Michael Lewin geht es in seinem Buch um die Vernunft als ein wohlbegründetes und in zeitgenössischen Kontexten fortführbares Forschungsprogramm. Dabei handelt es sich um eine Theorienreihe zu vielfältigen Arten und Funktionen der Ideen, mit deren Hilfe die Vernunft das Verstehen und Wollen steuert und selbstreflexiv wird. Dazu entwickelt der Autor unter dem Stichpunkt „reflektierter Perspektivismus“ das Programm einer perspektivistischen Metaphilosophie, die den Hintergrundparametern forschungsprogrammatische Festlegungen (in Anlehnung an Imre Lakatos), Ansprüche und (Wissens-)Ziele hinter den philosophischen Positionierungen nachspürt und dadurch (...) ihre Grenzen und Möglichkeiten offenlegt. (shrink)

In the current dialogue between two authors with different views on analysis, philosophy, and the use of labels, the leading question is: How should one understand the expression ‘analytic philosophy’? Lewin argues that as there are no generally agreed tenets and methods of what is being called ‘analytic philosophy’, the name is to be replaced by a more specific one or abandoned. Williamson defends the use of this phrase, claiming that it is quite serviceable, as it relates to a (...) broad tradition of influence, while it is not even required to adhere to the method of analysis in any distinctive sense. Lewin counters that, in this case, ‘analytic philosophy’ is too empty. One could heal this by conceptual analysis of ‘analytic philosophy’ — but then Kant, for whom philosophy is inherently analytic, would be a proponent of analytic philosophy. Another option is to follow Ryle’s ideal of a label-free, coherent and honest thinking. As Lewin argues, Williamson’s views seem at least partially to agree with Kant’s conception of the difference between philosophy and history of philosophy as well as empirical analysis and the underlying empirical realism. Williamson replies that he uses ‘analytic philosophy’ in its current meaning, which is not composed of the meanings of ‘analytic’ and ‘philosophy’. The current use is different from the earlier ones and not applicable to Kant. He argues against the transcendental idealism and the coarse-grained distinction between analytic and synthetic and a priori and a posteriori that requires an update. (shrink)

"Put together one of the world's best science writers with one of the universe's most fascinating subjects and you are bound to produce a wonderful book.... The subject of complexity is vital and controversial. This book is important and beautifully done."--Stephen Jay Gould "[Complexity] is that curious mix of complication and organization that we find throughout the natural and human worlds: the workings of a cell, the structure of the brain, the behavior of the stock market, the shifts of political (...) power.... It is time science... thinks about meaning as well as counting information.... This is the core of the complexity manifesto. Read it, think about it... but don't ignore it."--Ian Stewart, "Nature" This second edition has been brought up to date with an essay entitled "On the Edge in the Business World" and an interview with John Holland, author of "Emergence: From Chaos to Order.". (shrink)

Metaphilosophy is often understood as an inquiry into the nature, goals, and methods of philosophy and is sometimes construed as an epistemology of philosophy. Moral questions concerning philosophical practice, however, are no less important and constitute a distinctive field that may be called 'moral philosophy of philosophy' or 'moral metaphilosophy'. This article maps the field by identifying, addressing, and classifying various forms of moral transgressions in, against, and through philosophy. Hermeneutical rational injustices include the devaluation, discrediting, misrepresentation, and non-objective critique (...) within philosophical discourse. Violations within academic philosophical practice encompass such phenomena as intellectual theft; gatekeeping; academic cliques; scholarly neglect; discrimination and favoritism; prestige bias, excellence bias, and other forms of bias oriented toward perceived institutional, professional, evaluative, or symbolic "topness"; unfair peer review; problematic evaluation criteria and rankings; abuses of power; unjust distributions of resources; and the inversion of virtues into vices. External injustices and transgressions concern the public discrediting of philosophy, violence against philosophers, the problematic relation between philosophy and politics, and the impact of extra-academic vices on philosophy. Bringing these issues to light, thereby underscoring the importance of moral metaphilosophy, can help protect philosophers from various forms of harm inflicted by themselves, colleagues, institutions, and other actors across academic and non-academic contexts, thereby rendering philosophical practice fairer and more worthwhile. (shrink)

Although Professor Lewin is not testing existing views that, for people in politics, 'egoism rules' on deep theoretical grounds, he strongly argues that empirical facts do not support such views and thus opens a new chapter in the debate on ...

Die sich seit den 1960ern entwickelnde Disziplin der Metaphilosophie ist mit dem Problem der philosophischen Vorbelastetheit metaphilosophischer Theorien behaftet. Diesem Problem wird mit dem erkenntnistheoretischen Programm des Perspektivismus begegnet. Es wird gezeigt, dass tiefgreifendes Verständnis der Perspektivität sich positiv auf die Qualität metaphilosophischer Forschung auswirken kann, deren Einheit nur unter der Idee eines im Vorhinein perspektivenübergreifend ausgerichteten Diskurses möglich ist.

