines of a broad historical and comparative approach to this issue: ‘an anthropology of information technology’. At the base is the idea ofexternalisation of knowledge as a historical process. Three main epochs are characterised by externalisation of knowledge through a) spoken language and a social organisation of specialists, b) writing and c) computer programming. (...) The impact of expert systems on learning is also discussed. (shrink)

The nurses’ relationship to knowledge has been theorised in a variety of different ways, not the least being in relation to medical dominance. In this study, the authors report on one of the findings of a case study into nurses’ anxiety informed by psychoanalytic theory. They argue that the nurse’s subjection to the knowledge of the other health professional, inclusive of the doctor, can be a transference arising in the context of anxiety for the nurse. Grasped by anxiety, (...) the nurse finds their own knowledge insufficient and in this moment can operate a transference to their non‐nursing colleague, who obligingly, responds. This transference is not present in the change‐of‐shift handover report though, when the other’s knowledge is suspect, even open to derision. Thus, this reference to the knowledge of the other is not consistently present in nursing and can be seen to be just one way that nurses organise themselves in relation to anxiety. Therefore, those wanting to break down the medical dominance of the nursing profession might consider other ways nurses might organise themselves in relation to anxiety, so that the political dominance of the other is not reinforced via transference to that other. (shrink)

After more than a decade teaching ancient Greek history and philosophy at University College, Oxford, British philosopher and political theorist Bernard Bosanquet resigned from his post to spend more time writing. He was particularly interested in contemporary social theory, and was involved with the Charity Organisation Society and the London Ethical Society. Much of his work focused on the place of logic in philosophy, especially its role in metaphysical thought - the area where he is considered to have made (...) his most important intellectual contributions. In 1888 he published this two-volume study of logic, addressing a variety of questions relating to logic, and drawing from the work of Hegel in his examination. Volume 1 considers the questions of knowledge, judgment and measurement. Volume 2 discusses inference, which, he argues, has a similar essence to that of judgment, but is used to 'mediate' reality. (shrink)

After more than a decade teaching ancient Greek history and philosophy at University College, Oxford, British philosopher and political theorist Bernard Bosanquet resigned from his post to spend more time writing. He was particularly interested in contemporary social theory, and was involved with the Charity Organisation Society and the London Ethical Society. Much of his work focused on the place of logic in philosophy, especially its role in metaphysical thought - the area where he is considered to have made (...) his most important intellectual contributions. In 1888 he published this two-volume study of logic, addressing a variety of questions relating to logic, and drawing from the work of Hegel in his examination. In Volume 1, Bosanquet considers the question of knowledge, what the act of naming implies, and judgment and measurement, which he considered to be integral to logic and consciousness. (shrink)