Nudging and sludging are forms of choice architecture that shape behavior. While it is generally believed that nudging should improve well-being and sludging should decrease it, there has been debate about how to distinguish between the two. Some have suggested that the difference lies in the ease with which behaviors are facilitated or hindered, but this criterion does not consider the normative distinction (nudges have a positive connotation and sludges a negative one) or the impact on well-being. This paper (...) proposes a normative approach to defining nudging and sludging that takes into account both well-being and the principle of autonomy. According to our proposal, the concept of nudging should involve interventions that aim to increase well-being while respecting individuals’ freedom of choice, while sludging involves interventions that decrease well-being while also respecting autonomy, whether intentionally or unintentionally. (shrink)

I discuss Robert Brandom’s contention that his “analytic” or “linguistic” pragmatism is, as his book Perspectives on Pragmatism: Classical, Recent, and Contemporary argues, a “way forward from the ideas of American pragmatists.” In this connection, I compare Brandom’s and Dewey’s answers to the demarcation question (how are linguistic practices distinguished from nonlinguistic ones) in order to show that Brandom’s linguistic “exceptionalism” departs from one fundamental contribution of the pragmatic tradition, namely the idea that discursive normativity emerges from previous, already (...) linguistic practices through the development of inquiry as a practical, social achievement (an idea summarized in Dewey’s claim that “logic is a social discipline”). I contend that Dewey’s distinction between two meanings of “language”—as a medium of communication and as an agency of inquiry—puts us in a better position to give an account of how discursive norms came into existence within language, and of what are they good for. (shrink)

Two perennial questions in aesthetics, among others, are the demarcation question, viz., what, if anything, distinguishes the aesthetic domain from the cognitive or moral domains, and the normative question, viz., what kind of normativity, if any, does the aesthetic domain involve. Although recent attempts to answer these questions can be found in contemporary literature, in this paper I examine the answers defended by the early phenomenologist Edith Landmann-Kalischer. I show that Landmann-Kalischer answers the demarcation question by blending (...) together a cognitivist account of aesthetic judgment with an objectivist account of beauty, and that she builds an account of aesthetic normativity on this cognitivist and objectivist basis. I contend that her subtle and unified account of aesthetic demarcation and normativity has advantages over other competing hedonist and Kantian views and, as such, merits further consideration in contemporary debates. (shrink)

Legal philosophers have been preoccupied with specifying the differences between two systems of normative guidance that are omnipresent in all modern human societies: law and morality. Positivists propose a solution to this ‘Demarcation Problem’ according to which the legal validity of a norm cannot depend on its being morally valid, either in all or at least some possible legal systems. The proposed analysis purports to specify the essential and necessary features of law in virtue of which this is (...) true. Yet, the concept of law is an ‘artefact concept’, that is, a concept that picks out a phenomenon that necessarily owes its existence to human activities intended to create it. Artefact concepts, even simple ones like ‘chair’, are notoriously resistant to analyses in terms of their essential attributes, precisely because they are hostages to human ends and purposes, and also cannot be individuated by their natural properties. Twentieth-century philosophy of science dealt with a kindred Demarcation Problem: how to demarcate epistemically reliable forms of inquiry from epistemically unreliable ones, that is, how to demarcate science from pseudo-science or nonsense. Like the legal philosophers, they sought to identify the essential properties of a human artefact (namely, science). They failed, and spectacularly so, which led some philosophers to wonder, ‘Why does solving the Demarcation Problem matter?’ This essay develops the lessons for legal philosophy from this episode and its philosophical aftermath, and concludes that, in order not to become embroiled in pointless Fullerian speculations about the effects of jurisprudential doctrines on behaviour, we should abandon the Demarcation Problem in jurisprudence. (shrink)

