Exactitude. The Genesis of an Epistemic Virtue in the ‘Long Nineteenth Century’. The article examines the genesis of exactitude as an epistemic virtue in both scholarly and scientific contexts in the 19th century, mainly in Prussia. Starting with an influential historiographic work on ancient metrology three semantic fields of accuracy, exactitude and precision are differentiated and pursued in their etymologies as well as applications. The historic situation between 1790 and 1860 is identified as the crucial period when (...) the exactness of the exact sciences as well as the notion of accuracy in the humanities start to diverge from one another in order to develop an epistemic virtue each on its own. (shrink)

Academia is a competitive environment. Early Career Researchers (ECRs) are limited in experience and resources and especially need achievements to secure and expand their careers. To help with these issues, this book offers a new approach for conducting research using the combination of mindsponge innovative thinking and Bayesian analytics. This is not just another analytics book. 1. A new perspective on psychological processes: Mindsponge is a novel approach for examining the human mind’s information processing mechanism. This conceptual framework is used (...) to construct models in studies. The framework is highly flexible and widely applicable for many different types of information processes. The mindsponge approach can help researchers discover interesting ideas or even formulate their very own theories when investigating psychosocial phenomena. This approach brings a fresh wind to the current landscape of social sciences and humanities (SSH). 2. Easy-to-follow analysis protocol: The Bayesian Mindsponge Framework (BMF analytics) is useful in terms of computing and visualizing power but also easy to learn and apply. Contrary to being intimidating, the Bayesian analytics section of this book is presented in a reader-friendly manner with a detailed yet clear step-by-step procedure. Examples are from published BMF articles, allowing readers to immediately practice the method and quickly create their own applications. With educational purposes in mind, the book is very suitable for ECRs who are looking to innovate their research methods. 3. Advocating for low-cost, high-quality research: Doing science can be very costly. Mindsponge innovative thinking and BMF analytics help produce impactful studies using openly available data on online repositories. This is based on the authors’ previous works and experiences. The book presents examples of employing the open R package bayesvl on secondary data from different sources. With less financial constraints, researchers can have more freedom of thought to pursue their curiosity and creativity. ECRs in low- and middle-income countries may find this aspect crucial in their careers. 4. Support and collaboration: The authors share their insights from experiences in the academic publishing system to help readers get through the processes of manuscript writing and peer-reviewing more easily. The authors are also ready to support other researchers with further inquiries and collaboration opportunities at the following website, mindsponge(dot)info. This book is for: a) ECRs whose only abundant resources are their innovation capacity and strength of will; b) Researchers in SSH who want to explore a novel approach to thinking and study conducting; c) Low- and middle-income countries’ researchers looking for a cost-effective research protocol; and, d) Innovative thinkers who want to turn their interesting thoughts into good publications. (shrink)

Contemporary technology in the form of electronically managed interactive telecommunications is compatible with the goals and values of the humanities. Computerized communication (especially that of bulletin board technology) inverts the relationship between the degree of communicative interaction and the number of communicants. It is both mass communication and individualized participation. From the point of view of a theory of discourse, the bulletin board system is unique in that the ratio between the number of participants and the individualized nature of (...) the interaction is directly proportional. One person’s voice does not inhibit or repress the voice of another. It is the technological embodiment of the ideal speech situation of Habermas that allows for the maximum of democratic participation and which, by allowing everyone to have a voice, allows for the greatest amount of dissensus and dialectic. (shrink)

Introduction: a new humanism -- Self, identity, and ideas -- Revisiting Derrida, Lacan, and Foucault -- Derrida gets medieval -- Imaginary empires, real nations -- Edward said spaced out -- Modernity, what? -- Teachers, scholars, and the humanities today -- Translation matters -- Can music resist? -- The "cultural studies turn" in Brown studies -- Pulling up stakes in Latin/o American theoretical claims -- Fugitive thoughts on justice and happiness -- Why literature matters -- Interpretation, interdisciplinarity, and the people.