For Kant, philosophical investigations are inherently analytic. The proper method of philosophy is analysis, and the object of analysis are concepts. Hence, Kant’s short description of philosophy as “rational cognition […] from concepts” (KrV, A 837/B 865) can be substituted by “philosophy is conceptual analysis”. The article shows that Kant follows a representationalism about concepts and a combination of intensional and extensional feature semantics. Against the claim that Kant is a proponent of the concept-judgement-inversion, it is argued that concepts are (...) being articulated in form of singular terms, propositions, and sets of propositions alike. Kant interlinks different kinds of concepts with different kinds of definitions, as the reconstruction of his theory of definitions reveals. Philosophy foremost deals with what Kant calls “given” empirical and pure concepts. Such concepts are object of analysis, i.e., explication and exposition. The article ends with answers to five possible objections. Is philosophy all about analysis? (shrink)

Seit einiger Zeit verstärkt sich in der Philosophie die Reflexion auf ihre eigenen Grundlagen und Bestimmungen. Damit blüht das Feld der Metaphilosophie. Dieses Handbuch bearbeitet die Metaphilosophie umfassend und systematisch, indem es 1) die Grundlagen der Disziplin aufzeigt, 2) die wesentlichen Etappen der Metaphilosophie in der Ideengeschichte und 3) ihre zentrale Themen und Debatten darstellt.

Recent research gives perspectivism the status of a stand-alone epistemological research program. As part of this development, perspectivism must be distinguished from other epistemologies, especially relativism. Not only do relativists and perspectivists use a similar vocabulary, but even the supposed tenets (features of the doctrine) seem partially to overlap. To clarify the relation between these programs, I suggest drawing two important distinctions. The first is between the (1) terminological and (2) doctrinal components of epistemologies; the second is between the (2a) (...) analytic and (2b) synthetic doctrinal components. The method of originalistic linguistic analysis that I introduce in this article shows that both relativism and perspectivism use the same matrix of interconnected linguistic expressions belonging to what I call the universal epistemic language. Furthermore, this method reveals which doctrinal components necessarily follow from this linguistic basis and from the terms ‘relativism’ and ‘perspectivism’, and which are a result of deliberate philosophical constructions. With respect to their linguistic basis and analytic doctrinal components, relativism and perspectivism are best seen not as distinct epistemologies but as complementary partial heuristics within a single overarching general epistemology. Doctrinal additions that transform the original meaning of the terms ‘relativism’ and ‘perspectivism’, such as ‘indifferentism’ and ‘non-absolutism’, should always be explicitly mentioned to avoid confusion and straw-man debates in philosophy. (shrink)

There is a widespread agreement that Nietzsche has developed a kind of position or doctrine called ‘perspectivism’. Scholars go on and develop metaphysical, semantic, epistemic, and psychobiological interpretations of the supposed Nietzschean perspectivism or even ‘perspectivisms’. They engage in debates about whether this perspectivism is relativistic, realistic, or anti-realistic and what the tenets of perspectivism are. In this paper, I suggest putting an end to this practice. I examine Nietzsche’s explicit mentions of the term ‘perspectivism’, the problems associated with the (...) misunderstanding of this term as a label, attempts to reconstruct perspectivism based on explicit mentions of ‘perspective’ and related vocabulary, and doctrinal assumptions scholars try to connect with this terminology. (shrink)

The article explores different ways in which the term ‘metaphilosophy’ or ‘philosophy of philosophy’ can be applied in the context of Fichte’s Wissenschaftslehre. It is argued that despite the terminological differences partially caused by Fichte’s renaming of philosophy and the unclear meaning of ‘metaphilosophy,’ several options are available. The article suggests considering metaphilosophy as one of the many ‘meta-constructions’—such as the thinking of thinking, philosophizing about the philosophizing, and the metaphysics of metaphysics—that can be found throughout the history of philosophy (...) and in Fichte’s thought. They follow the figure of self-application, which is compatible with historical and contemporary translations of ‘meta’ as after, beyond, and about. The available options are the Wissenschaftslehre of philosophy, understood as the revision of philosophy and thematization of deficient or incomplete conceptions of philosophy from the standpoint of the Wissenschaftslehre; the Wissenschaftslehre of the Wissenschaftslehre as the propaedeutic self-reflection, successive reformulation, and picture that emerges with the completion of the system; and philosophy of the Wissenschaftslehre. The latter, the external view of Wissenschaftslehre as one philosophy among others, is almost not present in Fichte. However, it connects Fichte’s Wissenschaftslehre with contemporary metaphilosophy, as demonstrated by Rescher’s topics, benefiting both Fichte scholars and contemporary metaphilosophers. (shrink)

Kraus's 'Kant's Ideas of Reason' offers a 'perspectivalist interpretation' of a part of the Transcendental Dialectic. I will focus on two central topics: the concept of ideas and the concept of reason. First, I argue that Kraus's reconstruction of the concept of ideas requires significant refinement. Despite what the title of her work might suggest, her analysis is limited to transcendental ideas without engaging with Kant's broader typology, which includes at least seven distinct types of ideas. Greater attention to the (...) fundamental features of the concept of ideas, as well as to the relevant scholarship, could help avoid the introduction of the problematic 'isms' 'noumenalism' and 'fictionalism'. Second, I highlight that Kraus does not clearly distinguish between reason in its broader and narrower senses, nor does she provide a precise definition of reason in the narrower sense. I propose modifying the 'perspectivalist interpretation' in accordance with my suggestions. (shrink)

Since the 1960s, the emerging discipline of metaphilosophy has been burdened by the problem of the philosophical preconditioning of metaphilosophical theories. This issue is addressed through the epistemological framework of perspectivism. It is demonstrated that a profound understanding of perspectivity can positively influence the quality of metaphilosophical research, whose unity is only possible under the idea of a discourse oriented toward cross-perspective integration from the outset.

