Are interpersonal affordances a distinct type of affordance, and if so, what is it that differentiates them from other kinds of affordances? In this paper, I show that a hard distinction between interpersonal affordances and other affordances is warranted and ethically important. The enactivist theory of participatory sense-making demonstrates that there is a difference in coupling between agent-environment and agent-agent interactions, and these differences in coupling provide a basis for distinguishing between the perception of environmental and interpersonal affordances. Building further (...) on this foundation for understanding interpersonal affordances, I argue that in line with some enactivist work on social cognition, interpersonal affordances ought to be considered as those that are afforded by agents and are recognized as such. Given this distinction, I also make the point that because our social conventions establish persons as more than mere agents, the direct perception of interpersonal affordances may also involve seeing others as embodied selves. Distinguishing between types of affordances thus also matters ethically: there can be harms done when an agent is not perceived as an agent, and there can be harms done when an agent is not perceived as a self. (shrink)

What is it to know more? By what metric should the quantity of one's knowledge be measured? I start by examining and arguing against a very natural approach to the measure of knowledge, one on which how much is a matter of how many. I then turn to the quasi-spatial notion of counterfactual distance and show how a model that appeals to distance avoids the problems that plague appeals to cardinality. But such a model faces fatal problems of its own. (...) Reflection on what the distance model gets right and where it goes wrong motivates a third approach, which appeals not to cardinality, nor to counterfactual distance, but to similarity. I close the paper by advocating this model and briefly discussing some of its significance for epistemic normativity. In particular, I argue that the 'trivial truths' objection to the view that truth is the goal of inquiry rests on an unstated, but false, assumption about the measure of knowledge, and suggest that a similarity model preserves truth as the aim of belief in an intuitively satisfying way. (shrink)

A pluralistic view of psychiatric classification is defended, according to which psychiatric categories take a variety of structural forms. An ordered taxonomy of these forms—non-kinds, practical kinds, fuzzy kinds, discrete kinds, and natural kinds—is presented and exemplified. It is argued that psychiatric categories cannot all be understood as pragmatically grounded, and at least some reflect naturally occurring discontinuities without thereby representing natural kinds. Even if essentialist accounts of mental disorders are generally mistaken, they are not implied whenever a psychiatric category (...) that is not pragmatically grounded is posited. (shrink)

According to the additive view of sensory imagination, mental imagery often involves two elements. There is an image-like element, which gives the experiences qualitative phenomenal character akin to that of perception. There is also a non-image element, consisting of something like suppositions about the image's object. This accounts for extra- sensory features of imagined objects and situations: for example, it determines whether an image of a grey horse is an image of Desert Orchid, or of some other grey horse. The (...) view promises to give a simple and intuitive explanation of some puzzling features of imagination, and, further, to illuminate imagination 's relation to modal knowledge. I contend that the additive view does not fulfil these two promises. The explanation of how images come to be determinate is redundant: the content constituting the indeterminate mental images on which the view relies is sufficient to deliver determinate images too, so the extra resources offered by the view are not required.. (shrink)

Much research on judgment and decision making has focussed on the adequacy of classical rationality as a description of human reasoning. But more recently it has been argued that classical rationality should also be rejected even as normative standards for human reasoning. For example, Gigerenzer and Goldstein and Gigerenzer and Todd argue that reasoning involves “fast and frugal” algorithms which are not justified by rational norms, but which succeed in the environment. They provide three lines of argument for this view, (...) based on: the importance of the environment; the existence of cognitive limitations; and the fact that an algorithm with no apparent rational basis, Take-the-Best, succeeds in an judgment task. We reconsider –, arguing that standard patterns of explanation in psychology and the social and biological sciences, use rational norms to explain why simple cognitive algorithms can succeed. We also present new computer simulations that compare Take-the-Best with other cognitive models. Although Take-the-Best still performs well, it does not perform noticeably better than the other models. We conclude that these results provide no strong reason to prefer Take-the-Best over alternative cognitive models. (shrink)