What justifies the negative perception of the Humanities? What justifies budget cuts and curricula changes in schools and universities that prejudice the Humanities? In this article I argue that what is meant to justify the crisis narrative as well as curricula and budget cuts is the following argument: education has national value if and only if it positively contributes to the economy. The Humanities do not and cannot positively contribute to the economy. Therefore, the Humanities fail (...) to contribute anything of national value. Therefore, governments are justified in cutting the Humanities from curricula and reapportioning funding away from the Humanities. In addition to defending this argument as the argument against the Humanities, I argue that the first premise is false. I argue that there are non-profit-seeking national goods that the Humanities are ideally placed to meet and promote. Therefore, the argument against the Humanities fails. (shrink)

The National Science Foundation (NSF) in the United States, like many other funding agencies all over the globe, has made large investments in interdisciplinary research in the sciences and engineering, arguing that interdisciplinary research is an essential resource for addressing emerging problems, resulting in important social benefits. Using NSF as a case study for problem that might be relevant in other contexts as well, I argue that the NSF itself poses a significant barrier to such research in not sufficiently appreciating (...) the value of the humanities as significant interdisciplinary partners. This essay focuses on the practices of philosophy as a highly valuable but currently under-appreciated partner in achieving the goals of interdisciplinary research. This essay advances a proposal for developing deeper and wider interdisciplinary research in the sciences through coupled ethical-epistemological research. I argue that this more robust model of interdisciplinary practice will lead to better science by providing resources for understanding the types of value decisions that are entrenched in research models and methods, offering resources for identifying the ethical implications of research decisions, and providing a lens for identifying the questions that are ignored, under-examined, and rendered invisible through scientific habit or lack of interest. In this way, we will have better science both in the traditional sense of advancing knowledge by building on and adding to our current knowledge as well as in the broader sense of science for the good of, namely, scientific research that better benefits society. (shrink)

Do universities still need departments in the humanities—philosophy, history, languages, and so forth? Many today, particularly legislators with control over the funding of public universities, feel that the emphasis should be on, and only on, departments in the STEM field. Willem B. Drees, a former dean of humanities, makes a spirited defense of the worth of the humanities and of their continued place in higher education. This essay looks at Drees's arguments in a critical, yet appreciative, fashion. (...) It is a debate we need to have. (shrink)

This book explores the strong links between sustainability and the humanities, which go beyond the inclusion of social sciences in discussions on sustainability, and offers a holistic discussion on the intellectual and moral aspects of sustainable development. The contributions from researchers in the fields of education, social sciences, religion, humanities, and sustainable development fulfill three main aims: They provide university lecturers interested in humanities and sustainable development with an opportunity to present their work; foster the exchange of (...) information, ideas and experiences acquired in the execution of teaching and research; and discuss methodological approaches and projects that provide a better understanding of how the humanities can contribute to the debate on sustainable development. Prepared by the Inter-University Sustainable Development Research Programme and the World Sustainable Development Research and Transfer Centre, the book reiterates the need to promote integrated approaches to sustainable development. Including practice-based lessons learnt that can be replicated further, it is a valuable resource for scientists and practitioners working in the humanities and sustainable development. (shrink)

In The Value of the Humanities prize-winning critic Helen Small assesses the value of the Humanities, eloquently examining five historical arguments in defence of the Humanities.

What Science Offers the Humanities examines some of the deep problems facing the study of culture. It focuses on the excesses of postmodernism, but also acknowledges serious problems with postmodernism's harshest critics. In short, Edward Slingerland argues that in order for the humanities to progress, its scholars need to take seriously contributions from the natural sciences - and particular research on human cognition - which demonstrate that any separation of the mind and the body is entirely untenable. The (...) author provides suggestions for how humanists might begin to utilize these scientific discoveries without conceding that science has the last word on morality, religion, art, and literature. Calling into question such deeply entrenched dogmas as the 'blank slate' theory of nature, strong social constructivism, and the ideal of disembodied reason, What Science Offers the Humanities replaces the human-sciences divide with a more integrated approach to the study of culture. (shrink)

In the late 1920s – early 1930s, the Russian poet and novelist Konstantin Vaginov (1899–1934) wrote four novels which reproduce various discourses pertainingto the Russian humanities (philosophy, psychology, linguistics, study of literature) of that time. Trying to go back to the source of the corresponding theories and “hidden” quotations by identifying their authors allows us to include Vaginov’s prose in the general intellectual context of his epoch. Analysing Vaginov’s prose in the light of the history of ideas enables us (...) to understand how a number of philological and philosophical trends were interpreted by particular groups of Soviet intellectuals (for instance, writers and poets who were Vaginov’s contemporaries). Besides, it allows us to propose a new interpretation of Vaginov’s novels and their evolution which corresponds to his perception of humanities around him: their many tendencies and peculiarities become unacceptable for the writer in the 1930s. (shrink)

