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The purpose of this paper is to explore the interconnections between Hume's thought as a philosopher, a historian and an economist, illustrated with respect to his thought on history, development and happiness. It is argued that differences in the interpretation of Hume have an epistemological origin, reflecting either a closed-system approach or some kind of open-system approach. These differences are explored in relation to Hume's own epistemology, historiography, theory of economic development and theory of happiness. Patterns are identified in Hume's thought which support a particular, open-system, interpretation of his contributions in each area in terms of interdependent processes. [ABSTRACT FROM AUTHOR]

Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa's borderlands theory and de Sousa Santo's theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates' epistemological border-crossing. We explore how our life history study of 40 research candidates and supervisors across seven Australian universities casts new light on knowledge creation in transnational and First Nations doctoral education. Findings show research supervision as a multimodal process of epistemological border-crossing that is deeply embedded in intersected histories. We argue that a history-informed supervision approach demonstrates the deconstructive possibilities of epistemological border-crossing and contributes towards global epistemic justice. [ABSTRACT FROM AUTHOR]

This paper traces the changing role of wealth and movements of money in investigators' evolving anthropological imagination of the social structure of the Sicilian Cosa Nostra and its relationship with its surrounding in key moments of Antimafia investigations in one Sicilian province over the past 40 years. The routes of money, which initially marked exchange-based relations between two otherwise mutually extraneous actors, gradually indexed a more complex combination of reciprocity, exchange, and redistribution both within the mafia legally constructed and in its relationship to its surrounding. At the same time, the public and official anthropological imaginary of the mafia-politica nexus permits only exchange between mutually-external parties or reciprocity as an entity-creating internal thread. As a result, the complexity of wealth, which investigations reveal by 'following money,' requires constant reduction to individual bearers of monetary worth and interests. [ABSTRACT FROM AUTHOR]

This paper critically evaluates Foucault’s relation to Bachelard and Canguilhem. It reconsiders the relevance of the concept of “influence” for treating this relation in order to register the more sceptical position Foucault adopts towards knowledge practices than either of these figures from twentieth-century French epistemology. [ABSTRACT FROM AUTHOR]

The paper is built around a critique of the recent book by McNeely and Wolverton, entitled Reinventing Knowledge. The paper first contests the concepts of 'knowledge' and 'institutions', before arguing that the 'systems' within which knowledge is embedded are in reality growing more and more complex. The huge scale and scope of the present-day Internet in our view invalidate their rather one-dimensional view of knowledge accumulation and their downplayed interpretation of the impact of the Internet. Our historical studies indicate that the Internet 'revolution' lies at the core of the 'Third Industrial Revolution' the advanced industrial nations are currently experiencing, which seems likely to transform the worlds that such nations are facing, not just in certain technologies or products, but in broader domains of the organization of production and innovation, their management and governance. The final section of the paper assesses the recent 'growth dynamics' in Eastern and Southern Asia and finds mostly confirmation of the points already made, in societies that eagerly await them. [ABSTRACT FROM AUTHOR]

The special edition of JEAH published in August 2006 on 'Administration and Leadership in Education: A Case for History?' argued that history has been seriously undervalued in the study of administration and leadership in education. My introductory editorial explained why this mattered and outlined the framework in which the papers it contained were set. It then examined the concepts of administration and leadership in education and considered them as a field (or fields) of knowledge. In an exploration of how knowledge is produced, it discussed history as a form of knowledge and considered the contribution it could make to the study of the field. This was followed by a review of what was asked of the contributors and their response. The editorial concluded with ideas for future work. At the request of the new editors of the journal, this paper is a revised and extended version of my earlier editorial. Some aspects have been shortened (e.g., the review of contributions), others extended (e.g., views on history and its role), and some new material has been added (e.g., a discussion of the history of the field in the UK as represented in attempts to review the field since George Baron's ground-breaking keynote given at the first research conference of the British Educational Administration Society held in Birmingham in 1979). [ABSTRACT FROM AUTHOR]

This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of education use sources from the past, the paper asks how we can deal with the arguments that these sources contain. The general attitude within philosophy of education, which views arguments as timeless, is being challenged by the insight that arguments always depend upon their own contexts. For this reason, citing past authors, heroes, or enemies without respecting the context says more about our interest at the present time than it does about the times of the authors examined. Conversely, the contextual approach helps us to avoid believing that ‘timeless truths’ are to be found in different texts of different ages. However, the present contribution in no way advocates a total relativization of statements. Quite the contrary; it claims that the contextual approach helps us to understand the traditions and contexts within which we ourselves, as researchers, are positioned. And this self-awareness is believed to be the proper starting position for theoretical statements about education. [ABSTRACT FROM AUTHOR]

