This chapter contains sections titled: ‘The Breath of Possibility’: Imaginative Education and Jungian Motifs Gnostic Jung and Esoteric Iterations In Search of Sophia : TheWay of the Lost Goddess Conclusions References.

My conversion into a knower has been a long and winding road. From childhood reverie to the years of formal schooling, education has never ceased to lure me into its magical power. How do we really get to know/see/learn whatever happens on our educational journey? In this paper, I will re-trace my quest for knowledge that reaches beyond the boundaries of traditional epistemology. My wonderings will take me to explore, via Jung, the possibilities of imaginative education through Gnosis and (...) Sophia. The paper intends to weave together several Jungian discourses with their versions by other thinkers who have contributed to the fields of depth psychology, esotericism, and educational philosophy. (shrink)

My conversion into a knower has been a long and winding road. From childhood reverie to the years of formal schooling, education has never ceased to lure me into its magical power. How do we really get to know/see/learn whatever happens on our educational journey? In this paper, I will re‐trace my quest for knowledge that reaches beyond the boundaries of traditional epistemology. My wonderings will take me to explore, via Jung, the possibilities of imaginative education through Gnosis and (...) Sophia. The paper intends to weave together several Jungian discourses with their versions by other thinkers who have contributed to the fields of depth psychology, esotericism, and educational philosophy. (shrink)

Abstract:The introduction of the kilometer in nineteenth-century Europe, within a context of broader processes of standardization and capitalism and the proliferation of maps and railways, has been associated with the disembodiment, deindividuation and decontextualization of travel. This article offers a critique of this notion by examining the various meanings different units of distance had for travelers; to what extent these units were related to the body and the physical activity of travel; and whether these relations changed between the 1770s and (...) 1910s. Focusing on texts of instruction and texts about travelers' own journeys, written in the Dutch, German, English and French languages, the article argues that a number of more embodied ways of describing distances survived alongside more standardized measures. (shrink)

As a tribute to Marie-Agnès Cathiard, this opening text which aims to recount the story of a journey and researcher’s commitment places her work around the major themes that structured it. “From the body of speech to imagined bodies”, its contributions and experimental investigations, attentive to the innovations of neuroscience, have influenced the center’s policy in terms of anthropological research, breaking down innovative avenues, particulary on the imagination of the brain and the amputated body. Her contributions have enabled the conjunction (...) between cognitive sciences and research on the imagination, between biology and culture. Her work has rethought mental images in the light of neurology. They considered the connectomes of the imagination associated with certain image complexes (levitation, alien presence). They compared the contributions of neuroscience to the most ancient mythological phenomenologies, developing a transalpine neurocognitive anthropology. Marie-Agnès’research has opened the way to a neural status of the imagination, a real epistemological upheaval. This reconstruction enterprise, more narrative than conceptual, nevertheless allows us to underline the importance of her pioneering work in cortical mapping. Being part of the lineage of Gilbert Durand whose hypotheses she corroborates (primacy of images in cognitive operations, biological rooting of images), she has made it possible to take a new look at this heritage and to breathe new life into it. (shrink)

In this lively and accessible book Lorraine Code addresses one of the most controversial questions in contemporary theory of knowledge, a question of fundamental concern for feminist theory as well: Is the sex of the knower epistemologically significant? Responding in the affirmative, Code offers a radical alterantive to mainstream philosophy's terms for what counts as knowledge and how it is to be evaluated. Code first reviews the literature of established epistemologies and unmasks the prevailing assumption in Anglo-American philosophy that "the (...) knower" is a value-free and ideologically neutral abstraction. Approaching knowledge as a social construct produced and validated through critical dialogue, she defines the knower in light of a conception of subjectivity based on a personal relational model. Code maps out the relevance of the particular people involved in knowing: their historical specificity, the kinds of relationships they have, the effects of social position and power on those relationships, and the ways in which knowledge can change both knower and known. In an exploration of the politics of knowledge that mainstream epistemologies sustain, she examines such issues as the function of knowledge in shaping institutions and the unequal distribution of cognitive resources. What Can She Know? will raise the level of debate concerning epistemological issues among philosophers, political and social scientists, and anyone interested in feminist theory. (shrink)

Alessandra Tanesini’s The Mismeasure of the Self can be read as promoting non-ideal theory in epistemology. Tanesini articulates the virtue of intellectual humility (central for accurate self-assessment) in close connection with the human vices of superiority and inferiority. I begin by showing how her novel analysis that situates humility in a cluster of differently-functioning ‘attitudes’ enriches both the positive motivational resources and the pitfalls that a knower must negotiate. The proximity of virtues and vices in the conceptual map that constitutes (...) humility, explains feminist claims of how subjects who are harmed as knowers can still flourish and even resist their cognitive marginalization. I then move on to critiquing Tanesini’s understanding of intellectual humility because it fails to be a truly ‘liberatory virtue.’ I suggest alternative ways of connecting intellectual humility to shame and hope that still remain true to Tanesini’s broader ethical context but make it potent for social justice. In spite of mindfulness of social context, Tanesini works with an epistemic selfhood bleached out of its historical and social embeddedness and hence, whose self-knowledge through humility does not involve the knowledge of the world and of others. Such an intellectual humility, I argue, cannot be justice-conducive. (shrink)

Are there virtues that constitutively involve using certain concepts? Does it make sense to speak of rights or duties to use certain concepts? And do consequentialist approaches to concepts necessarily have to reproduce the difficulties that plague utilitarianism? These are fundamental orientating questions for the emerging field of conceptual ethics, which invites us to reflect critically about which concepts to use. In this article, I map out and explore the ways in which conceptual ethics might take its cue from (...) virtue-ethical, deontological, and consequentialist traditions of ethical thought, flagging the main difficulties facing each approach. I end by sketching how the various dimensions of evaluation singled out by these three traditions might be combined in a single approach. (shrink)