For a long time, philosophers of science have expressed little interest in the so-called demarcation project that occupied the pioneers of their field, and most now concur that terms like “pseudoscience” cannot be defined in any meaningful way. However, recent years have witnessed a revival of philosophical interest in demarcation. In this paper, I argue that, though the demarcation problem of old leads to a dead-end, the concept of pseudoscience is not going away anytime soon, and deserves (...) a fresh look. My approach proposes to naturalize and down-size the concept, anchoring it in real-life doctrines and fields of inquiry. First, I argue against the definite article “the” in “the demarcation problem”, distinguishing between territorial and normative demarcation, and between different failures and shortcomings in science apart from pseudoscience. Next, I argue that pseudosciences can be fruitfully regarded as simulacra of science, doctrines that are not epistemically warranted but whose proponents try to create the impression that they are. In this element of imitation or mimicry, I argue, lies the clue to their common identity. Despite the huge variety of doctrines and beliefs gathered under the rubric of “pseudoscience”, and the wide range of defects from which they suffer, pseudosciences all engage in similar strategies to create an impression of epistemic warrant. The indirect, symptomatic approach defended here leads to a general characterization of pseudosciences in all domains of inquiry, and to a useful diagnostic tool. (shrink)

Abstract : This introduction to a special issue on "Normes and normativity" emphasizes the difficulties and challenges of distinguishing between a positive approach and a normative approach to norms in economics. Collective life is organized by norms, however the mere fact that they regularly influence behaviours does not imply their desirability. A strict description of norms may require consideration of ethical issues, which may be reported by different methods; choosing among norms however is an activity of a fundamentally (...) class='Hi'>normative nature, which questions the legitimacy of decisions and evaluations. The very possibility of a demarcation between is and ought is not straightforward. In welfare economics in particular, the standard approaches that aim to avoid value judgements (welfarism) or to isolate them (axiomatics) can be problematic. To conclude, we present the four articles in the special issue meant to illustrate these issues regarding the nature, knowledge, value of norms and the positive-normative distinction. -/- Résumé : Cette introduction à un dossier thématique sur le thème "Normes et normativité" insiste sur les difficultés et les enjeux de la distinction entre les approches positives et normatives des normes en économie. La vie collective est organisée par des normes, mais qu’elles ordonnent les comportements dans les faits n’impliquent pas qu’elles soient désirables. Une stricte description des normes peut nécessiter de prendre en compte les questions éthiques, lesquelles peuvent être traduites par différentes méthodes ; choisir les normes en revanche est une activité de nature fondamentalement normative, qui interroge la légitimité des décisions et des évaluations. La possibilité même de démarcation entre positif et normatif ne va pas de soi : en particulier en économie du bien-être, les approches standards qui visent à éviter les jugements de valeur (le welfarisme) ou à les isoler (l’axiomatique) peuvent s’avérer problématiques. Pour conclure, nous présentons les quatre articles du numéro qui illustrent ces questionnements relatifs à la nature, la connaissance, la valeur des normes et la distinction entre normatif et positif. (shrink)

What is so special about science? Taking up the old epistemological challenge, this article seeks to rephrase the question of scientific autonomy beyond conventional essentialist criteria of demarcation between science and society. The specificity of science is primarily sought in its studied `lack of haste', its socially sanctioned withdrawal from the swift pace of everyday life and from `faster' cultures such a politics and business. This `unhastened' quality defines science's peculiar delaying tactics, which systematically slow down and objectify ordinary (...) conversations, actions, and conflicts, attracting `slow' personalities who read and write more and talk less than the `fast cats' who are attracted to more decisionist, stress-driven and hasty cultures. Such a description, rather than claiming performative innocence, simultaneously expresses the ambition to strengthen what it characterizes, i.e. to liberate science from the stress and haste which are increasingly imposed upon it by the `external' pressures and performance criteria of enterprise culture and political correctness, and by the growing impact of media publicity and the academic celebrity system. In this fashion, the article simultaneously advances a new factual description of the specificity of scientific practice and a new normative/political project to enhance scientific and intellectual autonomy. (shrink)

