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This article is based on the 2022 Earle F. Zeigler Lecture Award that I presented in Atlanta, Georgia. For this paper, I reflect upon my career as a qualitative sport management researcher, with a specific focus on the mistakes I have made. I have two objectives with this paper. One objective is to advocate for continued learning about and rethinking how we conduct qualitative research. The second objective is to highlight ways in which we, as a field, can improve our qualitative research literacy. In the paper, I discuss eight learnings on the topics of ontologies and epistemologies, research designs, themes, pseudonyms, rigor, generalizability, positionality, and the publisher SAGE. In learning from my mistakes, we can be better consumers, producers, and evaluators of qualitative research. [ABSTRACT FROM AUTHOR]

This article examines the impact of methodological choices and collaborative processes in a complex study that delved into the intimate experiences of violence as narrated by conscripts to the Peruvian armed forces. Lurgio Gavilán is a Peruvian anthropologist who strongly identifies with the interviewed veterans because of his own experiences, and Jelke Boesten is European feminist scholar with specific ideas about gender justice. Our collaboration allows us to raise fundamental questions around the limitations, validity, and ethics of knowledge production. The “debris” of this collaboration refers to the ethical questions that we may have previously failed to raise and address. Why did each of us embark on this research? Have our respective epistemological positions shifted due to the research? How has the nature of the collaboration, and our different positions of power therein, enlightened or concerned us? With what are we left, and what do we leave behind? [ABSTRACT FROM AUTHOR]

Hydrogeomorphology studies river dynamics, focusing on the interactions between flow structure, sediment transport, and the morphologies that characterize rivers and their watersheds. It provides an analytical framework and tools for better integrating knowledge of river dynamics into river management in the broadest sense, and more specifically, into river restoration as well as into the assessment and prevention of risks associated with fluvial hazards. In Quebec, hydrogeomorphology is emerging as a significant contribution to risk assessment and management approaches, and is at the heart of a paradigm shift in river management whereby process restoration aims to increase the resilience of fluvial systems and societies, and improve the quality of fluvial environments. This contribution outlines the trajectory of hydrogeomorphology in Quebec, based on scientific publications by Quebec geographers, and discusses the discipline's aims in research and knowledge integration for river management. Messages clés: Les géographes du Québec ont contribué fortement au développement des connaissances et outils de l'hydrogéomorphologie.L'hydrogéomorphologie a évolué d'une science fondamentale à une science où les connaissances fondamentales sont au service de la gestion des cours d'eau.L'hydrogéomorphologie et le cortège de connaissances et d'outils qu'elle promeut font de cette discipline une partenaire clé pour une gestion holistique des cours d'eau. [ABSTRACT FROM AUTHOR]

In Quebec, geopolitics has not given rise, as a research field, to lively epistemological debates as was the case in France and elsewhere. At the crossroads of the French and Anglo‐Saxon schools of thought, Quebec's geopolitics developed progressively, with a few pioneers in the 1960s, to become an integral part of the geography discipline in the 1980s, driven by geopolitical issues related to the issue of Quebec within Canada. From the 2000s onwards, geopolitics diversified and became more international, becoming a commonly accepted sub‐field of research. [ABSTRACT FROM AUTHOR]

Despite centuries of joint investigation of philosophy and neurological interventions, a founding account for the philosophy of neurosurgery has yet to be rigorously constructed or defended. This paper reviews recent work on the philosophy of neurosurgery, spanning metaphysics, epistemology, and value theory, to establish a framework and clinical relevance for study in the philosophy of neurosurgery. A systematic review of an online database was conducted using the broad search terms, "Philosophy AND (Neurosurgery OR Neurological Surgery)." Records were included if they demonstrated relevance to the philosophy of neurosurgery and analytical rigor, but were excluded if solely legal, clinical, or ethical principles were considered without substantive discussion of underlying ethical frameworks and philosophical principles. Of 8025 candidates from online and print records, 16 records (14 from online sources and 2 from an edited volume) met inclusion criteria for the systematic review. Three dealt with metaphysics, 3 dealt with epistemology, 4 dealt with value theory, 5 dealt with metaphysics/epistemology, and 1 dealt with value theory/metaphysics. Questions of free will, consciousness, personal identity, neurosurgical knowledge, ascription of other minds, deontology, and minimalism, among others, were considered. Based on identified studies, the philosophy of neurosurgery is defined as the discipline of rigorously and methodically addressing metaphysical, epistemological, and value-theoretic questions arising from physically intervening in the nervous system. We discuss future directions for questions within the philosophy of neurosurgery and consider their relevance for patient care and the practice of neurosurgery. [ABSTRACT FROM AUTHOR]

'Open Science' advocates for open access to scientific research, as well as sharing data, analysis plans and code in order to enable replication of results. However, these requirements typically fail to account for methodological differences between quantitative and qualitative research, and serious ethical problems are raised by the suggestion that full qualitative datasets can or should be published alongside qualitative research papers. Aside from important ethical concerns, the idea of sharing qualitative data in order to enable replication is conceptually at odds with the underpinnings on most qualitative methodologies, which highlight the importance of the unique interpretative function of the researcher. The question of whether secondary analysis of qualitative data is acceptable is key, and in this commentary we argue that there are good conceptual, ethical and economic reasons to consider how funders, researchers and publishers can make better use of existing data. [ABSTRACT FROM AUTHOR]

The subject of technology looks different depending on context. There is also an epistemological complexity to technological knowledge in technology education. To gain a deeper understanding of the epistemological foundations of the subject of technology and technology teaching, the teachers' views are needed. The aim of this study is to examine how teachers discuss technology education, with a particular focus on how they talk about technological knowledge. 19 Technology teachers from compulsory school in Sweden participated. Through focus groups, teachers' views of knowledge in technology education were collected and then analysed. The results consist of three parts. Firstly, it was found that the teachers were unfamiliar with discussing epistemology in technology education. Secondly, interpreting their views of knowledge in technology education through a theoretical framework for knowledge in technology education yielded examples of knowledge from the three constituent categories: technical skills, technological scientific knowledge, and socio-ethical technical understanding. Finally, an inductive analysis revealed two categories based on the teachers' broader views of knowledge: civic capabilities and engineering capabilities. Overall, the results provide an understanding of teachers' ways of describing technological knowledge. The teachers perceived the term knowledge in a broader way than traditional epistemology, including capabilities in their descriptions. We propose a new perspective on the character of knowledge and capability in technology education, called technology education competence. The results of this study point to important aspects of the nature of the subject, which might lead to reflection about what knowledge should be considered of value in the future regarding research but especially development of curricula. [ABSTRACT FROM AUTHOR]