In recent years, scepticism about democracy’s ability to deliver good political decisions has resurfaced. In response, some political philosophers have argued that we should replace democracy with epistocracy. In this political system, the exercise of political decision-making powers – including the exercise of the right to vote – is made formally conditional on a sufficient degree of political competence. The purpose of this thesis is to evaluate the normative justifiability of epistocracy. Whereas most political philosophers firmly reject epistocracy and support (...) democracy, I will instead defend an uncommon middle-ground view. More precisely, I will defend what I call the civic argument for epistemic constraints on voting. According to this argument, voters have a civic duty (an obligation grounded in the normativity of joint agency) to uphold the demands associated with their role in political decision making practices and owe each other compliance with this duty. Given the distinctively epistemic dimension that characterizes their role, the civic duty of voters is to act in an epistemically responsible way by exercising a cluster of epistemic capacities. I then contend that some limited constraints on participation in voting can be normatively justified as a way to ensure, as much as possible, that voters act in an epistemically responsible way. This view provides a novel contribution to the debate, one that can resist some standard egalitarian objections to epistocracy and yet avoid some of the most radical conclusions of standard accounts of epistocracy. (shrink)

In this paper, I propose a new way of defining sport that I call a ‘core-periphery’ model. According to a core-periphery model, sport comes in degrees – what I refer to as ‘sport-likeness’ – and the aim of the philosopher of sport is to chart those dimensions along which an activity can be more or less a sport. By introducing the concept of sport-likeness, the core-periphery model complicates the picture of what is or is not a sport and encourages philosophers (...) interested in defining sport to engage with the social sciences in exploring the extension of the term sport in common usage. In this paper I present the results of a small survey about attitudes to sport, and use it to illustrate how a core-periphery definition of sport would proceed. (shrink)

Context: Although second-order cybernetics was proposed as a new way of cybernetic investigations around 1970, its general status and its modus operandi are still far from obvious. Problem: We want to provide a new perspective on the scope and the currently available potential of second-order cybernetics within today’s science landscapes. Method: We invited a group of scholars who have produced foundational work on second-order cybernetics in recent years, and organized an open call for new approaches to second-order cybernetics. The accepted (...) contributions are discussed and mapped. We also investigate the relations between second-order cybernetics and second-order science. Results: We present a coherent outlook on the scope of second-order cybernetics today, identify a general methodology of science and show that second-order cybernetics can be used in a large number of disciplines that go well beyond purely scientific domains. These results are based on a new epistemic mode “from within,” which can be traced back directly to von Foerster. We also arrived at the conclusion that from its early years onwards second-order cybernetics was developed in two different ways, so that second-order cybernetics and second-order science operate in different domains. Implications: Both the coherent perspective of the scope of second-order cybernetics with a new five-part agenda and the outline for a general methodology of science based on a new epistemic mode that was created within and for second-order cybernetics demonstrate the growing importance of reflexivity in science, which, so far, has not been widely recognized. (shrink)

In this lively and accessible book Lorraine Code addresses one of the most controversial questions in contemporary theory of knowledge, a question of fundamental concern for feminist theory as well: Is the sex of the knower epistemologically significant? Responding in the affirmative, Code offers a radical alterantive to mainstream philosophy's terms for what counts as knowledge and how it is to be evaluated. Code first reviews the literature of established epistemologies and unmasks the prevailing assumption in Anglo-American philosophy that "the (...) knower" is a value-free and ideologically neutral abstraction. Approaching knowledge as a social construct produced and validated through critical dialogue, she defines the knower in light of a conception of subjectivity based on a personal relational model. Code maps out the relevance of the particular people involved in knowing: their historical specificity, the kinds of relationships they have, the effects of social position and power on those relationships, and the ways in which knowledge can change both knower and known. In an exploration of the politics of knowledge that mainstream epistemologies sustain, she examines such issues as the function of knowledge in shaping institutions and the unequal distribution of cognitive resources. What Can She Know? will raise the level of debate concerning epistemological issues among philosophers, political and social scientists, and anyone interested in feminist theory. (shrink)

We prove some results about the model theory of fields with a derivation of the Frobenius map, especially that the model companion of this theory is axiomatizable by axioms used by Wood in the case of the theory $\operatorname {DCF}_p$ and that it eliminates quantifiers after adding the inverse of the Frobenius map to the language. This strengthens the results from [4]. As a by-product, we get a new geometric axiomatization of this model companion. Along the way we also prove (...) a quantifier elimination result, which holds in a much more general context and we suggest a way of giving “one-dimensional” axiomatizations for model companions of some theories of fields with operators. (shrink)

In early 2020, Sobeys—one of Canada’s largest food retailers—partnered with Infarm Indoor Vertical Farming to install hydroponic vertical farming units in their retail locations. This partnership aims to build a resilient agri-food ecosystem in the face of climate change. Infarm is one of few vertical farming start-ups to reach ‘unicorn’ status in the recent boom of venture capital-backed urban farming solutions. Working to mitigate the climate crisis is critical, but I take venture capital as the spokesperson for green technologies as (...) intuitively strange. Actor-network theory is a powerful tool for describing networks in which modern technical objects are embedded. By mapping the nodes of Infarm’s actor-network and analyzing how and by what the expertise of a ‘black-boxed’ vertical farm is negotiated, we can identify obligatory points of passage that render the epistemology of the network durable. Ultimately, Infarm’s vertical farming practice and its climate change mitigation logics are moulded by venture capital and its biopolitical epistemology of valuation—a way of thinking that conceptualizes ‘life’, biology and, therefore, the climate in terms of political economy. (shrink)