The aim of this work is to demarcate, develop, and defend the commitments and consequences of metaethical minimalism. Very roughly, this is the position that a commitment to objective moral truths does not require any accompanying ontological commitments. While there are few, if any, who call themselves “metaethical minimalists”, I endeavor to uncover existing articulations of metaethical minimalism which have been presented under different names, attempting to identify the common ground between them. As I interpret the position, all metaethical minimalists (...) are committed to the same positive pair of claims (what I call the Objectivity Thesis): “a) Moral truths are strongly mind-independent; b) there are moral truths.” Taken by itself, however, this pair of claims is not sufficient for differentiating their view from the moral realist’s. Consequently, the minimalist must also articulate that which they are denying about the non-minimalist approach, or what I call the “negative ontological thesis”. I offer my own version of this negative thesis and argue for its dialectical advantages. -/- In Chapters 3 and 4, I focus my attention on attacks on the viability of metaethical minimalism in the form of two “challenges” that aim to problematize a commitment to objective moral truths absent any accompanying ontological commitment. The big-picture takeaway from these chapters is that minimalism can defend itself by playing to the dialectical advantage I find for it in Chapter 2 as well as by being creative about minimalist constructions/reworkings of plausible principles/lines of reasoning that seem to contradict it. -/- The temptation to embrace quietism is strong among minimalists, but in Chapters 5, 6, and 7 I aim to show that there is a positive alternative available for the minimalist interested in developing a full picture of their position. Chapter 5 is aimed at providing an adequate understanding of the distinction between the objects of purely normative thoughts and objects of thoughts about reality. Building on this are Chapters 6 and 7, which argue in favor of an account of the relationship between emotion and evaluative knowledge that is consistent with metaethical minimalism. (shrink)

Philosophers of science have given up on the quest for a silver bullet to put an end to all pseudoscience, as such a neat formal criterion to separate good science from its contenders has proven elusive. In the literature on critical thinking and in some philosophical quarters, however, this search for silver bullets lives on in the taxonomies of fallacies. The attractive idea is to have a handy list of abstract definitions or argumentation schemes, on the basis of which one (...) can identify bad or invalid types of reasoning, abstracting away from the specific content and dialectical context. Such shortcuts for debunking arguments are tempting, but alas, the promise is hardly if ever fulfilled. Different strands of research on the pragmatics of argumentation, probabilistic reasoning and ecological rationality have shown that almost every known type of fallacy is a close neighbor to sound inferences or acceptable moves in a debate. Nonetheless, the kernel idea of a fallacy as an erroneous type of argument is still retained by most authors. We outline a destructive dilemma we refer to as the Fallacy Fork: on the one hand, if fallacies are construed as demonstrably invalid form of reasoning, then they have very limited applicability in real life. On the other hand, if our definitions of fallacies are sophisticated enough to capture real-life complexities, they can no longer be held up as an effective tool for discriminating good and bad forms of reasoning. As we bring our schematic “fallacies” in touch with reality, we seem to lose grip on normative questions. Even approaches that do not rely on argumentation schemes to identify fallacies fail to escape the Fallacy Fork, and run up against their own version of it. (shrink)

In recent years, many philosophers of science have rejected the “value-free ideal” for science, arguing that non-epistemic values have a legitimate role to play in scientific inquiry. However, this philosophical position raises the question of how to distinguish between legitimate and illegitimate influences of values in science. In this paper, we argue that those seeking to address this “new” demarcation problem can benefit by drawing lessons from the “old” demarcation problem, in which philosophers tried to find a way (...) of distinguishing between science and non-science. Many of those who worked on this problem ultimately found that efforts to provide necessary and sufficient conditions for defining science failed, and most concluded that the best solution to the problem was to characterize scientific hypotheses, theories, and research programs in terms of some common norms. We suggest that those seeking to distinguish between legitimate and illegitimate value influences on science would do well to adopt a similar approach. Rather than attempting to establish necessary and sufficient conditions for identifying appropriate value influences, it will be more fruitful to evaluate scientific activities based on their adherence to a set of epistemic and ethical norms that can be implemented in scientific practice by means of rules, conventions, policies, and procedures. (shrink)