ExcerptThe humanities are currently under pressure from vocational studies and electronic technologies. The more education is mechanized and corporatized, the less room there is often thought to be for the Bildung that the modern humanities aimed to impart. At the same time, radical critiques of the neoliberal university have appeared, implicating it in colonial practices, racism, and the promotion of casteism, hierarchy, and inequality. Currently there are major schisms between defenders of the traditional humanities and advocates of (...) technologically based higher education, advocates of radically politicized higher education, and advocates of entirely vocational training, which dispenses with the humanities altogether. (shrink)

What are the humanities for? The question has perhaps never seemed more urgent. While student numbers have grown in higher education, universities and colleges increasingly have encouraged students to opt for courses in STEM or take programs in applied subjects like business and management. When tertiary learning has taken such a notably utilitarian turn, the humanities are judged to have lost their centrality. Willem B. Drees has no wish nostalgically to prioritize the humanities so as to retrieve (...) some lost high culture. But he does urge us to adopt a clearer conception of the humanities as more than just practical vehicles for profit or education. He argues that these disciplines, while serving society, are also intrinsic to our humanity. His bold ideas about how to think with greater humanistic coherence mark this topical book out as unmissable reading for all those involved in academe, especially those in higher educational policy or leadership positions. (shrink)

By any metric, the twentieth century university was a successful institution. However, in the twenty-first century, ongoing neoliberal educational reform has been accompanied by a growing epistemological crisis in the meaning and value of the humanities and social sciences (HaSS). Concerns have been expressed in two main forms. The governors of tertiary education systems—governments, private investors, university managers and consultancy firms—have focused on how HaSS can adapt to the perceived research needs of the 21st century. At the same time, (...) a competing set of discourses has been generated by scholars and researchers employed within the critical HaSS themselves. This article considers what these differing perspectives mean for reconceptualising HaSS for the twenty-first century. After surveying the contemporary climate, this article examines the findings of key reports on the future of the humanities from the United States, the United Kingdom and Australia. Alongside those of Western Europe, these university systems are arguably the key drivers for the global university system. It is argued that these reports provide an opportunity for emerging universities to reflect on their research priorities and developmental strategies. The article concludes with some reflections on the wider consequences of the globalising of the university system, the increase of China's influence in Asia, and ponders the prospect of post-human/ist futures of the humanities. (shrink)

Politics and Modernity provides a critical review of the key interface of contemporary political theory and social theory about the questions of modernity and postmodernity. Review essays offer a broad-ranging assessment of the issues at stake in current debates. Among the works reviewed are those of William Connolly, Anthony Giddens, J[um]urgen Habermas, Alasdair MacIntyre, Richard Rorty, Charles Taylor and Roy Bhaskar. As well as reviewing the contemporary literature, the contributors assess the historical roots of current problems in the works of (...) Nietzsche and Max Weber. (shrink)

Science starts out with the idea of a person as billions of neurons housed in a body that is a cloud of particles. Common sense starts out with the idea of a person having capacities belonging to a single individual. The common sense person does not have parts. Our objectifying science slowly takes over the person as it tends toward physical materialism. Where will it end? What is being gradually pushed out of the world? If science had already taken over, (...) if the categories of neuroscience were complete, then it would be possible to speculate about its relation to earlier stages of thought. However, that is not the situation. The categories of science have yet to emerge. The puzzling character of new scientific objects reveals that we are on the threshold of profound conceptual change. The Humanities are at a crossroad. Do the Humanities scoff at the encroachment of science and risk the fate of those who resisted the Copernican revolution? Do they embrace the changes only to be burned at the stake like those who accepted the Copernican revolution? I suggest that the Humanities mobilize their collective power to create the categories in terms of which science will explicate the very idea of a person. Over the last fifty years, philosophers in the Kantian tradition have offered strategies for developing the new categories in humanistic terms. One approach follows “color” and “consciousness” through their passage from a common sense image of the world to a developing scientific image. It is a journey that illustrates the problems and the puzzles ahead. It indicates the perils of the next recategorization of the world. (shrink)