This volume presents essays by pioneering thinkers including Tyler Burge, Gregory Chaitin, Daniel Dennett, Barry Mazur, Nicholas Humphrey, John Searle and Ian Stewart. Together they illuminate the Map/Territory Distinction that underlies at the foundation of the scientific method, thought and the very reality itself. It is imperative to distinguish Map from the Territory while analyzing any subject but we often mistake map for the territory. Meaning for the Reference. Computational tool for what it computes. Representations are handy and tempting that (...) we often end up committing the category error of over-marrying the representation with what is represented, so much so that the distinction between the former and the latter is lost. This error that has its roots in the pedagogy often generates a plethora of paradoxes/confusions which hinder the proper understanding of the subject. What are wave functions? Fields? Forces? Numbers? Sets? Classes? Operators? Functions? Alphabets and Sentences? Are they a part of our map? Or do they actually belong to the territory? Researcher, like a cartographer, clothes the reality by stitching multitudes of maps that simultaneously co-exist. A simple apple, for example, can be analyzed from several viewpoints beginning with evolution and biology, all the way down its microscopic quantum mechanical components. Is there a reality out there apart from these maps? How do these various maps interact/intermingle with each other to produce a coherent reality that we interact with? Or do they not? Does our brain uses its own internal maps to facilitate “physicist/mathematician” in us to construct the maps about the external territories in turn? If so, what is the nature of these internal maps? Are there meta-maps? Evolution definitely fences our perception and thereby our ability to construct maps, revealing to us only those aspects beneficial for our survival. But the question is, to what extent? Is there a way out of the metaphorical Platonic cave erected around us by the nature? While “Map is not the territory” as Alfred Korzybski remarked, join us in this journey to know more, while we inquire on the nature and the reality of the maps which try to map the reality out there. The book also includes a foreword by Sir Roger Penrose and an afterword by Dagfinn Follesdal. (shrink)

RESUMEN En este artículo se analiza la caracterización de la obra de arte como un mapa de intensidad que propone Gilles Deleuze en su ensayo intitulado Lo que dicen los niños, recogido en el libro Crítica y clínica. El aspecto cartográfico del arte se vincula con el concepto de desterritorialización y el Cuerpo sin Órganos que desarrolla el filósofo, junto con Félix Guattarí, en Mil Mesetas. Así, el arte-cartografía representa el devenir-mundo del sujeto que transita el Cuerpo sin Órganos y (...) las diferencias intensivas que pueblan el desierto de la multiplicidad. Cada trayecto recorrido es descrito por un mapa artístico donde se plasman las haecceidades y los umbrales de paso de los flujos que penetran los cuerpos desorganizados. El mapa de intensidad sería la representación cartográfica del trayecto que recorre un sujeto inmerso en un espacio hodológico, siendo cada línea del mapa un viaje en un espacio intensivo. ABSTRACT In this paper the characterization of the work of art as a map of intensity, as proposed by Gilles Deleuze in his essay What the children say (gathered in Critique et clinique), will be analyzed. Art's cartographic aspect is linked to the concept of deterritorialization and the Body without Organs that the philosopher, along with Félix Guattarí, develops in Thousand Plateaus. Thus, the art-cartography represents the becoming-world of the subject that transits the Body-without-organs and the intensive differences that populate the desert of multiplicity. Each way travelled is descripted by an artistic map where the haecceities and the thresholds of flows that pierce through the disorganized bodies are portrayed. The map of intensity would be the cartographic representation of the haul travelled by a subject immersed in a hodologic space, being every line of the map a journey within an intensive space. (shrink)

Contemporary philosophy of science has seen a growing trend towards a focus on scientific practice over the epistemic outputs that such practices produce. This practice-oriented approach has yielded a clearer understanding of how reductive research strategies play a central role in contemporary scientific inquiry. In parallel, a growing body of work has sought to explore the role of non-reductive, or systems-level, research strategies. As a result, the relationship between reductive and non-reductive scientific practices is becoming of increased importance. In this (...) paper, I provide a framework within which research strategies can be compared. I argue that no strategy is reductive or non-reductive simpliciter, rather strategies are more, or are less, reductive than one another according to a frame of reference. That frame of reference is provided by a continuum of possible ways in which the target system might be conceptualised. I illustrate the utility of the framework by deploying it to analyse a recent debate in cancer research. When set within the framework, a prominent reductive strategy—the somatic mutation theory—and a prominent non-reductive strategy—the tissue organisational field theory—do not stand opposed to one another. Rather, they serve as boundary markers to chart the territory of approaches to carcinogenesis within which most strategies in the field fall. (shrink)

Western civilization since the Renaissance, argues Gray Cox, conceives of material things as objectively knowable and hence manipulable by the detached subject. We knowers are masters of nature. The presuppositions about how things are known and used also color our attitudes concerning human problems. Our culture is conflict centered. When we try to give substance to the concept of peace, we draw a blank: peace is the static absence of war. We do not bring peace to fruition because we have (...) no inkling of the kind of thought it requires. Cox shakes up our habitual ways of thinking in order to give peace a chance. The ways of peace are activities in which subjects mutually engage with openness to understanding. We grow in intersubjective community by working together. (shrink)

Western civilization since the Renaissance, argues Gray Cox, conceives of material things as objectively knowable and hence manipulable by the detached subject. We knowers are masters of nature. The presuppositions about how things are known and used also color our attitudes concerning human problems. Our culture is conflict centered. When we try to give substance to the concept of peace we draw a blank: peace is the static absence of war. We do not bring peace to fruition because we have (...) no inkling of the kind of thought it requires. Cox shakes up our habitual ways of thinking in order to give peace a chance. The ways of peace are activities in which subjects mutually engage with openness to understanding. We grow in intersubjective community by working together. (shrink)

