The way research is, and should be, funded by the public sphere is the subject of renewed interest for sociology, economics, management sciences, and more recently, for the philosophy of science. In this contribution, I propose a qualitative, epistemological criticism of the funding by lottery model, which is advocated by a growing number of scholars as an alternative to peer-review. This lottery scheme draws on the lack of efficiency and of robustness of the peer-review based evaluation to argue that the (...) majority of public resources for basic science should be allocated randomly. I first differentiate between two distinct arguments used to defend this alternative funding scheme based on considerations about the logic of scientific research. To assess their epistemological limits, I then present and develop a conceptual frame, grounded on the notion of “system of practice”, which can be used to understand what precisely it means, for a research project, to be interesting or significant. I use this epistemological analysis to show that the lottery model is not theoretically optimal, since it underestimates the integration of all scientific projects in densely interconnected systems of conceptual, experimental, or technical practices which confer their proper interest to them. I also apply these arguments in order to criticize the classical peer-review process. I finally suggest, as a discussion, that some recently proposed models that bring to the fore a principle of decentralization of the evaluation and selection process may constitute a better alternative, if the practical conditions of their implementation are adequately settled. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

This paper explores the nature of time and its relation to our concerns for the future. It is shown how a new sense of time, chronological time, emerged with the rise of science and modernity. This now familiar time is rarely questioned. Yet, it is argued, this time is intimately bound up with our contemporary problems and our failure to effect solutions. In analysing chronological time it is revealed that the future is devoid of reality in it. This absence of (...) a real sense of the future explains our careless despoiling of the environment. To save our environment we need to resurrect a real sense for the future: only then can the future be truly valued. This means rediscovering another sense of time. This other time is named kairological time. In kairological time there is a more vivid awareness of the future. In this time, too, new ways of acting for the future are opened up. Possibilities for a wiser way to the future in part stem from a revaluation of the past. So the sense of being out of time to save ourselves and our planet can be overcome by a living in this other time, kairological time. (shrink)