Der Aufsatz behandelt, teilweise mit Rückgriff auf Werner Stegmaiers Philosophie der Orientierung, drei ausgewählte Themen, die für die Orientierung in der Philosophie relevant sind: Forschungsautonomie, epistemische Situiertheit und philosophische Terminologie.

Philosophy traditionally deals with such lexicalized concepts as WISDOM, VIRTUE, REASON, WORLD VIEW, INFINITE UNIVERSE, and PHILOSOPHY. They trigger interest in philosophy particularly because they are hard to understand and explain. It is all the more surprising that many contemporary philosophers focus on such concepts as DOG, CHAIR, and FLIGHT to build their theories and provide examples. The article argues that to preserve topical equilibrium and avoid methodological problems, both classes of concepts should be involved in philosophical theorization and exemplification. (...) The first part critically discusses attempts at identifying these classes as ordinary vs. big (Gauker), empirical vs. pure (Kant), and concrete vs. abstract (contemporary psycholinguistics). It introduces the opposite pair simple empirical vs. complex demanding concepts as an alternative heuristic tool to evaluate concepts. The second part elaborates on the concept of concept and structural similarities between the two classes of concepts in semantic and 'onomantic' perspectives. The third part shows that despite structural similarities, such factors as the availability of empirical data, identification of the referent, historical and theoretical loadedness, complexity, and demandingness indicate that simple empirical and complex demanding concepts should be addressed in different ways. The final part elaborates on the notion of topical equilibrium as a philosophical method and norm and discusses two further examples (COW and ARTHRITIS) from contemporary debates in conceptual engineering. (shrink)

This article aims to articulate the richness of the pedagogical relation and pedagogical tact in an age of the near ubiquitous presence of digital education. Drawing on Citton, we argue that there is an ecology of attentional influence that is pedagogically decisive. Our argument proceeds as follows: first, we introduce Citton’s theoretical frame; second, we examine the general conception of education that is established and articulated through the pedagogical relations between educator, student and world; third, we consider the concept of (...) pedagogical tact and analyse how Citton’s framing of attention gives shape to understanding pedagogical tact; last, we connect attention to education, arguing that education concerns drawing attention to aspects of the world through pedagogically tactful action. We conclude by calling for greater reflection on aspects of education which are difficult to render digitally, and which rely on the speculative and interpretive capacities of the educator. (shrink)

I argue that Kant has developed a broad systematic account of the architectonic functionality of pure reason that can be used and advanced in contemporary contexts. Reason, in the narrow sense, is responsible for the picture of a well-ordered universe of science consisting of architectonic ideas of science, sciences and parts of sciences. In the first section (I), I show what Kant means by the architectonic ideas by explaining and interrelating the concepts of (a) the faculty of reason, (b) ideas (...) (as principles), (c) method, and (d) sciences of reason. Thereafter (II), I think through his holistic understanding of science and scientific progress and suggest differentiating between four levels of use of architectonic ideas, drawing on the metaphor of a well-structured universe as imagined by Kant in his work on the Universal Natural History and Theory of the Heavens. I also claim that each possible idea of reason can be (apart from its primary function) additionally regarded as a fourth-level architectonic concept when explicitly conceived as an object of (e. g. philosophical) studies, i. e. from a mere methodological perspective. In the final section (III), I unveil the potential of Kant’s theory by pointing out how this architectonic methodological function of pure reason is tacitly used in Karl-Otto Apel’s contemporary philosophical research programme. You can get the official version of the paper and the whole issue (open access) by clicking on the attached link. (shrink)

Philosophers conceptualize a lot, generate, analyze, and engineer concepts. They often either equate ‘words’ and ‘concepts’ or consider words only as means of expression of their ‘concepts’. I suggest that philosophers should learn to distinguish between ‘words’ and ‘concepts’. Philosophers’ terms are often incompatible or partially incompatible with philosophers’ ‘concepts’. Examples are ‘isms’ in philosophy and the conception of reason. If ‘talking about the same matter’ is a prerequisite for fruitful philosophical debates, words and their analysis should have at least (...) some limiting and guiding power over concepts. (shrink)

In the Transcendental Dialectic, Kant searched for a universal concept of reason different from the understanding and offered the short formula “the faculty of principles” (KrV A299/b356). I will argue that this is only one and not the most pertinent and general mark of the concept of reason. There are more compelling short expressions in Kant’s Reflexionen, the third Critique and/or in the reception of Kant’s works: “the faculty of ideas” (Refl 5553 18:228 and KU 5:269) or reason in the (...) narrower sense. The latter narrows down the logical sphere of the concept of rational faculties, and the former contains reason’s most basic mark: ideas. The first part of this article will focus on preliminary remarks on Kant’s philosophical methodology and conceptual analysis. The second part will analyze the division of the logical sphere of the concept of reason by nine necessary and coherent marks. These marks are centered around the concept of ideas, which allows for an ideas-first understanding of reason and preference for the formulas the faculty of ideas and reason in the narrower sense. The article will end with an “imperfect definition” of reason based on those nine marks. (shrink)