L'Essai sur quelques problèmes concernant le normal et le pathologique , thèse de médecine soutenue en 1943 par Georges Canguilhem (1904–1995), est certainement le texte français d'épistémologie de la médecine le plus connu. L'auteur alors jeune philosophe, étudiant en médecine et résistant, y défend l'autodétermination du vivant, capable de juger de ce qui est normal ou pathologique, catégories dont se saisissent ensuite la médecine et la physiologie ; ainsi qu'une conception de la clinique ajustée à la rencontre singulière. Son argumentation s'appuie largement sur les thèses de psychiatres mais exclut pourtant la psychopathologie de son champ d'application. C'est à ce paradoxe, peu étudié jusqu'ici, que nous tâchons de répondre dans cet article. Nous avons étudié de manière approfondie les textes portant sur la psychologie et le soin psychique dans les archives de G. Canguilhem, ses œuvres complètes, récemment publiées, et les travaux universitaires menés actuellement. Nous proposons de revenir aux deux problèmes qui initient l' Essai : « celui des rapports entre sciences et techniques, celui des normes et du normal ». À ce dernier, Canguilhem répond en proposant le concept de normativité vitale qui s'inscrit dans la continuité de travaux précédents consacrés à la psychologie, présentés lors de cours donnés au lycée dans les années trente et dans un Traité de psychologie , demeuré inédit, qui déjà promouvaient un sujet capable de valoriser, de s'engager, et par-là de se soustraire au déterminisme de son environnement et de son organisme. Concernant les rapports entre science et technique, qu'il commence à conceptualiser à la toute fin des années trente, il propose dans l' Essai un trajet inverse à celui du positivisme, partant de la clinique vers la science qui en retour l'éclaire ; or, la psychologie scientifique ne saurait jouer un rôle équivalent à la physiologie dans le soin psychique. Canguilhem considère en effet la revendication d'objectivité de la psychologie incompatible avec le respect de la subjectivité, que défend au contraire sa psychologie réflexive. Nous étudions pour finir les textes de Canguilhem évoquant la psychothérapie ainsi que ceux mentionnant la psychopharmacologie. Nous discutons les conséquences cliniques de l'impossibilité pour la psychologie scientifique de jouer pour la psychothérapie un rôle analogue à celui de physiologie en médecine. La conception du soin psychique qu'ébauche Canguilhem consiste essentiellement en une défense de la dignité humaine, fondée sur une théorie philosophique et non scientifique de l'individu. L'Essai sur quelques problèmes concernant le normal et le pathologique , a medical thesis defended in 1943 by Georges Canguilhem (1905–1995), is certainly the best-known French text on the epistemology of medicine. Canguilhem, then a young philosopher, medical student, and member of the French Resistance, defends the self-determination of the living individual, capable of judging what is normal or pathological – categories subsequently adopted by medicine and physiology – as well as a conception of the medical practice tailored to the singular situation. His argumentation is largely based on the theories of psychiatrists, yet excludes psychopathology from its scope. It is this paradox, little studied until now, that I attempt to resolve in this article. I have conducted an extensive study of the texts on psychology and mental care in G. Canguilhem's archives, his recently published complete works, and current academic research. I propose to return to the two problems presented at the beginning of the Essai : "that of the relationship between science and technology, and that of norms and the normal". Canguilhem responds to the latter by proposing the concept of vital normativity, which follows on from earlier work on psychology, presented in high school courses in the 1930s and in a Traité de psychologie , never published, which already promoted a subject able to value, to commit, and thus to escape from the determinism of his environment and organism. Regarding the relationship between science and technology, which Canguilhem began to conceptualize at the very end of the 1930s, in his Essai , he proposes a path that reverses that of positivism, moving from clinical practice to science, in which the former is clarified by the latter; however, scientific psychology cannot play a role equivalent to physiology in psychological care. Indeed, Canguilhem considers psychology's claim to objectivity incompatible with the respect for subjectivity that his psychologie réflexive , on the contrary, defends. To conclude, I examine Canguilhem's few writings on psychotherapy, as well as those on psychopharmacology. I discuss the clinical consequences of the inability of scientific psychology to play a role in psychotherapy similar to that of physiology in medicine. Canguilhem's conception of psychological care is essentially a defense of human dignity, based on a philosophical, not a scientific, theory of the individual. [ABSTRACT FROM AUTHOR]

The article presents the discussion on examining the detrimental role some doctors play in spreading misinformation and disinformation about vaccines. Topics include impact of anti-vaccine rhetoric on social media, the influence of medical professionals on public vaccination intentions, and the challenge of addressing vaccine misinformation within the medical community.