Why does time pass and space does not? Are there just three dimensions? What is a quantum particle? Nick Huggett shows that philosophy -- armed with a power to analyze fundamental concepts and their relationship to the human experience -- has much to say about these profound questions about the universe. In Everywhere and Everywhen, Huggett charts a journey that peers into some of the oldest questions about the world, through some of the newest, such as: What shape is (...) space? Does it have an edge? What is the difference between past and future? What is time in relativity? Is time travel possible? Are there other universes? Huggett shows that answers to these profound questions are not just reserved for physics, and that philosophy can not only address but help advance our view of our deepest questions about the universe, space, and time, and their implications for humanity. His lively, accessible introduction to these topics is suitable for a general reader with no previous exposure to these profound and exciting questions. (shrink)

In this paper I argue that empty space can be heard. This position contrasts with the generally held view that the only things that can be heard are sounds, their properties, echoes, and perhaps sound sources. Specifically, I suggest that when sounds reverberate in enclosed environments we auditorily represent the volume of space surrounding us. Clearly, we can learn the approximate size of an enclosed space through hearing a sound reverberate within it, and so any account that denies that we (...) hear empty space must instead show how beliefs about volumes of space can be derived indirectly from what is heard. That is, if space is not auditorily represented when we hear sounds reverberate, what is? I consider whether hearing reverberation can be thought of as hearing a distinct sound, hearing echoes, or hearing a property of a sound. I argue that experiences of reverberation cannot be reduced to the perception of any of these types and that therefore empty space is represented in auditory perceptual content. In the final section I outline two ways in which space might be represented. (shrink)

The purpose of this investigation is to develop a ranking of academic business ethics journals. For this, a revealed preference approach, also known as a citation impact method, was employed. The citation data were generated by using Google Scholar; h-index, g-index and hc-index were utilised to obtain a ranking. It was observed that the scores of these three indices correlated almost perfectly. This study also demonstrates that business ethics is a well-established discipline that should have its own set of recognised (...) academic outlets. (shrink)

Dialectical critical realism makes it possible for us to better understand the irrationalities and potentialities of modernity. This is illustrated by showing the difference that concepts drawn from Bhaskar’s Dialectic make to our understanding of a particular, but central, modern irrationality: eurocentrism. Contrary to the critical discourse on eurocentrism, established accounts of modernity and modernism are vital for understanding eurocentrism. Running through the modern tradition are opposing tendencies of irrealism and realism, the main forms of which are eurocentrism and anti-eurocentrism. (...) Anti-eurocentrism is particularly strong within the Marxian tradition. This only becomes clear, however, when interpreted through the perspective afforded by Dialectic ; and when located in the context of the ‘europic problematic’, the theory of which Dialectic makes possible. Content Type Journal Article Category Article Pages 45-71 Authors Nick Hostettler, Queen Mary University of London Journal Journal of Critical Realism Online ISSN 1572-5138 Print ISSN 1476-7430 Journal Volume Volume 12 Journal Issue Volume 12, Number 1 / 2013. (shrink)

Introduction: Eurocentrism, capitalism and modernity -- The emergence of Eurocentrism: fragments and contradictions -- Anthropocentrism and Europic universals -- Marxism and the Europic problematic -- The dual dialectics of Europic theory -- Critique of the Eurocentrism of civil society -- Ethical economic symbolic representation: Eurocentrism and imaginary dialectical universalisation -- Capital: Marx's anti-Europic theory of modernity -- Conclusion: Eurocentrism, capitalism and the end of modernity (and post-modernity).

Heikki Patomäki claims, in ‘After Critical Realism?’, that Roy Bhaskar's early critical realism is inadequate to the contemporary natural and social sciences. He claims that Bhaskar defends anthropomorphic conceptions of causality; fails to recognise real change; and fails to underlabour for futures studies. These claims are based on a series of misunderstandings, notably about the nature and implications of underlabouring. Underlabouring is discussed in terms of the disclosure and transformation of the deep categorial structures of science and theory.