The concepts of Fundierung (“foundation” or “founding”) and Stiftung (“institution” or “instituting”) play a prominent role in the work of Edmund Husserl, who employs Fundierung to describe relations of essential necessity in “static” analyses of intentional consciousness, and Stiftung to describe movements of sedimentation and reactivation in “genetic” analyses of the co-advent of consciousness and the world. Martin Heidegger, meanwhile, employs the notion of Stiften (“establishing”) in his ontological questioning of the disclosure of the truth of beings. It is, therefore, (...) surprising that scholars tend to assume, if not explicitly assert, that Merleau-Ponty treats Fundierung and Stiftung as synonyms. I argue, on the contrary, that Fundierung and Stiftung take on increasingly divergent functions over the course of Merleau-Ponty’s writings, with Stiftung ultimately giving voice to the “ontological operations” of individuation through intertwining whereby sensible and sentient beings, qua flesh, give birth to sense. In particular, I take seriously Merleau-Ponty’s account of Stiftung – from Institution and Passivity onward – as a “double relation of Fundierung”; given that Fundierung is already a “double relation” between the founding and the founded term, Stiftung must be conceived as a “fourfold” relation, wherein each term is simultaneously founding and founded, relative to the other. This fourfold structure articulates the relation of “simultaneity” or “existential eternity” between beings and sense in their advent. By tracing the development of the concept of Stiftung in Merleau-Ponty’s work, I attempt to show that interpreting his thinking of la chair as an “ontology of institution” – in the sense of an articulation of the movement of existence as relations of Stiftung – highlights the originality of his ontologization of Husserlian phenomenology, and thereby his status as a “foundational” thinker in his own right, rather than a merely regional thinker of embodiment.Les concepts de Fundierung (fondation) et de Stiftung (institution) jouent un rôle central dans l’oeuvre d’Edmund Husserl, qui emploie Fundierung pour décrire des relations de nécessité essentielle dans les analyses « statiques » de la conscience intentionnelle, et Stiftung pour décrire les mouvements de sédimentation et de réactivation dans les analyses « génétiques » de l’avènement concomitant de la conscience et du monde. Martin Heidegger, de son côté, emploie la notion de Stiften (instituer, établir) dans son questionnement ontologique du dévoilement de la vérité de l’être. C’est pourquoi il est surprenant que les commentateurs tendent à supposer, sinon à affirmer, que Merleau-Ponty traite Fundierung et Stiftung comme des synonymes. Je soutiens au contraire que ces deux notions exercent des fonctions de plus en plus divergentes dans ses écrits, où la Stiftung exprime au fond les « opérations ontologiques » de l’individuation à travers l’entrelacement par lequel les êtres sensibles et sentants (en tant que chair) donnent naissance au sens. En particulier, je prends au sérieux la conception merleau-pontienne de la Stiftung – à partir des cours sur L’Institution et la passivité – comme « une double relation de Fundierung » ; étant donné que la Fundierung est déjà une « double relation » entre le terme fondant et le terme fondé, la Stiftung doit être conçue comme une relation « quadripartite » dans laquelle chaque terme est simultanément fondant et fondé, relatif à l’autre. Cette structure quadripartite articule la relation de « simultanéité » ou d’« éternité existentielle » entre les étants et le sens dans leur avènement. En retraçant le développement du concept de Stiftung dans les travaux de Merleau-Ponty, je tente de montrer que l’interprétation de sa pensée de la chair comme une « ontologie de l’institution » – au sens d’une articulation du mouvement de l’existence comme relations de Stiftung – souligne l’originalité de son ontologisation de la phénoménologie husserlienne, et par là son statut comme penseur « fondationnel » de plein droit, plutôt qu’un penseur simplement régional de l’incarnation.I concetti di Fundierung (fondazione) e di Stiftung (istituzione) ricoprono un ruolo centrale nell’opera di Edmund Husserl, che si serve del termine Fundierung per descrivere le relazioni di necessità nelle analisi “statiche” della coscienza intenzionale, e di Stiftung per descrivere i movimenti di sedimentazione e di riattivazione nelle analisi “genetiche” del co-avvento di coscienza e mondo. Inoltre, Martin Heidegger usa il termine Stiften (istituire, stabilire) nella sua interrogazione ontologica dello svelamento della verità dell’essere. Per questo, risulta sorprendente che i commentatori di Merleau-Ponty tendano a supporre, se non ad affermare, che il filosofo tratti Fundierung e Stiftung come dei sinonimi. Ritengo al contrario che queste due nozioni rivestano funzioni progressivamente divergenti nei suoi scritti, dal momento che la Stiftung viene ad esprimere le “operazioni ontologiche” dell’individuazione attraverso l’intreccio per cui gli esseri sensibili e senzienti (in quanto carne) permettono la nascita del senso. In particolare, prendo in considerazione la concezione merleau-pontiana della Stiftung – a partire dai corsi sull’istituzione e la passività – come una “doppia relazione di Fundierung”. Nella misura in cui la Fundierung è già una “doppia relazione” tra termine fondante e termine fondato, la Stiftung deve essere pensata come una relazione “quadripartita” in cui ogni termine è simultaneamente fondante e fondato, relativamente all’altro. Questa struttura quadripartita articola la relazione di “simultaneità” o d’“eternità esistenziale” tra gli enti e il senso nel loro avvenimento. Ritracciando lo sviluppo del concetto di Stiftung nei testi di Merleau-Ponty, tento dunque di mostrare come un’interpretazione della sua filosofia della carne come “ontologia dell’istituzione” – nel senso di un’articolazione del movimento dell’esistenza come relazione di Stiftung – metta in luce l’originalità della sua ontologizzazione della fenomenologia husserliana. Ne emerge dunque a pieno titolo un pensatore “fondazionale”, piuttosto che un pensatore semplicemente regionale dell’incarnazione. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)