A significant part of the HE agenda in Britain, Europe and the USA at the present time is employability. In history programmes this usually takes the form of placements, modules in essay writing, literacy, team working and so on. But there is more than this. There is also the connection between these activities and the skills and qualities of mind expected from the history graduate. The Quality Assurance Agency History Benchmarking Statements and National Qualifications Framework are forging this link in the UK. The purpose of this paper is to dilate on this and deconstruct the assumptive argument that underpins what is a centrally imposed regime of knowledge acquisition. This paper explores the notion of regimes of knowledge, measurability and the generation of truth cast within (among other things) the supposed practical world discourse of skills and employability. I will argue that this agenda for making historians employable has the consequence(perhaps unintended?) of reinforcing a conception of historical thinking and practice that reduces and de-legitimises fundamental debate over the nature of what history is. Put in stark terms, can epistemologically sceptical historians who, by definition, do not conform and who are not merely intellectually disobedient but disruptive get jobs (especially in HE) and be seen as ‘getting on with history’? [ABSTRACT FROM AUTHOR]

This paper situates itself in Reiner Schürmann's theory that the metaphysical representations have hegemonically governed epochs of western history. It argues that the contemporary alertness about the acute loss of affinity between rhetoric and philosophy reports the end of metaphysics. Specifically, the paper discusses that the phenomenon of globalization of scientific rationalism, with its homogenizing effects requires an anarchic mode of thinking and acting and a certain political life that refuses ultimate representations. As such, the proper epochal response to the rift between rhetoric and philosophy is an anarchic one. The ease with which a whole age continues to graze, in spite of exterminations still alive in our memories and planetary asphyxiations already in our throats, gives ground for perplexity (Reiner Schürmann, Broken Hegemonies ). [ABSTRACT FROM AUTHOR]

The practice of critical policy analysis often emphasizes the importance of historicizing the present. However, there is very little guidance for critical policy analysts on the methodical production of histories. In this paper, I meet this need by arguing for the use of methodologies embedded in the production of both cultural histories and microhistories. I show how the historical narratives that are produced by critical policy analysts must be able to reveal patterns of long-term social interactions and domination, while simultaneously showing how people on a smaller temporal scale still disrupt and bend these social structures to their needs. Most importantly, I argue that using such methodologies allows critical policy analysts to practice a form of historicizing that explicitly adheres to an epistemological stance that emphasizes the social construction of knowledge through power relationships. [ABSTRACT FROM PUBLISHER]

Beyond the growing entanglement of African and European worlds, the Atlantic era also witnessed transformations in the economic institutions, political regimes, and social identities that inhered between African societies, such as those of the interior of Senegambia. This paper traces how such historical processes both emerged from and shaped the quotidian practices and encounters manifest in the production of earthenware pottery along the eastern frontier of Bundu, an Islamic Fulbe state (almaamate) that arose and grew to incorporate diverse Mande communities from the seventeenth to early twentieth centuries. Drawing upon recent insights from ceramic ethnoarchaeology in Africa, an analysis of pottery production techniques (clay procurement and processing, shaping, decoration and firing) suggests that potters from distinct cultural traditions, but of similar class, began to share technical knowledge in spheres both public and private during Bundu's expansion. At the same time, patterns of pottery consumption point to the convergence of tastes, not only for imported European commodities, but also for the locally produced goods employed on a day-to-day basis by disparate communities within a fluid political regime. [ABSTRACT FROM PUBLISHER]

This paper examines the contemporary philosophical and cognitive relevance of Charles Peirce's diagrammatic logic of existential graphs (EGs), the 'moving pictures of thought'. The first part brings to the fore some hitherto unknown details about the reception of EGs in the early 1900s that took place amidst the emergence of modern conceptions of symbolic logic. In the second part, philosophical aspects of EGs and their contributions to contemporary logical theory are pointed out, including the relationship between iconic logic and images, the problem of the meaning of logical constants, the cognitive economy of iconic logic, the failure of the Frege-Russell thesis, and the failure of the Language of Thought hypothesis. [ABSTRACT FROM AUTHOR]

Many scholars argue that there is no epistemology in Chinese philosophy, or that an epistemological sensibility was not fully developed in Chinese thinking. This leads western audiences to mistakenly think that Chinese philosophy is not properly ‘philosophical’. This paper argues that there is a great deal of discourse about understanding the world as a whole in ancient Chinese philosophy. Taking Song-ming Neo-Confucianism as an example, the author shows that most researchers do not uncover its philosophical advancement as it developed throughout history. The author reconstructs a real philosophical breakthrough in Neo-Confucianism and argues that Chinese philosophy should be recognized as fully ‘philosophical’—not just ethical, but also epistemological. Through the clarification about epistemological progress in Song-ming Neo-Confucianism, the author argues that there is a coherent development of epistemology in Chinese philosophical history. In short, this article formalizes a systematic view of Chinese Neo-Confucian epistemology by demonstrating that epistemological theory developed step by step in Song-ming Neo-Confucianism. [ABSTRACT FROM AUTHOR]