Throughout its fifty-year history, the role of the medical humanist and even the name “medical humanities” has remained raw, dynamic and contested. What do we mean when we call ourselves “humanists” and our practice “medical humanities?” To address these questions, we turn to the concept of origin narratives. After explaining the value of these stories, we focus on one particularly rich origin narrative of the medical humanities by telling the story of how a group of educators, ethicists, (...) and scholars struggling to define their relatively new field rediscovered the studia humanitatis, a Renaissance curriculum for learning and teaching. Our origin narrative is composed of two intertwined stories—the history of the studia humanitatis itself and the story of the scholars who rediscovered it. We argue that as an origin narrative the studia humanitatis grounds the medical humanities as both an engaged moral practice and pedagogical project. In the latter part of the paper, we use this origin narrative to show how medical humanists working in translational science can use their understanding of their historical roots to do meaningful work in the world. (shrink)

The experience with genetically modified foods has been prominent in motivating science, industry and regulatory bodies to address the social and ethical dimensions of nanotechnology. The overall objective is to gain the general public’s acceptance of nanotechnology in order not to provoke a consumer boycott as it happened with genetically modified foods. It is stated implicitly in reports on nanotechnology research and development that this acceptance depends on the public’s confidence in the technology and that the confidence is created on (...) the basis of information, education, openness and debate about scientific and technological developments. Hence, it is assumed that informing and educating the public will create trust, which will consequently lead to an acceptance of nanotechnology. Thus, the humanities and social sciences are seen as tools to achieve public acceptance. In this paper, the author argues that this is a narrow apprehension of the role of the humanities and social sciences. The humanities and social sciences have a critical function asking fundamental questions and informing the public about these reflections. This may lead to scepticism, however, the motivation for addressing the social and ethical dimensions of nanotechnology should not be public acceptance but informed judgement. The author illustrates this critical function by discussing the role, motivation and contribution of ethics as an example. Lastly, the author shows that a possible strategy for incorporating the humanities and the social sciences into nanotechnology research and development is Real-Time Technology Assessment, where the purpose is to integrate natural science and engineering investigations with ethical, legal and social science from the outset. (shrink)

In response to Willem Drees's What Are the Humanities For?, this article compares the ways in which, historically, the humanities and natural sciences have established their relevance and social legitimacy. Initially, from the period of the scientific revolution, the sciences had usually sought to justify themselves in terms of the moral and religious goals characteristic of the humanities. During the nineteenth century, however, considerations of practical utility came to displace the more traditional forms of justification. These new (...) criteria have made it increasingly difficult for humanities disciplines to establish their legitimacy. This situation is related to patterns of secularization and also has implications for science-religion relations. Along with the secularization of the humanities, their increasing pluralization has also weakened their capacity to present a united front. The humanities are perhaps not as coherent as Drees suggests, although a rhetoric of coherence might well be crucial for establishing their contemporary relevance. (shrink)

Advocates of literary Darwinism, cognitive cultural studies, neuroaesthetics, digital humanities, and other such hybrid fields now seek explicitly to make the aims and methods of one or another humanities discipline approximate more closely the aims and methods of science, and at their most visionary, they urge as well the overall integration of the humanities and natural sciences. This essay indicates some major considerations—historical, conceptual, and pragmatic—that may be useful for assessing these efforts and predicting their future. Arguments (...) promoting integration often involve dubious teleological models of intellectual history and betray limited understandings of the distinctive epistemic orientations and cultural functions of the humanities vis-à-vis the sciences. Recurrent institutional difficulties encountered by scholars and/or scientists in hybrid fields reflect steep prestige differentials between the humanities and sciences, along with significant differences of training, experience, style, and temperament. Meanwhile, both the sciences and humanities are being shaken up by technological and related intellectual developments. Though worrisome, the new disciplinary configurations are thus likely to play out in surprising and, not inconceivably, positive ways. (shrink)