Previous studies suggest that ancient threats capture attention because human beings possess an inborn module shaped by evolution and dedicated to their detection. An alternative account proposes that a key feature predicting whether a stimulus will capture attention is its relevance rather than its ontology. Within this framework, the present research deals with the attentional capture by threats commonly encountered in our urban environment. In two experiments, we investigate the attentional capture by modern threats. In Experiment 1, participants responded to (...) a target preceded by a cue, which was a weapon or a non-threatening stimulus. We found a larger cuing effect with weapons as compared with non-threatening cues. In Experiment 2, modern and ancient threats were pitted against one another as cues to determine which ones preferentially capture attention. Crucially, participants were faster to detect a target preceded by a modern as opposed to an ancient threat, providing initial evidence for a superiority of modern threat. Overall, the present findings appear more consistent with a relevance-based explanation rather than an evolutionary-based explanation of threat detection. (shrink)

An intertemporal bargaining model of commitment does not entail the interaction of parts within the person as Rachlin claims, and is needed to explain properties of self-control that his molar generalization model does not predict.

. Given the importance of the issue of scientific objectivity in our democratic societies and the significant development of citizen science, it is crucial to investigate how citizen science may either undermine or foster scientific objectivity. This paper identifies a variety of epistemic risks and benefits that participation of lay citizens in scientific inquiries may bring. It also discusses concrete actions and pending issues that should be addressed in order to foster objectivity in citizen science programs.

In lieu of an abstract, here is a brief excerpt of the content:St. Thomas Aquinas's Appeal to St. John the Baptist as a Benchmark of Spiritual GreatnessJohn Baptist Ku, O.P.When we think of sources of St. Thomas Aquinas's speculative theology, we rightly recall teachings given in Scripture—such as that sin came into the world through one man (Rom 5:12) or that all that the Father has belongs also to the Son (John 16:15)—as well as teachings, based on Scripture, imparted by (...) Church councils or Fathers, such as that Christ is one person with two natures1 or that the human nature of Christ is an instrument of his divinity.2 In the project of faith seeking understanding, these teachings lead expeditiously to distinctions and clarifications concerning person and nature, habit and action, primary and instrumental causality, intellect and will, faith and reason, and the like. However, the saints themselves too serve as a source for Aquinas's speculative theological reflection. Though they admittedly constitute a less abundant source than scriptural, conciliar, or patristic teaching, the saints' contribution to Aquinas's theology merits our attention.For instance, in "Jean-Baptiste: figure du prêcheur chez Thomas d'Aquin," Jean-Pierre Torrell observes that Aquinas's research into the Fathers of the Church for the Catena aurea bore considerable influence on his subsequent works, and Torrell documents how Aquinas's treatment of John the Baptist is a precise case that shows this influence.3 More recent [End Page 1119] scholarship has, fortunately, taken note of the saints' contribution to Aquinas's theology—in the figures of St. Benedict and the virgin martyrs.4This article will therefore examine St. John the Baptist as just such a source of Aquinas's speculative theology. Aquinas appeals to St. John as a benchmark of spiritual greatness against which to situate other figures: Christ, angels, Mary, apostles, prophets, evangelists, priests, and the people of God. By examining these cases, we will not only observe the Angelic Doctor's appreciation of the saints as our teachers, as examples to be imitated, and as proofs of God's love in transformative grace; we will also witness aspects of the Dominican master's theological method, that is, in his manner of interpreting Scripture and his application of reason to scriptural data to make arguments and draw conclusions.5 For instance, in his treatment of the least in the kingdom of heaven, Scripture will definitively confirm what theological reasoning can determine concerning the knowledge of those with the beatific vision. Furthermore, his exposition on the Blessed Virgin will reveal that he reads the Bible as a whole with one divine author, in support of traditional interpretations.6 However, he is not naive about diverse human authorship and the literal versus the spiritual senses [End Page 1120] of Scripture,7 and his methodology unveils his explicit conviction that Scripture must be the basis of theological claims.8My presentation will unfold in five sections. After (1) a glance at some of Aquinas's comments on the authority of various sources of theology so as to situate our conversation about the saints as a source of theology, I will review Aquinas's enlistment of John the Baptist as a standard by which to establish: (2) three simple points about Christians and Christ—that all of the articles of faith must be accepted, that prepubescent children can enter religious life, and that Christ's baptism manifests divine power—(3) the superiority of angels to wayfarers, among whom John the Baptist is the greatest, followed by apostles, prophets, and evangelists; (4) the eminence of John the Baptist and a ranking, in order, of God, angels, John the Baptist, prophets, priests, and then God's people; and (5) the holiness of Mary the Mother of God.The Authority of Various Sources of TheologyIn just a few lines in the Summa theologiae, Aquinas identifies the roles of reason and authority in theology. On one hand, "it is most proper" to theology to offer "proofs from authority," since theology's "principles are known through revelation"—making theological arguments dependent on "the authority of those making the revelation." But on the other hand, theology "also uses human reason, not to... (shrink)