A coherent view of student-teachers' preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university-based teacher-education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student-teacher experience is still a relatively limited one. This paper takes the view that student-teachers' epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students' emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case-study hold important implications for a teacher-education programme and for effective pedagogic practice. [ABSTRACT FROM AUTHOR]

An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. Starting from recent work in philosophy and cultural studies, this paper describes key principles of such an orientation to globality, and develops a reconceptualization of education in the context of this framework. The article proposes in particular a curriculum against domination, oriented against the epistemic and cultural violence of Eurocentrism that underlies the politics of content and knowledge in education, and a pedagogy of lovingness, committed to building global solidarity based on non-dominative principles of coexistence and kindredness. [ABSTRACT FROM AUTHOR]

There is not yet, and perhaps never could be, a clear canonical history that makes sense of Charles Sanders Peirce. In this sense, despite the best efforts of Peirce scholarship, Peirce is not 'an author'. A highly technical philosopher who worked on several fronts, he appears to espouse positions that the standard traditions of philosophical debate find difficult to hold together. Partly because of the fragmentary nature of his oeuvre, and partly because of the diversity of his interests, he is often appropriated into projects, these appropriations contributing further to the difficulty of telling a single sense-making story. In this paper, I sketch five stories: 1. Peirce as sui generis, the founder of pragmatism; 2. Peirce as not sui generis - the influences in his work and the conversations of the philosophers in which he participated; 3. Peirce as a philosopher of science, and hence, not compatible with projects in the human sciences and the humanities; 4. Peirce as he was appropriated into the human sciences and the humanities, in the form of semiology and following that, into Derrida's critique of semiology; 5. Peirce retrieved by neo-pragmatism as a weapon against 'French theory'. [ABSTRACT FROM AUTHOR]

In the surge of scientific revelations concerning chaos, cybernetics and systems theory since the Second World War, architecture has been drawn into several encounters with dynamic complexity. Architects have often danced with this complexity, hut there has never been a full embrace - the encounters only amounting to skirmishes between two radically different perspectives. Increasingly however, these two histories of design and science are convergent, drawn together by forces of post-industrial knowledge, society, globalization, economic interdependence and ecological sustenance. Through past literature, that convergence can be framed by four modes of architectural complexity - wicked, messy, ordered and natural - but the history of these encounters has seldom been couched in terms of their teleological and dynamic influences, nor have their separate operations been characterized or connected in a way that adds coherence. This paper addresses this missing history by making explicit distinctions between each of the four modes of architectural complexity, tracing their early proponents and characterizing their operations. [ABSTRACT FROM AUTHOR]

Commentators have found Hobbes's translation of Thucydides' history puzzling. It was Hobbes's first publication and it preceded his earliest political treatise by more than a decade. Although towards the end of his life Hobbes himself claimed that he published it in order to warn his compatriots of the dangers of democracy and demagoguery, some commentators have dismissed his explanation as an attempt to tie it to his own political theory, in hindsight. Through an examination of Hobbes's preface and essay on the life and history of Thucydides, published alongside his translation, this paper shows that Hobbes's view of Thucydides and his usefulness remained consistent throughout. Siding with Plutarch, Hobbes valued Thucydides for his ability to turn the auditor into a spectator, thereby protecting him, as far as possible, from the dangers of demagoguery. [ABSTRACT FROM AUTHOR]

During the 1960s and 1970s, the development of Anglophone anthropology in the Mediterranean produced several efforts to establish a circum‐Mediterranean perspective. By the 1980s, several criticisms were directed against this young regional specialization. This paper examines the main arguments that substantiated the rejection of this comparative endeavour. It argues that the debate about Mediterranean anthropology has been marked by a narrowing of the field. Discussion was eminently “European”, concerned only the Anglophone production and focused almost exclusively on the theme of honour and shame. A vast group of studies were not taken into account, both in the establishing of the field and in its dismantling. A larger contextualization shows that a renewal of a Mediterranean level of comparison in anthropology is taking place in a more cosmopolite framework. A new epistemological space seems to be opening, which is not a simple return to the past. [ABSTRACT FROM AUTHOR]

Works of history are social constructions influenced by a host of factors that are both particular to the historian and endemic to the environment within which he or she researches and narrativises the past. Focusing on how academic historians have gone about constructing their identity since the end of the 19th century, this paper is a further contribution to the debate that continues to rage between historians and philosophers of history about the epistemological foundations and status of historical knowledge. [ABSTRACT FROM AUTHOR]