Lovescapes introduces the reader to the various meanings and manifestations of love and its many cognates such as compassion, caring, altruism, empathy, and forgiveness. It addresses how love and compassion have been understood in history and the religions of the world. It goes on to explore the ways that our environments and heredity influence our capacity to love and suggests ways to cultivate love and compassion in one's life. The book shows how the values of love and compassion (...) are integral to finding humane solutions to the daunting problems we face as individuals, as a human family, and as an earth community--a world in crisis. (shrink)

Research into the so-called “philosophical” Hermetica has long been dominated by the foundational scholarship of André-Jean Festugière, who strongly emphasized their Greek and philosophical elements. Since the late 1970s, this perspective has given way to a new and more complex one, due to the work of another French scholar, Jean-Pierre Mahé, who could profit from the discovery of new textual sources, and called much more attention to the Egyptian and religious dimensions of the hermetic writings. This article addresses the question (...) of how, on these foundations, we should evaluate and understand the frequent hermetic references to profound but wholly ineffable revelatory and salvational insights received during “ecstatic” states. Festugière dismissed them as “literary fictions”, whereas Mahé took them much more seriously as possibly reflecting ritual practices that took place in hermetic communities. Based upon close reading of three central texts (CH I, CH XIII, NH VI6), and challenging existing translations and interpretations, this article argues that the authors of the hermetic corpus assumed a sequential hierarchy of “levels of knowledge”, in which the highest and most profound knowledge (gnōsis) is attained only during ecstatic or “altered” states of consciousness that transcend rationality. While the hermetic teachings have often been described as unsystematic, inconsistent, incoherent or confused, in fact they are grounded in a precise and carefully formulated doctrine of how the hermetic initiate may move from the domain of mere rational discourse to the attainment of several “trans-rational” stages of direct experiential knowledge, and thereby from the limited and temporal domain of material reality to the unlimited and eternal one of Mind. (shrink)

This paper elucidates the notion that action is creative through the social imaginaries perspective. Hans Joas’s critique of sociological theories on action developed in The Creativity of Action (1996 [1992]) argued that creativity is an essential concept to better understand social action. Cornelius Castoriadis and Paul Ricoeur employ an understanding of action as being inextricably connected to the social imaginary and capable of bringing forth historically novel forms of being and doing. An elucidation of Castoriadis’s dichotomy between the instituted and (...) instituting imaginaries and Ricoeur’s distinction of the ideological and utopian poles of the cultural imagination bring to the surface points of convergence and divergence in their respective understandings of the social imaginary and historical novelty. Inspired by Joas’s critique of sociological theories of action through pragmatism, which is underlined by a critique of the philosophical anthropological assumptions held by structuralism, this essay argues that Castoriadis’s and Ricoeur’s distinct insights on the creative dimension of social action and the way in which social reality emerges can elucidate further an anti-structuralist philosophical anthropology that can help inform sociological theories of action. (shrink)

The concept of knowledge is the topic of this monograph, the purpose of which is to study how it has been represented in educational research literature since 1939. Six texts have been selected, which use the Malmö Longitudinal Study data. These texts span the time period of 1939-1995 and have different foci, such as intelligence, social adjustment, benefits of education, recurrent education and quality of life. Discourse analysis has been used to study the texts. The assumption, guiding the analysis, is (...) that representations of knowledge are found in the texts. In this study the representations that are sought are ideas with reference to knowledge. It was found that different concepts of knowledge have been constucted by diverse activities of choosing, judging and interpreting. The purposes and sources, for whcih these activities have been undertaken, are quite dissimilar, so much so, as to constitute differing conceptualizations of knowledge, underlying these six educational research texts.
The theoretical framework is based on the work of two philosophers, Ernst Cassirer and Michael Lyncg. Cassirer's work from the 1930s and 1940s, in which precision in scientific concepts is advanced, is contrasted to Lynch's work from 1995, in which he proposes the use of fluid concepts. One such fluid concept has been used in the title of this monograph. Over the years, conceptualizations of knowledge have changed in this educational discourse. These results are presented, using social cartography to map the texts as intertextual fields. Visualizing complex pheonomena in this manner provides the reader with an interpretation of the discourse, in which the change is seen. Thus, mapping opens up the discourse for us to see, showing us the concepts of knowledge embedded in the texts, and allows us to see how the ways of seeing have changed over time in this discourse. The monograph ends with a discussion on the construction of knowledge, its consequences for the nature of knowledge and Cassirer's "unity of essence". (shrink)

This article uses the methods of citation and network analysis to map the global structure of the intellectual field and its development over time. Through the case study of Mersenne's, Oldenburg's and Darwin's correspondences, we show how looking at letters as a corpus of data can provide a global representation of the evolving conversation going on in the Republic of Letters and in intellectual and scientific fields. Aggregating general correspondences in electronic format offers a global portrait of the evolving composition (...) of the intellectual and scientific scene, its changing foci of interests and the fortune of the intellectual discussions as expressed in cited persons in the letters. Such tools help replace a purely metaphoric use of the term “network” by a visible map of the intellectual relations between people on which well defined calculations of the centrality of the positions of different actors can be made as well as their evolution over time. These techniques provide welcome additions to the tool kit of scholars in an age where the computer and the web offer new ways of mapping and mining the rich store of information contained in intellectual correspondences. ☆ I would like to thank Alain Couillard for the production of the figures and Vincent Larivière and the anonymous referees of the journal for useful comments and suggestions on an earlier version of this paper. Thanks also to the many comments received over the last 10 years as I presented preliminary results of this research at the REHSEIS research center of Université of Paris VII in 1999, the Dibner Institute for the History of Science and Technology at MIT in 2000, at Pietro Corsi's seminar at Oxford University in 2007 and at the History Department of Ottawa University in 2010. (shrink)