This paper focuses on the conception and use of machine-learning algorithms for marketing. In the last years, specialized service providers as well as in-house data scientists have been increasingly using machine learning to predict consumer behavior for large companies. Predictive marketing thus revives the old dream of one-to-one, perfectly adjusted selling techniques, now at an unprecedented scale. How do predictive marketing devices change the way corporations know and model their customers? Drawing from STS and the sociology of quantification, I propose (...) to study the original ambivalence that characterizes the promise of a mass personalization, i.e. algorithmic processes in which the precise adjustment of prediction to unique individuals involves the computation of massive datasets. By studying algorithms in practice, I show how the active embedding of local preexisting consumer knowledge and punctual de-personalization mechanisms are keys to the epistemic and organizational success of predictive marketing. This paper argues for the study of algorithms in their contexts and suggests new perspectives on algorithmic objectivity. (shrink)

How paying attention to the tracks of animals can change our way of relating to the world around us.

Jean-François Mattéi est un philosophe français né en 1941 à Oran et décédé en 2014 à Marseille. Sa disparition laisse incontestablement un vide dans le paysage intellectuel français contemporain, car peu de voix ne se sont élevées avec tant de force et de brio pour dénoncer l'imposture de la pensée faible et du postmodernisme, ces répliques modernes de la sophistique que Platon combattait déjà vigoureusement à l'aube de la philosophie. Un premier ouvrage collectif parut en 2015, De Platon à Matrix (...) - L'Âme du monde, qui rendit hommage au penseur sur un mode complice, amical et touchant. Une chaire vit le jour au Centre Universitaire de la Méditerranée (CUM) de Nice, dont l'ambition annoncée est de prolonger l'œuvre de Mattéi en fournissant des travaux de réflexion autour du génie méditerranéen de la pensée et de la civilisation européenne.La rame à l'épaule, expression tirée de l'Odyssée, emprunte une tierce voie, qui ne relève ni de la proximité amicale ni du travail universitaire d'érudition. Ce que vise ici Baptiste Rappin, c'est en effet le cœur de la pensée de Jean-François Mattéi : à savoir que le mythe confère à la raison son sens et son horizon, et seul lui permet de s'articuler au monde. Les symboles préservent de la sorte le langage de l'autoréférentialité et de l'inarticulation barbare. Si cet essai scrute attentivement l'œuvre de Mattéi, il en ressort, du fait même de son objet, une relecture de l'histoire de la philosophie qui s'exprime à travers les analogies de l'architecture, du ciel, de l'étoile, de la musique et du tissu qui traversent la pensée européenne de ses aurores platonicienne et même pythagoricienne jusqu'à Nietzsche, Heidegger, Arendt ou encore Boutang. (shrink)