While the term “metaphilosophy” enjoys increasing popularity in Kant scholarship, it is neither clear what distinguishes a metaphilosophical theory from a philosophical one nor to what extent Kant’s philosophy contains metaphilosophical views. In the first part of the article, I will introduce a demarcation criterion and show how scholars fall prey to the fallacy of extension confusing Kant’s philosophical theories with his theories about philosophy. In the second part, I will analyze eight elements for an “imperfect definition” (KrV A731/b759) of (...) philosophy outlining the scope of Kant’s explicit metaphilosophy against the backdrop of recent metaphilosophical research: (i) scientific concept of philosophy, (ii) philosophy as an activity, (iii) worldly concept, (iv) philosophy as a (proper and improper) science, (v) philosophy as an architectonic idea (archetype and ectypes), (vi) philosophy as a social practice and the appropriate holding-to-be-true (one or many true philosophies?), (vii) reason as the absolute condition and subject of philosophy, and (viii) methodology of philosophy. I will put these elements together for an attempt to give an imperfect definition of philosophy – something that Kant promised but never did – in the conclusion. (shrink)

Transcendental philosophy was not born like Athena out of Zeus’s head, mature and in full armour from the very beginning. That is why in both prefaces to the Critique of Pure Reason (1781 and 1787) Kant introduces the concept of transcendental philosophy as an “idea.” The idea understood architectonically develops slowly and only gradually acquires a definite form. As witnessed by the works of Kant himself and of his predecessors and followers, the idea of transcendental philosophy has undergone a series (...) of changes and adjustments compared to the initial plan. In this context, my goal is not simply exegesis and historical investigation of transcendental philosophy, but also to look at it from a systematic and methodological perspective. I examine the concept of transcendental philosophy from the viewpoint of programmatic metaphilosophy. The first part discusses programmatics as a distinct subsection of metaphilosophy. I argue that Kant’s architectonic methodology and the methodology of Lakatos can be used to understand the inception, development and degradation of philosophical systems. In the second part I look at the project of transcendental philosophy and the stages of its development from the standpoint of architectonics. The third part shows that Lakatos’s methodology can provide a detailed insight into the elements of transcendental philosophy, a clear idea of its logic and identify the component parts that can be improved and developed. In spite of the different levels of detailing and epistemological prerequisites, the methodologies of Kant and Lakatos can be combined to achieve a metaphilosophically informed and progressive understanding of philosophical projects. (shrink)

This chapter examines the relationship between language and thought in Kant and contemporary philosophy. It argues that Kant, despite his substantive contributions to the philosophy of language, would not have followed the linguistic turn in philosophy. The reasons for this are twofold: firstly, the sharp distinction between words and concepts, as well as between ‘nominal’ and ‘real’ concepts; secondly, the view that philosophical inquiries are genuinely directed at ‘concepts of things’ rather than at ‘concepts of words.’ The first section analyses (...) the word-concept distinction in Kant. The following section examines the conflation of words and concepts in both everyday and professional philosophical language, as well as Kant’s possible response. The next part is dedicated to the problem of conceptual and topical discontinuity as well as the distinction between words, concepts, and conceptions from both contemporary and Kantian points of view. Finally, the concluding section offers an alternative perspective on the significance of words and continuity in philosophy. (shrink)

Die erkenntnistheoretische Grundlage des Essays ist ein begriffslogisches Verständnis des Perspektivismus. Die von Kaulbach („Philosophie des Perspektivismus“, 1990) und Stegmaier („Philosophie der Orientierung“, 2008) entdeckte konzeptuelle Basis des Perspektivismus wird einer „originalistischen“ Begriffsanalyse unterzogen und erweitert. Es wird zu zeigen sein, dass solche Begriffe wie „Position“, „Richtung“, „Horizont“, „Bereich“, „Kontext“, „Blickwinkel“, „Relatum“ etc. keine bloßen Metaphern, sondern Elemente einer jeden epistemischen Situation ausmachen. Sie bedingen jeden Versuch, durch ein epistemisches Objekt hindurchzusehen (perspicere). Die Offenlegung der quasiapriorischen begrifflichen Matrix und der (...) entsprechenden Gesetzmäßigkeiten der Grundstruktur des Erkennens begründet den Perspektivismus als ein unabhängiges Forschungsprogramm zur Analyse der Faktoren, die epistemische Situationen bedingen und zu Aussagen, etwa metaphilosophischer Art, führen. Damit können sie einer gründlichen Kritik, der Destruktion und Rekonstruktion, unterzogen werden. (shrink)

