Language is an imperfect and coarse means of communicating information about a complex and nuanced world. We report on an experiment designed to capture this feature of communication. The messages available to the sender imperfectly describe the state of the world; however, the sender can improve communication, at a cost, by increasing the complexity or elaborateness of the message. Here the sender learns the state of the world, then sends a message to the receiver. The receiver observes the message and (...) provides a best guess about the state. The incentives of the players are aligned in the sense that both sender and receiver are paid an amount which is increasing in the accuracy of the receiver’s guess. We find that the size of the language endogenously emerges as a function of the costs of communication. Specifically, we find that higher communication costs are associated with a smaller language. Although the equilibrium predictions do not perform well, this divergence occurs in a manner which is consistent with the experimental communication literature: overcommunication. We find that the sender’s payoffs, relative to equilibrium payoffs, are decreasing in the cost of communication. We also find that the receiver’s payoffs, relative to equilibrium payoffs, are increasing in the cost of communication. Finally, we find imperfections in coordination on the basis of the experimental labels. (shrink)

In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional (...) logic of learning, opening up a new space and time for educational freedom to emerge. Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street. By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies. (shrink)

Dictionary of Critical Realism fills a vital gap in the literature. The dictionary seeks to redress the problem of accessibility by explaining all the main concepts and key developments. It has more than 500 entires on these themes, with contributions from many leading critical realists, and is thoroughly cross-referenced. However, this text does not stop at the elucidation of concepts. It incorporates surveys of critical realist work and prospects in more than fifty areas of study across the humanities and social (...) sciences, thereby demonstrating the appropriate use and possibilities of the concepts in action."--BOOK JACKET. (shrink)

The surprise minimization principle has been applied to explain various cognitive processes in humans. Originally describing perceptual and active inference, the framework has been applied to different types of decision making including long-term policies, utility maximization and exploration. This analysis extends the application of surprise minimization to a multi-agent setup and shows how it can explain the emergence of social rules and cooperation. We further show that in social decision-making and political policy design, surprise minimization is superior in many aspects (...) to the classical approach of maximizing utility. Surprise minimization shows directly what value freedom of choice can have for social agents and why, depending on the context, they enter into cooperation, agree on social rules, or do nothing of the kind. (shrink)

In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary (...) artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test. (shrink)

In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus (...) private, nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory. (shrink)

Reclamation strategies -- Conceptual exclusion -- Reclamation from absence -- Insults and their possibilities -- From exclusion to reclamation -- Injuries and usurpations.

In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, (...) it is important to remember that for Agamben, study is a kind of profanation or improper life. Through examining Heidegger's analytic of Dasein's everyday being, Lewis demonstrates that the nature of study is always already saturated with the everyday, and is itself a contaminated process that is neither simply everyday living nor “authentic” existence. To be absolutely precise, the studier engages in idle talk, is curious, and is caught up in ambiguity in order to explore the seemingly uninhabitable zone that rests between everyday falling and authentically standing. Lewis concludes by offering Agamben's own work as a paradigm of study, illustrating how the smallest of freedoms opens to the studier: the freedom to dwell in potentiality. (shrink)

In this article, the author rethinks critiques of the learning society using Giorgio Agamben’s theory of potentiality. Summarizing several major contributions to our understanding of the limitations of the discourse of learning, the author proposes that critics thus far have failed to fully pinpoint the exact danger of learning. Importantly, learning is not only a rejection of the democratic or political dimension of education but it is first and foremost predicated on a false ontology of potentiality. What is put at (...) risk in learning is a sacrifice of our (im)potential, our capacity to be or not to be this or that within the order of things. Through a reconstruction of Agamben’s theory of studying, the author argues for a different conceptualization of freedom in education, of teaching, and of the time of education. (shrink)

More often than not, notes are conceptualized as a technology for helping students stay focused on and attentive to subject matter deemed educationally valuable. This article concerns itself, however, with how notes may interrupt and render inoperative this learning function. To probe the question of attention and distraction, the authors devised an experiment in note taking. Our question is whether or not these forms of rendering the learning function of notes inoperative have any educational value. In conclusion, we suggest that (...) such activities, while divorced from official, outcomes-based learning, do indeed have educational meaning: they make present the potentiality for thinking and acting without forcing such potentiality into measurable forms. What remains is the notes themselves, and the notational effects they in turn generated and continue to generate. (shrink)

