In this paper I will argue that medical specialists interpret and diagnose through technological mediations like X-ray and fMRI images, and by actualizing embodied skills tacitly they are determining the identity of objects in the perceptual field. The initial phase of human interpretation of visual objects takes place during the moments of visual perception before we are consciously aware of the perceived. What facilitate this innate ability to interpret are experiences, learning and training that become humanly embodied skills. These embodied (...) skills are actualized during the moments of visual perception. My argument is that biology, society and instruments constitute unique individual ontologies influencing specialist readings of the technological output, in other words, putting limits on the ‘‘truth-to-nature’’ relation, which is so much sought for in science. (shrink)

: It is argued that in many cases surrogate mothers are exploited when they participate in altruistic surrogacy arrangements, since their altruistic personality structure is not in the relevant sense "their own." The question of whether paternalistic interference is justified in these cases is discussed. Such interference seems to be acceptable on condition that the person interfering is someone belonging to the woman's intimate sphere.

Law-enforcement agencies are increasingly able to leverage crime statistics to make risk predictions for particular individuals, employing a form of inference that some condemn as violating the right to be “treated as an individual.” I suggest that the right encodes agents’ entitlement to a fair distribution of the burdens and benefits of the rule of law. Rather than precluding statistical prediction, it requires that citizens be able to anticipate which variables will be used as predictors and act intentionally to avoid (...) them. Furthermore, it condemns reliance on various indexes of distributive injustice, or unchosen properties, as evidence of law-breaking. (shrink)

Recent work in experimental philosophy shows that folk intuitions about moral responsibility are sensitive to a surprising variety of factors. Whether people take agents to be responsible for their actions in deterministic scenarios depends on whether the deterministic laws are couched in neurological or psychological terms (Nahmias et. al. 2007), on whether actions are described abstractly or concretely, and on how serious moral transgression they seem to represent (Nichols & Knobe 2007). Finally, people are more inclined to hold an agent (...) responsible for bringing about bad than for bringing about good side effects that the agent is indifferent about (Knobe 2003). Elsewhere, we have presented an analysis of the everyday concept of moral responsibility that provides a unified explanation of paradigmatic cases of moral responsibility, and accounts for the force of both typical excuses and the most influential skeptical arguments against moral responsibility or for incompatibilism. In this article, we suggest that it also explains the divergent and apparently incoherent set of intuitions revealed by these new studies. If our hypothesis is correct, the surprising variety of judgments stems from a unified concept of moral responsibility. -Knobe, J. (2003) Intentional Action and Side Effects in Ordinary Language. Analysis 63, pp.190–93. -Nahmias, E.; Coates, J.; Kvaran. T. (2007) Free will, moral responsibility, and mechanism: experiments on folk intuitions. Midwest studies in Philosophy XXXI -Nichols, S.; Knobe, J. (2007) Moral responsibility and determinism: the cognitive science of folk intuitions, Noûs 41:4, 663-685. (shrink)

Embodied cognition is an interpretative—or hermeneutical—cognition inherent in motor-sensory perception intrinsically informed by biological and sociocultural memory, a cognition embedded in the organism as well as the socio-cultural environment interacting with it (Ward et al. TOPOI 36:365–375, 2017), of which technologies are a part. Yet, smart machines are advancing on human abilities to perceive and interpret concerning the accuracy, quantity, and quality of the data processed. Machines process and categorize images, perform classification tasks, they calculate and perform pattern analysis, all (...) machine learning processes are task-specific. Machine learning processes resemble human interpretative processes; however, these are two very different ways of “dealing with something,” although both can be said to be hermeneutical, one enactive, the other material; the first is a meaning-generating interpretative process, the second a statistics-based information output. The information extracted from all the data fed into the computer is the end-product of machine learning, whereas human interpretative enactments are continuous and necessary for any application of the information output. (shrink)

