This paper examines Duhem’s concept of good sense as an attempt to support a non rule-governed account of rationality in theory choice. Faced with the underdetermination of theory by evidence thesis and the continuity thesis, Duhem tried to account for the ability of scientists to choose theories that continuously grow to a natural classification. I will examine the concept of good sense and the problems that stem from it. I will also present a recent attempt by David Stump to link (...) good sense to virtue epistemology. I will argue that even though this approach can be useful for the better comprehension of the concept of good sense, there are some substantial differences between virtue epistemologists and Duhem. In the light of this reconstruction of good sense, I will propose a possible way to interpret the concept of good sense, which overcomes the noted problems and fits better with Duhem’s views on scientific method and motivation in developing the concept of good sense. (shrink)

This article starts an engagement on the aesthetics of experiments and offers an account for analysing how aesthetics features in the design, evaluation and reception of experiments. I identify two dimensions of aesthetic evaluation of experiments: design and significance. When it comes to design, a number of qualities, such as simplicity, economy and aptness, are analysed and illustrated with the famous Meselson-Stahl experiment. Beautiful experiments are also regarded to make significant discoveries, but I argue against a narrow construal of experimental (...) aims. By drawing on the plurality of goals experimenters have and diversity of aesthetic responses, I argue that experiments are aesthetically appreciated both when they discover and when they produce disruptive results. (shrink)

The purpose of this article is to examine stakeholder identification and prioritization by managers using the power, legitimacy, and urgency framework of Mitchell et al. (Academy of Management Review 22, 853–886; 1997). We use a multi-method, comparative case study of two large-scale sporting event organizing committees, with a particular focus on interviews with managers at three hierarchical levels. We support the positive relationship between number of stakeholder attributes and perceived stakeholder salience. Managers’ hierarchical level and role have direct and moderating (...) effects on stakeholder identification and perceived salience. We also found that most stakeholders were definitive, dominant, or dormant types – the other five types were rare. Power has the most important effect on salience, followed by urgency and legitimacy. Based on our case study, we offer several ways to advance the theory of stakeholder identification and salience. (shrink)

Scientists often use aesthetic values in the evaluation and choice of theories. Aesthetic values are not only regarded as leading to practically more useful theories but are often taken to stand in a special epistemic relation to the truth of a theory such that the aesthetic merit of a theory is evidence of its truth. This paper explores what aesthetic considerations influence scientists' reasoning, how such aesthetic values relate to the utility of a scientific theory, and how one can justify (...) the epistemic role for such values. The paper examines ways in which the link between beauty and truth can be defended, the challenges facing such accounts, and explores alternative epistemic roles for aesthetic values in scientific practice. (shrink)

This article explores the aesthetic dimensions of scientific experimentation, addressing specifically how aesthetic features enter the construction, evaluation and reception of an experiment. I highlight the relationship between experiments and artistic acts in the early years of the Royal Society where experiments do not serve only epistemic aims but also aim to generate feelings of awe and pleasure. I turn to analysing which aspects of experiments are appreciated aesthetically, identifying several contenders, from the ability of an experiment to uncover nature’s (...) beauty, to encapsulating original designs and human creativity. Following this analysis, I focus on the notion of beauty: what makes an experiment beautiful? Several common qualities are explored, from the simplicity and economy of the experiment, to the significance of the experimental results. (shrink)

Poincaré is well known for his conventionalism and structuralism. However, the relationship between these two theses and their place in Poincaré׳s epistemology of science remain puzzling. In this paper I show the scope of Poincaré׳s conventionalism and its position in Poincaré׳s hierarchical approach to scientific theories. I argue that for Poincaré scientific knowledge is relational and made possible by synthetic a priori, empirical and conventional elements, which, however, are not chosen arbitrarily. By examining his geometric conventionalism, his hierarchical account of (...) science and defence of continuity in theory change, I argue that Poincaré defends a complex structuralist position based on synthetic a priori and conventional elements, the mind-dependence of which precludes epistemic access to mind-independent structures. (shrink)