This article contributes to the discussion on research methods pedagogy by adding a technological dimension to Nind's use of Pedagogical Content Knowledge (PCK) in research methods education (RME). Within a Scholarship of Teaching and Learning approach, this research-inspired reflection is based on the literature, on the scholar's praxis and on the on-going design-based research project she has been conducting since 2014. Trained in educational technologies more than 20 years ago, she shares an initial understanding of the use of the TPACK framework for the teaching of research methods in education. Findings include initial definitions of each type of individual knowledge (CK, PK, TK), overlapping knowledge (TPK, TCK, PCK) and a proposal for TPACK as a whole. Secondly, the findings show that technology appears to be a revealing indicator of current praxis in RME, inviting scholars to question methodolatry and technodolatry. As a corollary, Content Knowledge (CK) needs more attention to reconnect RME with its philosophical foundations. Research method teachers and students in the social sciences will foremost benefit from this study and are invited to contribute to the debate within a broader collective intelligence endeavour. [ABSTRACT FROM AUTHOR]

AI has become the poster child for a certain kind of thinking which holds that some technologies can become objective, independent and emergent entities which can evolve beyond the control of their creators. This thinking is not new however. It is a product of certain philosophical ideas such as materialism, a common-sense world of objective and independent objects, a correspondence theory of truth, and so forth, which are centered around the pre-eminence of science, epistemology, and logical reasoning, among others, as the supremely valid modes of engaging experience. This paper aims to critically examine the synthesis of the development program for AI to be found in the writings of computer scientist John McCarthy (1927–2011). McCarthy has been called one of the founding fathers of AI. First, some of the main themes which recur in his writings from as early as the mid nineteen fifties in the Dartmouth proposal, up to his late writings, are considered. A discussion of the goals that such a program implies, follows, in terms of society's relation with AI based technology and the nature and purpose of AI itself. These implications are arguably related to social control and are also moral. Ultimately, McCarthy's idea that AI is and can be built upon a paradigm of reasoning and logic so as to simulate a perfectly rational abstraction of human thinking is shown to be motivated by his view that AI systems should be controlled, as servants. This understanding of human thinking is questionable, however, given current research on human irrationality, as well as on the argumentative role of reasoning. And yet, the process of development toward the unachievable goal of controllable, rational, logical AI systems, has handily come to serve as a blind for increasing techno-corporate control of society, with techno-corporate interests displacing blame for devaluations and harms caused by their push to develop the technology to AI systems which they can conveniently 'lose control of.' [ABSTRACT FROM AUTHOR]

The Fairness, Accountability, and Transparency (FAccT) literature tends to focus on bias as a problem that requires ex post solutions (e.g. fairness metrics), rather than addressing the underlying social and technical conditions that (re)produce it. In this article, we propose a complementary strategy that uses genealogy as a constructive, epistemic critique to explain algorithmic bias in terms of the conditions that enable it. We focus on XAI feature attributions (Shapley values) and counterfactual approaches as potential tools to gauge these conditions and offer two main contributions. One is constructive: we develop a theoretical framework to classify these approaches according to their relevance for bias as evidence of social disparities. We draw on Pearl's ladder of causation (Causality: models, reasoning, and inference. Cambridge University Press, Cambridge, 2000, Causality, 2nd edn. Cambridge University Press, Cambridge, 2009. https://doi.org/10.1017/CBO9780511803161) to order these XAI approaches concerning their ability to answer fairness-relevant questions and identify fairness-relevant solutions. The other contribution is critical: we evaluate these approaches in terms of their assumptions about the role of protected characteristics in discriminatory outcomes. We achieve this by building on Kohler-Hausmann's (Northwest Univ Law Rev 113(5):1163–1227, 2019) constructivist theory of discrimination. We derive three recommendations for XAI practitioners to develop and AI policymakers to regulate tools that address algorithmic bias in its conditions and hence mitigate its future occurrence. [ABSTRACT FROM AUTHOR]

Within the heterodox economic literature on pluralism, attention has predominately focussed on epistemic and methodological levels. The response to the question of what ontological pluralism could mean, and its contribution to the debate, remains limited. This paper argues for greater attention to be given to ontological pluralism, not only because it enriches the existing discussions around pluralism in the heterodox literature but it also provides support for a plurality of epistemological standards and methodological approaches. The paper proposes an alternative definition of ontological pluralism based on the work of McDaniel and Turner. Both argue that ontological pluralism should be understood as saying that there are different ways to exist and that acceptance of the semantic characteristics of ontological questions and statements within different ontological discourses are essential in a proper definition. This paper details their definition and explores its consequences with an analysis of the Searle–Lawson dispute on social objects. [ABSTRACT FROM AUTHOR]

While inclusive pedagogy has been increasingly embraced in teacher education, inclusive assessment of student learning remains an area that has received limited attention. A critical friend (Ateh) from an outside institution encouraged Yao to examine how he approached inclusive assessment in a course on assessment strategies for preservice teachers. The collaborative self-study showed that his initial understanding of inclusivity was limited when he taught and practiced inclusive strategies in the assessment course. Yao’s reflections came upon moments of tensions as he navigated through barriers for conceptualizing and implementing inclusive assessment strategies. The weekly interactions with his critical friend, helped Yao develop a more nuanced understanding of inclusive assessment and engage in epistemic reflexivity regarding some of his most deeply rooted beliefs about learning and assessment of learning. Implications for both individual teacher educators and for the assessment field are discussed. [ABSTRACT FROM AUTHOR]

This paper offers an analysis of Modern Studies, a school subject unique to Scotland. First taught in the 1960s, Modern Studies was originally conceived as an option for students discontinuing their studies in history and geography. Since then, though, Modern Studies has carved a distinctive curricular niche and has become one of the most popular subjects in Scottish schools.Despite this popularity—or, perhaps, because of it—Modern Studies has not received the same critical analysis as other subjects in the school curriculum. The subject remains one defined by its content (political literacy, social issues, and international relations), rather than by its disciplinary or epistemic underpinnings.This paper uses Toulmin’s (1990) conception of modernity to analyse course documents and examination papers. This analysis suggests that Modern Studies was imbued from the start with three foundational assumptions. First, a positivist ontology that believes certainty about the social world is possible. Second, a belief that Weberian means-end rationality is the most appropriate approach to evaluating and making sense of social relations. Third, a telos which positions liberal capitalism as the inevitable end-state of human affairs. Modern Studies is, therefore, not just ‘modern’ but modernist.The paper explores and develops these critiques with reference to specific examination questions and concludes by proposing a programme for renewing and reinvigorating the subject in an age of epistemic uncertainty and global environmental crises. [ABSTRACT FROM AUTHOR]

