The war shattered project of Critical Theory to harmonize Historical Materialism and Phenomenology is being restarted at the very moment Phenomenology enters the world of the social and Historical Materialism enters the field of contemporary mainstream epistemic production. The early attacks on phenomenology up to Heidegger from the side of Critical Theory concern the subjectivism detached from society and history displayed by this method, leading to what Guenther Anders had denounced as “Pseudo-Concreteness” in 1948. Critical Theory was influenced (...) intensely by phenomenological thought, even if the phenomenological programme had long time been a battle against the dialectical method of historical materialism and empirical approaches founding on it. After the “Dialectics” of Schleiermacher, the dialectical and teleological method was avoided in the phenomenological tradition. The historical goal of this paper is to locate this allergy in a quarrel much older than the beginnings of modern phenomenology in the field of Fichte, Schleiermacher, Schelling and Hegel. (shrink)

In Moral Case Deliberation, healthcare professionals discuss ethically difficult patient situations in their daily practice. There is a lack of knowledge regarding the content of MCD and there is a need to shed light on this ethical reflection in the midst of clinical practice. Thus, the aim of the study was to describe the content of healthcare professionals’ moral reasoning during MCD. The design was qualitative and descriptive, and data consisted of 22 audio-recorded inter-professional MCDs, analysed with content analysis. The (...) moral reasoning centred on how to strike the balance between personal convictions about what constitutes good care, and the perceived dissonant care preferences held by the patient. The healthcare professionals deliberated about good care in relation to demands considered to be unrealistic, justifications for influencing the patient, the incapacitated patient’s nebulous interests, and coping with the conflict between using coercion to achieve good while protecting human dignity. Furthermore, as a basis for the reasoning, the healthcare professionals reflected on how to establish a responsible relationship with the vulnerable person. This comprised acknowledging the patient as a susceptible human being, protecting dignity and integrity, defining their own moral responsibility, and having patience to give the patient and family time to come to terms with illness and declining health. The profound struggle to respect the patient’s autonomy in clinical practice can be understood through the concept of relational autonomy, to try to secure both patients’ influence and at the same time take responsibility for their needs as vulnerable humans. (shrink)

An examination of the evidence for and the theoretical implications of a universal word order constraint, with data from a wide range of languages. This book presents evidence for a universal word order constraint, the Final-over-Final Condition (FOFC), and discusses the theoretical implications of this phenomenon. FOFC is a syntactic condition that disallows structures where a head-initial phrase is contained in a head-final phrase in the same extended projection/domain. The authors argue that FOFC is a linguistic universal, not just a (...) strong tendency, and not a constraint on processing. They discuss the effects of the universal in various domains, including the noun phrase, the adjective phrase, the verb phrase, and the clause. The book draws on data from a wide range of languages, including Hindi, Turkish, Basque, Finnish, Afrikaans, German, Hungarian, French, English, Italian, Romanian, Arabic, Hebrew, Mandarin, Pontic Greek, Bagirmi, Dholuo, and Thai. FOFC, the authors argue, is important because it is the only known example of a word order asymmetry pertaining to the order of heads. As such, it has significant repercussions for theories connecting the narrow syntax to linear order. (shrink)

This paper discusses the conditions for legitimate expert arrangements within a democratic order and from a deliberative systems approach. It is argued that standard objections against the political role of experts are flawed or ill-conceived. The problem that confronts us instead is primarily one of truth-sensitive institutional design: Which mechanisms can contribute to ensuring that experts are really experts and that they use their competencies in the right way? The paper outlines a set of such mechanisms. However, the challenge exceeds (...) that of producing epistemically optimal expert deliberations because a deliberative political system must also fulfil the ethical and democratic requirements of respect and inclusion. Yet, epistemic concerns justify expertise arrangements in the first place, and measures taken to make the use of expertise compatible with these requirements have to balance the potential rewards from expertise against potential deliberative costs. In the final part of the paper, the regulatory framework of a best practice expert advice system is tentatively analysed to illustrate the applicability and critical potential of our approach. (shrink)

Deep neural networks are said to be opaque, impeding the development of safe and trustworthy artificial intelligence, but where this opacity stems from is less clear. What are the sufficient properties for neural network opacity? Here, I discuss five common properties of deep neural networks and two different kinds of opacity. Which of these properties are sufficient for what type of opacity? I show how each kind of opacity stems from only one of these five properties, and then discuss to (...) what extent the two kinds of opacity can be mitigated by explainability methods. (shrink)