Les concepts de paradigme et de thématisation, par lesquels Jean Cavaillès décrit dans l’ouvrage posthume Sur la Logique et la théorie de la science la dynamique de l’activité mathématique, trouvent dans la théorie des catégories à la fois une illustration et une formalisation, et dans la dialectique hégélienne un précédent. Dans un premier temps, nous examinerons cette hypothèse, non sans définir le concept de thématisation et les quelques notions élémentaires de théorie des catégories qui nous serviront par la suite. Ensuite, (...) en supposant hégélienne la notion de « dialectique » employée par Cavaillès, nous vérifierons si le concept de « thématisation » peut prétendre décrire le processus dialectique de la logique hégélienne, interprétation dont nous trouverons l’esquisse chez William Lawvere. Enfin, nous mettrons à l’épreuve cette interprétation en analysant la dialectique hégélienne de l’être et du néant dans la Science de la logique et les Leçons sur l’histoire de la philosophie. Nous verrons ainsi comment la dialectique hégélienne peut tout à la fois décrire la pratique mathématique et s’y voir représenter. (shrink)

Baptiste Rappin | : Cet article appréhende la pensée de Jean-François Mattéi en prenant pour fil directeur le thème de la dualité. Pourquoi ce choix? Parce que le philosophe y voit une fidélité à la tradition grecque caractérisée par l’éternel balancement entre deux pôles. Sont alors passés en revue les couples suivants : philosophie/sophistique, étonnement/indignation, civilisation/barbarie, Europe/autres, qui forment autant de tensions à explorer et à penser. | : This article attempts to grasp Jean-François Mattéi’s thought by exploring the (...) theme of duality. Why do we make this choice? Because a philosopher can see here Mattéi’s fidelity to the Greek tradition in its constant move from one pole to the other. As illustrations, we take into consideration the following couples : philosophy/sophistry, wonder/indignation, civilization/barbarism, Europe and opposites ; they all create tensions requiring a great deal of exploration and thought. (shrink)

The question of the division of cognitive labor has given rise to various models characterizing the way scientists should distribute their efforts. These models often consider the scientific community as a self-governed sphere constituted by rational agents making choices on the basis of fixed rules. Such models have recently been criticized for not taking into account the real mechanisms of science funding. Hence, the question of the utility of the DCL models in guiding science policy remains an open one. In (...) this paper, we show that two unconsidered dimensions would have to be taken into account. First, DCL studies miss the existence of distinct levels of epistemic objectives organizing the research process. Indeed, the scientific field is structured as a system of hierarchical, interconnected practices which are defined both by their inherent purposes and by various superposed external functions. Second, I criticize the absence of ontological considerations, since the epistemological significance of pluralism is highly dependent on the nature of the object under study. Because of these missing dimensions, current DCL models might have a limited usefulness to identify good practices of research governance. (shrink)

The building of a global model of carcinogenesis is one of modern biology’s greatest challenges. The traditional somatic mutation theory is now supplemented by a new approach, called the Tissue Organization Field Theory. According to TOFT, the original source of cancer is loss of tissue organization rather than genetic mutations. In this paper, we study the argumentative strategy used by the advocates of TOFT to impose their view. In particular, we criticize their claim of incompatibility used to justify the necessity (...) to definitively reject SMT. First, we note that since it is difficult to build a non-ambiguous experimental demonstration of the superiority of TOFT, its partisans add epistemological and metaphysical arguments to the debate. This argumentative strategy allows them to defend the necessity of a paradigm shift, with TOFT superseding SMT. To do so, they introduce a notion of incompatibility, which they actually use as the Kuhnian notion of incommensurability. To justify this so-called incompatibility between the two theories of cancer, they move the debate to a metaphysical ground by assimilating the controversy to a fundamental opposition between reductionism and organicism. We show here that this argumentative strategy is specious, because it does not demonstrate clearly that TOFT is an organicist theory. Since it shares with SMT its vocabulary, its ontology and its methodology, it appears that a claim of incompatibility based on this metaphysical plan is not fully justified in the present state of the debate. We conclude that it is more cogent to argue that the two theories are compatible, both biologically and metaphysically. We propose to consider that TOFT and SMT describe two distinct and compatible causal pathways to carcinogenesis. This view is coherent with the existence of integrative approaches, and suggests that they have a higher epistemic value than the two theories taken separately. (shrink)

