How should we assess the project for a Constitution presented by the Convention on the Future of Europe? This paper argues that in order to succeed, an EU Constitution would need to present a positive vision of what democracy in Europe is about. While the draft Constitution fails in finding the right language in this regard, it does nevertheless contain an all too implicit manifesto: that ours is a European ?demoi?cracy? founded on the recognition of the persistent plurality of its (...) component peoples but not reducible to a set of complex bargains between sovereign states. The paper analyses the main feature of the project against this benchmark and argues that it is closer to the spirit of demoi?cracy when dealing with the vertical relationship between the Union and its member?states than when dealing with the horizontal relationship among the member?states themselves. (shrink)

The Eurozone crisis has brought the imperative of democratic autonomy within the EU to the forefront, a concern at the core of demoicratic theory. The article seeks to move the scholarship on demoicratic theory a step further by exploring what we call the social construction of demoicratic reality. While the EU’s legal-institutional infrastructure may imperfectly approximate a demoicratic structure, we need ask to what extent the ‘bare bones’ demoicratic character of a polity can actually be grounded in a full-flesh social (...) construct that is or could be acted out in the democratic experience and the self-awareness of its peoples. Ultimately, such an enquiry should help us understand whether a polity like the EU is actually and potentially a stable or unstable political form. We develop a consistent theory of popular sovereignty drawing on John Searle and HLA Hart to conceive the constitutionalised people as a social fact and the sovereignty of the people as a status ascribed to the people. We use this construction of demoicratic reality as a conceptual framework to understand the possibility of popular sovereignty being exercised concurrently by several rather than just one dêmos. (shrink)

European Stories is the first book of its kind in any European language. Its authors explore the many different ways 'public intellectuals' have debated Europe - the EU and its periphery - within distinct epistemological, disciplinary, ideological and above all national traditions. The chapters focus on the post-1989 era but with a view to the long history of the 'European idea' and its variants across the continent. To what extent such ideas frame the attitude of European publics is left open. (...) But the authors assume that they matter to the European project as a whole. While the twelve national cases have been selected for the broad range they offer, from founding to non-EU member states, they are not exhaustive as the book is meant to encourage further research. The authors of these chapters are all themselves fully immersed in their respective public spheres although generally not strongly identified with one 'camp' or another. The expected readership is broad and interdisciplinary, ranging from political philosophy, to political science, international relations, history, sociology and the history of ideas. Beyond academia, European Stories is meant for all readers interested in the intellectual debates of our time. (shrink)

The authors focus on the European Union both as a regional organization with distinctive norms and practices, and as a grouping of states that reflect specific individual traditions and views. The chapter describes two core paradigms: the national and the post‐national. The national paradigm is recognizably realist and state‐centric in approach. It suggests that the focus of external behaviour should be the promotion of order via traditional power‐political means and for traditional state‐based normative ends. The post‐national paradigm, however, reflects a (...) more cosmopolitan understanding of global society in which Europe's institutional and substantive understanding of justice questions can be reflected in its policies beyond EU borders. These propositions are tested in three issue areas. The authors conclude that while the EU may have the capacity to shape an order/justice agenda beyond its borders, its members have not yet agreed what that agenda should be. (shrink)

The Eurozone crisis has brought the imperative of democratic autonomy within the EU to the forefront, a concern at the core of demoicratic theory. The article seeks to move the scholarship on demoicratic theory a step further by exploring what we call the social construction of demoicratic reality. While the EU’s legal-institutional infrastructure may imperfectly approximate a demoicratic structure, we need ask to what extent the ‘bare bones’ demoicratic character of a polity can actually be grounded in a full-flesh social (...) construct that is or could be acted out in the democratic experience and the self-awareness of its peoples. Ultimately, such an enquiry should help us understand whether a polity like the EU is actually and potentially a stable or unstable political form. We develop a consistent theory of popular sovereignty drawing on John Searle and HLA Hart to conceive the constitutionalised people (dêmos) as a social fact and the sovereignty of the people as a status ascribed to the people. We use this construction of demoicratic reality as a conceptual framework to understand the possibility of popular sovereignty being exercised concurrently by several rather than just one dêmos. (shrink)