Epistemic democrats are rightly concerned with the quality of outcomes and judge democratic procedures in terms of their ability to ‘track the truth’. However, their impetus to assess ‘rule by experts’ and ‘rule by the people’ as mutually exclusive has led to a meagre treatment of the role of expert knowledge in democracy. Expertise is often presented as a threat to democracy but is also crucial for enlightened political processes. Contemporary political philosophy has so far paid little attention to our (...) reliance on experts and has not sufficiently addressed the question of how expertise can be used to improve the epistemic quality of democratic decision making. We believe this lack of interest is spurred by a too hasty acceptance of arguments dismissive of the political role of experts. The article examines a series of often-cited epistemic objections and concludes that several of them are overstated or misconceived, yet they all reflect real difficulties that need to be addressed. On this background, we tentatively outline a set of mechanisms that can contribute to alleviating the irreducible problem of epistemic asymmetries and ensuring that experts really are experts and use their expertise in the right way. (shrink)

Background: According to ethical guidelines, healthcare professionals should be able to provide care that allows for the patients’ values, customs and beliefs, and the existential issues that are communicated through them. One widely discussed issue is existential loneliness. However, much of the debate dealing with existential loneliness concludes that both the phenomenon and the concept are quite vague. Aim: To clarify what constitutes existential loneliness, and to describe its lived experiences. A further aim was to provide a definition of existential (...) loneliness that can function as a tool for identifying the phenomenon and for differentiating it from other kinds of loneliness. Method: A literature review including theoretical and empirical studies. Different search strategies were used to gather the articles included in the study. The analysis of the empirical studies had an interpretative approach. The articles were also analysed with the aim of providing a definition of existential loneliness. This was done by means of criteria such as language, uniqueness, theory and usefulness. This study is not empirical and does therefore not require an ethics review. Results: The analysis resulted in two main characteristics. The first one was perceiving oneself as inherently separated (disconnected) from others and from the universe. The second one brings out emotional aspects of EL, such as isolation, alienation, emptiness and a feeling of being abandoned. The empirical findings were divided into two categories: experiences of EL and circumstances in which EL arises. A definition of EL is also suggested, based on the two main characteristics identified. Conclusion: In order to meet patients’ needs, it is an ethical duty for healthcare staff to be able to recognise experiences of EL, that is, to communicate with the patients about these experiences in an appropriate manner. This in turn demands knowledge about existential issues and skills to deal with them. (shrink)

In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social (...) relation. Therefore Iargue that teachers have to give up theirposition on the safe side of knowledge andparticipate in the time of risk when meetingthe other means to take responsibility for thatother from a position of vulnerability.Moreover, it is precisely because of this riskthat teaching as an ethical relation becomespossible and where it begins to resound withpoetry. (shrink)

1. Fairness is about the just distribution of society's resources, and in ML, the main resource being distributed is model performance, e.g. the translation quality produced by machine translation...

Most, if not all, philosophers agree that computers cannot learn what words refers to from raw text alone. While many attacked Searle’s Chinese Room thought experiment, no one seemed to question this most basic assumption. For how can computers learn something that is not in the data? Emily Bender and Alexander Koller ( 2020 ) recently presented a related thought experiment—the so-called Octopus thought experiment, which replaces the rule-based interlocutor of Searle’s thought experiment with a neural language model. The Octopus (...) thought experiment was awarded a best paper prize and was widely debated in the AI community. Again, however, even its fiercest opponents accepted the premise that what a word refers to cannot be induced in the absence of direct supervision. I will argue that what a word refers to _is_ probably learnable from raw text alone. Here’s why: higher-order concept co-occurrence statistics are stable across languages and across modalities, because language use (universally) reflects the world we live in (which is relatively stable). Such statistics are sufficient to establish what words refer to. My conjecture is supported by a literature survey, a thought experiment, and an actual experiment. (shrink)

Landgrebe and Smith :2061–2081, 2021) present an unflattering diagnosis of recent advances in what they call language-centric artificial intelligence—perhaps more widely known as natural language processing: The models that are currently employed do not have sufficient expressivity, will not generalize, and are fundamentally unable to induce linguistic semantics, they say. The diagnosis is mainly derived from an analysis of the widely used Transformer architecture. Here I address a number of misunderstandings in their analysis, and present what I take to be (...) a more adequate analysis of the ability of Transformer models to learn natural language semantics. To avoid confusion, I distinguish between inferential and referential semantics. Landgrebe and Smith ’s analysis of the Transformer architecture’s expressivity and generalization concerns inferential semantics. This part of their diagnosis is shown to rely on misunderstandings of technical properties of Transformers. Landgrebe and Smith also claim that referential semantics is unobtainable for Transformer models. In response, I present a non-technical discussion of techniques for grounding Transformer models, giving them referential semantics, even in the absence of supervision. I also present a simple thought experiment to highlight the mechanisms that would lead to referential semantics, and discuss in what sense models that are grounded in this way, can be said to understand language. Finally, I discuss the approach Landgrebe and Smith advocate for, namely manual specification of formal grammars that associate linguistic expressions with logical form. (shrink)

Journal of Philosophy of Education, EarlyView.