In this article, I argue that God is authoritative over us because he is our divine, causal parent. As our causal parent, God has duties to relate to us, but he can only fulfill those duties if he has the practical authority to give us commands aimed at our sanctification. From ought-implies-can reasoning, I conclude that God has that authority. After I make this argument, I show how the view has significant advantages over extant arguments for divine authority and can (...) help solve other significant problems in philosophy of religion. (shrink)

Icons of knowledge -- Two small embryos in spirits of wine -- Like flies on the Parlon ceiling -- Drawing and Darwinism -- Illustrating the magic word -- Professors and progress -- Visual strategies -- Schematics, forgery, and the so-called educated -- Imperial grids -- Setting standards -- Forbidden fruit -- Creative copying -- Trials and tributes -- Scandal for the people -- A hundred Haeckels -- The textbook illustration -- Iconoclasm -- The shock of the copy.

This history of a statement attributed to the developmental biologist Lewis Wolpert exemplifies the making and uses of quotations in recent science. Wolpert's dictum, ‘It is not birth, marriage or death, but gastrulation which is truly the most important time in your life’, was produced in a series of international shifts of medium and scale. It originated in his vivid declaration in conversation with a non-specialist at a workshop dinner, gained its canonical form in a colleague's monograph, and was amplified (...) as a quotation on a poster derived from an undergraduate project. Although it drew on Wolpert's authority and he accepted his authorship, it thus represents a collective sifting of earlier claims for the significance of prenatal existence through the values of 1980s developmental biology. Juxtaposing a technical term with major life events has let teachers engage students, and researchers entice journalists, while sharing an in-joke that came to mark community identity. Serious applications include arguing for an extension of the fourteen-day limit on human-embryo research. On this evidence, quotations have been kept busy addressing every audience of specialized knowledge. (shrink)

A possible event always seems to be more probable than an impossible event. Although this constraint, usually alluded to as regularity , is prima facie very attractive, it cannot hold for standard probabilities. Moreover, in a recent paper Timothy Williamson has challenged even the idea that regularity can be integrated into a comparative conception of probability by showing that the standard comparative axioms conflict with certain cases if regularity is assumed. In this note, we suggest that there is a natural (...) weakening of the standard comparative axioms. It is shown that these axioms are consistent both with the regularity condition and with the essential feature of Williamson’s example. (shrink)

I argue that the constitution relation transmits causal efficacy and thus is a suitable relation to deploy in many troubled areas of philosophy, such as the mind–body problem. We need not demand identity.

This article presents a sociomaterial account of simulation in higher education. Sociomaterial approaches change the ontological and epistemological bases for understanding learning and offer valuable tools for addressing important questions about relationships between university education and professional practices. Simulation has grown in many disciplines as a means to bring the two closer together. However, the theoretical underpinnings of simulation pedagogy are limited. This paper extends the wider work of applying sociomaterial approaches to educational phenomena, taking up Schatzki’s practice theory as (...) a distinctive basis for doing so. The question ‘What is being simulated?’ is posed, prompting discussion of multiple bodies, performances and experiences. The potential of adopting such a framework for understanding simulation as a pedagogic practice that brings the classroom and workplace together is illustrated with reference to clinical education in nursing. (shrink)

Educational researchers are increasingly striving on the edge of possibility to re-imagine and realise the future. Activist scholarship requires appropriate philosophical and theoretical bases, what Stetsenko refers to as ‘dangerous’ – useful in the struggle for a better world. How might praxis, agency and learning be charged with transgressive spirit? This paper considers the Theory of Practice Architectures and Transformative Activist Stance, established frameworks that dangerously address praxis, agency and learning. Adopting a postabyssal approach, contributions from the Global South and (...) East are drawn on to develop an epistemologically plural basis for thinking differently about praxis, agency and learning. Recent Latin American scholarship reinvigorates Freirean ideas through connections with Fals Borda and contemporary feminist pedagogues, centred on a notion of feeling-thinking. Luitel’s interpretations of Vedic philosophy provide radically different ideas of negative dialectics, chaos, responsibility and liberation. An open-minded, open-hearted, open-ended approach is crucial to making these ideas more useful in the struggle over alternative, more equitable and just futures. (shrink)