Philosophers, psychologists, and educators all acknowledge the need to support individuals to develop argument skills. Less clear is how to do so. Here, we examine a particular program, the “Argue with Me” dialogue-based pedagogical approach, having this objective. Reviewing approximately 30 studies that have used the “Argue with Me” method with students of different backgrounds and educational levels—primary, middle, high school, and university—across five different countries, we examine its strengths and limitations in terms of what develops and how this development (...) occurs. Dense engagement in goal-based activities involving extended dialogic practice and reflection is shown to be effective in fostering argument skills and dispositions. Studies examining the mechanisms of such development identify the role of meta-level understanding regarding the purpose of argument. This understanding is epistemological in nature and supports the development of dialogic skills at the strategic level. In addition to examining the AWM method as a means for supporting the development of argument skills, this review examines how empirical research employing the method in varying contexts provides insights into the nature of argument skills and their development, as well as the relations between argument skills and other skills or forms of understanding. For instance, we examine how studies employing the AWM method answer questions such as “How general or content-specific are argument skills?” or “How do dialogic argument and individual written or spoken argument connect as they develop?” We address these questions by examining evidence regarding the transfer of gains across topics, domains, and individual vs. dialogic modes of expression. Finally, the pedagogical implications of the “Argue with Me” approach are discussed, especially with regard to its potential both as a stand-alone method for developing argument skills and integrated into traditional literacy and social studies curricula. (shrink)

The notion of time is traced both in Philosophy and in Physics (Newtonian Mechanics, Relativity, Cosmology, Quantum Theory). Distinct temporalities emerge and time appears as the essential condition for the realization of being, in accordance with ideas and theories developed by Peirce, Whitehead, and Heidegger.

Artificial intelligence ethics requires a united approach from policymakers, AI companies, and individuals, in the development, deployment, and use of these technologies. However, sometimes discussions can become fragmented because of the different levels of governance or because of different values, stakeholders, and actors involved. Recently, these conflicts became very visible, with such examples as the dismissal of AI ethics researcher Dr. Timnit Gebru from Google and the resignation of whistle-blower Frances Haugen from Facebook. Underpinning each debacle was a conflict between (...) the organisation’s economic and business interests and the morals of their employees. This paper will examine tensions between the ethics of AI organisations and the values of their employees, by providing an exploration of the AI ethics literature in this area, and a qualitative analysis of three workshops with AI developers and practitioners. Common ethical and social tensions will be discussed, along with proposals on how to avoid or reduce these conflicts in practice. Altogether, we suggest the following steps to help reduce ethical issues within AI organisations: improved and diverse ethics education and training within businesses; internal and external ethics auditing; the establishment of AI ethics ombudsmen, AI ethics review committees and an AI ethics watchdog; as well as access to trustworthy AI ethics whistle-blower organisations. (shrink)

Many urgent problems that societies currently face—from climate change to a global pandemic—require citizens to engage with scientific information as members of democratic societies as well as to solve problems in their personal lives. Most often, to solve their epistemic aims (aims directed at achieving knowledge and understanding) regarding such socio-scientific issues, individuals search for information online, where there exists a multitude of possibly relevant and highly interconnected sources of different perspectives, sometimes providing conflicting information. The paper provides a review (...) of the literature aimed at identifying (a) constraints and affordances that scientific knowledge and the online information environment entail and (b) individuals' cognitive and motivational processes that have been found to hinder, or conversely, support practices of engagement (such as critical information evaluation or two-sided dialogue). Doing this, a conceptual framework for understanding and fostering what we callonline engagement with scientific informationis introduced, which is conceived as consisting of individual engagement (engaging on one's own in the search, selection, evaluation, and integration of information) and dialogic engagement (engaging in discourse with others to interpret, articulate and critically examine scientific information). In turn, this paper identifies individual and contextual conditions for individuals' goal-directed and effortful online engagement with scientific information. (shrink)