The question of the division of cognitive labor has given rise to various models characterizing the way scientists should distribute their efforts. These models often consider the scientific community as a self-governed sphere constituted by rational agents making choices on the basis of fixed rules. Such models have recently been criticized for not taking into account the real mechanisms of science funding. Hence, the question of the utility of the DCL models in guiding science policy remains an open one. In (...) this paper, we show that two unconsidered dimensions would have to be taken into account. First, DCL studies miss the existence of distinct levels of epistemic objectives organizing the research process. Indeed, the scientific field is structured as a system of hierarchical, interconnected practices which are defined both by their inherent purposes and by various superposed external functions. Second, I criticize the absence of ontological considerations, since the epistemological significance of pluralism is highly dependent on the nature of the object under study. Because of these missing dimensions, current DCL models might have a limited usefulness to identify good practices of research governance. (shrink)

Philosophy Beyond Spacetime assesses the state of play in the philosophy of quantum gravity. Research in this field aims at a unified theory in which quantum matter is related dynamically to relativistic spacetime. This volume highlights the conceptual questions involved, showing how physics and metaphysics can illuminate each other.

Hybride et émergent, artéfactuel et culturel sans cesser d’être naturel, le monde humain tel que l’entend Joseph Margolis est aussi, en cela même, dans ses différentes dimensions, un monde fragile, instable et en perpétuelle reconstruction. Les enquêtes scientifiques et philosophiques ne peuvent en effet s’affranchir d’une condition d’impermanence où le flux l’emporte sur la fixité, ni s’émanciper d’un horizon de discours symbiotique ancré dans le langage ordinaire. Métisses et solidaires d’un monde médian conversationnel, les langues humaines répondent également, dans leur (...) indétermination même, aux exigences de formes de vie partagées et changeantes. Les personnes humaines enfin, enculturées et enlangagées, restent inscrites dans un monde Intentionnel et historique, qu’elles s’incorporent et transforment. (shrink)

Les concepts de paradigme et de thématisation, par lesquels Jean Cavaillès décrit dans l’ouvrage posthume Sur la Logique et la théorie de la science la dynamique de l’activité mathématique, trouvent dans la théorie des catégories à la fois une illustration et une formalisation, et dans la dialectique hégélienne un précédent. Dans un premier temps, nous examinerons cette hypothèse, non sans définir le concept de thématisation et les quelques notions élémentaires de théorie des catégories qui nous serviront par la suite. Ensuite, (...) en supposant hégélienne la notion de « dialectique » employée par Cavaillès, nous vérifierons si le concept de « thématisation » peut prétendre décrire le processus dialectique de la logique hégélienne, interprétation dont nous trouverons l’esquisse chez William Lawvere. Enfin, nous mettrons à l’épreuve cette interprétation en analysant la dialectique hégélienne de l’être et du néant dans la Science de la logique et les Leçons sur l’histoire de la philosophie. Nous verrons ainsi comment la dialectique hégélienne peut tout à la fois décrire la pratique mathématique et s’y voir représenter. (shrink)