This book is a systematic reappraisal of Leibniz’s philosophy of mind. The main argument of this book is easy to state: Leibniz offers a fully natural theory of mind. In today’s philosophical climate, in which much effort has been put into discovering a naturalized theory of mind, Leibniz’s efforts to reach a similar goal 300 years earlier will provide a critical stance from which we can assess our own theories. But while the goals might be similar, the content of Leibniz’s (...) theory significantly diverges from the majority of today’s theories. Leibniz’s philosophy of mind meets the standards of what he would regard as a fully natural theory. Perhaps surprisingly, Leibniz’s theological commitments yield a thoroughgoing naturalizing methodology: the properties of an object are explicable in term of the object’s nature. This book argues that Leibniz pursued his philosophy of mind with this methodology in hand. If we keep this commitment to a naturalizing project in mind, then we will find in Leibniz a rich and interesting philosophy of mind. -/- This book provides an account of Leibniz’s naturalizing constraints and traces them through Leibniz’s philosophy of mind. It covers issues relating to mental representation, perception, sensation, consciousness, memory, and moral identity. (shrink)

Leibniz viewed the principle of continuity, the principle that all natural changes are produced by degrees, as a useful heuristic for evaluating the truth of a theory. Since the Cartesian laws of motion entailed discontinuities in the natural order, Leibniz could safely reject it as a false theory. The principle of continuity has similar implications for analyses of Leibniz's theory of consciousness. I briefly survey the three main interpretations of Leibniz's theory of consciousness and argue that the standard account entails (...) a discontinuity that Leibniz could not allow. I argue that the principle of continuity and the textual data favor an interpretation according to which a conscious mental state just is a perception that is distinct to a sufficient degree. (shrink)

Friis and Crease illustrate the diversity of content and styles in postphenomenology, a burgeoning field that has attracted attention among scholars engaged in technology studies. Contributors to this edited collection seek to analyze, clarify, and develop postphenomenological language and concepts, expand the work of Don Ihde, the field's founder, and delve into areas that Ihde never tackled.

In this article, I develop a higher-order interpretation of Leibniz's theory of consciousness according to which memory is constitutive of consciousness. I offer an account of Leibniz's theory of memory on which his theory of consciousness may be based, and I then show that Leibniz could have developed a coherent higher-order account. However, it is not clear whether Leibniz held (or should have held) such an account of consciousness; I sketch an alternative that has at least as many advantages as (...) the higher-order theory. This analysis provides an important antecedent to the contemporary discussions of higher-order theories of consciousness. (shrink)

Leibniz explains both activity and sensation in terms of the relative distinctness of perception. This paper argues that the systematic connection between activity and sensation is illuminated by Leibniz’s use of distinctness in analyzing each. Leibnizian sensation involves two levels of activity: on one level, the relative forcefulness of an expression enables certain expressions to stand out against the perceptual field, but in addition to this there is an activity of the mind that enables sensory experience. This connection of mental (...) activity and perceptual distinctness enables us to better appreciate the fundamental role perceptual distinctness plays in Leibniz’s theory of sensation. (shrink)

Gilles Deleuze and Felix Guattari’s work has been mined by writers about music and music education such as Ian Buchanan, Marcel Swiboda, Marianne Kielian-Gilbert, and Elizabeth Gould, as they have reflected on how music and music education should be construed. 1 Our present task is to examine critically Deleuze and Guattari’s ideas in our reading of their book A Thousand Plateaus: Capitalism and Schizophrenia, with a view to determining the merits of their ideas as a basis for a philosophy of (...) music education. 2 As such, we ask three principal questions: What are Deleuze and Guattari asking us to believe? What is our assessment of their contributions and detractions? What are the implications of our analysis for.. (shrink)

Recently, a number of people have argued that certain entities embodied by groups of agents themselves qualify as agents, with their own beliefs, desires, and intentions; even, some claim, as moral agents. However, others have independently argued that fully-fledged moral agency involves a capacity for reactive attitudes such as guilt and indignation, and these capacities might seem beyond the ken of “collective” or “ corporate ” agents. Individuals embodying such agents can of course be ashamed, proud, or indignant about what (...) the agent has done. But just as an entity needs to have its own beliefs, desires, and intentions to qualify as a bona fide agent, the required capacity for reactive attitudes is a capacity to have one’s own reactive attitudes. If fully-fledged moral agency requires reactive attitudes, the corporate agent must itself be capable of guilt and indignation. In this paper, we argue that at least certain corporate agents are. Or, more precisely, we argue that if there are bona fide corporate agents, these agents can have the capacities that are both associated with guilt and indignation and plausibly required for moral agency; in particular certain epistemic and motivational capacities. (shrink)

