The Swedish artist and writer Tyra Kleen was a professional artist and a constant traveller who had a great interest in different religious questions. This article describes her Symbolist artistry, her interest in Theosophy and her journeys to India and Asia.

How does science create knowledge? Epistemic cultures, shaped by affinity, necessity, and historical coincidence, determine how we know what we know. In this book, Karin Knorr Cetina compares two of the most important and intriguing epistemic cultures of our day, those in high energy physics and molecular biology. The first ethnographic study to systematically compare two different scientific laboratory cultures, this book sharpens our focus on epistemic cultures as the basis of the knowledge society.

In feminist media studies, the growing body of research on media production has indicated that journalism remains divided along gender lines. The purpose of this study is to address the lack of relevant multi-method research on gender inequality in journalism. To assess the structural position of women in the journalistic workforce, the authors conducted a large-scale survey of journalists in Belgium. The survey results were explored in more depth by conducting qualitative interviews with 19 female journalists. The analysis confirms the (...) existence of all traditional barriers that women journalists experience. The added value of this study is that it enumerates several additional difficulties, and offers insight into the strategies that the respondents use to deal with gender-related career obstacles. These strategies were associated with the degree of flexibility in the newsroom for journalists with children, the choice to work part-time or freelance, and the use of new communication technologies. (shrink)

Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child and adult. Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as (...) much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different non-individualised conception of education. (shrink)

One theme of this special issue is an incitement to reconsider the relationship between pragmatism and critical realism. While their advocates sometimes come into conflict, there are also clearly b...

Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation (...) of P4C in mainstream education. These recurring pedagogical tensions in my practice as P4C teacher, teacher educator and mentor of teacher educators cause disequilibrium that opens up rich opportunities for philosophy of education in supporting novice P4Cers. Disequilibrium is a positive force that opens up a space in which educators need to reflect upon their values, their beliefs about learning and teaching, and ultimately encourages educators to rethink their own role. Plato's metaphor of the stingray highlights the role of the P4C teacher educator as model of the P4C teacher in any setting: 'to numb and to be numbed'. The P4C community and its institutions need to address the questions arising from these pedagogical tensions; and this needs to be done with integrity, that is, in communities of enquiry that include children. If not, in the long term, a more instrumental version of P4C may prevail. (shrink)

Recently, Weisbecker and Goswami presented the first comprehensive comparative analysis of brain size, metabolic rate, and development periods in marsupial mammals. In this paper, a strictly energetic perspective is applied to identify general mammalian correlates of brain size evolution. In both marsupials and placentals, the duration or intensity of maternal investment is a key correlate of relative brain size, but here I show that allomaternal energy subsidies may also play a role. In marsupials, an energetic constraint on brain size in (...) adults is only revealed if we consider both metabolic and reproductive rates simultaneously, because a strong trade‐off between encephalization and offspring production masks the positive correlation between basal metabolic rate and brain size in a bivariate comparison. In conclusion, starting from an energetic perspective is warranted to elucidate relations between ecology, social systems, life history, and brain size in all mammals. (shrink)

The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain. (...) These engage arguments about how children are routinely marginalised, discriminated against and denied, especially when the child is also female, black, lives in poverty and whose home language is not English. The book makes a distinctive contribution to the decolonisation of childhood discourses. Underpinned by good quality picturebooks and other striking images, the book's radical proposal for transformation is to reconfigure the child as rich, resourceful and resilient through relationships with (non) human others, and explores the implications for literary and literacy education, teacher education, curriculum construction, implementation and assessment. It is essential reading for all who research, work and live with children. (shrink)

Understanding between care providers and patients with stroke and aphasia: a phenomenological hermeneutic inquiry The present study illuminates the understanding in communication between formal care providers and patients with stroke and aphasia. Five care providers and three such patients participated in the study. Video recordings were made during conversations about pictures (n = 15), and the care providers were also interviewed (n = 15) after the video‐recorded conversations. A phenomenological hermeneutic method of interpretation of the interview text was used. The (...) findings showed that a range of conditions for ‘understanding and being understood’ in the communication on the part of the care providers exists. These different conditions are: lacking both knowledge and understanding; having knowledge but not necessarily accompanied by understanding; and being in understanding. Within the condition ‘being in understanding’, the care providers create a feeling of at‐homeness in a relaxed atmosphere and thus have the opportunity to be in ‘understanding and being understood’ together with the patient. The condition ‘being in understanding’ appears in connection with the care providers’ creating of a ‘calm liturgy of caring’ by mediating humility and calm vitality affects to the patients, and further, when needed, being present on the level of mystery, i.e. caring communion. (shrink)