Walter Benjamin's Antifascist Education is the first comprehensive analysis of educational themes across the entirety of the critical theorist's diverse writings. Starting with Benjamin's early reflections on teaching and learning, Tyson E. Lewis argues that the aesthetic and cultural forms to which Benjamin so often turned-namely, radio broadcasts, children's theatrical productions, collections, cityscapes, public cinemas, and word games-swell with educational potentialities. What emerges from Lewis's reading is a constellational curriculum composed of minor practices such as poor teaching, absentminded learning, (...) and nondurational studying. This curriculum carries political significance, offering an antidote to past and present forms of fascist manipulation, hardness, and coldness. Walter Benjamin's Antifascist Education is a testimony to Benjamin's belief that "everyone is an educator and everyone needs to be educated and everything is education.". (shrink)

In this essay Tyson Lewis reevaluates Jean-Jacques Rousseau's assessment of the pedagogical value of fables in Emile's education using Giorgio Agamben's theory of poetic production and Thomas Keenan's theory of the inherent ambiguity of the fable. From this perspective, the “unreadable” nature of the fable that Rousseau exposed is not simply the result of a child's innocence or developmental immaturity, but is rather a structural quality of the fable as such. Moving from a discussion of Rousseau's description of the (...) fable and its relation to early childhood development, Lewis then telescopes outward into an analysis of Emile as a reenactment of the paradoxes of the fable. While Rousseau critiqued the pedagogical value of the fable, his own pedagogical project is informed by many of the qualities that he attributed to the fable. This return of the fable is enacted through Rousseau's writing on three interconnected levels: the question of the maxim, the paradox of truth, and the paradox of freedom. Lewis argues that if we take seriously the textually fabulous dimension of Emile, then the reader is left exposed to the very same anxieties as a child who is confronted with the ambiguity of the fable. In a concluding gesture, Lewis speculates about what Emile's fabulous dimension means for the practice of educational philosophy itself. (shrink)

This paper investigates the unique educational relevancy of Walter Benjamin’s radio broadcasts. While much has been written about Benjamin’s approach to both children’s literature and children’s theatre, his own pedagogical practice as a radio pedagogue remains largely marginalized in these discussions. In order to address this gap in the literature, I focus on the implications of shifting from the largely visual world of children to the auditory world of radio. Through a careful reading of the radio scripts, I argue that (...) a perceptual alteration unique to the sonic medium of radio jumpstarts historical thinking in children. The following pedagogical principles which I extract from the radio broadcasts support and enhance this mode of historical materialist education. In conclusion, the article argues for the ongoing relevancy of Benjamin for thinking through the pedagogical implications of new information technologies within a postmodern era such as podcasts. (shrink)

This remarkable book is about everything from echidnas to evolution, cosmology to cooking, sex and science and spirits to Schrodinger's cat. Tyson Yunkaporta looks at global systems from an Indigenous perspective. He asks how contemporary life diverges from the pattern of creation. How does this affect us? How can we do things differently? Sand Talk provides a template for living. It's about how lines and symbols and shapes can help us make sense of the world. It's about how we (...) learn and how we remember. It's about talking to everybody and listening carefully. It's about finding different ways to look at things. Most of all it's about Indigenous thinking, and how it can save the world. (shrink)

This article underscores the role that questions play in the production of historical knowledge. It stresses two points: (1) the questions arising from the demands of the present are the means by which historians elicit evidence from sources; (2) the questions that arose from the demands of the past are the ‘real past’ in which agents acted in search of answers. Further, by examining David Scott’s application of R.G. Collingwood’s logic of question and answer, the article points to the socio-political (...) dangers of realist aspirations to offer definitive accounts of the past. The example indicates that the political present has much to gain from a critical historical practice attuned to the demands of past and present problem-spaces alike. (shrink)

Artificial intelligence (AI) has become indispensable in our lives. The development of a quantitative scale for AI ethics is necessary for a better understanding of public attitudes toward AI research ethics and to advance the discussion on using AI within society. For this study, we developed an AI ethics scale based on AI-specific scenarios. We investigated public attitudes toward AI ethics in Japan and the US using online questionnaires. We designed a test set using four dilemma scenarios and questionnaire items (...) based on a theoretical framework for ethics, legal, and social issues (ELSI). We found that _country_ and _age_ are the most informative sociodemographic categories for predicting attitudes for AI ethics. Our proposed scale, which consists of 13 questions, can be reduced to only three, covering ethics, tradition, and policies. This new AI ethics scale will help to quantify how AI research is accepted in society and which area of ELSI people are most concerned with. (shrink)