We introduce the papers in this special issue by providing an overarching perspective on the variety in kinds of commons and the ethical issues stemming from their diversity. Despite a long history of local commons management, recent decades have witnessed a surge of scholarly interest in the concept of “the commons,” including a growing management literature. This swell was impelled especially by Garrett Hardin’s paper of 1968, and the body of work generated by Elinor Ostrom and her colleagues. However, the (...) term itself has come to be used in a variety of ways. To contextualize its ethical dimensions, we map a number of commons-related concepts such as common-pool resources, common property regime, excludability and subtractability, common-pool resource types and commons or “commoning” as a source of production. Following a brief summary of papers in this special issue, the essay concludes with an identification of implications for research, practice and policy. (shrink)

The Advaita Vedāntic path to liberation is often characterized as being constituted by, and as culminating in, gnosis or advaitic awakening. In his fourteenth century work, the Jīvanmuktiviveka, Vidyāraṇya, however, argues for a broader conception of Advaita Vedāntic sādhana, which revolves around the problem of post-gnosis obscurations. In this paper, I examine Vidyāraṇya’s understanding of the causes of post-gnosis hindrances and how they inform his articulation of two stages of renunciation and their corresponding disciplinary schemes and liberative (...) results. I also explore the way in which Vidyāraṇya situates the JMV’s yogic approach in relation to his Śaṃkarite sampradāya. (shrink)

In this article Clayton Pierce reviews three books representative of the recent neo-Marxist literature on education: David Blacker's The Falling Rate of Learning and the Neoliberal Endgame, John Marsh's Class Dismissed: Why We Cannot Teach or Learn Our Way out of Inequality, and Pauline Lipman's The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. His analysis of these books focuses on how each author remains consistent or advances traditional Marxist interpretations of the role of (...) education in capitalist society. In addition, he puts the arguments of each author into conversation with W. E. B. Du Bois's analysis of schooling in a racial capitalist society — what he called caste education — as a way to generate discussion around some of the inherent limitations of Marxist studies of education. Here, Pierce is particularly concerned with the ability of neo-Marxist analyses of the neoliberal restructuring of education to articulate how white supremacy is preserved even in revolutionary critiques of capitalist schooling. (shrink)

Background: The concept of digital twins has great potential for transforming the existing health care system by making it more personalized. As a convergence of health care, artificial intelligence, and information and communication technologies, personalized health care services that are developed under the concept of digital twins raise a myriad of ethical issues. Although some of the ethical issues are known to researchers working on digital health and personalized medicine, currently, there is no comprehensive review that maps the major ethical (...) risks of digital twins for personalized health care services. Objective: This study aims to fill the research gap by identifying the major ethical risks of digital twins for personalized health care services. We first propose a working definition for digital twins for personalized health care services to facilitate future discussions on the ethical issues related to these emerging digital health services. We then develop a process-oriented ethical map to identify the major ethical risks in each of the different data processing phases. Methods: We resorted to the literature on eHealth, personalized medicine, precision medicine, and information engineering to identify potential issues and developed a process-oriented ethical map to structure the inquiry in a more systematic way. The ethical map allows us to see how each of the major ethical concerns emerges during the process of transforming raw data into valuable information. Developers of a digital twin for personalized health care service may use this map to identify ethical risks during the development stage in a more systematic way and can proactively address them. Results: This paper provides a working definition of digital twins for personalized health care services by identifying 3 features that distinguish the new application from other eHealth services. On the basis of the working definition, this paper further layouts 10 major operational problems and the corresponding ethical risks. Conclusions: It is challenging to address all the major ethical risks that a digital twin for a personalized health care service might encounter proactively without a conceptual map at hand. The process-oriented ethical map we propose here can assist the developers of digital twins for personalized health care services in analyzing ethical risks in a more systematic manner. (shrink)

In this article, we reflect critically on how moral actions are categorised in some recent studies on moral spillovers. Based on classic concepts from moral philosophy, we present a framework to categorise moral actions. We argue that with a finer classification of moral values, associated behaviour is better understood, and this understanding helps to identify the conditions under which moral licensing takes place. We illustrate our argument with examples from the literature on pro-environmental behaviours. Moral spillovers are frequently studied in (...) this behavioural domain and to understand what causes their occurrence is highly (policy) relevant if we wish to promote sustainable behaviour. (shrink)

Warlpiri Aborigines utilize graphic and cognitive systems to represent their connections to landscape. The Dreaming is the primary mechanism through which Warlpiri organize and understand the significance of places. Each Dreaming myth has an accompanying graphic map, which references incidents and places associated with Ancestors. The maps recount sites along Dreaming tracks, and provide assessments of resources. Warlpiri create these coded images to coordinate physiographic and mythical components of the landscape. They structure knowledge about the world and facilitate the recollection (...) of activities in space. Dreaming maps signify, among other things, aspects of cultural ecology around which society is organized. (shrink)

Western civilization since the Renaissance, argues Gray Cox, conceives of material things as objectively knowable and hence manipulable by the detached subject. We knowers are masters of nature. The presuppositions about how things are known and used also color our attitudes concerning human problems. Our culture is conflict centered. When we try to give substance to the concept of peace we draw a blank: peace is the static absence of war. We do not bring peace to fruition because we have (...) no inkling of the kind of thought it requires. Cox shakes up our habitual ways of thinking in order to give peace a chance. The ways of peace are activities in which subjects mutually engage with openness to understanding. We grow in intersubjective community by working together. (shrink)