The categories and contours of a normative social theory are prefigured by its ‘anthropological’ presuppositions. The discourse/communicative-theoretic basis of Habermasian theory was prefigured by a strong anthropological demarcation between an instrumentally structured realm of science, technology and labor versus a normatively structured realm of social interaction. An alternative anthropology, bolstered by current work in the empirical sciences, finds fundamental normative needs for orientation and ‘compensation’ also to be embedded in embodied material practices. An emerging anthropologically informed concept (...) of skill that goes beyond old manual versus intellectual dichotomies and brings forth internal criteria of autonomy and authenticity can serve as a new bridge between categories of social justice, such as Sen and Nussbaum’s basic human ‘capabilities’, and new cutting-edge work in the empirical human sciences and thereby provide Critical Theory with a renewed point of departure that is both normatively and descriptively rich, for advancing its dialectical, historical mission. (shrink)

In this paper, after presenting three challenges that any knowledge-based demarcation between science and non-science should meet, namely, the skeptical, triviality, and mimicry challenges, I show how a recent contender in epistemology, viz., presuppositional epistemic contextualism, allows these challenges to be met, hence pointing toward a novel solution to the perennial demarcation problem. Conceiving of scientific knowledge from the vantage point of contextualism forces us to consider science as being first and foremost a distinctive epistemological context, which has (...) the peculiarity of coming with a very high degree of stringency for the truth conditions of putative knowledge attributions. The fact that science imposes particularly stringent norms on knowledge is measured by the extension of the set of counterpossibilities that science is (i) in the business of eliminating on the basis of available evidence and (ii) ready to take seriously (insofar as they are consistent with the scientific community’s pragmatic presuppositions at a given time and place). (shrink)

Epistemologists frequently claim that the question “What should I believe?” demarcates the field of epistemology. This question is then compared to the question asked in ethics: “What should I do?” The question and the ensuing comparison, it is thought, specify both the content and the normativity at stake in epistemology. I argue that both of the assumptions embedded in this demarcation are problematic. By thinking of epistemology’s focal question in this light, first, we risk importing our assumptions about the (...) epistemic domain into our understanding of the nature and normativity of the belief state, and second, we come to have a false picture of the normativity that supposedly underlies the domain. In Chapter 1, “The Doxastic Account of the Epistemic”, I explore a range of views that assume there to be an essential connection between belief and truth. I look at views that treat all beliefs as attempts to believe the truth, views that consider belief’s biological function to be accurate representation, and views that hold that the very concept of belief is a normative concept. I go on to explore instrumentalist conceptions of belief’s truth connection and conduct an inquiry into the value of true belief. I conclude that neither the value of true belief nor an essential connection between belief and truth can explain epistemic normativity. In Chapter 2, “Evidential Exclusivity, Correctness, and the Nature of Belief” I note that epistemologists have recently argued that the best explanation for the apparent truth of a pair of claims - “Transparency” and “Exclusivity” – is that belief is subject to a standard of correctness such that a belief that p is correct if and only if p is true. I argue that the proposed explanation unduly privileges one part of belief’s full functional profile – its role in deliberation – and that a more complete consideration of belief’s role in cognition suggests an alternative explanation for Exclusivity and Transparency but denies belief’s standard of correctness. In Chapter 3, “Tradeoffs and Epistemic Value”, I look at a debate about whether epistemic norms are teleological. Though it’s standard to assume in keeping with teleology that certain goals or values explain the content of our norms, a collection of recent papers have aimed to show that this assumption can’t be correct because teleological norms countenance tradeoffs but epistemic norms don’t countenance tradeoffs. I note that the kind of non-teleological view that countenances no tradeoffs whatsoever is actually quite extreme and virtually unheard of in ethics. I go on to make the case that norms that license no tradeoffs can’t reasonably be taken to be grounded in value at all, and thus can’t be understood to give rise to necessary normativity. I conclude by suggesting that we broaden our conception of the epistemic domain to recognize teleological norms that provide recommendations for methods of inquiry or pursuit of significant truth or knowledge. (shrink)