The term syncretism has had a metamorphic history in terms of its meaning, starting as positive with Plutarch, to being positive and negative during the Reformation, and then becoming neutral and negative after the Reformation to becoming decidedly negative from the 1920s onward. Despite advances in interpreting syncretism in more neutral or positive ways, the word's meaning and function remain imprecise. Central to the fog surrounding the word is its implicit meaning of some type of mixture, whether negative, neutral, or positive. The question then becomes, "Is mixture a valid central meaning of the word?" More importantly, can the suspicious lens of decolonialism offer insight into redefining it and also give direction as to how it could function? This article studies the development of the term, examines current scholarship within the World Council of Churches, and situates syncretism within the larger context of the decolonial discussion in trying to redefine it in light of its original meaning. [ABSTRACT FROM AUTHOR]

'We are convinced most of all whenever we take something to have been demonstrated' (1355a5-6). The meaning and significance of this claim is a key point of dispute between those who take Aristotle's project in the Rhetoric to be defending his distinctively argument-centred kind of rhetoric on the grounds that it is most persuasively effective, and those for whom he does so on the more normatively-charged grounds that this is the most valuable kind of rhetoric, and best delivers rhetoric's distinctive benefits to civic communities. On the interpretation defended, the claim links being convinced (πιστεύειν) and the things that get us convinced (πίστεις) to the kind of epistemic merits possessed above all by demonstrations. This saves Aristotle from an implausible generalisation about the persuasive supremacy of deductive arguments. Since πίστεις are clearly central to Aristotelian rhetoric, this interpretation also lends support to the more normative understanding of Aristotle's project overall. [ABSTRACT FROM AUTHOR]

The study of digital disconnection – the voluntary non-use of digital media – is a growing research domain characterized by increasingly pluralistic approaches. To map this diverse terrain, we offer an analytical heuristic: a continuum of approaches to digital disconnection. This tool proposes one primary dimension – viewing digital disconnection as individually functional to socially meaningful (ontology) – and two secondary, concomitant dimensions – holding post-positive to interpretivist perspectives on knowledge generation (epistemology) as well as applying quantitative to qualitative methods (methodology). We offer examples of scholarship along the continuum and advocate for the complementarity of different approaches. Although the continuum is not a universal framework, it provides a tool for scholars to review the domain and for digital disconnection researchers specifically to locate themselves on and build bridges across the continuum. We hope that this continuum supports and expands the pluralistic nature of digital disconnection scholarship into the future. [ABSTRACT FROM AUTHOR]

Arthur Schopenhauer (1788–1860) was one of the most important thinkers of the 19th century. Although his writings have exerted great influence in many different disciplines, his epistemological concepts and analysis of the body and self-experience were rarely considered in the context of psychiatric research of schizophrenia spectrum disorders (SSD) and depression (MDD). The method applied for the study of anomalous self and body-experience first consists in the close reading and analysis of Schopenhauer's most influential writings, namely his opus magnus "The World as Will and Representation" and his dissertation "On the Fourfold Root of the Principle of Sufficient Reason". Second, psychopathological and phenomenological aspects of the anomalous body and self, as well as altered space and time experience, are discussed by means of Schopenhauer's philosophy and four patient cases. Schopenhauer's insights contribute to contemporary psychiatry by (1) unifying materialistic (neurobiological) and idealistic (subjective) conceptions of psychiatric disorders and improving the awareness of methods in psychiatric research; (2) emphasizing the integral significance of the body as a gateway to the surrounding world and basal self-experience; (3) delineating subjective space and time -experience as crucial dimensions of the conditio humana in SSD and MDD; and (4) demonstrating the feasibility of transferring his theories directly to clinical case vignettes stemming from the daily clinical routine. Close reading of Schopenhauer's texts might help bridge the gap between different scientific methods in psychiatry and overcome the translational crisis of contemporary psychiatry by unifying neurobiological and subjective approaches to SSD and MDD. [ABSTRACT FROM AUTHOR]

Ali Meghji’s A Critical Synergy provides a thought-provoking framework for putting two bodies of thought in conversation with one another. Doing so advances the project of imagining alternative, anti-racist futures. I reflect on the central argument of the book within the context of contemporary sociology. I then engage with three themes of the book: ways of knowing and being, methodological nationalism, and postcolonial melancholia. I approach each theme from my vantage point as a scholar of decolonial (and postcolonial) thought, taking up Meghji’s invitation to engage with critical race theory. [ABSTRACT FROM AUTHOR]

In this paper, I inquire into the notion of background in the philosophy of Charles Taylor and seek to complement it with reflections made by Hubert Dreyfus. This notion aims to counteract the cognitive representationalism that Descartes's thought tremendously promoted and that has been largely perpetuated by modern epistemology. Representationalism, for Taylor, makes us open to anthropologies based on ontologies of disengagement (dualism and mechanistic monism), an imprint which decisively influenced modern and contemporary philosophy despite the efforts of different schools of thought that claim to have overcome it. For Dreyfus, the notion of background is linked to our social practices, and Heidegger's controversial "the One" (das Man) is its privileged place of transmission; it is also that which would definitively collapse the Cartesian representationalist legacy. [ABSTRACT FROM AUTHOR]

This special issue invites reflection on digital forms of resource extractivism, through thinking-with microbes, fish, smart energy, and human bodies. We examine the confluence of infrastructure building, public good enactment, and nature datafication to account for novel forms of resource economies. The articles in this collection empirically investigate the various ways in which nature is turned into resource in laboratory and experimental sites including database retrievals and data mining. Our empirical cases, ranging from biodiversity prospecting, clinical biobanking to the digitalized electric grid and from digital fish to biodigital transformations in yeast technology, offer insights into the nexus of data, economy, nature, and information. Contributing to the literature on datafication of natural resources, these studies re-situate information infrastructures and biodigital extractions as part of emerging info-economies. [ABSTRACT FROM AUTHOR]

Many accounts of faith hold that faith is deference to an authority about what to believe or what to do. I show that this kind of faith fits into a more general account of faith, the risky‐commitment account. I further argue that it can be rational to defer to an authority even when the authority's pronouncement goes against one's own reasoning. Indeed, such deference is rational in typical cases in which individuals treat others as authorities. [ABSTRACT FROM AUTHOR]