In his recent writings, Jürgen Habermas asks how the liberal constitutional principle of separation between church and state, religion and politics, should be understood. The problem, he holds, is that a liberal state guarantees equal freedom for religious communities to practise their faith, while at the same time shielding the political bodies that take collectively binding decisions from religious influences. This means that religious citizens are asked to justify their political statements independently of their religious views, resulting in a burden (...) that secular citizens do not experience. To compensate, Habermas demands from secular citizens that they open their minds to the possible truth content of religion, enter into dialog and contribute to the translation of religious reasons into generally acceptable reasons. This article focuses on Habermas’s assumption that religious citizens suffer an asymmetrical cognitive burden that should be compensated, and his claim that his approach to religion in the public sphere is less restrictive than that of John Rawls. (shrink)

A large number of Swedish public authorities produce ‘platform of values’ texts that present core values. This article presents a study of how such texts and practices, including the core values they revolve around, are legitimized. Using Van Leeuwen’s legitimation framework, three different data sets are analysed: 47 ‘platform of values’ texts, a focus group discussion with seven senior HR officers, and a quantitative questionnaire study answered by civil servants at three public authorities. The analysis shows how the existence of (...) ‘platform of values’ texts and practices is legitimized through rationalizations, above all by describing the texts as concrete means for reaching specific ends and, with regard to the choice of core values, through a custom-conformity type of authority. Thus, this article addresses discursive transformations of contemporary organizations with a particular focus on available discursive space for critical thinking in the wake of New Public Management and related developments. (shrink)

In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses (...) different but related conceptions of emancipation by exploring its ambiguous nature. In the third part of the paper I specify the role and place of emancipation within a philosophy of education that seeks to articulate its social value. (shrink)

Knowledge claims are abundant in the literature on large language models (LLMs); but can we say that GPT-4 truly "knows" the Earth is round? To address this question, we review standard definitions of knowledge in epistemology and we formalize interpretations applicable to LLMs. In doing so, we identify inconsistencies and gaps in how current NLP research conceptualizes knowledge with respect to epistemological frameworks. Additionally, we conduct a survey of 100 professional philosophers and computer scientists to compare their preferences in knowledge (...) definitions and their views on whether LLMs can really be said to know. Finally, we suggest evaluation protocols for testing knowledge in accordance to the most relevant definitions. (shrink)

In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from (...) Swedish society but also try to shift the understanding of the conditions under which such exclusion is possible in the first place. Being Swedish is that which the immigrant is not. What I argue and give examples of is that the ‘no name’ immigrant becomes a possibility for democracy to happen when he or she claims his or her presence in the demos, in such a way as to make evident a split in the self‐understanding of a purely consensual Swedish democracy. In the article I argue that what is needed in order to go beyond the myth of schooling, is a pedagogy of dissensus contesting the normalizing of an unequal social order by making it contingent. (shrink)

This article explores the erosion of public education as a project of democratization. It locates this erosion in the neoliberal world order that has redefined our understanding of schooling the democratic citizen in terms of developing market assets. In it, Carl Anders Säfström investigates specifically how this shift is apparent in the ways in which schooling operates and demonstrates how education itself stands in stark contrast to this view of schooling's function. The need to revitalize education and teaching as (...) means to further equality in society derives from the inequality that neoliberal schooling produces and that is undermining the democratic character of reputedly democratic orders. Teaching liveable life, Säfström concludes, means to verify equality in situations otherwise defined by inequality and, by this means, to expand who can be seen as belonging to democratic public life. His critique of political instrumentalism shows how late capitalism's neoliberal market ideology is systematically linked with schooling and results in the institutionalization of this ideology. (shrink)

ABSTRACT‘Green’ concerns about nature, the environment or the climate have traditionally been juxtaposed with concerns about economic growth or job creation. Recently, however, a new type of conflict has appeared, in which different green concerns, for instance regarding mitigation of climate change and protection of landscape qualities, seem to collide. These environmental conflicts have so far received little scholarly attention. This article addresses the issue by a study of national and in particular local news media discussion on the construction of (...) wind turbines in Denmark, bringing together research traditions from environmental communication, discourse analysis, and place studies. Analytically, the study employs the notion of topos as the key meaning unit, referring to the premises upon which an argument is based. In addition to the empirical findings, the study points to methodological potential of the concept of topos to integrate qualitative and quantitative approaches within a discourse studie... (shrink)

Journal of Philosophy of Education, EarlyView.