What kind of a science is psychoanalysis? What constitutes its domain? What truth claims does it maintain? In this unique and scholarly work concerning the nature of psychoanalysis, Gunnar Karlsson guides his arguments through phenomenological thinking which, he claims, can be seen as an alternative to the recent attempts to cite neuropsychoanalysis as the answer to the crisis of psychoanalysis. Karlsson criticizes this effort to ground psychoanalysis in biology and neurology and emphasizes instead the importance of defining the psychoanalytic (...) domain from the vantage point of the character of consciousness. His understanding of the unconscious, the libido and the death drive offer new insights into the nature of psychoanalysis, and he also illuminates and develops neglected dimensions such as consciousness and self-consciousness. Karlsson's approach to psychoanalysis is rigorous yet original, and this book fills an intellectual gap with implications for both the theoretical understanding and clinical issues of psychoanalysis. (shrink)

A ‘vestigial social practice' is a norm, convention, or social behavior that persists even when few endorse it or its original justifying rationale. Begby (2021) explores social explanations for the persistence of prejudice, arguing that even if we all privately disavow a stereotype, we might nevertheless continue acting as if it is true because we believe that others expect us to. Meanwhile the persistence of the practice provides something like implicit testimonial evidence for the prejudice that would justify it, making (...) it rational for members of the next generation to acquire the corresponding prejudiced beliefs. This paper distinguishes between three different types of vestigial social practice in terms of the underlying explanatory mechanisms, and argues that the persistence of prejudicial social stereotypes is most tightly linked not to others’ beliefs or expectations, but to the ways that material infrastructure constrains options shapes social outcomes. Given that, the persistence of a practice only provides grounds to infer that most people endorse the corresponding prejudiced belief only if we are in a position to dismiss relevant alternative explanations. (shrink)

Gunnar Olsson's tale follows an explorer from the oldest creation epics extant to the power struggles of today, an attempt to codify the taken-for-granted, a struggle with the invisible powers that make us so obedient and so predictable.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 40.4 (2006) 1-20 MuseSearchJournalsThis JournalContents[Access article in PDF]"This-with-That": A Dialectical Approach to Teaching for Musical ImaginationEstelle R. JorgensenAmong the various approaches to music education, my dialectical and epistemological view offers a way of thinking about music and education and deciding how to go forward in teaching and learning music. 1 In this article I show how this particular philosophical perspective can play out in (...) teaching for the development of musical imagination in a particular musical piece, in particular, Johannes Brahms's Intermezzo, op. 118, no. 2. Three questions lie at the center of this analysis: What is meant by my dialectical approach? 2 How is musical imagination implicated, for example, in a performer's reading of this Intermezzo? How ought one to teach for the development of musical imagination?My response to the first of this trio of questions is predicated on my previous writing, most recently in Transforming Music Education and an essay, "Four Philosophical Models of the Relationship of Theory and Practice." 3 My response to the second applies Mary Reichling's model of images of imagination to a reflection on my approach to this Brahms Intermezzo—a piece I have played over a musical lifetime—with reference to a few of its more obvious features. 4 And my response to the third builds on my extension of Vernon Howard's analysis of learning in Transforming Music Education by drawing on Alfred North Whitehead's elegant model of teaching and learning formulated almost a century ago in his The Aims of Education and Other Essays, again with reference to the self-same piece. 5 In addressing these questions, I show how my dialectical approach can work practically and how the various tensions between aspects of imagination can play out in opposite, even paradoxical, modes of teaching for musical imagination. [End Page 1]What Is Meant by My Dialectical Approach?In choosing a "this-with-that" approach rather than a both/and synthesis or either/or approach to the choices between alternatives in music education, I recognize that in the phenomenal world, educational decisions (as with decisions in other areas of life) are often difficult to arrive at and problematic in their outcomes. I see dialectics as seepages and tensions that arise between alternatives viewed comparatively. 6 These alternatives are not always logically compatible, equally feasible, or easily reconcilable. Rather, resolutions are made on the basis of incomplete information, consequences that flow from decisions are often unexpected, some things are easier to meld than others, and constituent value judgments are sometimes dissonant, even impossible, to reconcile logically and practically. My interest is in describing the epistemological quandaries in which musician-teachers and their students sometimes find themselves practically speaking. I do not seek a "one-size-fits-all" approach because it is impossible to realize practically even if it could be shown to be desirable. Music instruction takes place in the phenomenal world—a world of sometimes messy or fuzzy categories in which the teacher's and student's interests often lie at the margins, where one thing seems to become another 7 —and I seek to describe my own approach to tackling the sorts of practical dilemmas in which I find myself as teacher and student. As such, I am preoccupied with the question, How does one decide what to do as a music teacher or learner?For me, the best angle from which to address this question has been from a dialectical perspective. I came to this position as I reflected on my experience as a music teacher. 8 Things in the phenomenal world were never as simple as the theoretical models upon which I drew supposed. I was often faced with choices, and these choices were sometimes easily made and sometimes not. This practical experience resonated with that of others on a similar journey. For example, I. A. Richards remarks that Socrates enjoyed the friendship of those who were able to see both the "one-and-the-many... (shrink)