The nature of complex concepts has important implications for the computational modelling of the mind, as well as for the cognitive science of concepts. This paper outlines the way in which RVC – a Relational View of Concepts – accommodates a range of complex concepts, cases which have been argued to be non-compositional. RVC attempts to integrate a number of psychological, linguistic and psycholinguistic considerations with the situation-theoretic view that information-carrying relations hold only relative to background situations. The central tenet (...) of RVC is that the content of concepts varies systematically with perspective. The analysis of complex concepts indicates that compositionality too should be considered to be sensitive to perspective. Such a view accords with concepts and mental states being situated and the implications for theories of concepts and for computational models of the mind are discussed. (shrink)

Learning through original texts can be a powerful heuristic tool. This book collects a dozen classic readings that are generally accepted as the most significant contributions to the philosophy of space. The readings have been selected both on the basis of their relevance to recent debates on the nature of space and on the extent to which they carry premonitions of contemporary physics. In his detailed commentaries, Nick Huggett weaves together the readings and links them to our modern understanding (...) of the subject. Together the readings indicate the general historical development of the concept of space, and in his commentaries Huggett explains their logical relations. He also uses our contemporary understanding of space to help clarify the key ideas of the texts. One goal is to prepare the reader (both scientist and nonscientist) to learn and understand relativity theory, the basis of our current understanding of space. The readings are by Zeno, Plato, Aristotle, Euclid, Descartes, Newton, Leibniz, Clarke, Berkeley, Kant, Mach, Poincaré, and Einstein. (shrink)

The concept of culture is an integral part of contemporary psychology. However, a mindless use of the concepts and practices traditionally prevalent in academic psychology may lead us into theoretical quandaries borne out of the age old controversy about the nature of psychology as a natural or cultural science. This paper attempts to resolve the quandaries by clarifying a conceptual distinction and relation between interpretive and explanatory psychological theories under a neo-diffusionist metatheory of culture, the view of culture as interpersonally (...) and intrapersonally distributed non-genetically transmitted information. We then outline and advocate both interpretive and explanatory research programs in psychological studies of culture, arguing for 'experimental semiotics' as an interpretive research program in the methodological tradition of experimentation. 2012 APA, all rights reserved). (shrink)

_ Activist scholarship inspired by a cultural-historical tradition often seeks to foster agency with people facing crisis. The aim is to develop new understandings and bases for action that can help people break away from the status quo and change what is possible. Cultural-historical theory understands crisis and agency dialectically, linking both to individual and social transformation. Dialectic understandings of crisis foreground breakdown and renewal. Dialectic understandings of agency foreground personal contributions with social consequence and contingency. I argue that these (...) understandings are crucial as a point of departure in research where we stand alongside others on grappling with matters of equity and justice. However, establishing these as a shared basis for resisting, reimaging and rebelliously acting is not straightforward and requires countering dominant neoliberal framings. Arts-based forms have significant potential to enable precisely such disruptive thinking. The line ‘Dance on the shark’s wing’, opens a poem by Nikos Kavadias, bluring the lines between the real and the imagined, the fearful and the possible. ‘No One Is Alone’, a song from Sondheim’s ‘Into the Woods’, tells a story of how individual interest is overcome through collective wisdom and consequential action. These examples are discussed as potential transformative tools that could provoke and support collective radical imagination based on coherent understandings of individual agentic contributions to collective struggles. An argument is presented to embrace arts genres as means to destabilise engrained ways of thinking about crisis and agency, thus strengthening collaborative efforts in activist research _. (shrink)