The history of the idea of progress and the history of the concept of progress are two different things, not least because they emanate from considerably different intellectual traditions. In anglophone history of ideas, progress has typically been viewed as a belief. Historians of ideas explore the past evaluating the extent to which a given society met certain conditions of belief. By contrast, in the history of concepts as developed by Reinhart Koselleck, progress has occupied the dual role of a (...) ‘basic concept’ that grasps modern sociopolitical reality and a ‘collective singular’ that aggregates previous and adjacent meanings in the one linguistic unit. This article compares these two historical research programmes, highlights their merits and deficiencies, and concludes by offering a new approach to the history of concepts as suggested by R.G. Collingwood’s theory of a scale of forms. In each of the approaches to the history of ideas and concepts addressed, particular attention is given to the problem of what qualifies as progress, and thus to a longstanding problem concerning the attribution of progress to past societies routinely excluded from its history, including those left out by Koselleck’s conventional secular-modern thesis. (shrink)

The rise of neo-integrative worldviews : towards a rational spirituality for the coming planetary civilization -- Beyond fundamentalism : spiritual realism, spiritual literacy and education -- Realism, literature and spirituality -- Judgemental rationality and the equivalence of argument : realism about God, response to Morgan's critique -- Transcendence and God : reflections on critical realism, the "new atheism", and Christian theology -- Human sciences at the edge of panentheism : God and the limits of ontological realism -- Beyond East and (...) West -- Meta-Reality (re-)contextualized -- Anti-anthropic spirituality : dualism, duality and non-duality -- "The more you kick God out the front door, the more he comes in through the window" : Sean Creaven's critique of transcendental dialectical critical realism and the philosophy of meta-Reality -- Resisting the theistic turn -- The pulse of freedom and the existential dilemma of alienation -- Meta-Reality, creativity and the experience of making art. (shrink)

The pressure for results applied by some research funders concerns some academicians. Sometimes, for example, a sponsor requests preliminary data that the researcher is not ready to release. This paper presents three interviews — two with researchers and one with a representative from industry — dealing with these issues and makes recommendations on the basis of those interviews. It also looks briefly at the different norms that exist in industry and academia for research and communication and the tensions these can (...) cause for a scientist working simultaneously in both realms. (shrink)

Relates changes in Lessing's philosophy to his biography and sense of identity. He grew up hating his father, who cared only for success, power, and money; this became the basis for the young Lessing's self-hatred. He converted to Christianity for several years, but reembraced Judaism (and became a Zionist) in 1900. In 1906 Lessing visited Galicia and saw the degeneration of the ghetto Jews; he felt, however, that they had a vitality and genuineness lacking in the Westernized "Espritjuden", whom he (...) satirized mercilessly. During the 1920s he became concerned with the rejection of the Jews by Germany. He saw two solutions: Zionism and international communism. Toward the end of his life he envisaged the fruitful coexistence of all these identities: rootedness in the German Heimat, in the Jewish people, and in universal values. He was assassinated in his Czech exile on 30 August 1933 by Sudeten German Nazis. An introduction by Werner Boldt, "Jüdischer Selbsthass" (pp. 11-27), analyzes first Lessing's "Der jüdische Selbsthass" (1929) and then the antisemitism and underlying self-hatred of Marx and of Treitschke. The appendices (pp. 205-310) contain selections from Lessing's writings. (shrink)

(2003). Transiting the familiar and the strange. Philosophy & Geography: Vol. 6, No. 1, pp. 117-122.