This article raises a number of questions that the author believes need to be addressed in order to defend and justify the teaching and practice of the humanities in an age when they continue to face swingeing cuts and unreasoned attacks from many quarters, both inside and outside the Academy. They are questions that have to do with the uniqueness of the humanities, its role in teaching values, the objectives of research, the connection between research and teaching, the (...) value of an education in the humanities for society overall, and the ways in which humanists can play a useful public role. In sum, the author advocates for a coherent justification for what the humanities, plain and simple, are. (shrink)

In An Education in Judgment, philosopher D. N. Rodowick makes his definitive case for a philosophical humanistic education as the development of a life guided by both self-reflection and interpersonal exchange. Such a life is an education in judgment, the moral capacity to draw conclusions alone and with others, and to let one's own judgments be answerable to the potentially contrasting judgments of others. Thinking, for Rodowick, is an art we practice with and learn from each other all the time. (...) In taking this approach, Rodowick follows the lead of Hannah Arendt, who made judgment the cornerstone of her conception of community. Arendt was famously wary of mass culture, and so community (in an authentic sense) must be safeguarded from its many false guises. What is important for Rodowick, as for Arendt, is the cultivation of "free relations," in which we allow our judgments to be affected and transformed by those of others, creating "an ever-widening fabric of intersubjective moral consideration." This is a fragile fabric, to be sure, but one well worth pursuing, caring for, and preserving. This is an original work in which the author thinks with Arendt about the importance of the humanities and what "the humanities" amounts to beyond the university. (shrink)

In 1959 C. P. Snow delivered his now-famous Rede Lecture, 'The Two Cultures,' a reflection on the academy based on the premise that intellectual life was divided into two cultures: the arts and humanities on one side and science on the other. Since then, a third culture, generally termed 'social science' and comprised of fields such as sociology, political science, economics, and psychology, has emerged. Jerome Kagan's book describes the assumptions, vocabulary, and contributions of each of these cultures and (...) argues that the meanings of many of the concepts used by each culture are unique to it and do not apply to the others because the source of evidence for the term is special. The text summarizes the contributions of the social sciences and humanities to our understanding of human nature and questions the popular belief that biological processes are the main determinant of variation in human behavior. (shrink)

The papers selected for this volume offer a panorama of problems and methods at the intersection of legal theory and the humanities. The issues addressed include the role of the emotions and the imagination in legal reasoning, and the protection of the diversity of voices and perspective in the name of community. The articles balance renewed calls to humanise legal theory with those that analyse and explore the relevance of specific domains of the humanities - such as literature, (...) architecture, music, painting, drawing and film - for law. (shrink)

The experience with genetically modified foods has been prominent in motivating science, industry and regulatory bodies to address the social and ethical dimensions of nanotechnology. The overall objective is to gain the general public’s acceptance of nanotechnology in order not to provoke a consumer boycott as it happened with genetically modified foods. It is stated implicitly in reports on nanotechnology research and development that this acceptance depends on the public’s confidence in the technology and that the confidence is created on (...) the basis of information, education, openness and debate about scientific and technological developments. Hence, it is assumed that informing and educating the public will create trust, which will consequently lead to an acceptance of nanotechnology. Thus, the humanities and social sciences are seen as tools to achieve public acceptance. (shrink)

Let’s face it, the humanities are in trouble. Last year, in The Chronicle of Higher Education, Thomas H. Benton warned prospective graduate students to avoid doctoral studies in the humanities. His rationale: a job market down 40%, the improbability of tenure, the more certain prospect of life as an adjunct, and eventual outright exile from one’s chosen field. Benton, the pen name of William Pannapacker, an associate professor of English at Hope College in Holland, Michigan, pulled no punches. (...) His piece was entitled, “Graduate School in the Humanities: Just Don’t Go.”. (shrink)

This book examines the relevance of François Laruelle’s innovative notion of non-standard philosophy to critical and constructive discourses in the humanities, bringing together essays from prominent Anglophone scholars of Laruelle’s work and includes a contribution from Laurelle himself.

