In this book Harry Heft examines the historical and theoretical foundations of James J. Gibson's ecological psychology in 20th century thought, and in turn, integrates ecological psychology and analyses of sociocultural processes. A thesis of the book is that knowing is rooted in the direct experience of meaningful environmental objects and events present in individual-environment processes and at the level of collective, social settings. Ecological Psychology in Context: *traces the primary lineage of Gibson's ecological approach to William James's philosophy (...) of radical empiricism; *illuminates how the work of James's student and Gibson's mentor, E.B. Holt, served as a catalyst for the development of Gibson's framework and as a bridge to James's work; *reveals how ecological psychology reciprocally can advance Jamesian studies by resolving some of the theoretical difficulties that kept James from fully realizing a realist philosophy; *broadens the scope of Gibson's framework by proposing a synthesis between it and the ecological program of Roger Barker, who discovered complex systems operating at the level of collective, social processes; *demonstrates ways in which the psychological domain can be extended to properties of the environment rendering its features meaningful, publicly accessible, and distributed across person-environment processes; and *shows how Gibson's work points the way toward overcoming the gap between experimental psychology and the humanities. Intended for scholars and students in the areas of ecological and environmental psychology, theoretical and historical psychology, cognitive science, developmental psychology, anthropology, and philosophy. (shrink)

New AI technologies have the potential to cause unintended harms in diverse domains including warfare, judicial sentencing, biomedicine and governance. One strategy for realising the benefits of AI whilst avoiding its potential dangers is to ensure that new AIs are properly ‘aligned’ with some form of ‘alignment target.’ One danger of this strategy is that – dependent on the alignment target chosen – our AIs might optimise for objectives that reflect the values only of a certain subset of society, and (...) that do not take into account alternative views about what constitutes desirable and safe behaviour for AI agents. In response to this problem, several AI ethicists have suggested alignment targets that are designed to be sensitive to widespread normative disagreement amongst the relevant stakeholders. Authors inspired by voting theory have suggested that AIs should be aligned with the verdicts of actual or simulated ‘moral parliaments’ whose members represent the normative views of the relevant stakeholders. Other authors inspired by decision theory and the philosophical literature on moral uncertainty have suggested that AIs should maximise socially expected choiceworthiness. In this paper, I argue that both of these proposals face several important problems. In particular, they fail to select attractive ‘compromise options’ in cases where such options are available. I go on to propose and defend an alternative, bargaining-theoretic alignment target, which avoids the problems associated with the voting- and decision-theoretic approaches. (shrink)

Recent developments in artificial intelligence based on neural nets—deep learning and large language models which together I refer to as NEWAI—have resulted in startling improvements in language handling and the potential to keep up with changing human knowledge by learning from the internet. Nevertheless, examples such as ChatGPT, which is a ‘large language model’, have proved to have no moral compass: they answer queries with fabrications with the same fluency as they provide facts. I try to explain why this is, (...) basing the argument on the sociology of knowledge, particularly social studies of science, notably ‘studies of expertise and experience’ and the ‘fractal model’ of society. Learning from the internet is not the same as socialisation: NEWAI has no primary socialisation such as provides the foundations of human moral understanding. Instead, large language models are retrospectively socialised by human intervention in an attempt to align them with societally accepted ethics. Perhaps, as technology advances, large language models could come to understand speech and recognise objects sufficiently well to acquire the equivalent of primary socialisation. In the meantime, we must be vigilant about who is socialising them and be aware of the danger of their socialising us to align with them rather than vice-versa, an eventuality that would lead to the further erosion of the distinction between the true and the false giving further support to populism and fascism. (shrink)

The Routledge Classic Edition of Daniels’ influential 2001 text _Vygotsky and Pedagogy_ explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original (...) writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education. (shrink)

The Roman Sodom -- City of destruction -- The end of the world -- Laws -- Histories -- Lust and morality in the (long) eighteenth century -- The discovery of Sodom, 1851.

This paper explores the benefits that might arise from an appropriate fusion of the version of Activity Theory being developed by Yrjo Engestrom and the sociology of the late Basil Bernstein. It explores the common roots of the two traditions and on the basis of empirical work carried out in British special schools formulates an approach to the development of a language of description which would extend the analytical power of Activity Theory.