Relational, selfless, caring, polite, nice, and kind are not how we imagine a woman giving birth in U.S. culture. Rather, we picture her as screaming, yelling, self-centered, and demanding drugs or occasionally as numbed and passive from pain-killing medication. Using in-depth interviews with women about their labor and childbirth, the author presents data to suggest that white, middle-class, heterosexual women often worry about being nice, polite, kind, and selfless in their interactions during labor and childbirth. This finding is important not (...) only because it contradicts the dominant cultural image of the birthing woman but because it reveals that an internalized sense of gender plays a role in disciplining women and their bodies during childbirth. The feminist sociological literatures on birth are concerned with how women and their bodies are controlled, yet they have overlooked this other dimension of control that is not institutional but is a product of how gender is internalized. (shrink)

This radical, profoundly scholarly book explores the purposes and nature of proof in a range of historical settings. It overturns the view that the first mathematical proofs were in Greek geometry and rested on the logical insights of Aristotle by showing how much of that view is an artefact of nineteenth-century historical scholarship. It documents the existence of proofs in ancient mathematical writings about numbers and shows that practitioners of mathematics in Mesopotamian, Chinese and Indian cultures knew how to prove (...) the correctness of algorithms, which are much more prominent outside the limited range of surviving classical Greek texts that historians have taken as the paradigm of ancient mathematics. It opens the way to providing the first comprehensive, textually based history of proof. (shrink)

Die Rassentheorie, die Geschichtsphilosophie, die Ästhetik und die Naturteleologie haben eine Gemeinsamkeit: In all diesen Themengebieten entwickelte Immanuel Kant ein Denken der Zweckmässigkeit. Die Fokussierung auf diesen Strang macht eine Verbindung sichtbar, die von seinen frühen Schriften zu den unterschiedlichen »Rassen« der Menschen hin zur Kritik der Urteilskraft und damit zu seiner Selbstreflexion über die kritische Philosophie reicht. Karin Hostettler arbeitet das mit diesem Denken verbundene Othering und die damit einhergehende Selbstaffirmation heraus und zeigt so die Selbstverortung der kritischen (...) Philosophie in einer kolonialen Episteme auf. (shrink)

The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...) and draw on their own knowledge and experience of academic philosophy. Providing specialist training or induction in the P4C curriculum cannot and should not replace undergraduate and postgraduate degrees in academic philosophy at universities. However, although for academic philosophers the use of the P4C curriculum could be beneficial, I will argue that its use poses the risk of wanting to form children into the ideal ‘abnormal’ child, the thinking child—the adult philosopher’s child positioned as such by the Lipman novels. The notion of narrativity is central in my argument. With the help of two picturebooks—The Three Pigs by David Weisner and Voices in the Park by Anthony Browne—I illustrate my claim that philosophy as ‘side-shadowing’ or meta-thinking can only be generated in the space ‘in between’ text, child and educator, thereby foregrounding a ‘pedagogy of exposure’ rather than ‘teacher proof’ texts. (shrink)

This paper suggests that the practice of anamnesis—the taking of a patient history in preparation for making a diagnosis, as well as the related form of investigation, historia—offers a way to understand the role of medical collections in generating medical knowledge. Anamnesis derives from ancient Greek “recollecting” or “opening of memory,” and “taking a history” from historia, an ancient and early modern epistemic practice of gathering empirical observations from the past and present. Doctors and medical researchers perform, this paper argues, (...) a form of anamnesis when they access collections—of pathological organs, experimental animals, diagnostic slides, samples, and data—and the collections may in turn be seen as constituting institutional and disciplinary memories. It moreover shows that doctors and medical researchers in their work with collections negotiate two ways of organizing observations that are also present in an anamnesis. One way clusters and classifies observations, while the other traces developments and requires significant past observations to understand the present. This double nature plays out in different ways in different historical collections. Last, the paper itself may also be seen as performing an anamnesis: looking for patterns and tracing a development in medical history. It “opens the memory” of medical collection practices, and shows that medicine is past-heavy and that the past plays a central role in modern biomedicine. Anamnesis is thus used as a historiographical stance that seeks to understand present practices of generating knowledge about diseases through an inquiry into the past. (shrink)

Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...) how adults should do philosophy; and that further research is urgently needed. (shrink)

How do scientists generate knowledge in groups, and how have they done so in the past? How do epistemically motivated social interactions influence or even drive this process? These questions speak to core interests of both history and philosophy of science. Idealised models and formal arguments have been suggested to illuminate the social epistemology of science, but their conclusions are not directly applicable to scientific practice. This paper uses one of these models as a lens and historiographical tool in the (...) examination of actual scientific collectives. It centres on the analysis of two episodes from the history of photosynthesis research of the late nineteenth- to mid-twentieth centuries, which display a wide and coordinated intellectual diversity similar to Kitcher’s “division of cognitive labour”. The concept, I argue, captures important aspects of the photosynthesis research communities, but the underlying process unfolded in ways that differ from the model’s assumption in interesting ways. The paper unravels how the self-organised interplay of cooperation and competition, and the dynamics of individual and collective goals within scientific communities were influential factors in the generation of knowledge. From there, some thoughts are developed on how historical and philosophical approaches in the analysis of science can productively interact. (shrink)

In the first decades of the twentieth century, the process of photosynthesis was still a mystery: Plant scientists were able to measure what entered and left a plant, but little was known about the intermediate biochemical and biophysical processes that took place. This state of affairs started to change between the two world wars, when a number of young scientists in Europe and the United States, all of whom identified with the methods and goals of physicochemical biology, selected photosynthesis as (...) a topic of research. The protagonists had much in common: They had studied physics and chemistry (although not necessarily plant physiology) to a high level; they used physicochemical methods to study the basic processes of life; they believed these processes were the same, or very similar, in all life forms; and they were affiliated with institutions that fostered this kind of study. This set of cognitive, methodological, and material resources enabled these protagonists to transfer their knowledge of the concepts and techniques from microbiology and human biochemistry, for example, to the study of plant metabolism. These transfers of knowledge had a great influence on the way in which the biochemistry and biophysics of photosynthesis would be studied over the following decades. Through the use of four historical cases, this paper analyzes these knowledge transfers, as well as the investigative pathways that made them possible. (shrink)

This book traces and explores the evolution of taste from a design perspective: what it is, how it works and what it does. Karin Tehve examines taste primarily through its recursive relationship to media. This ongoing process changes the relationship between designers and the public, and our understanding of the relationship of individuals to their social contexts. Through an analysis of taste, design is understood to be an active constituent of social life, not as autonomous from it. This book (...) reclaims a term long dismissed from interior design and unveils taste's role as a powerful social and political agent within systems of aesthetics, affecting both its producers and consumers. Each chapter discusses a taste concept or definition, analyzes its reciprocal relationship with media, and explores its implications for interior design. Illustrated with 70 images, taste's relationship to media is viewed through a variety of different lenses, including books, photography, magazines, internet, social media and algorithms. Written for students and scholars of interior design and related design fields, this book will be a helpful resource for all those interested in the question of taste, and is an invitation to produce and consume all media critically. (shrink)

While literature is often used as a source of examples and illustrations across disciplines, literary studies tends to be underrepresented in interdisciplinary exchanges. Perhaps the reason lies in a lack of understanding what actually is the expertise of literary studies and how this can be useful in interdisciplinary settings. In this article, I propose to outline the expertise of literary scholars through concepts of 4E cognition and to devise a proposal for how such expertise could successfully shape the epistemic common (...) ground of social cognition of experts in interdisciplinary dialogue. Literature involves metacognition centrally through its language style, the design of the narrative and its links to other texts, and literary scholars have the expertise in formulating exactly how this works – in a non-mimetic way – through the analysis and interpretation of literary texts. This very particular expertise and practice of literary scholars enables literary texts to be proposed as a boundary object in interdisciplinary dialogues through a shared epistemic common ground. For this argument, I build on earlier theoretical work in 4E cognition and predictive processing and my experience running interdisciplinary workshops on that model. (shrink)

