In a recently published paper, we argued that theories of cultural evolution can gain explanatory power by being more pluralistic. In his reply to it, Dennett agreed that more pluralism is needed. Our paper’s main point was to urge cultural evolutionists to get their hands dirty by describing the fine details of cultural products and by striving to offer detailed and, when explanatory, varied algorithms or mechanisms to account for them. While Dennett’s latest work on cultural evolution does marvelously well (...) on the first point, it has only whet our appetite on the second. Accordingly, the present paper aims to show what an evolutionary explanation of culture that takes the variety of cultural evolution mechanisms seriously would look like. We will focus on the cultural evolution of social epistemic mechanisms and we will propose that Darwinian algorithms should be complemented with a cultural analogue of the error reduction mechanism proposed to account for human cognition, with a particular emphasis on the necessity to build independencies between different sub-systems in charge of tracking states of the world. To illustrate our point, we will present how the evolution of the legal system as epistemic systems can be understood as a process of building increasingly better independencies and how various criticisms of the actual legal system calls for building even more of them. (shrink)

Diversity is an undeniable fact of nature, and there is now evidence that nature did not stop generating diversity just before “designing” the human brain :15,468–15,473. https://doi.org/10.1073/pnas.1509654112, 2015). If neurodiversity is a fact of nature, what about neurodivergence? Although the terms “neurodiversity” and “neurodivergence” are sometimes used interchangeably, this is, we believe, a mistake: “neurodiversity” is a term of inclusion whereas “neurodivergence” is a term of exclusion. To make the difference clear, note that everyone can be said to be neurodiverse, (...) but that it is almost impossible for everyone to be neurodivergent. Neurodivergence is, we claim here, a fact of society. Neurodivergent individuals are those whose cognitive profile diverges from an established cognitive norm, a norm that is not an objective statistical fact of human neurological functioning but a standard established and maintained by socio-political processes. In this paper, we describe the socio-political mechanisms that build neurodivergence out of neurodiversity which, inspired by Mihai :395–416. https://doi.org/10.1057/s41296-017-0186-z, 2018), we call “epistemic and cognitive marginalization”. First, we extend the traditional concept of neurodiversity, which we believe too closely tied to a neuroreductionist conception of cognition, to that of “extended neurodiversity,” thereby viewing neurodiversity through the lens of 4E cognition. Considering that human cognition depends on epistemic resources, both for their construction and their online dynamic expression, we hypothesize that the differential access to epistemic resources in society, a form of epistemic injustice, is an overlooked mechanism that turns neurodiversity into neurodivergence. In doing so, we shed light on a type of epistemic injustice that might be missing from the epistemic injustice literature: cognitive injustices. (shrink)

Heritable traits are predominantly encoded within genomic DNA, but it is now appreciated that epigenetic information is also inherited through DNA methylation, histone modifications, and small RNAs. Several examples of transgenerational epigenetic inheritance of traits have been documented in plants and animals. These include even the inheritance of traits acquired through the soma during the life of an organism, implicating the transfer of epigenetic information via the germline to the next generation. Small RNAs appear to play a significant role in (...) carrying epigenetic information across generations. This review focuses on how epigenetic information in the form of small RNAs is transmitted from the germline to the embryos through the gametes. We also consider how inherited epigenetic information is maintained across generations in a small RNA‐dependent and independent manner. Finally, we discuss how epigenetic traits acquired from the soma can be inherited through small RNAs. (shrink)

Cet article retrace une étape essentielle dans l'histoire de la télévision européenne de service public : la transformation des représentations de son public - d'un public avide de savoir, à la fois de droite et de gauche, elle est passée à un public populaire qui vient en nombre chercher le loisir immédiat, une nouvelle forme de la «populace» d'Ancien Régime. Ce changement a précédé la mesure d'audience qui l'incarne et le confirme aujourd'hui. Le passage d'un public à l'autre pose un (...) défi à la pensée de la culture populaire, emprisonnée l'élitisme traditionnel, le néo-élitisme «de gauche» qui s'avance masqué , un néo-populisme qui donne le primat au texte et un déni du public populaire traité comme une fiction . Contre une pensée globale du populaire qui traite ensemble « le » public populaire et « la » télévision, il faut dépasser les hiérarchies culturelles implicitement ou explicitement à l'oeuvre dans les paradigmes dominants.This article recalls a major episode in the history of European public service television: the transformation of the representations of the public - from a "popular" audience, eager to be educated which came both from the right and the left, which still had a revolutionary people in view, the public became a popular audience eagerly seeking disreputable leisure in throngs: a return of the Ancient Regime's rabble. This episode constitues a challenge for theories of popular culture, all too often imprisonned traditional elitism, neo-elitism which claims than a non manipulated popular audience would have a "better taste", a neo-elitism, a neo-populism which rehabilitates the popular audience by dissolving it into the texts , and finally a denial of popular audiences treated as a "fiction" . Against a global view of television and its audience, it is necessary to go beyond the cultural hierarchies implicitly or explicitly at work in the dominant paradigms. (shrink)

This article explores the debate that has surrounded the use of analogies in coverage of the Israeli–Palestinian conflict, analyzing in depth two ‘analogy affairs’ on the basis of a LexisNexis corpus: the 2002 Auschwitz-Saramago affair and the 2006–2007 Apartheid-Carter affair. Using the classic Aristotelian tripartition of logos, ethos, and pathos, the article unfolds the argumentative structure of the controversies. Carter and Saramago used the combination of their own personal status and the controversial nature of their analogies to trigger a debate. (...) Commentators focused very much on the ethos and the pathos, and tended to ignore the logos. Opponents, who made up the majority of commentators, considered analogies as a way of passing judgment on and mobilizing against one of the actors in the conflict. This analysis suggests that despite the call for a more cautious use of the analogies discussed, participants in the debate on the Israeli–Palestinian conflicts are bound to resort to them – even if only to condemn them. (shrink)

Cet article s'attache à analyser la violente controverse qui s'est développée, sur plusieurs années, autour de la diffusion d'images de la mort d'un enfant palestinien par la deuxième chaîne française en septembre 2000. Originale de par ses publics et les vecteurs de mobilisation , cette controverse révèle une forme de débat public complexe, où l'identité sociale et professionnelle des acteurs en cause est redessinée par la circulation des représentations et des arguments.This article seeks to analyze violent controversy that has developed (...) over many years around the dissemination of images of the death of a Palestinian child by the second French channel in September 2000. Original by its audiences and vector mobilization , this controversy reveals a complex form of public debate, where social and professional identity of the actors involved is redesigned by the circulation of representations and arguments. (shrink)

Achieving the Millennium Development Goal of universal primary education will depend on enrolment in schools and the quality of teaching. Funds are needed, and there is reason to fear that the global economic crisis will slow down progress.