Electricity deregulation was meant to improve the quality of people’s lives by lowering the cost of a critical commodity. In every state that has chosen deregulation, however, power companies, free from the oversight of state regulators, have increased prices and, in California’s case, have driven a utility to bankruptcy. It is clear that deregulation was intended to benefit the energy industry more than consumers by removing cost-based regulations that restricted corporate profits but guaranteed low prices and reliable service to consumers. (...) Deregulation proponents argued that California’s commitment to strong air quality standards prevented development of adequate power plant construction and that not a single power plant was constructed in California in the 1990s. This claim is refuted through an examination of California Energy Commission data. Although other states’ experiences are not as dramatic as California’s, serious problems will emerge if deregulation continues to dominate the policy agenda. (shrink)

During balanced growth of cells in culture all extensive properties of the culture — e.g. cell number, total mass, total DNA content — increase exponentially at the same specific growth rate. Therefore, in some average sense, each component of a cell must double between birth and division. For DNA there exists an elaborate mechanism to ensure precise replication of the genetic material and accurate partitioning of identical copies of the genome to the two daughter cells. Do cells possess another mechanism (...) that intentionally relates the timing of cell division to overall increase in cell size, or is the coordination of growth and division an incidental consequence of size‐independent rules for progress through the cell cycle?. (shrink)

The volume is dedicated to the work of Chajim H. Steinthal (1823-1899), who in the second half of the nineteenth century was a prominent philosophical linguist and also an eminent teacher of the "Science of Judaism." Together with Moritz Lazarus he founded the discipline of "Voelkerpsychologie" ("psychology of nations").

Cohen, Buber, and Rosenzweig were eminent figures in what Buber called a “Jewish renaissance.” I will limit myself to their relation to two basic Jewish concepts: teaching, i.e., the theoretical, theological part of the tradition, and law, i.e., the practical part. Historically, my focus is on those approximately 20 years between Cohen’s 1904 essay on Ethics and Philosophy of Religion in their Interrelation, and Rosenzweig’s 1923 essay The Builders, i.e., his response to Buber’s newly published Speeches on Judaism. Almost all (...) of the main philosophical works of our three authors fall into this period: Cohen’s System of Philosophy (1902-1912), his Religion of Reason Out of the Sources of Judaism (1919), Rosenzweig’s Star of Redemption (1921), and Buber’s I and Thou (1923). To think, to feel and to do one’s own authentically without excluding oneself from the general culture, or more strongly: to accomplish the general, even the most general at all, precisely in the realization of one’s own, is for all three philosophers the high demand of their Jewish self-interpretation. None of them has devoted his life’s work exclusively to “Jewish” issues, least of all Hermann Cohen. But each of them is under the question of how it is possible to write in German about the general human and just in this to be unambiguously Jewish. (shrink)

Hermann Cohen was a Jewish-German thinker with a passion for philosophy. Two forms of national engagement influenced his philosophical system and his Jewish thought: a cultural-political 'Germanness' and a religious Judaism beyond the political.

Uniquely among contemporary philosophies, Roy Bhaskar’s system of critical realism attempts to sublate (draw out the real strengths of and surpass) the philosophical discourse of modernity considered as a dialectically developing totality. This paper systematically expounds and comments on Bhaskar’s metacritique of that discourse and situates it briefly in relation to Jürgen Habermas’s earlier critique.