How surprising is the insight, that being equals I in the 15th lecture of the Doctrine of Science 1804/II? It might have been indeed an unexpected turn for his contemporaries in Berlin listening to Fichte for the first time, but should it be surprising for us, having at least since 2012 (the year the last volume of [Gesamtausgabe] appeared) access to all his published and unpublished works? I want to propose a way of reading Fichte, which bypasses two popular and (...) contradictory interpretations of his philosophy in the post-Jena period: (a) the Absolute is the new first principle (hence the I is just a shadow of the much higher being) and (b) his system basically remains unchanged (hence the being is nothing more than the I). At first, I analyze the functions of later Fichte’s improved version of the Kantian and Reinholdian abstract subject-object-symbolism and assign specific content to it. This will shed light on the structure and the first principle of the Doctrine of Science 1804/II. In the second section I give reasons why Fichte calls both God and I “absolute” and “pure being” and explain their relation to each other referring to a thought experiment sometimes used by Kant—an analogy between the divine and human (pure) reason. The analogical thinking of this kind remains within the borders of transcendental philosophy as long as it is used only for certain didactic purposes. (shrink)

Statements about philosophy in the history of philosophy and in recent metaphilosophical debates are dependent on first-order philosophical commitments and backgrounds, which poses both a threat and a chance for metaphilosophy as a discipline. The article aims at providing a current picture of metaphilosophy and its possible future design. It explores the problem of first-order philosophical preconceptions in metaphilosophy and suggests a strategy for the further disciplinary development of metaphilosophy. At first, it points at the problem via analysis of Camus’, (...) Husserl’s, and Carnap’s implicit and Rescher’s, Williamson’s, and Fraisopi’s explicit metaphilosophical views. Neither a universal account of philosophy nor a neutral metaphilosophy are in sight. Nevertheless, as the article shows next, a descriptive perspective on existing contributions reveals certain continuity and disciplinary structure in metaphilosophy regarding its subject, placement, and existing topics. A complementary normative perspective that demands philosophy-oriented metaphilosophy focusing on inclusivity and universality can lead to more effective discourse formations, problem-solving, and knowledge maximization in this discipline. (shrink)

Fichte’s first principle is commonly understood as the absolute or self-positing I. Although this interpretation is not incorrect, it captures only a partial truth. The I that posits itself is intrinsically related to reason: the I is itself reason, and self-positing is the essence and original act of reason. This article argues that only a reason-contextual reading of the first principle reveals its full significance. The argument unfolds in two parts. The first examines a corpus of passages in which Fichte (...) employs the term ‘reason’ and the conceptual frameworks that underlie it. The second addresses three questions arising from this analysis: whether the I is identical with reason; whether Fichte proposes a model that redefines the relation between reason and the I beyond Kant’s; and what strategies can be developed to sustain the reason-contextual reading. (shrink)

The indoctrination debates have been a key feature of the philosophy of education over the past 50 years. While it is generally acknowledged that the pejorative associations of indoctrination only emerged over the last 100 years, those normative associations are widely taken to be an essential part of the concept itself as are the positive connotations of education. I explore some of the problems of assuming that the term must refer to something negative and the essentialism that this implies. The (...) attempt to ‘transvaluate’ indoctrination results in the claim that the concept is virtually indistinguishable from education. Drawing on Ivan Snook's Indoctrination and Education, I examine several candidates for indoctrination to show that the pejorative label is not a good fit. I argue that much of what is framed as indoctrination turns out to be either impossible–implausible or necessary–inevitable; the fact that there is scarcely a gap between these extremes should give us pause to wonder about this term and its relation to education: By providing a term for those influences of which we generally disapprove, does the concept of indoctrination act as a way for educationalists to uphold and protect the normative view of education (that education must aim for something intrinsically worthwhile)?Eds.: This paper forms part of a Special Issue entitled ‘Beyond Virtue and Vice: Education for a Darker Age’ in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses. (shrink)

In seiner „Kritik der reinen Vernunft“ unterscheidet Immanuel Kant zwischen rationaler und historischer philosophischer Erkenntnis. Erkenntnis ist historisch, wenn man sich nach fremder Vernunft bildet, und rational, wenn man Erkenntnisse aus eigener Vernunft schöpft. Dazwischen liegt die historisch-rationale philosophische Geschichte der Philosophie. Die Beiträge in diesem Band machen sich alle drei Perspektiven zunutze. Unter den behandelten Themen sind formale Logik, das ‚Transzendentale‘, der Begriff des Begriffs, Begriffsanalyse und Sprachanalyse, Vernunft, Biomimetik, Idealismus, logische Analyse formaler und realer Gegenstände, Asylrecht und Umweltethik. (...) Im Fokus stehen dabei Überlegungen zur Aktualität, Zukunftsrelevanz und zu Weiterentwicklungsmöglichkeiten der Theorien von Kant, Reinhold, Fichte, Schelling und Hegel. (shrink)

Educators continually ask about the best means to engage students and how best to capture attention. These concerns often make the problematic assumption that students can directly govern their own attention. In order to address the role and limits of attention in education, some theorists have sought to recover the significance of silence or mindfulness in schools, but I argue that these approaches are too simplistic. A more fundamental examination of our conceptions of identity and agency reveals a Cartesian and (...) Kantian foundationalism. This assumed subjectivity establishes too simplistic a conception of the agency of students in directing attention. I critically engage with these conceptions by drawing on a range of diverse sources, primarily modern Continental philosophy and Christian mystical theology. (shrink)