Aristotle?s definition of humans determines his understanding of education in Politics as politikon zo?n. This definition should always be considered together with the other most important Aristotle?s statement about the human being, in which he claims that?man alone of the animals possesses speech?. The ability to speak becomes most important within the specific political partnership, which has at last attained the limit of virtually complete?self-sufficiency?. Contrary to?every household? where the eldest member?gives the law? to sons and spouses, in the city, (...) the?speech is designed to indicate the advantageous and harmful, and the right and wrong?. In sum, justice became political. It always appears like the outcome of an argument or dispute on what is just. We should understand education in the context of the previous statements. Dispute, the keyword of Aristotle?s understanding of education, appears in the first sentence of Politics VIII. Aristotle states that?they dispute? the question of what?constitutes education and what is the proper way to be educated?. There is not one complete, definitive, and standard answer to the question of what is the best way to be educated that we should implement in the educational activities. Based on Aristotle?s view, I claim that the first purpose of education is not to determine and constrain the activity of the youth and citizens in general, but to provoke and facilitate the dispute on the essence and aims of education. (shrink)

This paper examines whether, and in what contexts, Duhem’s and Poincaré’s views can be regarded as conventionalist or structural realist. After analysing the three different contexts in which conventionalism is attributed to them – in the context of the aim of science, the underdetermination problem and the epistemological status of certain principles – I show that neither Duhem’s nor Poincaré’s arguments can be regarded as conventionalist. I argue that Duhem and Poincaré offer different solutions to the problem of theory choice, (...) differ in their stances towards scientific knowledge and the status of scientific principles, making their epistemological claims substantially different. (shrink)

In this article I discuss a recent argument due to Dan McArthur, who suggests that the charge that Michael Friedman’s relativised a priori leads to irrationality in theory change can be avoided by adopting structural realism. I provide several arguments to show that the conjunction of Friedman’s relativised a priori with structural realism cannot make the former avoid the charge of irrationality. I also explore the extent to which Friedman’s view and structural realism are compatible, a presupposition of McArthur’s argument. (...) This compatibility is usually questioned, due to the Kantian aspect of Friedman’s view, which clashes with the metaphysical premise of scientific realism. I argue that structural realism does not necessarily depend on this premise and as a consequence can be compatible with Friedman’s view, but more importantly I question whether Friedman’s view really implies mind dependence. (shrink)

This volume builds on two recent developments in philosophy on the relationship between art and science: the notion of representation and the role of values in theory choice and the development of scientific theories. Its aim is to address questions regarding scientific creativity and imagination, the status of scientific performances--such as thought experiments and visual aids--and the role of aesthetic considerations in the context of discovery and justification of scientific theories. Several contributions focus on the concept of beauty as employed (...) by practising scientists, the aesthetic factors at play in science and their role in decision making. Other essays address the question of scientific creativity and how aesthetic judgment resolves the problem of theory choice by employing aesthetic criteria and incorporating insights from both objectivism and subjectivism. The volume also features original perspectives on the role of the sublime in science and sheds light on the empirical work studying the experience of the sublime in science and its relation to the experience of understanding. The Aesthetics of Science tackles these topics from a variety of novel and thought-provoking angles. It will be of interest to researchers and advanced students in philosophy of science and aesthetics, as well as other subdisciplines such as epistemology and philosophy of mathematics. (shrink)

The present article examines two narratives from the epic Mahābhārata (MBh), focused on the topic of desire (kāma) and the relationship erotic – ascetic (kāma – tapas). The first one is about the horned ascetic Ṛṣyaśṛṅga (MBh, 3); the second – about the teaching of God Kṛṣṇa Vāsudeva to the king Yudhiṣṭhira, culminating in the “Song of Kāma” (MBh, 14). Both narratives are interpreted in the perspective of Hindu ethics, whose foundation is dharma, a key concept of Hinduism. The epics (...) propagate an ideal dharmic code of conduct, based on the so-called four life goals – puruṣārtha. One of these four life goals is kāma – the realm of desires, emotions and sensual pleasures. The present analysis aimed at introducing how, by activating the didactic- pedagogical and receptive potential of storytelling, are communicated fundamental behavioural norms and principles regarding the “correct” realization of the individual in the sphere of desires, which means not to kill/annihilate the desires, but to learn to grasp and manage them. (shrink)