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 101-116 [Access article in PDF] Persons and Awareness Tyson Anderson Saint Leo University The aim of this essay is to relate Christianity and Buddhism through a consideration of two key terms, "persons" and "awareness," the first being central for Christianity and the second being central for Buddhism.The first thing that needs to be noticed is the relatively indefinable character of these words. I of (...) course intend to give as clear an indication as is possible concerning their meaning, but as I considered some of the important concepts that are involved in the topic—language, world, love, understanding—I began to realize that we are surely in the realm of mystery here. By "mystery" I mean something that we can understand somewhat but cannot comprehend, much as Saint Thomas Aquinas thought of God. 1 As is well known, LudwigWittgenstein believed that there is something mysterious even about language itself, that basically what it is can be "shown" but not "said." 2 A certain tentativeness here in regard to propositional adequacy, I might add, is perfectly compatible with strong confidence in one's relation to what Wittgenstein called "the higher." 3 In regard to the truth to be found in the beliefs of others, even a megapandit such as Ken Wilber—not noted for his modesty and circumspection—observes that "the human mind is incapable of producing 100% error." 4 Perhaps some misunderstandings among those engaging in dialogue can be avoided if we remain mindful of the mysterious character of the subject matter and are less confident about the sufficiency of our own articulation of the truth.As to dialogue itself, it is perhaps well to remember when the issues of "fruit salad" and syncretism arise, 5 that thinking itself has typically a dialogical structure, with the result that "fruit salad" is actually the normal condition of persons as they develop in understanding themselves and their world. 6 In conversation with Laurence Freeman, O.S.B., the Dalai Lama appears to disapprove of mixing traditions—"Do not try to put a yak's head on a sheep's body" 7 —but it would be difficult to conceive of a more syncretistic religion than Tibetan Buddhism or Catholicism. Indeed, if we compare the early Jesus movement to the medieval church, the development of Catholicism might well be described by Luther or Calvin, had they thought of it, as an operation that put a yak's head on a sheep's body. The dialogical and finite structure of thinking is in fact one of the reasons why it is possible to conceive of a "universal religion," contrary to what the Dalai Lama thinks. 8 This is so because, since human understanding is never absolute and completed, there is always the possibility that future [End Page 101] understanding will yield a vision that embraces a multiplicity and diversity of religious insights in a way that is impossible for us to foresee at this time. Moreover, part of the point of American culture, I would think, is the benefits of mongrelization, and so perhaps Americans ought to be less suspicious than some at the thought of having "strange bedfellows." Looking for historical examples of conscious syncretism, one thinks of Mani and Jesuit syncretism exemplified in Matteo Ricci (outfitted first as a Buddhist monk and then later as a Confucian scholar) and the evangelization of New Spain, 9 and more recently, Hazrat Inayat Khan and his son, Pir Vilayat Khan. Also, there is Jesaiah Ben-Aharon, a Jewish thinker who interprets the Holocaust in terms of the Christ. 10 I find such efforts to be commendable, and so although doctrinal and cultural immaculacy has its charms, I believe it to be the call of maya. I will proceed, then, in constructing a mysterious and miscegenational fruit salad, my only justification being that this seems to reflect accurately the truth of the matter and that we really have no other peaceable choice. 11 Persons "Person" is often used in the same sense as "human being." By "person" I mean a being who can love and who, as a human being, is the... (shrink)

This volume includes Felix Noeggerath's dissertation from 1916, published here for the first time in a reliable critical edition. The dissertation represents a daring and far-reaching re-conceptualization of Kantian and neo-Kantian thought that consists in "critique of anti-rationalism," especially in the form of vitalism. Both Kant's and Hermann Cohen's philosophies can be experienced anew through the far-reaching optic that Noeggerath developed - an optic that he reiterates and develops into a comprehensive theory of art in a 1951 essay - republished (...) here, as well. The introduction by Hartwig Wiebebach provides an overview and incisive analysis of Noeggerath's philosophical program, while the afterword by Peter Fenves describes in detail the effect of Noeggerath's thought on Walter Benjamin's own attempts at a critique of anti-rationalism. Altogether, the volume provides a new point of access to the important legacy of neo-Kantian thought in the early twentieth century not only in terms of the systematic philosophy, but also in relation to the theory of art and the philosophy of modern science. (shrink)

Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of (...) education as learning. There are various forms of inoperative education that temporarily suspend the goal-directedness of learning. From the perspective of learning, the neutralization of progress, growth, and maturity would usually be seen as obstacles needing to be overcome on the path toward set goals. Yet Lewis argues that a serious investigation of inoperativity opens up possibilities that would be otherwise unavailable in a world fixated on the question of learning. In dialogue with philosophers (Agamben, Benjamin, and Esposito), as well as authors (Kafka and Walser), and qualitative researchers (Lather), Lewis turns our collective attention to what remains when concepts such as learning, child development, teacher effectivity, and personal growth are left idle. Inoperative Learning presents a radical rewriting of educational possibilities. It should therefore be of great interest to educational researchers and educational philosophers concerned with the question of alternative logics of education beyond learning. The book may also be of interest to educational policy specialists who are looking for new and innovative forms of critique and analysis. (shrink)

In this paper, the author maps three radically different visions of Marxism in educational philosophy. Each ‘register’ contains insights but also contradictions that cannot easily be resolved through internal modifications of the theory or through theoretical synthesis with other registers. The radical function of Marxist pedagogy is to create a constellation of Marxisms through which the outline of history can emerge. As such, the author ends with a new emphasis in Marxist education on the ‘exacting imagination’ of the teacher which (...) creates a constellational image of concepts and theories all of which hang in a precarious and historically specific configuration. (shrink)