Since Nietzsche, the term “perspectivism” has been used as the name for an ill-defined epistemological position. Some have tried to find an adequate meaning for the word “perspectivism,” tacitly investing it with a set of different predicates, such as “the dependence of cognition on position,” “pluralism,” “anti-universalism,” “epistemic humility,” etc. This approach is related to two contestable attitudes: the monolateral linguistic paradigm and the metaepistemological position of multiplicity of incompatible epistemological programs. The monolateral linguistic paradigm proceeds from the assumption that (...) there is no obligatory connection between word and meaning. This makes it possible to denote logical content by any possible sign, and to explicate the sign in any number of ways. The metaepistemological position of multiplicity of incompatible epistemological programs encourages the support of artificial antagonism in the theory of cognition and the creation of “new” positions with different denotations. These attitudes can be contrasted with the method of empirical “originalist” analysis within the bilateral paradigm, as well as the theory of one epistemology and universal epistemic language. The content of the term “perspectivism” can be reconstructed by analyzing the original meanings of its individual constituent morphemes and their combination. The extremely precise and empirically provable definition of the word “perspectivism” is “the tendency to act by seeing through something”. This points to the problem of the impossibility of analytically deducing from it “the dependence of cognition on position,” “pluralism,” and other predicates. The same problem of inconsistency between the name of the epistemological position and its content is also encountered, for example, in the literature on relativism. It freely attributes a set of doctrinal beliefs to the term “relativism” without explicit linguistic signification of the predicates and blurs the difference between perspectivism and relativism. This points to the inexpediency of constructing epistemological positions on the basis of words denoting one of all possible interrelated cognitive actions, and the need to rethink epistemological practice. (shrink)

Is physical presence an essential aspect of a rich educational experience? Can forms of virtual encounter achieve engaged and sustained education? Technophiles and technophobes might agree that authentic personal engagement is educationally normative. They are more likely to disagree on how authentic engagement is best achieved. This article argues that educational thinking around digital pedagogy unhelpfully reinforces this polarising debate by failing to recognise that digitalisation is, as Stiegler has argued, pharmacological: both a poison and a cure. I suggest that (...) Biesta’s critique of learnification can be applied to online learning, but that any such application does not sufficiently acknowledge the pharmacological nature of modern technology. While Stiegler has something important to contribute on the relation between technology, attention and education, I suggest his account is rather too bound up with critical theories of technology. In the end I turn to philosophers of religion, such as Eliade and Smith to suggest different ways of conceiving the role of attention in education that does set technologies up over/against the formation of attention essential to education. (shrink)

Over the last two decades there has been a growing interest in the transcendental dialectic of Critique of Pure Reason in Germany. Authors, however, often do not pay enough attention to the fact that Kant’s theory of reason (in the narrow sense) and the concept of ideas derived from it is not limited to this text. The purpose of this article is to compare and analyze the functionality of mind as a subjective ability developed by Kant and Fichte with the (...) Hegelian expansion of the mind to the idea of universal rationality. The relevance of such a comparison is connected with the need to demonstrate how the Hegelian paradigm of absolute rationality causes either the subsequent rejection of reason as a philosophical principle in the 19th and´20th centuries counter-discourse, or reduction of reason to the concept of pragmatic rationality. In the first part of this paper, the author intends to differentiate between at least 7 different types of ideas and their functions in Kant’s works. In the second part, he demonstrates how Fichte tries to systematize them beginning with reason, which at first creates an idea of itself. Special attention is paid to the way that Fichte categorizes them with the help of 5 spheres of action or 5 worldviews. The third and final part of the article discusses how Hegel goes beyond the frame of the transcendental philosophy of consciousness using different demands linked to the concepts of “reason” and “ideas”. Although these requirements are not found in Kant and Fichte, they entail a set of difficulties, which the author considers in conclusion. The author’s interpretation of the theory of ideas and their functions in Kant, Fichte and Hegel demonstrates the dynamic character of the theories of reason in classical German philosophy, as well as the relevance of the 7 types of ideas that retain their significance for philosophy of the 21st century. Keywords: Kant and German idealism, types of ideas, functions of reason, worldviews, the problem of different demands. В Германии на протяжении последних двух десятилетий возрос интерес к трансцендентальной диалектике «Критики чистого разума». Однако авторы часто не обращают внимания на то, что кантовская теория разума (в узком смысле), в которой разворачивается работа с идеями, не ограничивается этим текстом. Целью данной статьи является сравнительный анализ разработанной Кантом и Фихте функциональности разума как субъективной способности с гегелевским расширением разума до идеи всеобщей разумности. Актуальность такого сравнения связана с необходимостью продемонстрировать то, каким образом гегелевская парадигма абсолютной разумности вызывает либо последующий отказ от разума как философского принципа в контрдискурсе XIX–XX вв., либо редукцию разума к понятию прагматической рациональности. В первой части данной статьи вводится различение по меньшей мере семи различных видов идей и связанных с ними функций в философии Канта. Во второй части демонстрируется попытка Фихте их систематизировать исходя из утверждения том, что разум должен сначала создать идею о самом себе. Проанализировано также предложенное Фихте распределение идей на пять сфер действенности или типов мировоззрения. В третьей, итоговой части статьи рассмотрен выход гегелевской мысли за рамки трансцендентальной философии сознания. Автор статьи связывает этот процесс с выдвижением не осуществимых в контексте философии Канта и Фихте требований к понятиям «разум» и «идея» и анализирует ряд сложностей, вызванных этими требованиями. Таким образом, интерпретация учения об идеях и их функциях у Канта, Фихте и Гегеля демонстрирует динамический характер теорий разума в классической немецкой философии и актуальность семи видов идей, которые сохраняют свое значение для философии XXI в. Ключевые слова: Кант и немецкий идеализм, виды идей, функции разума, мировоззрение, проблема различных требований. (shrink)