Il est parfois fécond, en philosophie des sciences, de chercher si les concepts techniques relèvent d’une nécessité de structure plutôt que des seuls hasards de l’invention. En essayant de fonder de la sorte les concepts fondamentaux des systèmes d’exploitation que sont les notions de processus et de fichier, on s’aperçoit qu’ils sont, depuis Unix, les pendants des notions ontologiques abstraites d’acte et d’objet, et qu’ils satisfont toutes les propriétés que la théorie des catégories peut en attendre. La programmation peut dès (...) lors être vue comme une thématisation, c’est-à-dire la transformation de l’acte qu’est le processus en l’objet qu’est le fichier ; mais on découvre également que l’exécution de programmes joue le rôle d’une « antithématisation », transformation d’objets en actes dont l’histoire récente des mathématiques fournit également des exemples. Par ses concepts comme par ses procédés, la pratique informatique est pour la philosophie un objet aussi pur que les mathématiques. (shrink)

Il est parfois fécond, en philosophie des sciences, de chercher si les concepts techniques relèvent d’une nécessité de structure plutôt que des seuls hasards de l’invention. En essayant de fonder de la sorte les concepts fondamentaux des systèmes d’exploitation que sont les notions de processus et de fichier, on s’aperçoit qu’ils sont, depuis Unix, les pendants des notions ontologiques abstraites d’acte et d’objet, et qu’ils satisfont toutes les propriétés que la théorie des catégories peut en attendre. La programmation peut dès (...) lors être vue comme une thématisation, c’est-à-dire la transformation de l’acte qu’est le processus en l’objet qu’est le fichier ; mais on découvre également que l’exécution de programmes joue le rôle d’une « antithématisation », transformation d’objets en actes dont l’histoire récente des mathématiques fournit également des exemples. Par ses concepts comme par ses procédés, la pratique informatique est pour la philosophie un objet aussi pur que les mathématiques. (shrink)

Si l'importance d'un pédagogue se mesure à l'usage que l'on peut faire de son héritage, Freinet fait indéniablement partie des très grands. Ses techniques pédagogiques continuent d'être utilisées dans de nombreuses classes, plus encore à l'étranger qu'en France, mais il y a aussi dans son oeuvre des pistes de travail qui permettent de poursuivre la réflexion qu'il a entamée et d'en surmonter certaines limites. Freinet ne nous a pas légué une doctrine qu'il suffirait d'appliquer. Par bien des aspects, sa pédagogie (...) est une oeuvre ouverte, qui peut être reprise, approfondie et poursuivie dans des directions différentes. L'ouvrage présente les principales techniques Freinet (l'écriture libre, la promenade scolaire, l'imprimerie, le conseil des élèves), ainsi que leurs fondements théoriques, qu'ils soient pédagogiques, politiques, psychologiques ou épistémologiques. A chaque fois, on s'interroge sur l'actualité de ces techniques et des théories qui les accompagnent, de manière à nourrir le débat français sur l'école tout en cherchant à le délivrer du manichéisme et du conservatisme qui bien souvent le paralysent. A travers cette étude, Baptiste Jacomino rend à Freinet un hommage appuyé qui n'exclut pas la lecture critique. (shrink)

Philosophe structural tout autant qu’historien structural de la philosophie, Jules Vuillemin fonde la classification des systèmes philosophiques sur une structure jumelle : la classification des formes de prédication. Essayant d’appliquer à l’œuvre de Vuillemin la méthode qu’il appliquait à ses objets d’étude, nous montrons que la structure de ces deux classifications peut être déduite de la combinaison de trois critères : le caractère intelligible ou sensible de l’objet, le caractère a priori ou a posteriori de la connaissance et le caractère (...) objectif ou subjectif de l’état de choses décrit. La classification peut ainsi être décrite comme un tableau cubique contenant cinq systèmes cohérents et trois systèmes contradictoires. (shrink)

The violation of Bell inequalities seems to establish an important fact about the world: that it is non-local. However, this result relies on the assumption of the statistical independence of the measurement settings with respect to potential past events that might have determined them. Superdeterminism refers to the view that a local, and determinist, account of Bell inequalities violations is possible, by rejecting this assumption of statistical independence. We examine and clarify various problems with superdeterminism, looking in particular at its (...) consequences on the nature of scientific laws and scientific reasoning. We argue that the view requires a neo-Humean account of at least some laws, and creates a significant problem for the use of statistical independence in other parts of physics and science more generally. (shrink)