The point, for the 946,326th time is that people get elected to office by currying the favor of powerful interest groups. They don’t get elected for their excellence as political philosophers.Congress has consistently failed to solve some serious problems with the cost, effectiveness, and safety of pharmaceuticals. In part, this failure results from the pharmaceutical industry convincing legislators to define policy problems in ways that protect industry profits. By targeting campaign contributions to influential legislators and by providing them with selective (...) information, the industry manages to displace the public’s voice in developing pharmaceutical policy. (shrink)

The volume advances research in the philosophy of technology by introducing contributors who have an acute sense of how to get beyond or reframe the epistemic, ontological and normative limitations that currently limit the fields of philosophy of technology and science and technology studies.

The essays both represent a variety of epistemological approaches, including those of the humanities, social studies, natural science, sociology, psychology, ...

This chapter contains sections titled: History of Technology Technology and Science Technology and Philosophy Technology and Environment Technology and Politics Technology and Ethics Technology and the Future.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 130-140 [Access article in PDF] Western Classical Music and General Education Estelle R. Jorgensen Indiana University Thinking about transforming music, I address issues relating to the role of musicians in higher education and Western classical music in general education. I am concerned about this music because it is marginalized in general education and the civic spaces of public life. Where once it (...) held a privileged place, it seems now to have acquired (in some quarters at least) a negative connotation as a bastion of elitism and privilege. Instead, popular musics (with a nod to musics of other cultures) have pride of place in much elementary and secondary music education and in many university and college offerings designed for students whose principal fields of study lie outside music. An all-too-common musical illiteracy or, at best, elementary level of musical literacy and aurality renders Western classical music inaccessible to the general public just as the pervasiveness of popular music renders it inaudible and invisible. Bridges to past, less accessible, and esoteric traditions are also too few or in disrepair. Julian Johnson laments the diminished stature of Western classical music and argues for its values in today's world. 1Music teachers of all stripes urgently need to address this marginalization of Western classical music as a matter of public policy. If caring for and fostering [End Page 130] diversity in the natural world is a good, then it is reasonable to expect that fostering diversity in the cultural world is likewise a good. If preventing the extinction of natural species is a matter of public policy, then surely preventing the extinction of musics among other cultural traditions is at least as important. Social transformation has within it the seeds of conservation, or the preserving of past traditions, just as it also suggests profound and ongoing planned and unintended change. When any music such as Western classical music is sidelined, music education policy makers need to ask, Is this multi-cultural, multi-ethnic, multi-faceted music important to keep, foster, and change? What does it have to contribute in the present world? Is it being cared for sufficiently? If it needs to change, how ought it be changed? What principles can be helpful to music teachers in caring for, fostering, and changing it? These are compelling public policy questions for our time. A Quarrel and Its Aftermath In 1963, participants in the Yale Seminar asked some of these very difficult questions of music education policy makers. MENC leaders took exception to the seminar and its conclusions; although some outstanding music teachers were participants, the organization had not been invited and the seminar was not its idea. 2 Instead of addressing directly some of the important criticisms of school music education and music teacher education raised in the seminar, the MENC mounted its own rival Tanglewood Symposium in 1967. Participants in this symposium faulted music in higher education for its failure to admit "talented and capable high school music students [to] the privilege of advanced study," the "[c]ompartmentalization and lack of communication between various segments of the music field," its lack of relation to "the musical heritage of American culture," and its failure to ensure arts courses in general education. 