In comparison to other art forms, dance remains underrepresented in the medical humanities, especially within the academic medical setting. Several factors, including perceived lack of applicability to patient care, contribute to this pattern. This paper contends that, to the contrary, learners across the medical education spectrum stand to gain much from engaging with the movement arts, including improvement of clinically-relevant skills such as physical self-awareness, observation, communication, and mindfulness. This paper makes the case for the nascent subdiscipline of Movement (...) and Medicine, developed by the authors and piloted for inclusion in medical humanities curricula within a medical education context. Movement and Medicine employs a dance-inspired pedagogy to a) promote awareness of personal movement and embodiment tendencies and b) harness that awareness to gain more profound, sensory insight into the embodied experiences of others—experiences of health, illness, or otherwise. This work outlines the research, rationale, and philosophy behind Movement and Medicine; concretely defines the subdiscipline and situates it within the medical humanities landscape; proposes practical approaches to engaging with and applying this material; and describes a Movement and Medicine course developed for one American medical school. (shrink)

This article identifies a common intellectual project of the disciplines that constitute the Humanities. It does not define the humanities but characterizes some of the main features of the distinctive and essential kind of learning uniquely attainable by their study. The humanities enable us to attain an understanding of normativity in the broadest sense; humanistic study leads to a textured, penetrating comprehension of diverse valuative matters and concerns. Moreover, study in the humanities enables us to recognize (...) and appreciate valuative realism . This is the view that valuative matters are appropriate objects of comprehension and that values are not simply projected in an expressivist or subjectivist manner. Valuative realism does not depend upon, and should not be assimilated into, knowledge that emulates the methods of the sciences. Humane studies develop a genuine understanding of diverse kinds of significance and educate people in the concepts and discourse to articulate it. (shrink)

The idea underlying this article was that the humanities in general and business ethics in particular should be more firmly embedded in business management programs. A number of areas have been identified for students to use as topics for research projects in management ethics. These ranged from Biblical and classical times to the present day. Some were drawn from sources that were less well known e.g. the De consolatione philosphiae ‘The Consolation of Philosophy’ by Boethius 524 AD. This was (...) chosen partly for its ethical content, but also because Boethius was magister officiorum i.e. head of the civil service. Aelfred the Great (849–899) King of Wessex (he who burnt those cakes) was chosen because he promoted the intellectual, moral and spiritual qualities that were to serve as guidelines for his executives. Nineteenth century literature (Dickens, Thackeray, Trollope and Galsworthy) was also chosen as a source of topics for research projects in business ethics. The writer acknowledges the work of earlier writers in the fields of management, organisation theory, and business ethics. (shrink)

Background: Academic productivity has been studied by scholars all round the world for many years. However, in Vietnam, this topic has scarcely been addressed. This research therefore aims at better understanding the correlations between gender, age, research experience, the leading role of corresponding authors, and the total number of their publications in the specific realm of social sciences and humanities. Methods: The study employed a Scopus dataset with publication profiles of 410 Vietnamese researchers between 2008 and 2017. Results: Men (...) did not differ from women in academic publications (P=0.827). The proficiency of corresponding authors positively correlated with the number of published papers (rs=0.61, P<0.001). Lastly, the age of lead authors strongly correlated with scientific output (rs=0.74, P<0.001 for authors between 40 and 50 years of age). Conclusion: While scientific output correlated with the author ages and number of articles in which they led, it was not correlated with their gender in Vietnamese social science and humanities authors. (shrink)

Incentives for improving research productivity at universities prevail in global academia. However, the rationale, methodology, and impact of such incentives and consequent evaluation regimes are in need of scrutinization. This paper explores the influences of financial and career-related publishing incentive schemes on research cultures. It draws on an analysis of 75 interviews with academics, senior university administrators, and journal editors from China, a country that has seen widespread reliance on international publication counts in research evaluation and reward systems. The study (...) focuses on humanities and social sciences as disciplinary sites, which embody distinct characteristics and have experienced the introduction of incentive schemes in China since the early 2000s. Findings reveal tensions between internationalization and indigenization, quality and quantity, integrity and instrumentalism, equity and inequity in Chinese academia. In particular, we argue that a blanket incentive scheme could reinforce a managerial culture in higher education, encourage performative objectification of academics, and jeopardize their agency. We thereby challenge ‘one-size-fits-all’ policymaking, and suggest instead that institutions should have the opportunity to adopt an ethical and ‘human-oriented’ approach when developing their research incentives and evaluation mechanisms. (shrink)