The purpose of this special issue and the conference that inspired it was to address the issue of conceptual integration in a science of consciousness. We felt this to be important, for while current efforts to scientifically investigate consciousness are taking place in an interdisciplinary context, it often seems as though the very terms being used to sustain a sense of interdisciplinary cooperation are working against it. This is because it is this very array of common concepts that generates a (...) sense of unity among consciousness researchers, despite the fact the concepts mean different things in different disciplines. These Concepts of Consciousness include the following: realism, representation, intentionality, information, control, memory and self. Given this list, we believed we could best approach the issue of potential conceptual integration by addressing each concept from different perspectives and asking the following: how do uses of the concept differ, must these meanings be synthesized in order for there to be a unified science of consciousness, is a unified conceptual scheme necessary to establish an independent science of consciousness, is a unified conceptual scheme possible, if it is not possible, why not, and if it is possible, what might it look like? To this end we invited, for each concept, two scholars who made extensive use of the identified concept in their work. The papers entailed in this special issue constitute the outcome of this effort, and in what follows we offer a brief examination of possible forms of integration the papers seem to collectively suggest. (shrink)

In a previous paper linking Simondon to biological and systems-theoretical discourses in autopoiesis and debates about contemporary technogenesis, I have argued that Simondon’s ontology of individuation furnishes a basis to theorize the “agency” of the environment that comes to the fore as we humans enter, as we do increasingly today, into alliances with sophisticated, computational technologies.1 In concert with researchers like Andy Clark and N. Katherine Hayles, I embrace the “technical distribution” of cognition and perception as a way of understanding (...) the complex couplings between humans and machines that are typical in our contemporary world, but that have, in fact, been part of human techno-genesis since .. (shrink)

Stereotypes about exotic peoples and animals of the Orient shaped popular origin stories about COVID-19 in media reports. Outbreak narratives centred on the seafood market in Wuhan began to fall apart as new evidence was published by medical doctors, virologists, and epidemiologists. No viruses in bats or pangolins have been found that are direct ancestors of SARS-CoV2, the virus responsible for COVID-19 symptoms. Viruses are also being transformed as they interact with the human institutions, infrastructures and behaviours that facilitate their (...) spread. Epidemiological growth curves are shaped by national and foreign capital, cosmopolitanism, aspirations for independence and ongoing interdependence, the discourse of power and the discourse of resistance, as well as coexistence and violence. In reckoning with SARS-CoV2, we need to anticipate disruptive surprise of viral emergence rather recursively search for origins. Departing from Foucault’s foundational insights, this article gestures towards genealogies of possible viral futures. (shrink)

The notion of a capacity in the sense of a power to bring about or undergo change plays a key role in Aristotle’s theories about the natural world. However, in Metaphysics Θ Aristotle also extends ‘ capacity ’, and the corresponding concept of ‘activity’, to cases where we want to say that something is in capacity, or in activity, such and such but not, or not directly, in virtue of being capable of initiating or undergoing change. This paper seeks to (...) clarify and confirm a certain view of how Aristotle wishes us to see the relationship between the two uses of ‘ capacity ’ and ‘activity’. To that end, I consider also Aristotle’s employment of the terms in the De Anima, which sheds light on the key examples which direct the discussion in Metaph. Θ. (shrink)

Journal of Philosophy of Education, EarlyView.

ABSTRACT On 22 January 2001, the UK became the first country to approve of embryonic stem cell research by passing the Human Fertilisation (Research Purposes) Regulations 2001, which legislated new research purposes for which early embryos can be used, in addition to those approved by the Human Fertilisation and Embryology Act 1990. Legal advisory committees, most notably the Chief Medical Officer's Expert Group and the House of Lords’ Select Committee, have offered various reasons, which can also be found in the (...) ethics literature, to justify this change. Those examined here are the views that: 1. Early embryos lack relevant qualities (or ‘the argument from lack of qualities’) and 2. Early embryos only have a potentiality to become humans with moral status (or ‘the argument from potentiality’). The validity of these arguments is questioned and a case is made for egalitarian speciesism. Embryos have moral status (used here in the restricted sense of the status possessed by all members of the class of beings which deserve the greatest moral significance in equal measure). They have more value than the value that should be assigned to nonhuman beings from the start of fertilisation. Current UK legislation on embryo research is immoral. (shrink)