Leading philosophical models of curiosity represent it as a desiderative attitude whose content is a question, and which is satisfied by knowledge of the answer to that question. I argue that these models do not capture the distinctive character of a form of curiosity that I call 'erotic curiosity'. Erotic curiosity addresses itself not to a question but to an object whose significance for the inquirer is affective as well as epistemic. This form of curiosity is best understood by analogy to erotic love as theorized by Plato in the Symposium. [ABSTRACT FROM AUTHOR]

The term 'governance' is one of the most widely applied concepts in education policy and research. Yet its meaning has changed over space and time both analytically and normatively. This history is a complicated one marked by both shifts and continuations in the politics of language and the development of unique intellectual histories and conceptual and empirical turns in the field of education. In this paper we systematically delineate the different meanings ascribed to governance within education with a focus on its polyvalence as a political project, empirical object and research analytic. Specifically, we highlight the various complementarities and tensions flowing from this rich and evolving language. We conclude by calling for more education researchers to reflect on this complicated history and attendant language as part of their framings and interpretations of governance. [ABSTRACT FROM AUTHOR]

Communication research is increasingly concerned with the relationship between epistemological fragmentation and polarization. Even so, explanations for why partisans take up fringe beliefs are limited. This article examines the right-wing conspiracy QAnon, which posits that the anonymous poster "Q" is a Trump administration insider who encourages followers ("Bakers") to research hidden truths behind current events. Drawing on qualitative fieldwork on the 8chan imageboard, we position baking as a collective, knowledge-making activity built on the affordances of social media designed to construct specific facts and theories that maintain QAnon's cohesion over time. Bakers demonstrate populist expertise, the rejection of legacy media accounts of current events in favor of the "alternative facts" constructed through their systematic research programs. We emphasize the politically ambivalent nature of participatory culture and argue that baking casts doubt on critical thinking or media literacy as solutions to "post-truth" dilemmas like hyperpartisan media and disinformation. [ABSTRACT FROM AUTHOR]

This article examines David Hume's mitigated skepticism as enacted through an ethos that refashions moral philosophy's public identity by appealing to the virtues of England's transforming scientific community in the eighteenth century. More specifically, this article shows how Hume's Enquiry, amid competing efforts to escape rationalistic dogmatism and an emerging bourgeois readership, refashions moral philosophy through an antithetical scheme that subverted the Enlightenment's obsession with certitude. In doing so, Hume invites readers to understand the purpose of moral philosophy as the pursuit of doubt over truth, an idea designed to humble the scientific profession at the peak of the epistemological revolution. Moreover, I propose two conceptual takeaways that extend beyond my close reading of Hume's work. First, I explain how Hume's philosophical persona draws upon his interpretation of Renaissance humanism, an orientation that focalizes rhetorical ethos by contrasting Aristotelian argumentation with Ciceronian eloquence. Second, I provide historical commentary on Pyrrhonism's decline during the Enlightenment and the broader political implications of arousing suspicion toward knowledge. [ABSTRACT FROM AUTHOR]

Le but de ce travail est d'explorer les multiples aspects du « Praecox Feeling » tels qu'il a été décrit par le psychiatre néerlandais H.C. Rümke et développé dans les suites par ses pairs. Nous proposons une présentation historique sur ce sujet allant des premières descriptions aux études les plus récentes. Nous proposons d'y associer des notions voisines telles que les processus de typification et le jugement expert (Gut feeling) en y intégrant des aspects épistémologiques. Le Praecox Feeling a été présenté par Rümke comme le moyen le plus sensible pour diagnostiquer une schizophrénie. Phénomène singulier de la rencontre clinique, il peut être décrit comme une expérience de bizarrerie ou d'étrangeté vécue par le clinicien au contact de son patient. Rümke conclut que le diagnostic de schizophrénie ne se fait pas strictement par une description précise des symptômes, mais en examinant son propre ressenti. De nombreux auteurs et chercheurs ont travaillé sur ce sujet et sont pour la plupart sensibles à une approche phénoménologique. Ainsi, Minkowski, Binswanger ou Tellenbach, parmi d'autres, ont permis d'affiner cette notion en parlant de « diagnostic par intuition », « diagnostic par pénétration » ou encore « diagnostic atmosphérique ». Malgré un abandon progressif de la subjectivité dans le processus diagnostique en psychiatrie, on retrouve dans la littérature contemporaine un regain d'intérêt de telles approches. On peut ainsi citer les processus de typifications ou encore le jugement expert (Gut feeling) qui proposent d'éclairer les mécanismes en jeu via une approche issue en partie des sciences cognitives et sociales. Ainsi, il apparaît que la question du diagnostic et de ses processus dépasse le strict champ psychiatrique pour rejoindre celui de la médecine au sens large. The aim of this review is to explore the multiple aspects of the « Praecox Feeling » as introduced and developed by the Dutch Psychiatrist H.C Rümke in 1941 and re-assessed over the following years by its peers. We present a historical review of this subject from the first description to the most recent research and proposed related notions like typification processes and gut feeling. The Praecox Feeling, as presented by Rümke, may be considered as the most sensible tool in order to diagnose schizophrenia. This phenomenon appears in the in-between of the clinical encounter (i.e. the intersubjective space). It may be felt by the clinician as an experience of bizarreness during the interaction with a patient suffering from schizophrenia. Those feelings suggest fundamental aspects of schizophrenia that can be recognized as a peculiar form of embodiment. Rümke finally concludes that schizophrenia is not diagnosed by strictly examining patients' symptoms, but psychiatrists' own feelings. The recognition of such feelings remains hard to describe explicitly, since it takes place in a very basic (« pre reflexive ») state. However, numbers of researchers tried to explore praecox feeling more accurately. A phenomenological approach, with Minkowski, Binswanger or Tellenbach among others, developed several related terms: "Diagnostic by intuition", "Diagnostic by penetration" or "Atmospheric diagnosis". Although the precocity of the diagnosis is mentioned in Rümke's original paper, it does not precisely define the Praecox Feeling, contributing to the misunderstanding of the Rümke's original formulation. The very notion of Praecox Feeling in terms of psychiatric diagnoses fell into disuse with the development and the widespread diffusion of criteriological approaches, with the risk of an impoverishment of the clinical diagnosis. However, the study of specific subjective perspectives showed a renewed interest over the last decade, especially with the contribution of cognitive and social neurosciences. Furthermore, studies on psychiatrists' daily-practice suggest that the Praecox Feeling is still relevant. Moreover, "the subjective tool" represented by the Praecox Feeling remains as used today as it was fifty years ago, in a pre-DSM III era. Temporal aspects have, nevertheless, lead to several studies suggesting that many clinical indices are identified during the first minutes of a clinical interview, especially for schizophrenia. In order to specify this very intuitive pathway, authors developed and worked on the typifications processes that lead to such feelings, involving diagnosis through prototypes. The passive synthesis of such subtle clinical clues may induce for the clinician a "pattern recognition" phenomenon that reminds a "gestaltic" diagnosis. This specific aspect of typification may not be specific of psychiatry. The "Guts Feeling" is a notion first developed by Dutchs physicians, particularly in General medicine but also among other medicals disciplines, theoretically very close from the notion of intuitive typification. It may allow benefits in term of diagnoses, reassurance or alarm sense. It suggests that clinical experience added to criteriology provides risks reductions. The crucial role of clinical experience in the diagnosis decision making tends to be underexplored, but still represents a crucial aspect of the evidence-based medicine as firstly described. [ABSTRACT FROM AUTHOR]