Does hindsight knowledge make research seem more ethical and predictable? In line with the notion of hindsight bias, students in 3 experiments knowing the outcome of an animal experiment judged the results as more foreseeable and ethical relative to students who did not know the outcome. Via self to other comparisons, students evaluate themselves more favorably compared to a peer but exhibited hindsight bias in doing so. Uniquely, the findings reveal the possibility that students deem themselves to be more skeptical (...) and objective than their peers. Implications for teaching animal ethics and for Institutional Review Boards are discussed. (shrink)

Multisensory stimulation has been shown to alter the sense of body-ownership. Given that perceived similarity between one’s own body and those of others is crucial for social cognition, we investigated whether multisensory stimulation can lead participants to experience ownership over a hand of different skin colour. Results from two studies using introspective, behavioural and physiological methods show that, following synchronous visuotactile stimulation, participants can experience body-ownership over hands that seem to belong to a different racial group. Interestingly, a baseline measure (...) of implicit racial bias did not predict whether participants would experience the RHI, but the overall strength of experienced body-ownership seemed to predict the participants’ post-illusion implicit racial bias with those who experienced a stronger RHI showing a lower bias. These findings suggest that multisensory experiences can override strict ingroup/outgroup distinctions based on skin colour and point to a key role for sensory processing in social cognition. (shrink)

We can look at paintings, listen to music, dance, play instruments, and watch movies, on our own almost anytime, anywhere. That is, we have effortless, on-demand access to an abundance of private aesthetic experiences. Why, then, do we seek out aesthetic experiences together? Indeed, it is not controversial to claim that listening to music, dancing, and watching films are activities that we do together more so than we do on our own. While the significance of interpersonal aesthetic experiences, and what (...) explains that significance, is not uncharted territory, I claim that more precision regarding the kinds of relations and interactions that modulate and enable different kinds of interpersonal aesthetic experiences is warranted than is offered in extant literature. As such, an enactive approach that not only foregrounds embodiment and intersubjectivity in cognition, but duly explains how variations in them cause variations in cognition, is paramount to my explanation. Here, then, I marshal three ‘varieties’ of interpersonal aesthetic experience that I term aggregative, synchronised, and shared aesthetic experiences. In doing so, I explain what makes them particularly worthwhile, while introducing terminological and explanatory clarity to the literature as a unifying base from which future research can unfold. (shrink)

There are widespread calls for increased demographic diversity in science, often linked to the epistemic claim that including more perspectives will improve the quality of the knowledge produced. By distinguishing between demographic and epistemic diversity, we show that this is only true some of the time. There are cases where increasing demographic diversity will not bring about the necessary epistemic diversity and cases where failing to exclude some voices reduces the quality of the scientific debate. We seek to resolve these (...) tensions with an analysis that turns on the way the experience-based expertise of non-scientists can be absorbed into mainstream science. Mostly it has to be done via what we call ‘virtual diversity’, in which scientists take responsibility for acquiring interactional expertise in the non-scientific expertise-based domains which they consider provide knowledge valuable to the science. We argue that virtual diversity represents the only feasible option in most scenarios, with cases where demographic diversity or full cultural mergers provide the solution being the exception rather than the rule. This analysis is an exercise in the sociology of knowledge, which is considered as being continuous with philosophy. The paper is prescriptive as well as descriptive, and the moral, cultural, political, and educational implications of the argument are drawn out. A main conclusion is that the acquisition of virtual diversity should be a new norm for science, allowing the voices of experienced non-scientist citizens to be heard but without eroding the institution of science, which continues to be a vital foundation of truth in democracy. (shrink)

Advocates of tuition-free four-year public college make the argument for it too easy by asserting that it would be paid for out of taxes on the wealthy. Other uses of the revenues are possible. In this paper, Harry Brighouse and Kailey Mullane establish two criteria for comparing different uses of the revenues: the first criterion is, will the policy increase the overall level of educational goods?, and the second is, will the policy reduce inequalities of educational goods? Here, Brighouse (...) and Mullane compare tuition-free four-year public college with two alternatives: (1) spending the revenues in pre-K and K-12, and (2) spending them on expanding the Pell Grant Program. Both alternatives are superior with respect to reducing inequalities, and spending in pre-K and K-12 is superior with respect to increasing the overall level of educational goods. While on some assumptions tuition-free four-year public college might prove better than expanding Pell Grants at increasing the overall level of educational goods, there are good reasons, nevertheless, to prefer expanding Pell Grants. (shrink)

In this contribution we will briefly discuss the shareholders' need for social, ethical and environmental information and the efforts of corporations to address this need. Looking at three cases, we will raise some doubt with regard to the adequacy of corporate SEE reporting to meet the needs of shareholders. We will discuss the following three cases: BP's investments in Azerbaijan, Nike's management of its labour conditions, of child labour and security issues, and Monsanto's production of genetically modified seeds.

A Study of the Commentary by Thomas Aquinas on the Nicomachean Ethics. Reprint of the edition published by the University of Chicago Press, Chicago. Includes bibliography and index.