Among other modalities of arts” approach, phenomenological apparatus offers us a fruitful one in the endeavour to disclose part of the rich and in-depthmeanings that art in general unfolds through its products. Here, we are especially interested in phenomenology as a style of philosophizing and as a method of analysis, able to open new dimensions to the process of interpretation and comprehension the peculiar living of man in relation with arts. There are some paradigms that have been acknowledged by phenomenologists (...) within the topics of dwelling upon the fullness of artistic logos in its potential of life experiencing, finally. In this essay we try to point out part of phenomenology”s opportunities to scrutinize, in an appropriate way, art as a significant creative phenomenon; and thus to reveal much more about an ideal essence communicating a fundamental order of beingness to which man has access. (shrink)

This second part continues the search for ways of overcoming the three limitations of the current intellectual and professional division of labor and its knowledge infrastructure, which were shown to be at the root of the present economic, social and environmental crises. A complementary knowledge strategy is proposed to counterbalance the trade of breadth for depth, based on the creation of intellectual maps. One such map is described for engineering, showing how through the process of industrialization people change technology (...) and how through its influence on human life and society, technology changes people. Because industrialization cannot destroy the matter and energy it requires, it also transforms its relations with the biosphere. Once the connections between technology and everything else are mapped, specialists can inquire into the consequences of their design and decision making that fall beyond their domains of expertise, to introduce a preventive orientation into their work to achieve a better ratio of desired to undesired effects. This is shown for materials and production, energy, work, and cities. In subsequent parts, it will become apparent that this example is paradigmatic for other professions, the social sciences, and the university. (shrink)

This is the introduction to the special issue on Responsible innovation (RI). The special issue presents five philosophical analyses into the foundational concepts and assumptions of RI. This paper explores the common themes that emerge across these five analyses by mapping them onto the ontological and axiological dimensions of the newly emerging RI paradigm. This way, we are able to articulate the (known) shortcomings of RI as well as the possible way forward suggested by the authors to remedy them.

We prove that the theory of fields with a derivation of Frobenius has the model companion which is stable and admits elimination of quantifiers up to the level of the λ-functions. Along the way, we give new geometric axioms of DCFp.

Illustrates how maps tell us as much about the people and the powers which create them, as about the places they show. Presents historical and contemporary evidence of how the human urge to describe, understand and control the world is presented through the medium of mapping, together with the individual and environmental constraints of the creator of the map.

This chapter explores the differences between the epistemologies of adults and those of children, as is evident through the tension between the institution of the school and the figure of the child. Epistemological practices are inherently political, that is, there are political conditions that determine the way persons think, including the very idea of something being rational, or, in accordance with supposedly objective, universal and scientific principles. The school, I argue, is a place where this rationalism is reproduced in subjects. (...) While the school is a token of what Weber, Max termed the disenchantment of modernity, this chapter rejects a fatalistic lamentation of a meaningless world, instead turning to psychoanalytic theory that suggests subjects must undergo a process of becoming disenchanted, forcing themselves to suppress their playful daydreaming, and do so as they move throughout the school, being transformed into adult citizens who think in accordance with what Deleuze, Gilles, and Guattari, Felixand State-philosophy in his reading of Gilles Deleuze and Félix Guattari, as they become a part of the larger machinery of the capitalist nation-state. This chapter seeks to explore alternatives and envision scenarios where children’s epistemologies are not invalid, but in fact, their ability to think in ways adults cannot think allows them to gain insight into the true nature of the Horror their communities face Steven King’s It novel It, and the Duffer Brothers Netflix series Stranger Things. (shrink)

The Paradox of the Knower was originally presented by Kaplan and Montague [26] as a puzzle about the everyday notion of knowledge in the face of self-reference. The paradox shows that any theory extending Robinson arithmetic with a predicate K satisfying the factivity axiom K → A as well as a few other epistemically plausible principles is inconsistent. After surveying the background of the paradox, we will focus on a recent debate about the role of epistemic closure principles in the (...) Knower. We will suggest this debate sheds new light on the concept of knowledge which is at issue in the paradox – i.e. is it a “thin” notion divorced from concepts such as evidence or justification, or is it a “thick” notion more closely resembling mathematical provability? We will argue that a number of features of the paradox suggest that the latter option is more plausible. Along the way, we will provide a reconstruction of the paradox using a quantified extension of Artemovʼs [2] Logic of Proofs, as well as a series of results linking the original formulation of the paradox to reflection principles for formal arithmetic. On this basis, we will argue that while the Knower can be understood to motivate a distinction between levels of knowledge, it does not provide a rationale for recognizing a uniform hierarchy of knowledge predicates in the manner suggested by Anderson. (shrink)

Predicates are term-to-sentence devices, and operators are sentence-to-sentence devices. What Kaplan and Montague's Paradox of the Knower demonstrates is that necessity and other modalities cannot be treated as predicates, consistent with arithmetic; they must be treated as operators instead. Such is the current wisdom.A number of previous pieces have challenged such a view by showing that a predicative treatment of modalities neednot raise the Paradox of the Knower. This paper attempts to challenge the current wisdom in another way as well: (...) to show that mere appeal to modal operators in the sense of sentence-to-sentence devices is insufficient toescape the Paradox of the Knower. A family of systems is outlined in which closed formulae can encode other formulae and in which the diagonal lemma and Paradox of the Knower are thereby demonstrable for operators in this sense. (shrink)