Although it has not been much noticed, reproduction is the central theme of François Jacob’s important history of biology, La logique du vivant (The Logic of Life). In a book ostensibly devoted to heredity, this molecular biologist had reproduction integrate levels of organization from organisms to molecules and play a major role in each historical transition between them, not just in the influential argument for a shift “from generation to reproduction.” Moreover, I claim, La logique was the first general history (...) of (research on) reproduction. Earlier histories had tackled only aspects of generation and reproduction; none historicized the latter. Jacob’s innovation came out of the rising prominence of reproduction in neo-Darwinist studies of populations and in his own field, the cellular genetics of bacteria and their viruses, and engagement with history and philosophy of science. The discovery of bacterial “sex” enabled microbial genetics but, ironically, led Jacob to a sexless concept of reproduction. This approach molded a history that reached across the living world but slighted sex and the complexities of reproduction in multicellular organisms. Readers can learn from its strength and limitations. (shrink)

A cardinal characteristic can often be described as the smallest size of a family of sequences which has a given property. Instead of this traditional concern for a smallest realization of the given property, a basically new approach, taken in [4] and [5], asks for a realization whose members are sequences of labels that correspond to 1-way infinite paths in a labelled graph. We study this approach as such, establishing tools that are applicable to all these cardinal characteristics. As an (...) application, we demonstrate the power of the tools developed by presenting a short proof of the bounded graph conjecture [4]. (shrink)

Researchers need the concept of agency to address diverse and urgent social problems of our time. Cultural-historical activity theory, originally started with Vygotsky, is widely used in education, psychology, sociology, and transdisciplinary contexts. Scholars and students in diverse disciplines will benefit from this volume.

Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses’ capacities to facilitate parents’ learning. Referring to data from home visiting, day‐stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. Analysis (...) shows how nurses notice aspects of children, parents and parent–child interactions as a catalyst for building on parents’ strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind‐expanding for the parent and specifies the nurse's role in facilitating this process. (shrink)

While model organisms have had many historians, this article places studies of humans, and particularly our development, in the politics of species choice. Human embryos, investigated directly rather than via animal surrogates, have gone through cycles of attention and neglect. In the past 60 years they moved from the sidelines to center stage. Research was resuscitated in anatomy, launched in reproductive biomedicine, molecular genetics, and stem-cell science, and made attractive in developmental biology. I explain this surge of interest in terms (...) of rivalry with models and reliance on them. The greater involvement of medicine in human reproduction, especially through in vitro fertilization, gave access to fresh sources of material that fed critiques of extrapolation from mice and met demands for clinical relevance or “translation.” Yet much of the revival depended on models. Supply infrastructures and digital standards, including biobanks and virtual atlases, emulated community resources for model organisms. Novel culture, imaging, molecular, and postgenomic methods were perfected on less precious samples. Toing and froing from the mouse affirmed the necessity of the exemplary mammal and its insufficiency justified inquiries into humans. Another kind of model—organoids and embryo-like structures derived from stem cells—enabled experiments that encouraged the organization of a new field, human developmental biology. Research on humans has competed with and counted on models. (shrink)

A significant international development agenda in the practice of nurses supporting families with young children focuses on establishing partnerships between professionals and service users. Qualitative data were generated through interviews and focus groups with 22 nurses from three child and family health service organisations, two in Australia and one in New Zealand. The aim was to explore what is needed in order to sustain partnership in practice, and to investigate how the concept of practice architectures can help understand attempts to (...) enhance partnerships between nurses and families. Implementation of the Family Partnership Model (FPM) is taken as a specific point of reference. Analysis highlights a number of tensions between the goals of FPM and practice architectures relating to opportunities for ongoing learning; the role of individual nurses in shaping the practice; relationships with peers and managers; organisational features; and extra‐organisational factors. The concept of practice architectures shows how changing practice requires more than developing individual knowledge and skills, and avoids treating individuals and context separately. The value of this framework for understanding change with reference to context rather than just individual’s knowledge and skills is demonstrated, particularly with respect to approaches to practice development focused on providing additional training to nurses. (shrink)

Schyns et al. argue that flexibility in categorisation implies “feature creation.” We argue that this notion is flawed, that flexibility can be explained by combinations over fixed feature sets, and that feature creation would in any case fail to explain categorisation. We suggest that flexibility in categorisation is due to pragmatic factors influencing feature combination, rendering feature creation unnecessary.