The collection provides an analysis of the concept of beauty in the evaluation of experiments. What properties do practicing experimenters value? How have the aesthetic properties of scientific experiments changed over the years? Secondly, the volume looks at the role that aesthetic factors, including negative values such as ugliness, as well as experiences of the sublime and the profound, play in the construction of an experiment and its reception. Thirdly, the chapters provide in-depth historical case studies from the Royal Society, (...) which also allows for a study of the depiction of scientific experiment in artworks, as well as contemporary examples from the LHC and cases of AI-designed experiments. Finally, it offers a exploration of the commonalities between how we learn from experiments on the one hand, and the cognitive value of artworks on the other. (shrink)

Este trabalho busca pensar se a produção literária, sobretudo as bem próximas dos caracteres autobiográficos, nos permitem dialogar com o conceito de cópia e simulacro, primeiramente apresentado por Platão em A República e depois revisitado por Gilles Deleuze em Platão e o Simulacro. Não por acaso, escritos de Carolina Maria de Jesus presentes na obra Diário de Bitita, assim como o poema-narrativo A Empregada são escolhidos para essa tarefa. O recorte descreve algumas das vivências de Carolina enquanto doméstica, o que (...) oportuniza a discussão sobre autoconhecimento e representação.Palavras-chave: Carolina Maria de Jesus. Autoconhecimento. Representação. (shrink)

Grotian Moments are instances of accelerated formation of customary law, sparked by significant world events, such as wars, terrorism attacks, developments in technology, or natural catastrophes. This article will apply the Grotian Moment theory to the legal criteria of statehood, in an attempt to assess whether an evolution in specific elements of statehood has resulted in such paradigm-shifting Grotian Moments. In particular, this article will argue that the evolving political nature of our world order has contributed toward the need to (...) re-conceptualize the legal theory of statehood. This article will thus posit that this constitutes a so-called Grotian Moment 2: a period of time when significant contestation of prevailing international legal norms and institutions occurs, and when novel thinking, norms and institutions attempt to replace elements of the old but may not succeed in doing so. This article posits that developments in the legal theory of statehood may be best described as Grotian Moment 2 although various historical and political developments have reshaped our contemporaneous conception of statehood, it may be argued that international law itself has neither contributed to the evolution of a new legal theory of statehood nor changed its own norms. (shrink)

he article is a review of Kamil Trombik’s book, in which he presents particular concepts of the philosophy of nature at the Pontifical Academy of Theology in Kraków in the years 1978 to 1993. It was the first and decisive period in the formation of the Faculty of Philosophy at the Academy. The goal of the monograph was to demonstrate the factors that contributed to philosophy of nature becoming one of the most prominent and representative trends in this academic center, (...) as well as to attempt to answer the question of why “philosophy in science,” developed initially by Michał Heller and Józef Życiski, became the main style of doing philosophy of nature there. In the reporting part of the review main problems that the author raises are presented. They are collected in three chapters of his work, which corresponds to three initial phases of the formation of the philosophical department at the Pontifical Academy of Theology. Then, in the critical part, some aspects of Trombik’s work are assessed. First of all, the attention is paid to the part concerning the determination of the sources of “philosophy in science” which—although it seems to be the most interesting—is also the least original part of the work. Next, the contribution of Karol Wojtyła and many other lesser-known scientists and philosophers to the formation of an interdisciplinary atmosphere and the promotion of “philosophy in science” in the structures of The Pontifical Academy of Theology and the Krakow intellectual milieu is also appreciated. Many hypotheses and research perspectives in Trombik’s book are highlighted in the review, demonstrating the importance of this Krakow research center for the history of Polish science and philosophy. (shrink)

The induction period is a very important time in the career of a teacher and has a long?term influence on the teacher?s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee?s mentor. This paper presents the results of the extensive project ?Partnership of Faculties and Schools?, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the (...) Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees? expectations towards their mentors and the mentors? and trainees? evaluations of how the mentor aids a teacher trainee in developing their competences. (shrink)