In this thesis I develop an account of how processes of social understanding are implicated in experiences of mental disorder, critiquing the lack of examination of this phenomena along the way. First, I demonstrate how disorder concepts, as developed and deployed by psychiatric institutions, have the effect of shaping the cognition of individuals with psychopathology through setting expectations. Such expectation-setting can be harmful in some cases, I argue, and can perpetuate epistemic injustices. Having developed this view, I criticise enactive accounts (...) of mental disorder for failing to consider how such terms like ‘dysfunction’ are open to interpretation and can come embedded with normative expectations. Enactive accounts consequently run the risk of perpetuating injustices in their account of the sociality of mental disorder. Similar concerns arise when we consider the attachment of enactivism to the medical model, I argue. But by adapting enactivism to consider other experiences of disorder, such as those described as ‘madness’, enactive psychiatry may genuinely provide ethical groundwork for a better conception of disordered experience. Then, I consider a further concern with a distinctly medicalised conception of mental disorder from the perspective of self-illness ambiguity, arguing that self-illness ambiguities appear to form a special class of ambiguities due to their proximity to disorder concepts which mark them as appropriate targets for therapeutic treatment. However, I argue further that we should be critical of the idea that self-illness ambiguities necessitate disambiguation, as, in cases where self and illness are demarcated, individuals may still experience distress because simply having a mental disorder can be socially alienating. The medicalised focus in self-illness ambiguity, and the explicit need from the medical perspective to disambiguate it, might then exacerbate the distress someone experiences in mental disorder. Moreover, drawing on Mad Studies, I suggest that one might not need a coherent self-narrative to live well. Because of this, one may not need to adopt a medicalised view of the self in the case of selfillness ambiguity. In order to support this analysis, I provide a phenomenological account of language and argue that the very thoughts implicated in mental disorder shape the individual’s perception of the world due to the way that language foregrounds particular aspects of our world. This demands a critical examination of the language adopted and used by both clinicians and disordered individuals. I thus conclude with some thoughts on how to approach research and developing understanding of mental disorder given that we, as people, are always implicated in this process and therefore socialisation of some kind will always be taking place. (shrink)

Our growing understanding of human mind and cognition and the development of neurotechnology has triggered debate around cognitive enhancement in neuroethics. The dissertation examines the normative issues of memory enhancement, and focuses on two issues: the distinction between memory treatment and enhancement; and how the issue of authenticity concerns memory interventions, including memory treatments and enhancements. rnThe first part consists of a conceptual analysis of the concepts required for normative considerations. First, the representational nature and the function of (...) memory are discussed. Memory is regarded as a special form of self-representation resulting from a constructive processes. Next, the concepts of selfhood, personhood, and identity are examined and a conceptual tool—the autobiographical self-model —is introduced. An ASM is a collection of mental representations of the system’s relations with its past and potential future states. Third, the debate between objectivist and constructivist views of health are considered. I argue for a phenomenological account of health, which is based on the primacy of illness and negative utilitarianism.rnThe second part presents a synthesis of the relevant normative issues based on the conceptual tools developed. I argue that memory enhancement can be distinguished from memory treatment using a demarcation regarding the existence of memory-related suffering. That is, memory enhancements are, under standard circumstances and without any unwilling suffering or potential suffering resulting from the alteration of memory functions, interventions that aim to manipulate memory function based on the self-interests of the individual. I then consider the issue of authenticity, namely whether memory intervention or enhancement endangers “one’s true self”. By analyzing two conceptions of authenticity—authenticity as self-discovery and authenticity as self-creation, I propose that authenticity should be understood in terms of the satisfaction of the functional constraints of an ASM—synchronic coherence, diachronic coherence, and global veridicality. This framework provides clearer criteria for considering the relevant concerns and allows us to examine the moral values of authenticity. rn. (shrink)

Biological reproduction is a material process of intertwined, recursive propagule generation and development, assuming that development produces simple life cycles. Most organisms, however, have more or less complex life cycles. Here, I attempt to reconcile recent articulations of a reproducer account with traditional approaches to complex life cycles by generalizing genetic demarcation criteria for life cycle generations in terms of the “scaffolded” development of hybrid reproducers. I argue that scaffolding provides a general method for identifying developmental bottlenecks and suggests (...) in turn a new way of understanding developmental reaction norms. (shrink)