The last one hundred years has seen unimaginable technological progress transforming every aspect of human life. Yet we seem unable to shake a profound unease with the direction of modern technology and its ideological siblings, global capitalism and massive consumption. Philosophers such as Marcuse, Borgmann and especially Heidegger, have developed important analyses of technological society, however in this book David Lewin argues that their ideas have remained limited either by their secular context, or by the narrow conception of religion (...) that they do allow. This study guides the reader along the newly formed paths of the philosophy of technology, arguing that where those paths come to an abrupt end, a religious discourse is needed to articulate the ultimate concerns that drive technological action. It calls for a meditation on the central insight of many religious traditions that, in an ultimate sense, we 'know not what we do.' To acknowledge that we know not what we do is the first step towards a theology of technology that draws upon insights from the mystical theological tradition, as well as from recent developments in the continental philosophy of religion. (shrink)

At a time when firms signal their commitment to CSR through online communication, news sources may convey conflicting information, causing stakeholders to perceive firm hypocrisy. Here, we test the effects of conflicting CSR information that conveys inconsistent outcomes (results-based hypocrisy) and ulterior motives (motive-based hypocrisy) on hypocrisy perceptions expressed in social media posts, which we conceptualize as countersignals that reach a broad audience of stakeholders. Across six studies, we find that (1) conflicting CSR information from internal (firm) and external (news) (...) sources elicits hypocrisy perceptions regardless of whether the CSR information reflects inconsistencies in results or motives, (2) individuals respond to conflicting CSR information with countersignals accusing firms of hypocrisy expressed in social media posts, (3) hypocrisy perceptions are linked to other damaging stakeholder consequences, including behavior (divestment, boycotting, lower employment interest), affect (moral outrage), and cognition (moral condemnation), and (4) firms with higher credibility are more likely to experience adverse effects of conflicting CSR information. These findings advance theory regarding the effects of conflicting CSR information as it relates to the role of credibility and different forms of hypocrisy. Importantly, damaging social media posts and stakeholder backlash can arise from hypocrisy perceptions associated with inconsistent CSR results as well as inconsistent motives, and strong firm credibility only makes a firm more vulnerable to this backlash. (shrink)

Die perspektivistische Kritik macht deutlich, dass die Beispieltheorien und -aussagen aus der impliziten und der expliziten Metaphilosophie nicht der Allgemeinheit des Philosophie- und Metaphilosophiebegriffs genügen. Daraus müssen Schlussfolgerungen für das Verständnis der Metaphilosophie gezogen werden. Zunächst wird das Hauptproblem der Metaphilosophie rekapituliert, nämlich die philosophische Vorbelastetheit metaphilosophischer Ansichten – die Metaphilosophie qua Nachphilosophie. Im Anschluss wird gezeigt, dass die Metaphilosophie eine Disziplin im Werden ist, die trotz dieses Problems Merkmale von Einheitlichkeit aufweist. Diese sind der Gegenstandsbereich, über den weitgehender Konsens (...) herrscht, die bereits gebildeten Diskursformationen und die Einordnung der Metaphilosophie. Mit diesem ausdifferenzierten, dem Hauptproblem genügend Rechnung tragendem Verständnis der Metaphilosophie und mit Rückgriff auf die Idee eines im Vorhinein auf Interperspektivität ausgerichteten Diskurses, die eine Orientierung zugleich auf Universalität und Inklusion vorschlägt, kann sowohl die metaphilosophische als auch philosophische Praxis geleitet werden. (shrink)

There is a growing interest in both Kant’s conception of philosophy and contemporary metaphilosophy, understood as philosophical inquiry into philosophy, its aims, purpose, subjects, structure, practice and methods. Kant has not contributed to metaphilosophy qua contemporary discipline, but his direct analyses of what philosophy is and how it is to be done can be identified with general subjects and problems constituting the research field of metaphilosophy. Several aspects of Kant’s conception of philosophy and its metaphilosophical value are the subject of (...) current debates, such as the taxonomy of philosophy, relation between empirical and non-empirical philosophy, relation between philosophy and its history, conceptual analysis, deductive reasoning and philosophical disagreement. (shrink)

I advocate for the 'strong view of etymology' and emphasize the value of education in fostering terminological and linguistic competence.