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of “Responsible Research and Innovation” (RRI) among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights the generic aspects (...) of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students’ capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy. (shrink)

The holistic thesis developed by Pierre Duhem challenges the idea that our evidence can conclusively falsify a theory. Given that no scientific theory is tested in isolation, a negative experiment can always be attributed to components other than the theory we test – to the auxiliary hypotheses and background assumptions. How do scientists decide whether the experimental result undermines the theory or points at an error in the underlying assumptions? Duhem argues that we cannot offer a rule that directs when (...) the scientist should employ a radical or conservative strategy in light of a negative result, and ultimately they will appeal to their intuition. More recently philosophers have offered a number of strategies of how to locate error and justify the abandonment of a theory or an auxiliary hypothesis. This Element analyses Duhem's response to holism and subsequent accounts of how the problem can be resolved. (shrink)

In his response to my, Ian Kidd claims that my argument against Stump’s interpretation of Duhem’s concept of ‘good sense’ is unsound because it ignores an important distinction within virtue epistemology. In light of the distinction between reliabilist and responsibilist virtue epistemology, Kidd argues that Duhem can be seen as supporting the latter, which he further illustrates with a discussion of Duhem’s argument against ‘perfect theory’. I argue that no substantive argument is offered to show that the distinction is relevant (...) and can establish that Duhem’s ‘good sense’ can be understood within responsibilist virtue epistemology. I furthermore demonstrate that Kidd’s attempt to support his contention relies on a crucial misreading of Duhem’s general philosophy of science, and in doing so highlight the importance of understanding ‘good sense’ in its original context, that of theory choice. (shrink)

In this paper I argue that Poincaré’s acceptance of the atom does not indicate a shift from instrumentalism to scientific realism. I examine the implications of Poincaré’s acceptance of the existence of the atom for our current understanding of his philosophy of science. Specifically, how can we understand Poincaré’s acceptance of the atom in structural realist terms? I examine his 1912 paper carefully and suggest that it does not entail scientific realism in the sense of acceptance of the fundamental existence (...) of atoms but rather, argues against fundamental entities. I argue that Poincaré’s paper motivates a non-fundamentalist view about the world, and that this is compatible with his structuralism. (shrink)

This paper challenges the appeal to theory virtues in theory choice as well as the appeal to the intellectual and moral virtues of an agent as determining unique choices between empirically equivalent theories. After arguing that theoretical virtues do not determine the choice of one theory at the expense of another theory, I argue that nor does the appeal to intellectual and moral virtues single out one agent, who defends a particular theory, and exclude another agent defending an alternative theory. (...) I analyse Duhem’s concept of good sense and its recent interpretation in terms of virtue epistemology. I argue that the virtue epistemological interpretation does not show how good sense leads to conclusive choices and scientific progress. (shrink)

This paper offers a systematic analysis of Poincaré’s understanding of beauty in science. In particular, the paper examines the epistemic significance Poincaré attributes to aesthetic judgement by reconstructing and analysing his arguments on simplicity and unity in science. I offer a consistent reconstruction of Poincaré’s account and show that for Poincaré simplicity and unity are regulative principles, linked to the aim of science—that of achieving understanding of how phenomena relate. I show how Poincaré’s account of beauty in science can be (...) incorporated within his wider philosophy of science. (shrink)

There has been a significant interest in the recent literature in developing a solution to the problem of theory choice which is both normative and descriptive, but agent-based rather than rule-based, originating from Pierre Duhem’s notion of ‘good sense’. In this paper we present the properties Duhem attributes to good sense in different contexts, before examining its current reconstructions advanced in the literature and their limitations. We propose an alternative account of good sense, seen as promoting social consensus in science, (...) and show that it is superior to its rivals in two respects: it is more faithful to Duhemian good sense, and it cashes out the effect that virtues have on scientific progress. We then defend the social consensus account against objections that highlight the positive role of diversity and division of labour in science. (shrink)