This book presents a conceptual mapping of supererogation in the analytic moral philosophical tradition. It first asks whether supererogation can be conceptualised in the absence of obligation or duty and then makes the case that it can be. It does so by enlisting the resources of the continental tradition, specifically using the work of Emmanuel Levinas and his notion of infinite responsibility. In so doing the book contributes to the ongoing efforts to create a common ethical terminology between the analytic (...) and continental traditions within moral philosophy. Supererogatory actions are praiseworthy actions that go ‘beyond duty’, and yet are not blameworthy when not performed. In responding to this paradox, moral philosophy either brackets or attempts a reductionism of supererogation. Supererogation is epitomised in the paradigmatic figures of the saint and hero. Yet, most would agree that emulating these figures is too morally demanding. We rightly ask: where does moral obligation end? Is it even possible, or desirable to demarcate such a boundary? Besides the important theoretical issues these questions raise, they also speak to practical ethical dilemmas in the contemporary milieu, as they concern the global wealthy’s responsibility to the poor and the challenges of development aid work. (shrink)

This paper examines the early years of decision making in the award of the Nobel Prize in physics and chemistry, and shows how the prize became a tool in the boundary work which upheld the social demarcations between scientists and inventors, as well as promoting a particular normative view of individual scientific achievement. The Nobel committees were charged with rewarding scientific achievements that benefited humankind: their interpretation of that criterion, however, turned in the first instance on their assessment of (...) the groundbreaking nature of the ‘science’, with the applied or practical ‘benefits’ of that discovery being treated as very much secondary factors in the award. Through an interrogation of the reports sent by the committees to the Royal Swedish Academy of Sciences, this paper shows how committee members depended on a notion of ‘post-dated utilitarianism’ in reconciling potential tension between rewarding basic and applied science, and explores the ways in which the annual prize both shaped, and was shaped by, media perceptions of scientific virtue. (shrink)

This collection demonstrates the strong influence that humanism and freethought had in developing the history and ideals of black intellectualism. Most people are quick to note the profound influence that religion has played in African-American history: consoling the downtrodden slave or inspiring the abolitionists, the underground railroad, and the civil rights movement. But few are aware of the role humanism played in shaping the black experience: developing the thought and motivating the actions of powerful African-American intellectuals. Section One of this (...) book offers biographical sketches of such prominent black humanists as Frederick Douglass, Cheikh Anta Diop, W.E.B. DuBois, Hubert H. Harrison, and Richard Wright. Section Two features essays by black humanists: Douglass, DuBois, Charles W. Faulkner, Langston Hughes, Zora Neale Hurston, Ishmael Jaffree, Claude McKay, Melvin B. Tolson, and Bruce Wright. Section Three offers the views of contemporary black African humanists: Freda Amakye Ansah, Emmanuel Kofi Mensah, Nkeonye Otakpor, Franz Vanderpuye, and Kwasi Wiredu. Section Four contains interviews conducted by Allen on the subjects of black humanist activism, the Afroasiatic roots of classical civilization, and the Harlem Renaissance with: Martin G. Bernal, Charles Faulkner, Leonard Harris, Norman Hill, and Alaine Locke. (shrink)

The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance (...) and disruption—elements that are by definition excluded from simulations and interfaces—which give dissection its educational value. (shrink)

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and (...) practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media. (shrink)