3 The symposium contributed to a populist stance focused on the myriad vernacular traditions of the world, thereby diminishing the role and presence of Western classical music and highlighting popular and vernacular musics at MENC conferences and in the elementary and secondary schools in the United States. Subsequent attempts to renew the Western classical tradition and raise the musical expectations of teachers and their students in the nation's schools exemplified in the Juilliard Repertory, Manhattanville Music Curriculum Project, and Comprehensive Musicianship Program seem not to have made a lasting impact. And the differing criticisms and visions of the Yale Seminar and Tanglewood Symposium have yet to be critically engaged.Summarizing criticisms made of school music repertoire in the report of the Yale Seminar to the Office of Education, U.S. Department of Health, Education, and... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 150-160MuseSearchJournalsThis JournalContents[Access article in PDF]Songs to Teach a NationEstelle R. Jorgensen Indiana University, BloomingtonIn this symposium, I first briefly respond to Randall Allsup's piece, "Extraordinary Rendition: On Politics, Music, and Circular Meanings" with some general remarks on the distinctions between fundamentalism and liberalism, and internationalism, nationalism, and localism, and the importance of exercising judgment in order to find a middle ground between (...) extreme positions. Against this backdrop, I reflect on the songs we need to teach the nation to sing and, as a case in point, consider the National Anthem Project launched by the MENC—The National Association for Music Education. I suggest that at the very least the "Star-Spangled Banner" ought not be the only song to teach the nation at this time and it is important to carefully consider which songs we ought to teach the nation. And I propose that music teachers need to take a measured approach that eschews fundamentalism, rampant militarism, and excessive patriotism, embraces musically the tensions between internationalism, nationalism, and localism, and expresses a sensitive world-view through the choice of songs that cultivate and express liberal and democratic ideals and foster peace internationally.1Allsup's attention to the political character of research reminds us of the important consequences of any activity in the public and private spheres. Our endeavors as researchers are inherently ethical and have political consequences because as music teachers, we act on behalf of what John Dewey terms "the public."2 Dewey's "public" arises out of the need for social activities to be collectively organized, especially given the presence of the young, the poor, the ill, the elderly, the needy, and those who are otherwise dependent on others. Politics concerns the organization and governance of the public, that is the collective activities on behalf of society. For Dewey, educational activity cannot escape being ethical and political (construed positively) by the very fact of its undertaking on behalf of a public in the phenomenal world.3My understanding of fundamentalism is that it is, by definition, antithetical to liberalism. Whereas liberalism embraces surprise, entertains the possibility of doubt, and includes the "responsibility to choose,"4 fundamentalism is closed-minded and refuses to be surprised or to doubt the certainty of beliefs that have been accepted. Israel Scheffler notes that there is a safety in dogmatism in which one does not need to face the unsettlement of surprise that one might be wrong and one's beliefs mistaken.5 This quality of fallibility and openness to the possibility of surprise renders a liberal democracy fragile. Without cultivating [End Page 150] capacities and dispositions to open-mindedness and critical thought and action on the part of all the citizens of the democracy, it is open to being high-jacked by closed-mindedness and fundamentalism and thereby subject to dictatorial action on the part of those who seize political power.6 In difficult times, certainty may seem to be safer than open-mindedness that weighs possibilities and thinks through the complexities with which the public must deal. As Paul Woodford argues, if music education is to serve the interests of liberalism, it must likewise cultivate critical thinking and I add the caveat, as a means of defeating fundamentalism and literalism that would destroy liberal democracy.7Liberalism depends on the assertion of certain universal principles of ethical conduct. Seyla Benhabib's reconstruction of universals in what she terms her "post-Enlightenment project of interactive universalism" takes account of important postmodern, feminist, and communitarian insights and understands universals as "interactive not legislative, cognizant of gender difference not gender blind, contextually sensitive and not situation indifferent."8 In this frame, it is only possible to sustain liberalism on the assumption of action that takes for granted that others ought to agree with one and act in such-and-such ways. Whether these principles are referred to as "commonalities" or "universals" in the Benhabibian sense, one appeals to certain propositions on which ethical and political action should be predicated... (shrink)