Anyone familiar with Russell’s work on the multiple-relation theory of judgment will at some point have puzzled over the map of the five-term understanding complex at the end of Chapter 1, Part II of his Theory of Knowledge (1913). Russell presents the map with the intention of clarifying what goes on when a subject S understands the “proposition” that A and B are similar. But the map raises more questions than it answers. In this paper I present and develop some (...) of the central issues that arise from Russell’s map, and I offer an interpretation of it that reflects his evolving views in the manuscript. I argue that multiple lines in the map are not meant to represent many relations, but rather one comprehensive multiple relation of understanding. And I argue that such a relation relates in a complex way due to the distinctive nature of its relata. (shrink)

Warlpiri Aborigines utilize graphic and cognitive systems to represent their connections to landscape. The Dreaming is the primary mechanism through which Warlpiri organize and understand the significance of places. Each Dreaming myth has an accompanying graphic map, which references incidents and places associated with Ancestors. The maps recount sites along Dreaming tracks, and provide assessments of resources. Warlpiri create these coded images to coordinate physiographic and mythical components of the landscape. They structure knowledge about the world and facilitate the recollection (...) of activities in space. Dreaming maps signify, among other things, aspects of cultural ecology around which society is organized. (shrink)

This paper employs Deleuze and Kristeva in an examination of certain Gothic conventions. It argues that repetition of these conventions- which endows Gothicism with formulaic coherence and consistence but might also lead to predictability and stylistic deadlock-is leavened by a novelty that Deleuze would categorize as literary “gift.” This particular kind of “gift” reveals itself in the fiction of successive Gothic writers on the level of plot and is applied to the repetition of the genre’s motifs and conventions. One convention, (...) the supernatural, is affiliated with “the Other” in the early stages of the genre’s development and can often be seen as mapping the same territories as Kristeva’s abject. The lens of Kristeva’s abjection allows us to internalize the Other and thus to reexamine the Gothic self; it also allows us to broaden our understanding of the Gothic as a commentary on the political, the social and the domestic. Two early Gothic texts, Walpole’s The Castle of Otranto and Lewis’s The Monk, are presented as examples of repetition of the Gothic convention of the abjected supernatural, Walpole’s story revealing horrors of a political nature, Lewis’s reshaping Gothic’s dynamics into a commentary on the social and the domestic. (shrink)

The quantum transition probability assignment is an equiareal transformation from the annulus of symplectic spinorial amplitudes to the disk of complex state vectors, which makes it equivalent to the equiareal projection of Archimedes. The latter corresponds to a symplectic synchronization method, which applies to the quantum phase space in view of Weyl’s quantization approach involving an Abelian group of unitary ray rotations. We show that Archimedes’ method of synchronization, in terms of a measure-preserving transformation to an equiareal disk, imposes the (...) integrality of the quantum of action, and requires the extension of the classical moment map from the real line to the circle. Additionally, the same synchronization method is encoded in the structure of the Heisenberg group, viewed as a principal bundle with a connection, whose curvature and anholonomy is expressed in terms of area bounding loops in relation to the underlying Abelian shadow on a symplectic plane. In this manner, we show that the geometric phase pertains to the minimal synchronized area \ of the 2-d symplectic Abelian shadow of the symplectic ball, modulo \. The integrality condition naturally leads to the consideration of modular commutative observables pertaining to the role of the discrete Heisenberg group. We prove that the structural transition from non-commutativity to modular commutativity in accordance to Weyl’s group-theoretic commutation relations takes place via universal factorization through the discrete Heisenberg group. In this way, we derive a homology-theoretic formulation of the synchronization method in terms of the area-bounding cells of the modular lattice \ in relation to any Abelian symplectic shadow. Thus, we finally obtain the physical interpretation of the analytic representation of quantum states as theta functions corresponding to the sections of a complex line bundle with an integral symplectic structure. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Drama on the Run:A Prelude to Mapping the Practice of Process DramaPamela Bowell (bio) and Brian Heap (bio)In the current educational climate prevailing in a number of countries, increased emphasis is being placed on the concept of "the artist in schools." Funding is being channeled to support a range of initiatives and schemes that are designed to bring arts professionals from all the art forms into the classroom (...) where they place their artistic talents, knowledge, and insights alongside the pedagogic skills of the teacher.We see exciting projects in which artists work with children in school—visual artists to create murals, musicians to compose and perform operas, dancers to choreograph new ballets, and actors and directors to devise plays. Many of the outcomes are of high quality, and the children who have been fortunate enough to be involved have enjoyed the experiences and have gained a great deal from them. This would seem to be a state of affairs to be applauded unreservedly, as such projects surely enrich the lives of the pupils and schools in which they take place. In one sense, of course, this is undeniably true, and we have no intention of suggesting otherwise. However, in reality, this is a much more complex situation. It raises a number of key issues for us as educational practitioners who work in the field of applied theatre, sharing with others, as Judith Ackroyd describes, "a belief in the power of the theatre form to address something beyond the form itself."1The most critical issue is the perceived separation of the artist from the teacher that can sometimes be encouraged by artists in schools projects. We sense a dangerous precedent here. It becomes all too easy for two erroneous assumptions to be made, namely that teachers cannot be considered to be artists in their own right, while artists on the other hand can be accorded [End Page 58] the status of teacher. In our own experience too, the nature of educational funding can be extremely volatile, subject to all kinds of shifts in the prevailing political and economic climate, as well as adjustments to the ways in which funding is applied according to the social and educational priorities of the time. Too frequently, education falls victim to what might be described as "the-flavor-of-the-month syndrome."Those who are involved with teacher education, both pre- and in-service, make superhuman efforts to respond with alacrity to the new demands as courses are reviewed and reorganized accordingly. The trainees of the next generation find themselves with a new "party line" to toe as their courses conform to the new priority. This is all well and good—until the priority changes and gaps suddenly appear in the knowledge or skills or understanding of teachers. What was received wisdom becomes a deficit model as focus changes, and the circle is now expected to be squared.Under these circumstances, it would seem a more prudent policy to train teacher-artists who would have the ability to meld their pedagogical understanding and skill with an aesthetic craft and sensibility than to rely on visiting artists as the "natural" or "normal" providers of arts education. This would ensure not only that teachers would make better, more informed use of visiting artists but also that children's expertly guided engagement with the arts would be a permanent and enduring aspect of their regular schooling rather than a "special" event subject to the vagaries of arts funding or policy. This might seem an easy statement to make for people such as ourselves, who have spent whole careers working as teacher-artists within the field of drama in education. But it might seem an altogether more daunting prospect for teachers, or intending teachers, who are not specialists in the arts.Having spent a great deal of our respective careers working in teacher education, we are very conscious of this possibility. To this end, our research collaboration has been centered on exploring and coming to understand more fully, clearly, and precisely how the teacher functions as an artist within the particular genre of applied theatre known as process drama. Embedded within the increase of our... (shrink)