Das Forschungsprogramm des reflektierten Perspektivismus untersucht die Perspektivität des Erkennens, der Sprache und der Theoriebildung. Es beruht auf der Auffassung, dass Wahrnehmen, Denken, Wollen, Fühlen, Entscheiden und Handeln perspektivisch verfasst sind, und entwickelt daraus begriffliche, methodologische und normative Konsequenzen. Im Zentrum stehen die perspektivische Grundstruktur des Erkennens, die Perspektivität der Sprache sowie die Bedingungen eines reflektierten Umgangs mit Perspektivität. In metaphilosophischer Hinsicht untersucht das Programm die Perspektivität philosophischer und (meta-)metaphilosophischer Forschung, die ethischen Fragen eines rational gerechten und ungerechten Umgangs mit (...) Perspektivität in der Philosophie, die Perspektivität philosophischer Termini und Begriffe sowie Freiheit und Vollständigkeit von Perspektiven. Der Beitrag skizziert den gegenwärtigen Stand des Forschungsprogramms und seine metaphilosophischen Anwendungen. (shrink)

At a time when firms signal their commitment to CSR through online communication, news sources may convey conflicting information, causing stakeholders to perceive firm hypocrisy. Here, we test the effects of conflicting CSR information that conveys inconsistent outcomes (results-based hypocrisy) and ulterior motives (motive-based hypocrisy) on hypocrisy perceptions expressed in social media posts, which we conceptualize as countersignals that reach a broad audience of stakeholders. Across six studies, we find that (1) conflicting CSR information from internal (firm) and external (news) (...) sources elicits hypocrisy perceptions regardless of whether the CSR information reflects inconsistencies in results or motives, (2) individuals respond to conflicting CSR information with countersignals accusing firms of hypocrisy expressed in social media posts, (3) hypocrisy perceptions are linked to other damaging stakeholder consequences, including behavior (divestment, boycotting, lower employment interest), affect (moral outrage), and cognition (moral condemnation), and (4) firms with higher credibility are more likely to experience adverse effects of conflicting CSR information. These findings advance theory regarding the effects of conflicting CSR information as it relates to the role of credibility and different forms of hypocrisy. Importantly, damaging social media posts and stakeholder backlash can arise from hypocrisy perceptions associated with inconsistent CSR results as well as inconsistent motives, and strong firm credibility only makes a firm more vulnerable to this backlash. (shrink)

The Copernican revolution with which Kant transformed the question of whether knowledge is possible into the query as to how knowledge is possible, constitutes one stage in the development of epistemology from a speculative to an observational science — i.e., one that proceeds from the investigation of concrete, existent objects rather than from a small number of presupposed concepts. This path, leading from speculation to examination of the concrete objects of research — for epistemology, to the investigation of the various (...) individual sciences — is long and arduous, and even now it has been traversed only a small part of the way. Although epistemological research has for a long time had some relation to mathematics and physics, and a more concrete exploration of biology and the humanities has recently been launched as well, we undoubtedly still stand at the very beginning of this enterprise. One major task for the epistemological inquiry into a specific discipline is bound up with tracing the course of development of that science — in particular, the radical shifts and readjustments in a science that promise to furnish the epistemologist with valuable information. Seen from this angle, psychology also currently deserves the special attention of epistemology. (shrink)

The perspectivist critique makes it clear that the example theories and statements from implicit and explicit metaphilosophy do not satisfy the generality of the concept of philosophy and metaphilosophy. Conclusions must therefore be drawn for the understanding of metaphilosophy. First, the main problem of metaphilosophy is recapitulated, namely the philosophical bias of metaphilosophical views—the metaphilosophy qua post-philosophy. Subsequently, it is shown that metaphilosophy is a discipline in the making, which, despite this problem, exhibits features of unity. These are the domain (...) of inquiry, about which there is broad consensus, the already established discourse formations, and the classification of metaphilosophy. With this differentiated understanding of metaphilosophy, which sufficiently takes the main problem into account, and by drawing on the idea of a discourse oriented toward interperspectivity from the outset, which proposes an orientation toward both universality and inclusion, both metaphilosophical and philosophical practice can be guided. (shrink)

Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the (...) deconstruction of conventional views of learning because both aim to undercut the representational nature of thinking in order to recover thinking as a form of contemplation. Consequently, education should not be conceived as the acquisition of a more or less correct mental picture, but suggests the opposite: the relinquishing of all images in a contemplative aporia. (shrink)

This book opens up philosophical spaces for comparative discussions of education across ‘East and West’. It develops an intercultural dialogue by exploring the Anglo-American traditions of educational trans-/formation and European constructions of Bildung, alongside East Asian traditions of trans-/formation and development. Comparatively little research has been done in this area, and many questions concerning the commensurability of North American, European and East Asian pedagogies remain. Despite this dearth of theoretical research, there is ample evidence of continued interest in (self-)formation through (...) various East Asian practices, from martial arts to health and spiritual practices (e.g. Aikido, Tai Chi, Yoga, mindfulness etc.), suggesting that these ‘traditional’ practices and pedagogical relations have something important to offer, despite their marginal standing in educational discourse. This book will appeal to all researchers and students of comparative education studies with an interest in issues of interpretation and translation between different traditions and cultures. (shrink)