Recently, contextualism about epistemic modals and predicates of taste have come under fire from advocates of assessment relativistic analyses. Contextualism, they have argued, fails to account for what we call "felicitous insensitive assessments". In this paper, we provide one hitherto overlooked way in which contextualists can embrace the phenomenon by slightly modifying an assumption that has remained in the background in most of the debate over contextualism and relativism. Finally, we briefly argue that the resulting contextualist account is at least (...) as plausible as the relativist alternative and should be carefully considered before contextualism is abandoned for relativism. (shrink)

Book Symposium on Don Ihde’s Expanding Hermeneutics: Visualism in Science Content Type Journal Article Category Book Symposium Pages 1-22 DOI 10.1007/s13347-011-0060-5 Authors Jan Kyrre Berg Olsen Friis, University of Copenhagen, Nørre Farimagsgade 5 A, Room 10.0.27, 1014 Copenhagen, Denmark Larry A. Hickman, The Center for Dewey Studies, Southern Illinois University Carbondale, Carbondale, IL 62901, USA Robert Rosenberger, School of Public Policy, Georgia Institute of Technology, DM Smith Building, 685 Cherry Street, Atlanta, GA 30332-0345, USA Robert C. Scharff, University of (...) New Hampshire, Durham, NH 03824-3574, USA Don Ihde, Stony Brook University, Harriman Hall 221, Stony Brook, NY 11794-3750, USA Journal Philosophy & Technology Online ISSN 2210-5441 Print ISSN 2210-5433. (shrink)

I argue that the offense generation pattern of slurring terms parallels that of impoliteness behaviors, and is best explained by appeal to similar purely pragmatic mechanisms. In choosing to use a slurring term rather than its neutral counterpart, the speaker signals that she endorses the term. Such an endorsement warrants offense, and consequently slurs generate offense whenever a speaker's use demonstrates a contrastive preference for the slurring term. Since this explanation comes at low theoretical cost and imposes few constraints on (...) an account of the semantics of slurs, this suggests that we should not require semantic accounts to provide an independent explanation of the offense profile. (shrink)

This paper argues that the account of teleology previously proposed by the authors is consistent with the physical determinism that is implicit across many of the sciences. We suggest that much of the current aversion to teleological thinking found in the sciences is rooted in debates that can be traced back to ancient natural science, which pitted mechanistic and deterministic theories against teleological ones. These debates saw a deterministic world as one where freedom and agency is impossible. And, because teleological (...) entities seem to be free to either reach their ends or not, it was assumed that they could not be deterministic. Mayr’s modern account of teleonomy adheres to this basic assumption. Yet, the seeming tension between teleology and determinism is illusory because freedom and agency do not, in fact, conflict with a deterministic world. To show this, we present a taxonomy of different types of freedom that we see as inherent in teleological systems. Then we show that our taxonomy of freedom, which is crucial to understanding teleology, shares many of the features of a philosophical position regarding free will that is known in the contemporary literature as ‘compatibilism’. This position maintains that an agent is free when the sources of its actions are internal, when the agent itself is the deterministic cause of those actions. Our view shows that freedom is not only indispensable to teleology, but also that, contrary to common intuitions, there is no conflict between teleology and causal determinism. (shrink)