What is pedagogy, exactly? Merriam-Webster defines it simply as “the art, science, or profession of teaching.” In contemporary academic discourse, however, pedagogy is generally left undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching” (e.g., behaviorist or progressivist instruction) to a broadly political philosophy of education in general (most famously, a “pedagogy of the oppressed”). In this paper, Norm Friesen and Hanno Su follow the Continental pedagogical tradition in giving pedagogy a general but explicit (...) definition. They do so by looking at how pedagogy arises both in everyday life and in school as unavoidably ethical activity undertaken primarily for the sake of the young person or child. Such activities, the authors maintain, are structured not so much by processes, methods, and outcomes, but by irresolvable oppositions and the tensions between them. They illustrate this inductively through a series of images and examples — moving gradually from ones involving parenting and early childhood to ones from elementary and secondary schooling. In this way, Friesen and Su show that pedagogy is not so much one or more ideologically focused or evidence-based instructional or psychological approaches to be mastered by a professional or teaching specialist. It is instead an independent but ethically informed practical perspective — one that can (and has) been extended to form a distinctively pedagogical theory and discipline. As such, it is something that is not only a part of our everyday life and culture, but arguably of all human cultures. (shrink)

As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...) on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm. (shrink)

Norm Phelps has long been one of the leading theoreticians, historians, and strategists of the animal advocacy movement. His new book collects his recent writings on this subject, as well as offers in print for the first time a fully revised and updated version of the e-book he published with Lantern in 2013 (978-1-59056-379-3). Phelps argues that faced with the overwhelming wealth and power of the animal exploitation industries, animal activists are like David trying to stand up to Goliath. But (...) rather than following the unsuccessful strategies of the past, Phelps proposes that we change the game by adopting David's strategy of refusing to play by Goliath's rules. Additional essays explore class and race in animal advocacy, the place of public policy vs. private morality in creating social change, and the unyielding barrier of human exceptionalism. Trenchant, wise, and deeply committed to the reduction of suffering and the liberation of animals, Changing the Game is sure to offer animal advocates much food for thought as the movement charts a way forward for all sentient beings. (shrink)

Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how these present a general underlying similarity compared to those in place today. It then goes on to consider examples of elements of speech and (...) presentation, description and illustration that are used in the biology lecture from the early modern (sixteenth to seventeenth centuries) and late modern (or contemporary) eras. The anatomy lecture thus demonstrates a basic physical and technical continuity in the classroom or theater, whereas the larger epistemic functions in which it is embedded have changed: from a descriptive, discursive function, focusing on individual organs and their physicality, to one that is more integrative, systemic and also performative in both form and content. (shrink)

As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...) on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm. (shrink)

The challenge: the most difficult battle ever fought -- The universal crime -- Slave owners for abolition -- We are all nazis and if i quit eating meat, i'll have to admit -- That to myself -- The crown of creation and the acme of evolution -- Follow the money -- Optimism of the will -- The environment: a dark age was about to begin -- It ain't what you do, it's the time that you do it -- The empire (...) strikes back -- The madness of more -- Creating a universal rights movement -- We're not in kansas anymore -- The response: the prize and the plow -- Agitators and politicians -- In the beginning -- The movement turns to politics -- Abolitionism: the agitation-only approach to animal rights -- How welfare reforms promote liberation -- The proof of the pudding -- Suffering matters -- Public policy and private morality -- Why violence can't change the game for animals. (shrink)

The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences of education, of upbringing and of ‘life lessons’, however, are so often not about the fulfilment of oneself, about the discovery and actualisation of one's full (...) potential. Such experiences instead involve moments of sometimes irreparable failure and loss—a matter that has not received a great deal of attention in educational research and theory. After briefly examining the way that fulfilment is favourably framed both in humanistic psychology and in neo-humanist Bildungstheorie, this paper considers some of the exceptions to the nearly ubiquitous identification of education with fulfilment: Arthur Schopenhauer's view of the irrationality of human (developmental) experience and Ludwig Wittgenstein's use of the term ‘conditioning’ (Abrichtung) in some of his accounts of learning and socialisation. We then focus on failure and loss in education through an overview of the pedagogical theory of O.F. Bollnow. Bollnow, as is gradually being recognised in English-language scholarship, saw moments of uncertainty, disorientation and above all crisis as indispensable in educational experience—for both student and teacher. In this way, we show that instead of being the pursuit of self-fulfilment, education is unavoidably a matter of difficulty, disruption and also failure. It reshapes us, and this reshaping can be seen as being as much about formation as it is about deformation. (shrink)