The future has been a central object of inquiry in the twentieth-century social theory. In this essay, a first generation of intellectual concern with the future is represented in the post-war turn towards a hermeneutics of time and reflections on modernity in the writings of conceptual historian Reinhart Koselleck and philosopher Paul Ricoeur. In their writings, the future was both essential reflection on the limits of human existence and a fundamental liberation of political potential. As such they situated the future in what was defined as historical time. A second wave of scholarly thinking came in the explosion of a post-war field of futures studies. The future, to post-war futurists, was a loss of telos and an indication of the fundamental immaturity and hubris of the human subject. History was a cumbersome remnant of past destruction, and the imperative was to move beyond. In a third generation, currently taking form, the future is considered as part of a postmodern, indeed posthuman existence. 'There is no such thing as humanity' makes human history impossible and opens the question of whether it is even possible to engage with the future without a clear anchoring in the history of what it is to be human. [ABSTRACT FROM AUTHOR]

In this paper, I argue that there are irreducibly social epistemic values alongside more traditional epistemic values such as knowledge and true belief. In particular, I argue that what I call “epistemic convergence” is one such value, and that it can help us explain the badness of social epistemic pathologies, such as testimonial injustice and epistemic bubbles. [ABSTRACT FROM AUTHOR]

The practice of fact-checking by journalists and fact-checking practitioners has become increasingly popular due to political events occurring alongside increasing disinformation. This practice has spread from the United States to Europe, Latin America and, Asia, including in Indonesia. However, the growth of fact-checking institutions has not been accompanied by discussions about their underlying epistemology. This study builds upon critical points raised by Uscinski & Butler (2013) regarding the epistemology of fact-checking, namely the impact of selection and unclear fact-checking criteria. We employ content analysis of publicly available fact-checking articles published by seven existing Indonesian fact-checking organizations. The patterns identified in the content analysis serve as the foundation for the interpretation of the epistemological underpinnings of fact-checking practices. This analysis is further complemented by interviews with informants from all seven organizations. This study also compares the epistemological foundations of journalism-based fact-checking with Civil Society Organization (CSO)-based fact-checking in Indonesia. We found an epistemological dilemma within Indonesian fact-checking, leading to the arbitrary nature of the fact-selection process, thereby posing a potential risk of introducing bias into the fact-checking outcomes. Our hope is that this study will be useful for fact-checking practitioners and media educators to discuss the epistemological aspects of fact-checking practices. [ABSTRACT FROM AUTHOR]

Summary: In the post-Christian West, characterised by 'apatheism' with its indifference towards the Christian faith, the communication of faith has a bigger problem with imagination than with reason. People do not see the relevance of faith; faith is meaningless. We therefore argue that apologetic witness in our postmodern context should not only involve 'defending' the Christian faith but should also focus on showing the relevance and meaningfulness of faith. In this article we explore the potential of narrative for this purpose. After analysing the concepts of apologetics and narrative, we situate our conception of 'narrative apologetics' in a critical realist epistemology, presupposing the hermeneutical nature of epistemic practices and the role of stories in these practices. Here we make use of C.S. Lewis' observations about the connection between imagination and meaning when it comes to considering ideas as relevant or true. The meaning of ideas of faith can be demonstrated by connecting them to the imagination through narrative. With the help of J.R.R. Tolkien's understanding of the effects of good fairy-stories, we explicate how narratives can help apologetics to show relevance, to present a friendly invitation for consideration, to offer participation and to retell the story of one's life in terms of the grand narrative of faith. [ABSTRACT FROM AUTHOR]

This article charts some of the conversations around psychedelics, mysticism, Catholicism, and the Catholic mystics. I provide a context for the current "psychedelic renaissance" and bring the focus to psychedelics and Catholicism. The literature's frequent comparisons of psychedelic mystical trips with Catholic mysticism raises questions about the legitimacy of religious ways of knowing, the status of the discipline of theology in Western academic cultures, and how Catholicism is often depicted in the psychedelic literature. The first part closes with a survey of the challenges of defining mysticism and some of the patterns perennial to the Catholic mystical experience. I look at the problem of methodological displacement, that is, how a researcher comes to conclusions with material that is formally outside of their discipline's boundaries. This is a challenge for scholars of every stripe when they countenance subject matter that is beyond their expertise—and the lure to still read that material through their known methodology and worldview—but the problem of displacement is conspicuously compounded when the sciences countenance theological and religious themes. I provide concrete examples of displacement with psychedelic and Catholic mysticism, how it can be corrected, and how this would benefit dialogue. In the Conclusions, I outline persistent concerns and theological objections about some of the claims of psychedelic mysticism but hold onto the hope for further dialogue. My sustained attention is to the comparisons that are frequently made between the psychedelic and Catholic mystical experiences and whether these correlations are critically warranted. [ABSTRACT FROM AUTHOR]