Historians and philosophers of twentieth-century life sciences have demonstrated that the choice of experimental organism can profoundly influence research fields, in ways that sometimes undermined the scientists’ original intentions. The present paper aims to enrich and broaden the scope of this literature by analysing the career of unicellular green algae of the genus Chlorella. They were introduced for the study of photosynthesis in 1919 by the German cell physiologist Otto H. Warburg, and they became the favourite research objects in this (...) field up to the 1960s. The paper argues that dealing with Chlorella’s high metabolic flexibility was crucial for the emergence of a new conception of photosynthesis, as a plastic, integrated system of pathways. At the same time, it led to new collaborations between physiologists and phycologists, both of whom started to re-orient their studies in ecologically informed directions. Following Chlorella’s trail, hence, not only elucidates how experimental organisms forced scientists to change their conceptual approaches and techniques, but also provides insight into the interaction of different lines of research of mid-twentieth century plant sciences. (shrink)

In Probability Designs, Karin Kukkonen presents the predictive processing model of cognition as a means of exploring narrative structure and reader experience. Utilizing the literary canon of various cultures, Kukkonen combines theory and cognitive science to analyze how reader expectation and prediction shape literature, and how literature accomplishes cognitive feats that determine the human capacity for free, exploratory thought.

The main objective of this article is to reflect on the way in which a certain neoliberal logic and rationality have become common-sense and to contemplate the possibility of a different aesthetic. The tone or mood of this piece draws on recent work on atmosphere, affect and complexity, which will be used to explore the theme of neoliberalism within the context of the university. In the course of this discussion, I will consider questions such as: how could a different aesthetic (...) influence the university as public space; the curriculum and academic community and friendship? How could a different aesthetic respond to epistemic, ontological and, inherently tied to them, spatial injustice? (shrink)

Volume 19, Issue 4, August 2020, Page 309-313.

This book argues that the development of German philosophy from Kant, through post-Kantian German Idealism, to the thought of Franz Rosenzweig, was largely driven by the perceived promise of Kant's philosophy for solving the conflict of reason, but also by its perceived shortcomings in solving this conflict.

Contrary to Müller's claims, and in support of modular theories, genetic factors play a substantial and significant role in language. The finding that some children with specific language impairment (SLI) have nonlinguistic impairments may reflect improper diagnosis of SLI or impairments that are secondary to linguistic impairments. Thus, such findings do not argue against the modularity thesis. The lexical/functional distinction appears to be innate and specifically linguistic and could be instantiated in either symbolic or connectionist systems.

Investigates the intellectual affinities of Adorno and Nietzsche, culminating in a discussion of their readings of Wagner, who serves as a medium and supplement for their critiques of modern culture.

In her book Epistemic Injustice: Power and the Ethics of Knowing , Miranda Fricker introduces the helpful notion of “identity prejudice” as “a label for prejudices against people qua social type” . She focuses on race, class and gender, and Michael Hand in his article What Do Kids Know? A response to Karin Murris is indeed correct when he states that I have applied her arguments to age as a category of epistemic exclusion.I argue that among the usual contenders (...) of epistemic prejudices, we also need to be cognisant of adults’ implicit and explicit assumptions and prejudices about child and childhood. However, Hand incorrectly uses Fricker’s ideas to reject my proposal to include child as being on the receiving end of epistemic injustice. A close reading of some passages about stereotyping will show why this is the case and why his own claim that “children typically are immature, ill-informed and endearing” will turn out to .. (shrink)

The proliferation of digital data and internet-based research technologies is transforming the research landscape, and researchers and research ethics communities are struggling to respond to the ethical issues being raised. This paper discusses the findings from a collaborative project that explored emerging ethical issues associated with the expanding use of digital data for research. The project involved consulting with researchers from a broad range of disciplinary fields. These discussions identified five key sets of issues and informed the development of guidelines (...) orientated to meet the needs of researchers and ethics committee members. We argue that establishing common approaches to assessing ethical risks of research involving digital data will promote consistency in the ethical standards for research, enable the smooth functioning of ethics committees, and sustain public confidence in research. We conclude with recommendations for the development of educational resources for ethics committees, data management guidelines and further public education. (shrink)