I identify a class of arguments against multiple realization (MR): BookofSand arguments. The arguments are in their general form successful under reasonably uncontroversial assumptions, but this, on the other hand, turns the table on identity theory: If arguments from MR can always be refuted by BookofSand arguments, is identity theory falsifiable? In the absence of operational demarcation criteria, it is not. I suggest a parameterized formal demarcation principle for brain state/process types and show how it can be used to identify (...) previously unconsidered contenders for evidence for MR, e.g., binary classification, division, and sorting. For these to be actual instances of MR, the corresponding psychological kinds must be verifiably, relevantly similar. I also briefly discuss possible linguistic, behavioral, and experimental demarcation criteria for psychological kinds. (shrink)

Scientists increasingly approach the world through machine learning techniques, but philosophers of science often question their epistemic status. Some philosophers have argued that the use of unsupervised clustering algorithms is more justified than the use of supervised classification, because supervised classification is more biased, and because (parametric) simplicity plays a different and more interesting role in unsupervised clustering. I call these arguments the No-Bias Argument and the Simplicity-Truth Argument. I show how both arguments are fallacious and how, on the contrary, (...) the use of supervised classification is at least as justified as the use of unsupervised clustering. (shrink)

This paper aims to contribute to the development of a “third-generation” rational choice theory by introducing a Multiple Player Approach for analysing collective action problems. Drawing on the foundational first and second generation works of Olson (The logic of collective action, Cambridge University Press, Cambridge, 1965) and Ostrom (Scand Polit Stud 23(1):3–16), we introduce five player types that we believe capture essential empirical features of many real world collective action problems: Blind Riders, Tough Riders, Hard Riders, Easy Riders, and Low (...) Riders. We consider the complex interaction and dynamics that unfold among them. The main novelty of the analysis is to draw attention to the need for active societal support to effectively empower and reward hard riders for resolving collective action problems, particularly when facing external shocks such as the Covid-19 pandemic, Brexit, and financial crises. (shrink)

Human beings are a marvel of evolved complexity. When we try to enhance poorly-understood complex evolved systems, our interventions often fail or backfire. It can appear as if there is a “wisdom of nature” which we ignore at our peril. A recognition of this reality can manifest as a vaguely normative intuition, to the effect that it is “hubristic” to try to improve on nature, or that biomedical therapy is ok while enhancement is morally suspect. We suggest that one root (...) of these moral intuitions may be fundamentally prudential rather than ethical. More importantly, we develop a practical heuristic, the “evolutionary optimality challenge”, for evaluating the plausibility that specific candidate biomedical interventions would be safe and effective. This heuristic recognizes the grain of truth contained in “nature knows best” attitudes while providing criteria for identifying the special cases where it may be feasible, with present or near-future technology, to enhance human nature. (shrink)

This paper contributes to an on-going exchange in political theory on the normative legitimacy of expert bodies. It focuses on epistemic worries about the expertisation of politics, and uses the Nordic system of advisory commissions as an empirical case. Epistemic concerns are often underplayed by those who defend an increasing role of experts in policy-making, while those who have epistemic worries often tend to overstate them and debunk expertise. We present ten epistemic worries, of which some are of an epistemological (...) nature, while others are related to failures and biases. These worries must not be overstated, but no doubt point to real problems which have to be handled through the design of expert bodies and institutions of science advice. We introduce three groups of mechanisms that are likely to contribute to remedying the problems of expertise and discuss what they imply for the design of a system of public advisory commissions. (shrink)

In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas’s and Jacques Rancière’s thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a (...) consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education. (shrink)