Teaching the art of profession-related communication to students of non-linguistic study fields allows instructors to explain their students how to keep up the conversation using facts, data, concepts etc. specific to the area of their future profession. It activates the acquisition processes as well as increases students' motivation to study. The formation of oral monologue speaking skills in students of non-linguistic study fields is one of the tasks within the course of Foreign ( English) Language for Specific Purposes.This process is (...) associated with certain difficulties, which can inhibit learning and demotivated students to study. Among strategies and techniques aiding learning that can be used to improve performance and study outcomes during the course and can be implemented for the enhancement of speaking on occupation-related topics, the mind mapping technique is of specific relevance. It can serve as an interesting and useful tool serving to enhance quality of oral speaking skills in students majoring in Psychology as the representatives of non-linguistic study fields. The article analyses the carried out research concerning the facilitating impact of mind mapping on the oral speech performance of Psychology students. The study hypothesis implies that the use of the mind-mapping technique in the process of preparing for and presenting the talk in the study sessions enhances students' oral monologue speech performance. In order to check the hypothesis, we have conducted the experiment in Bohdan Khmelnytsky National University of Cherkasy at the Department of Psychology. The study involved 46 first-year students, including 34 female and 12 male participants. The respondents were randomly assigned to the experimental mind-mapping group of 23 students ( including 6 males) and the control group of 23 students ( including 6 males as well). The students in the experimental group were involved into the experiment using the mind-mapping technique during their study, and the students in the control group continued their study in the usual way. The hypothesis was confirmed. The mind map use stimulates activity of both brain hemispheres, thus making it easier for students to memorize thematic vocabulary, follow the logical sequence of the talk when speaking. The research findings have shown the effectiveness of implementing the mind-mapping technique into the university course teaching English for Specific Purposes to develop, advance and master students' professional communicative competence. Consistent use of mind maps will also promote the educational process efficiency and have positive effects on the general formation of competitive skilled specialists. (shrink)

Starting from the concept of Digital Earth, the article questions the effects that Google’s geo-spatial applications have produced on our daily relationship with information, and the way we experience the spaces around us. Its aim is twofold: on the one hand, I intend to examine the implications that bring Google’s digital maps closer to the invention of the print or telescope; on the other hand, I intend to explain, through a medio-anthropological investigation, how the map, as a medium of perception, (...) falls not only de facto, but also de jure, into the field of aesthetics. (shrink)

The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development. Touching on key points in history, this valuable collection of chapters accurately appraises the global decline of philosophy of education in teacher education programs and seeks to understand the external and endemic causes of changed (...) attitudes towards a discipline which was once assigned such a central place in teacher education. Chapters illustrate how a grounding in the theoretical and ethical dimensions of teaching, learning, and education systems contribute in meaningful ways to being a good teacher, and trace the consequences of a decline in philosophy on individuals' professional development and on the evolution of the teaching profession more broadly. With this in mind, the text focusses on the future of teacher education and considers how we can ensure that philosophy of education feeds into the excellence of teaching today. This book will be of great interest to graduate, postgraduate students as well as research scholars in the field of educational philosophy and history of education. In addition, it will be useful for those involved in teacher education, and in particular, course, module and program development. (shrink)

In their attempt to connect the workings of the human mind with their neural realizers, cognitive neuroscientists often bracket out individual differences to build a single, abstract model that purportedly represents (almost) every human being’s brain. In this paper I first examine the rationale behind this model, which I call ‘Platonic Brain Model’. Then I argue that it is to be surpassed in favor of multiple models allowing for patterned inter-individual differences. I introduce the debate on legitimate (and illegitimate) (...) class='Hi'>ways of mapping neural structures and cognitive functions, endorsing a view according to which function-structure mapping is context-sensitive. Building on the discussion of the ongoing debate on the function(s) of the so-called Fusiform “Face” Area, I show the necessity of indexing function-structure mappings to some populations of subjects, clustered on the basis of factors such as their expertise in a given domain. (shrink)

Many ICT services require that users explicitly consent to conditions of use and policies for the protection of personal information. This consent may become ‘routinised’. We define the concept of routinisation and investigate to what extent routinisation occurs as well as the factors influencing routinisation in a survey study of internet use. We show that routinisation is common and that it is influenced by factors including gender, age, educational level and average daily internet use. We further explore the reasons users (...) provide for not reading conditions and policies and show that they can be grouped in meaningful ways that may delineate different types of routinsation. (shrink)