The search for knowledge has been central to the Islamic tradition from its inception in the Quran and the sayings of the Prophet Muhammad (aḥādīth). The injunctions to obtain knowledge and contemplate the signs of God in all things undergird a culture of ultimate questions in which there was an underlying epistemic unity among all fields of knowledge, from the religious sciences to the intellectual sciences to the natural sciences. Having lost sight of the underlying metaphysic that provides this epistemic unity, many thinkers in the modern period read the classical Islamic texts independently of the cognitive cartography and hierarchy of which they are a part. This approach leads to further misunderstandings and thus to a sense of hermeneutical gloom and epistemic subordination characteristic of coloniality. Postcolonial theory provides effective tools for diagnosing the process by which this epistemic erosion produces ideologically and epistemically conscripted subjects. But as it, too, arises from within a secular frame, it is only by understanding the cognitive cartography of the sciences within Islam that epistemic confidence and sovereignty can be reinstated. [ABSTRACT FROM AUTHOR]

I discuss a puzzle that arises as an apparent tension between plausible theories of good guessing and intuitive constraints on rational inquiry. Clearly, our best guess at a question should reflect the likelihoods we assign to its possible answers. Your best guess is the answer you judge most likely. Additionally, it seems like a requirement of rational inquiry that our guesses be coherent. Thus, our best guess to a constituent (wh-) questions should cohere with our best guess to a polar (yes/no) question whenever answers to the former entail answers to the latter. I argue that these requirements are in conflict and that a familiar form of contextualism doesn't resolve the issue. The puzzle stands as a challenge to existing accounts of rational inquiry and question directed attitudes like guessing. [ABSTRACT FROM AUTHOR]

In this talk, I turn a Black and transnational feminist reflexive eye on the field of feminist media studies, to surface for critical consideration a certain 'story that we tell' about race, more specifically about the visibly dominant whiteness, in the global North, of the kinds of media texts and cultures that commonly comprise our objects of analysis. I show that there is a repeated critical claim to the effect that the texts and cultures 'reify whiteness'. Interrogating and faulting some of the variously methodological, epistemological and ontological premises and effects of the claim, I argue that it is itself performative: it contributes to the very reification that it decries, not least by seemingly serving to explain and justify why, in a given piece of scholarship, further questions about race cannot really be attended to. I argue that we need to go beyond reifying whiteness in feminist media studies, so that we can attempt to offer more complete and rigorous consideration of the racial politics of what we study and how, and indeed who we are, our various positionalities, as not only scholars of media but also audiences, consumers and users ourselves. [ABSTRACT FROM AUTHOR]

This paper addresses an important but relatively unexplored question about the relationship between conceptual ethics and other philosophical inquiry: how does the epistemology of conceptual ethics relate to the epistemology of other, more "traditional" forms of philosophical inquiry? This paper takes as its foil the optimistic thought that the epistemology of conceptual ethics will be easier and less mysterious than relevant "traditional" philosophical inquiry. We argue against this foil by focusing on the fact that that conceptual ethics is a form of normative inquiry. Because of the epistemic difficulties that face normative inquiry, we should not expect conceptual ethics to constitute an epistemic panacea. Instead, although the epistemological upshots can vary from case to case, there are systematic reasons why this shift may exacerbate, rather than mitigate, the epistemic difficulties we face in pursuing philosophical inquiry. [ABSTRACT FROM AUTHOR]

According to veridicalism , your beliefs about the existence of ordinary objects are typically true, and can constitute knowledge, even if you are in some global sceptical scenario. Even if you are a victim of Descartes' demon, you can still know that there are tables, for example. Accordingly, even if you don't know whether you are in some such scenario, you still know that there are tables. This refutes the standard sceptical argument. But does it solve the sceptical problem posed by that argument? I argue that it does not, because we do not know substantively more about the external world according to veridicalism than we do according to the sceptical argument. Rather, veridicalism merely reformulates what little knowledge we have. I then draw some general conclusions about the nature of the sceptical problem, the formulation of the standard argument, and the significance of this for some other, non-veridicalist strategies. [ABSTRACT FROM AUTHOR]

Therapeutic Jurisprudence is a legal philosophy concerned with the human effects of the law. Its scholarly work promotes greater interaction between law and the social sciences to draw attention to the therapeutic and/or anti-therapeutic side-effects of law. Despite significant headway having been made in therapeutic jurisprudence scholarship during its relatively short lifespan, there remain gaps in theory, not least, in terms of the ontological and epistemological commitments that underpin and drive its research, as well as how its methodology resonates with those from its predecessor schools: legal realism and sociological jurisprudence. This essay will respond to these gaps and, in doing so, will also acknowledge some of the key similarities and differences in the methodological underpinnings of the claims from legal realism and sociological jurisprudence (as well as legal positivism and formalism). [ABSTRACT FROM AUTHOR]

Research Integrity (RI) is high on the agenda of both institutions and science policy. The European Union as well as national ministries of science have launched ambitious initiatives to combat misconduct and breaches of research integrity. Often, such initiatives entail attempts to regulate scientific behavior through guidelines that institutions and academic communities can use to more easily identify and deal with cases of misconduct. Rather than framing misconduct as a result of an information deficit, we instead conceptualize Questionable Research Practices (QRPs) as attempts by researchers to reconcile epistemic and social forms of uncertainty in knowledge production. Drawing on previous literature, we define epistemic uncertainty as the inherent intellectual unpredictability of scientific inquiry, while social uncertainty arises from the human-made conditions for scientific work. Our core argument—developed on the basis of 30 focus group interviews with researchers across different fields and European countries—is that breaches of research integrity can be understood as attempts to loosen overly tight coupling between the two forms of uncertainty. Our analytical approach is not meant to relativize or excuse misconduct, but rather to offer a more fine-grained perspective on what exactly it is that researchers want to accomplish by engaging in it. Based on the analysis, we conclude by proposing some concrete ways in which institutions and academic communities could try to reconcile epistemic and social uncertainties on a more collective level, thereby reducing incentives for researchers to engage in misconduct. [ABSTRACT FROM AUTHOR]