The issue of the conservatism of scientific research questions the nature and the role of the internal and external forces controlling the emergence of new research questions or problems, the exploration of risky directions of research, or the use of risky research methods. This issue has recently gained a new framing in connection with the growing importance of the peer-review process and of the social and economic pressures weighing on the funding of scientific research. Current literature then interrogates the external (...) and internal features that promote what are described as conservative tendencies in scientific research. In this paper, I propose to contribute to this debate by clarifying what might be internal sources of conservatism in science; that is, that are inherent to the research process itself. I distinguish two possible understandings of the sources and manifestations of this internal conservatism. I first present a representational description of the nature and origin of conservatism in science, which brings to the fore the difficulties researchers find in setting aside their conceptual framework. I then offer for consideration a larger perspective on conservatism by arguing for the existence of a practical conservatism generated by all the dimensions of scientific activities. In this framework, conservatism in science can be explained by the tendency of all practices to close in on their own local objectives. I illustrate this view by reference to an historical episode: the discovery of the chemical nature of genes by Avery. (shrink)

Our discussion of the commentaries begins, at the evolutionary level, with issues raised by our account of the evolution of morality in terms of partner-choice mutualism. We then turn to the cognitive level and the characterization and workings of fairness. In a final section, we discuss the degree to which our fairness-based approach to morality extends to norms that are commonly considered moral even though they are distinct from fairness.

La flânerie offre un pont qui relie les rives de la gestion et de la philosophie. Cet article clarifie d’abord le sens de la flânerie chez Taylor, sa distinction entre flâneries naturelle et systématique, et l’attention spécifique porté par Taylor à cette dernière, collective, organisée et sournoise, donc plus difficilement rationalisable. Il confronte ensuite Taylor aux réflexions de Benjamin s’attachant aux métamorphoses du flâneur dans le Paris du xix e siècle, pour interroger enfin l’ambiguïté de la flânerie et son potentiel (...) révolutionnaire : pour Taylor, la maîtrise du désir devient l’objet même du management ; pour Benjamin, la flânerie apparaît comme l’une des dernières possibilités de voir éclater l’espace-temps homogène de la Fin de l’Histoire. Le management contemporain clôt cette tension en intégrant les actions et les pensées des travailleurs dans de multiples boucles de rétroaction. (shrink)

En 1911, dans ses Principes du Management Scientifique, Frederick Winslow Taylor notait que toutes les activités humaines pouvaient se prêter au management. Max Weber observait, quant à lui, que la « cage de fer » bureaucratique concerne tout autant les entreprises privées que l’armée, les hôpitaux et les partis politiques. Ce qu’annonçaient le fondateur du management et le sociologue au début du xxe siècle, se réalise et même s’accomplit sous nos yeux, un siècle plus tard : la révolution m..

Le mouvement panorganisationnel traduit le destin de notre monde dans le chiasme du devenir-monde des organisations et du devenir-organisation du monde. Il consacre la domination de l’époque historiale de la cybernétique qui fut précisément le lieu de thématisation de la catégorie de l’organisation. Sans que nous n’y prenions garde, la clôture de la métaphysique s’opère sous nos yeux dans le management.

Starting from a specific case, the spontaneous return of wolves to France and the intense conflicts that event has triggered, the French philosopher Baptiste Morizot invites us to think about what he calls "diplomacy with living beings." How can we conceive of cohabitation with the most recalcitrant wildlife, large predators in particular, and what concrete solutions need to be invented to make this happen? Drawing on knowledge gleaned from history and philosophy as well as from ethology, scientific ecology, and (...) biology, Wild Diplomacy prompts us to ask what relations we want to reinvent with living beings today and how we might fundamentally reimagine our status as living beings among other life forms. This prize-winning book has broken new ground in contemporary French environmental philosophy. (shrink)