Developers of artificial intelligence (AI) often cannot explain the inferences their neural networks make, at least not in ways that satisfy user needs. XAI—explainable artificial intelligence—aims to develop techniques for providing such explanations. XAI researchers have adopted techniques that, to philosophers, seem representationalist–internalist, leading some philosophers to call for more externalist alternatives. But is explaining AI models through causally related external factors feasible? I suggest we compare the idea of externalist XAI to so‐called functionalist XAI. Two common arguments against functionalist (...) XAI are the Epistemic Argument and the Trust Argument, respectively. I discuss whether these arguments can be met by externalists, as well as a new, previously unnoticed challenge from random initialization. (shrink)

The deadly attacks on a public meeting and on a Jewish citizen in Copenhagen in February 2015 have given rise to a vast amount of public discussion and interpretation of the events themselves, their background, their causes, their significance, and their repercussions. During these discussions, various conceptions of publicness and public space have been articulated. Indeed, one may view the killings as a ‘critical discourse moment’ in which a range of discourses have been employed to help interpret, understand, and deal (...) with what happened. In several of these discourses, conceptions of publicness play a central part. This article sets out to investigate the conceptions of publicness that were articulated in the Danish public spheres following the attacks. The article maps out some of the key different and partly contradictory notions of publicness that the reactions to the killings brought to the fore. The investigation thus focuses on the articulation of normative expectations and ideals of public spheres, on the limitations and restrictions that were acknowledged, and on the main societal problems and national contexts to which publicness was viewed as related. The analysis will cover national newspapers and center on the discursive resources of the media elite in early responses to the attacks, for example in editorials, or comments by writers, academics, debaters, and intellectuals. (shrink)

In this paper we defend the idea that dyadic gratitude — i.e. gratitude in absence of a benefactor — is a coherent concept. Some authors claim that ‘gratitude’ is by definition a triadic concept involving a beneficiary who is grateful for a benefit to a benefactor. These authors state that people who use the term gratitude in absence of a benefactor do so inappropriately, e.g. by using it as an interchangeable term for ‘appreciation’ or ‘being glad’. We believe that the (...) conceptual analyses which underlie such statements are too strongly focused on language and pay insufficient attention to the lived experience of gratitude. Thus, we have conducted a phenomenological analysis of several experiences in which people report feeling gratitude in absence of a benefactor. Informed by our phenomenological findings, we argue that dyadic gratitude is a coherent concept that shares certain core experiential elements with triadic gratitude. Gratitude is an appreciative response that construes its object as a gratuitous good and as a (metaphorical) gift; it is characterised by a receptive-appreciative attitude, an awareness that we are in some sense dependent on something other than ourselves, and a motivational impetus to promote, celebrate and/or radiate goodness. Finally, we argue that dyadic gratitude is a useful concept because it enables us to think and communicate effectively about a set of experiences. Moreover, it is also a scientifically and philosophically relevant concept, since it seems to be associated with various positive psychosocial effects and might even be developed as a virtuous disposition. (shrink)

This article will examine the consequences of highlighting ‘subject and difference’ in one of the curriculum theories that has been inspired by postmodernism. The term postmodernism is here first and foremost meant to signify the attempt to combine politics and morality with epistemology in accordance with Levinas, Lyotard and Bauman. The article will highlight some themes that need to be developed further for a postmodernism-inspired curriculum theory. A starting-point is a critique of the type of curriculum theory which has its (...) base in the new sociology of education . From this critique, focused on universal claims, the Habermasian-inspired universalism is quickly and critically dropped and left behind, and another form of reasoning is embarked upon. The latter is inspired by a ‘minotarian politics’ concept and tries to dissolve universalism as a prerequisite for critical conversations. With this background and with the help of Levinas, the article sets out to talk about ‘difference’ without reduction to the Same and finally suggest a direction for a postmodern curriculum theory with a ‘normative’ focus on knowledge. (shrink)

Der Band verortet Kierkegaard im Kontext der klassischen deutschen Philosophie. Durch Aufweis vielfältiger Bezüge wird deutlich, dass Kierkegaard sich als Glied der an Kants Revolution der Denkart anschließenden Tradition versteht, mit der er auf streitbare Weise eine gemeinsame Orientierung des Denkens teilt. Der Band trägt dazu bei, Kierkegaards Verhältnis zu dieser Tradition differenzierter zu betrachten, als es gängige Meinungen nahe legen.

In this article I address education beyond individualism, elitism and instrumentalism and instead understand education as central for a democratic way of life. I discuss the role of education in the making of democratic forms of life in the university, in the school as well as in other contexts outside institutions. I argue for the importance of defending the “free time” of the university and school against a “time of production” as a defining characteristic of university and school. I will (...) show how a time of production undermine the very possibility of education, and which therefore also tends to negate pluralist democracy. (shrink)