Biologists are nearing the creation of the first fully synthetic eukaryotic genome. Does this mean that we still soon be able to create genomes that are parts of an existing genetic lineage? If so, it might be possible to bring back extinct species. But do genomes that are synthetically assembled, no matter how similar they are to native genomes, really belong to the genetic lineage on which they were modelled? This article will argue that they are situated within the same (...) genetic lineage. To see why requires closely examining whether material overlap between parents and offspring is a necessary feature of biological reproduction. The processes used to create synthetic genomes shows that these processes are a form of scaffolded reproduction because they use external machinery and take ownership of the material parts used to create synthetic genomes. Closely examining these processes also reveals, surprisingly, that ‘synthetic reproduction’ can take place between entities that don’t participate in the same biological lineages. 1Introduction2The Argument for Lineage-less Genomes3Synthetic Eukaryotic Chromosomes and Material Overlap4Biological Reproduction, Material, and Information5Synthetic Reproductive Processes and Their Implications. (shrink)

Teleology has a complicated history in the biological sciences. Some have argued that Darwin’s theory has allowed biology to purge itself of teleological explanations. Others have been content to retain teleology and to treat it as metaphorical, or have sought to replace it with less problematic notions like teleonomy. And still others have tried to naturalize it in a way that distances it from the vitalism of the nineteenth century, focusing on the role that function plays in teleological explanation. No (...) consensus has seemed possible in this debate. This paper takes a different approach. It argues that teleology is a perfectly acceptable scientific notion, but that the debate took an unfortunate misstep some 2300 years ago, one that has confused things ever since. The misstep comes in the beginning of Aristotle’s Physics when a distinction is made between two types of teleological explanation. One type pertains to artifacts while the other pertains to entities in nature. For Aristotle, artifacts are guided by something external to themselves, human intentions, while natural entities are guided by an internal nature. We aim to show that there is, in fact, only one type of legitimate teleological explanation, what Aristotle would have considered a variant of an artifact model, where entities are guided by external fields. We begin with an analysis of the differences between the two types of explanation. We then examine some evidence in Aristotle’s biological works suggesting that on account of his natural-artifactual distinction, he encountered difficulties in trying to provide teleological accounts of spontaneous generation. And we show that it is possible to resolve these difficulties with a more robust version of an artifact model of teleology, in other words, with an externalist teleology. This is McShea’s model, in which goal-directed entities are guided by a nested series of upper-level fields. To explain teleological behavior, this account invokes only external physical forces rather than mysterious internal natures. We then consider how field theory differs from other efforts to naturalize teleology in biology. And finally, we show how the account enables us to grapple with certain difficult cases – genes and intentions – where, even in biology today, the temptation to posit internal natures remains strong. (shrink)

For Husserl, kinaesthetic capability is a key piece of the process of perception. By ensuring the junction between the actual and the potential, it allows the exhibition of an object that is always more than what appears. Kinaesthetic capability preserves the transcendence of the object by preventing the phenomenon from being confined to pure actuality. This idea, however, poses significant challenges when one questions the nature of the possibilities that are at stake here. Especially, the perceived seems to enjoy a (...) kind of emancipation from these capabilities as they actually are. How can one justify that the structures of the perceived world are the intentional correlate of the kinaesthetic skills of the subject if such structures continue to regulate the sense of the appearing objects when those skills are neutralized? We will see that only a genetic perspective, assuming the intrinsically historical character of the subject, provides a satisfactory answer to this question, and that this perspective leads to placing into question the actualist position that Husserl sometimes tends to adopt. (shrink)

In [2] T. J. Carlson introduces an approach to ordinal notation systems which is based on the notion of Σ₁-elementary substructure. We gave a detailed ordinal arithmetical analysis (see [7]) of the ordinal structure based on Σ₁-elementarity as defined in [2]. This involved the development of an appropriate ordinal arithmetic that is based on a system of classical ordinal notations derived from Skolem hull operators, see [6]. In the present paper we establish an effective order isomorphism between the classical and (...) the new system of ordinal notations using the results from [6] and [7]. Moreover, on the basis of a concept of relativization we develop mutual (relatively) elementary recursive assignments which are uniform with respect to the underlying relativization. (shrink)

The Bachmann-Howard structure, that is the segment of ordinal numbers below the proof theoretic ordinal of Kripke-Platek set theory with infinity, is fully characterized in terms of CARLSON’s approach to ordinal notation systems based on the notion of Σ1-elementarity.