In recent years, there has been a huge increase in the number of bots online, varying from Web crawlers for search engines, to chatbots for online customer service, spambots on social media, and content-editing bots in online collaboration communities. The online world has turned into an ecosystem of bots. However, our knowledge of how these automated agents are interacting with each other is rather poor. Bots are predictable automatons that do not have the capacity for emotions, meaning-making, creativity, and sociality (...) and it is hence natural to expect interactions between bots to be relatively predictable and uneventful. In this article, we analyze the interactions between bots that edit articles on Wikipedia. We track the extent to which bots undid each other’s edits over the period 2001–2010, model how pairs of bots interact over time, and identify different types of interaction trajectories. We find that, although Wikipedia bots are intended to support the encyclopedia, they often undo each other’s edits and these sterile “fights” may sometimes continue for years. Unlike humans on Wikipedia, bots’ interactions tend to occur over longer periods of time and to be more reciprocated. Yet, just like humans, bots in different cultural environments may behave differently. Our research suggests that even relatively “dumb” bots may give rise to complex interactions, and this carries important implications for Artificial Intelligence research. Understanding what affects bot-bot interactions is crucial for managing social media well, providing adequate cyber-security, and designing well functioning autonomous vehicles. (shrink)

O presente artigo tem como objetivo evidenciar as contribuições da História Oral como um importante caminho metodológico para os estudos das culturas escolares. Para tanto, o texto inicia discutindo as mudanças ocorridas no campo da História, que deram voz aos sujeitos do cotidiano. Em seguida o conceito de culturas escolares é entrelaçado à História Oral, sendo abordada como uma das possibilidades para recuperar os registros do passado através da subjetividade dos sujeitos de hoje. O artigo é concluído através de uma (...) reflexão sobre as contribuições desta abordagem metodológica para a História da Educação e os estudos das culturas escolares, bem como sinalizando a importância de os agentes da escola perceberem-se como protagonistas da história, questionando certezas, dualidades, a fim de colaborar na compreensão da sua construção sociocultural, bem como dos espaços em que atuam. (shrink)

The question of the beginning of the world, it’s first rule, genesis and structure followed humanity since the dawn of time, becoming a source for philosophy and science. Search for a rational answer to that question lead, throughout the ages, to a creation of many cosmogonic concepts which referenced various philosophical traditions. While they currently hold only historical value, in many cases they contained ideas, sometimes still very inarticulate, which revolutionized the science in later years. One of such concepts was (...) proposed by Michael Sendivogius, a Renaissance polish alchemist. In his approach, creation of world is dynamic and multiphase. In his vision, the world is something, which is subject to evolution (though he does not use this term), inevitably changes, and thus undergoes a permanent creation. In this creation of the world, as Sendivogius describes it, one can distinguish three fundamental stages, responsible for which are three factors: God, Nature and man. The goal of this article is to present how, according to Sendivogius, the world is created, what tasks in this continuous process are carried out by God, Nature or the man, and in what relations they remain, in regards to themselves and the world they create. (shrink)

(1992). Emigration and return in the zajecar region. World Futures: Vol. 33, Culture and Development: European Experiences and Challenges A Special Research Report of the European Culture Impact Research Consortium (EUROCIRCON), pp. 143-153.

Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the learner’s judgement (...) of the teacher’s didactic competencies. We formed a questionnaire with which we operationalised teacher competencies with the purpose of measuring the teacher’s efficiency of instruction. In order to achieve the goals of modern instruction it is important to engage both models: learner‐centred and teacher‐centred education. The research showed that elements of the traditional instruction model are more frequently used than the model that demands a changed learner role. (shrink)