Discussions about the use and derivation of pluripotent human embryonic stem cells are a stumbling block in developing public policy on stem cell research. On the one hand there is a broad consensus on the benefits of these cells for science and biomedicine; on the other hand there is the controversial issue of killing human embryos. I will focus on the compromise position that accepts research on spare embryos, but not on research embryos ('discarded-created-distinction', from now on d-c-d). I will (...) point out that this viewpoint is hard to maintain. The main focus is that the 'revealed beliefs' of its defenders are inconsistent with their 'professed beliefs', more specifically with their main argument, i.e. the potentiality argument. I will point out that (1) the defenders of d-c-d actually grant a relative moral status to the human embryo, (2) this moral status is dependent on internal and external criteria of potentiality, (3) potentiality seen as a variable value that also depends on external criteria cannot justify d-c-d, and (4) an approach to human embryonic stem cell-research that would also allow the use of research embryos is more compatible with the feelings, attitudes and values of those who currently defend d-c-d and, therefore, could lead to a broader consensus and to actions that alleviate individual human suffering. (shrink)

The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article (...) approaches learning styles theory as a paradigm of educational Megarianism. In this frame, the error of the learning styles theorists was not in the construction of a particular typology, but in the metaphysical approach to pedagogy. The reflection upon learning styles as paradigm also contributes a paradigmatic case of educational Megarianism to the discussion of potentiality in Agambenian philosophy of education. (shrink)

ABSTRACTThe paper addresses the ways in which the cultural, the affective and the political intersect, counter and/or feed upon one another in the context of contemporary terror. Initially, buildin...

Orthodox quantum mechanics is built upon psychophysical collapse events that are the close analogs, within contemporary physical theory, of the the Whiteheadian actual occasions, with their mental and physical poles. This article describes the way in which these events enter into quantum theory, and mediate the emergence of actuality from potentiality.

Through both an historical and philosophical analysis of the concept of possibility, we show how including both potentiality and actuality as part of the real is both compatible with experience and contributes to solving key problems of fundamental process and emergence. The book is organized into four main sections that incorporate our routes to potentiality: (1) potentiality in modern science [history and philosophy; quantum physics and complexity]; (2) Relational Realism [ontological interpretation of quantum physics; philosophy and logic]; (...) (3) Process Physics [ontological interpretation of relativity theory; physics and philosophy]; (4) on speculative philosophy and physics [limitations and approximations; process philosophy]. We conclude that certain fundamental problems in modern physics require complementary analyses of certain philosophical and metaphysical issues, and that such scholarship reveals intrinsic features and limits of determinism, potentiality and emergence that enable, among others, important progress on the quantum theory of measurement problem and new understandings of emergence. (shrink)

Philosophical Papers, Volume 41, Issue 1, Page 129-147, March 2012.

This chapter contains sections titled: The Account of Change in Physics III.1–3 Some Problems for This Account of Change Notes Bibliography.

In this article, I explore the importance of Giorgio Agamben’s theory of potentiality for rethinking education. While potentiality has been a long-standing concern for educational practitioners and theorists, Agamben’s work is unique in that it emphasizes how potentiality can only be thought of in relation to impotentiality. This moment of indistinction—what I refer to as im-potential—has important implications. First, I argue that if potentiality and impotentiality are separated from one another, the result is a stratified educational (...) system where some students are commanded to actualize their potentiality in the form of standardized tests while others are abandoned by the system. Second, thinking im-potentiality enables us to move beyond problematic formulations of learning and rediscover the uniqueness of studying. Here, I offer a brief example of study through an analysis of ‘Tinkering Schools’, an alternative program founded by Gever Tulley in San Francisco. And finally, without a concept of im-potentiality, the discourse of the ‘child genius’ becomes commodified as a power to be harnessed and actualized in the name of neoliberal entrepreneurialism. Only through a return to im-potentiality can we reclaim Genius and its relationship to the question of educational freedom. (shrink)

In Physical Theory Mr. Lenzen writes, “Thus the concept of thing is the concept of a class of aspects which are in the past, present, or future for several minds.” Again, in Mind and the World-Order, Mr. Lewis defines “thing” as “… a complex of properties or qualities, recognizable by some uniformity of appearance.” Without questioning the metaphysics implied in these two definitions of “thing” I shall accept them as quite compatible and as useful in defining the rôle of experience (...) in the construction of scientific objects. If in “Pragmatism and Metaphysics” Mr. Morris has not established proof of the existence of objects independent of any and all experience of them, he certainly has shown conclusively that the possibility of experiencing objects is independent of any and all observers. (shrink)

In this article, I go deeper into the educational meaning of tiredness. Over and against the mainstream view that tiredness is an impediment for education, I show that this phenomenon is intrinsically meaningful. My arguments are based, first, on a detailed phenomenological analysis of tiredness, as proposed by Buytendijk. Tiredness can be defined as the point where lack of willpower and lack of ability become utterly indistinguishable. Second, I turn to Agamben’s genealogy of the will, which shows that willpower was (...) invented in order to control a more original, but also more arcane sense of what it means to be able to do something: potentiality. I argue that tiredness, as analysed by Buytendijk, is a state of potentiality. As such it has the power to interrupt the contemporary ordering of society and of the realm of education, which is fully predicated upon individual wilful self-commandment. More positively speaking, tiredness has an important educational value in that it grants the opportunity of beginning anew with the world. This article is also an attempt to show how phenomenological work and genealogical approaches can inform one another. (shrink)

Duties to future persons are central to numerous key ethical issues including contraception, abortion, genetic selection, treatment of the environment, and population control. Nevertheless, we still seem to be lacking Parfit's 'Theory X', a general theory of beneficence whose appropriateness extends to future generations. Starting from the Golden Rule, R. M. Hare purportedly derived counterintuitive duties to potential people and 'the potentiality principle'. However, I argue that Hare's derivation involves a hidden and unjustifiable extension from TGR, and show how (...) the most plausible form of TGR is compatible with multiple contradictory principles for the treatment of future persons. I appeal to our own preferences to argue that one extension of TGR follows the spirit of TGR, while the other is deeply implausible. Using the plausible extension, I derive a Contingent Interests Principle that offers much promise as Parfit's elusive Theory X. In contrast to Hare's interpretation of TGR, this application provides solid justification for rejecting the potentiality principle. (shrink)

In this paper, a rights-based argument for the impermissibility of abortion, infanticide and neglect of some pre-natal organisms and infants/children is advanced. I argue, in opposition to most rights-ethicists, that the potentiality for autonomous agency gives individuals negative rights. I also examine the conjecture that potential autonomous agents have positive rights in virtue of their vulnerability. According to this suggestion, once an individual obtains actual autonomous agency, he or she has merely negative rights. Possible solutions to conflicts of rights (...) between parents and their offspring are investigated. Finally, I discuss a lexical order between positive and negative rights, which may solve conflicts between the rights of potential autonomous agents and actual autonomous agents. (shrink)

This study examines the sources of human divergence as arise from Wilhelm Dilthey’s writings. While Dilthey assigns a central role to the human subject, he never synthesizes his major ideas on subjectivity into a unified theory of subjective uniqueness. I will show that such a theory can be derived from his writings through the combination of three ideas that appear in them. These ideas are: (1) the thesis that human understanding is possible because of psychological content that is shared by (...) both the creator and the interpreter; (2) the belief that this shared content is the only content that exists within human beings, meaning that there is no unique psychological content; and (3) the perception of this inner universal content as an accumulation of life-possibilities. When joined together, these ideas create an inspiring theory of human divergence, according to which the uniqueness of an individual is determined through partial realization of universal possibilities. (shrink)

This paper is a response to the previous articles on potentialism. It draws attention to the particular nature of the stance taken by potentialism. Although the project of potentialism is not a simple matter of establishing another discipline in education, it wavers at the junction between the prescriptive and the descriptive understanding towards education. This paper raises the question how the project of ‘potentialism’ relates to the prescriptive and the descriptive, and thereby how educational questions around the experience of (...) class='Hi'>potentiality can be shaped. Second, it explores further four key points in the account of potentialism as developed in the previous articles: the educational subject, tiredness vs. exhaustion, language and thinking. (shrink)

This short commentary argues that the potentiality argument against abortion derives its appeal from features embedded in our cognitive structure.

This article develops the concept of proximity as socio-spatial distance by looking at the temporally and spatially condensed events of contemporary art exhibition openings. The article begins by examining some developments in proximity research, the limitations of theorizing the importance of proximity as mere physical nearness, arguing that potentiality renders proximity meaningful. After introducing the art event, we offer a three-pronged approach to proximity by showing the imperatives for being-there, the conditional indeterminacy of potentiality and the politics of (...) proximity. In contrast to much recent research, it is argued that the significance of events is not reducible to evaluated outcomes. Two ethnographic vignettes show the imperatives, indeterminacies and politics in action. We conclude by showing how this conceptualization of proximity has analytic purchase beyond the empirical realm of contemporary art. (shrink)