Farmers markets have traditionally served as a space for farmers to sell directly to consumers. Recently, many FMs in the US and other regions have experienced a renaissance. This article compares the different value sets embedded in the rules and norms of two metropolitan FM regions—Minneapolis, Minnesota and in Vienna, Austria. It uses a values-based framework that reflects the relationships among FM operating structures and their values reflected by the key FM participants—i.e., farmer/vendors, consumers and market managers. The framework allows (...) us to focus on two very contrasting value sets of metropolitan FM regions in presenting and discussing the values found and embedded in the two metropolitan market regions; illustrating how the values found are embodied as rules and norms in each FM region; considering the alignment or not of FM participant values with their corresponding FM values; and the differences and commonalities as well as the benefits and challenges of the two market regions. In contrasting metropolitan FMs we explain that FM value sets are complex and differ among and within FM participant groups and are dependent on their respective OS. We show that contrasting two metropolitan FM regions can be useful in understanding beneficial and disadvantageous relationships between the values and structures of, and in FMs, and specifically in examining institutional impediments such as governance. Thus we illustrate the possibilities and limitations of values for and within metropolitan FMs. (shrink)

This article investigates the notion of spiritual appropriation in Finnish schools, with a particular focus on the experiences of religious minorities. It draws on narratives from these communities, shedding light on their daily experiences in the educational setting. Employing counter-storytelling from critical race theory (CRT), the research examines the power dynamics and the impact of epistemological privileges within Finnish schools. The study unveils a unique form of spiritual appropriation in the school setting, termed ‘fraudulent appropriation’. Here, adults from the majority (...) group assume the authority to teach and interpret minority religious traditions, often providing distorted or false information to minority children, and even utilizing their religion as a tool for control. Furthermore, the narratives underscore the significance of agency and self-representation for minority groups. When minorities are able to vocalize their presence in schools through creative events, the act of appropriation can be mitigated, paving the way for appreciation. This serves as a means to counter dominant narratives while fostering a sense of belonging and respect. In conclusion, the article emphasizes the importance of amplifying the voices of minorities and promoting appreciation over appropriation. It advocates the visibility, audibility and self-determination of minority groups. The article also posits that the term ‘fraudulent appropriation’ is valuable for the investigation of structures that perpetuate the exclusion and oppression of religious-minority children in schools. (shrink)

Starting from a phenomenological reflection, the contribution deals with the theme of risk as an aspect inseparable from human nature, as uncertainty and precariousness are constitutive parts of the existence itself. Reflecting on the concept of beneficial risk and the role that education, adults and the whole society should have with regard to risk, it is highlighted how, on the contrary, overprotection generates negative effects in the long run. This conviction is supported by researches involving overprotective parents’ children, or the (...) implications of zero risk in playgrounds. The natural task of education at different levels, micro- meso- eso- and macro-system, consists in equipping boys and girls in order to become acquainted with risk, providing children with appropriate strengths and means, making their lives not as safe as possible, but as safe as necessary. (shrink)

Este estudo problematiza os castigos físicos usados nas escolas, investigando tanto as estratégias utilizadas pelas instâncias de poder, a fim de ordenar as práticas cotidianas, como as táticas utilizadas por professores, gestores e pais para lidarem com os preceitos impostos. Nese ínterim, são denunciadas as tensões existentes nessa relação, mergulhando em práticas, representações e argumentos utilizados nos séculos XIX e XX, tanto para corroborar quanto para proscrever os castigos físicos no espaço escolar. O texto é concluído através de uma reflexão (...) acerca dos castigos como parte da cultura escolar, fazendo referência, também, à distância existente entre as prescrições oficiais e as práticas ordinárias, bem como aos castigos como caminho para educar e civilizar sujeitos. (shrink)

Este estudo problematiza os castigos físicos usados nas escolas, investigando tanto as estratégias utilizadas pelas instâncias de poder, a fim de ordenar as práticas cotidianas, como as táticas utilizadas por professores, gestores e pais para lidarem com os preceitos impostos. Nese ínterim, são denunciadas as tensões existentes nessa relação, mergulhando em práticas, representações e argumentos utilizados nos séculos XIX e XX, tanto para corroborar quanto para proscrever os castigos físicos no espaço escolar. O texto é concluído através de uma reflexão (...) acerca dos castigos como parte da cultura escolar, fazendo referência, também, à distância existente entre as prescrições oficiais e as práticas ordinárias, bem como aos castigos como caminho para educar e civilizar sujeitos. (shrink)