This article is about J. R. R. Tolkien's adaptation of Pythagorean musical elements in the 'Song of the Ainur' of the Silmarillion. It details Tolkien's use of Pythagorean dissonance, along with what that amounts to in terms of musical theory, and explores the epistemological origins of the concept and how it found its way into this work of fiction. On the latter point, Platonism, Neoplatonism, and early Christian theology are considered. This includes the likes of Prudentius, pseudo-Dionysius, Augustine, and Aquinas, among others. The article observes that Tolkien has deliberately chosen a somewhat esoteric element of Pythagorean musical theory, albeit highly relevant to his own historical context, in order to explore concepts of morality along with the traditional, Christian conundrum of predestination vs. free will. [ABSTRACT FROM AUTHOR]

This article introduces a novel theoretical framework for addressing epistemic injustice—a phenomenon where certain groups or individuals are systematically excluded from knowledge creation and dissemination processes—by employing ontological relativity and conceptual analysis. "Ontological relativity" refers to a philosophical perspective that posits our understanding of reality as being shaped by our toolbox of concepts, categories, language, and social practices; "conceptual analysis" is a method of inquiry that involves the rigorous examination and deconstruction of a particular concept or set of concepts in order to uncover their constituent elements, relationships, and underlying assumptions. To exemplify the effectiveness of the ontology‐based approach, two paradigmatic applications are explored: (a) educational practices and (b) clinical practice and access to health care. Through the presentation of these applications and the step‐by‐step illustration of the applied methodology, the aim of the article is to showcase the efficacy of ontology in tackling epistemic injustices, suggesting innovative paths for future research in this domain. [ABSTRACT FROM AUTHOR]

Background: Since the advent of the Next Generation Science Standards (NGSS), there has been an increasing focus on engineering in K–12 education. As educators and researchers have gained a better understanding of the nature of engineering in the decade following the release of the NGSS, there are new opportunities for growth and complexity. Purpose: This study used an epistemological approach to seek insights from experts in the science and engineering communities about the prominent aspects of engineering for K–12 education. Design/Method: This mixed‐methods study employed a three‐round Delphi study and a focus group meeting to elicit experts' opinions on the epistemic aspects of engineering that could shed light on the nature of engineering knowledge and practices. Constructivist grounded theory methodology was used to identify preliminary themes concerning the epistemic aspects of engineering and then to develop main themes by combining relevant themes together. Results: The analysis process yielded 21 preliminary themes that reflect key ideas about the engineering knowledge base, engineering design activities, and values and norms of the engineering community. Additionally, the current study identified eight main themes that captured the broader patterns in the data. Conclusions: The outcome of this study, including the preliminary themes and main themes concerning the epistemic aspects of engineering, could serve as a conceptual tool for establishing and improving students' conceptions of engineering and as a guide for designing and implementing engineering design activities in K–12 education settings. [ABSTRACT FROM AUTHOR]

The historian Ibn Khaldūn (d. 1406) is most often treated by historians of philosophy as part of the story of political philosophy in the Islamic world. While this is perfectly legitimate, it may be misleading when it comes to the question of the method he proposes for the historian. This paper argues that that method is in fact based on a different branch of (Aristotelian) science: natural philosophy. After rendering this proposition initially plausible by noting frequent references to "nature" in the Muqaddima , the paper discusses a number of parallels between natural philosophy and history as Ibn Khaldūn conceives it. Ultimately it is suggested that this method is legitimated insofar as history is for Ibn Khaldūn a study of human nature. [ABSTRACT FROM AUTHOR]

This study examines how authentic assessment could nurture students’ epistemic agency: their sense of agency in using, evaluating and producing knowledge. Authentic assessment commonly emphasises ‘realism’ and ‘employability skills’. As important as these ideas are, this approach to authentic assessment neglects the key academic value of knowledge, a gap we address by adding epistemology into the conversation. Our qualitative case study explores an archaeology course whose authentic assessment design relied heavily on digital technologies. We empirically analyse students’ sense of epistemic agency after articulating the affordances of the course’s authentic assessment design. Our findings show that digitally-mediated authentic assessment promoted students’ relationship with knowledge in three ways. Students understood themselves as (i) active learners, (ii) active users of knowledge and (iii) epistemic agents who contributed to public archaeological knowledge. We reframe authentic assessment as a catalyst for students’ epistemic agency, enabling students to contribute to social good. [ABSTRACT FROM AUTHOR]

AbstractA leading critic of the disruptive force of technology in education, Bernard Stiegler saw the counter-effects of artificial intelligence in undermining human agency, autonomy and individuality, rendering the role of education ever more critical. Stiegler believes that our goal is not to abandon technology but to focus our attention on its power and direction in a hypercapitalist economy. While he did not foresee the emergence of generative artificial intelligence (GAI), its rapid acceleration raises important issues for his notion of digital writing as a pharmakon. In this essay, we examine Stiegler’s view on intelligence, digital writing, technological memory, and neuropower, focusing specifically on his Shanghai lecture and Nanjing Lectures. We compare Stiegler with Catherine Malabou, who examines the nature of intelligence primarily through the lens of neuroscience. We argue that Malabou’s view of neuroplasticity in human and artificial brains, and her critique of techno-narcissism in the control over technology, add an important dimension to Stiegler’s political critique of education. Finally, we examine how best to construe AI as part of a hyper-materialist epistemology that Stiegler espouses in the conclusion of his Nanjing Lectures, to bring about neganthropic knowledge through a therapeutics of care. [ABSTRACT FROM AUTHOR]

Given the recent focus on news poverty and gaps in local journalism, rural journalists would seem to have a challenging job. This study seeks to understand the novel experiences and challenges of journalists who cover rural communities and how they conceptualize their knowledge-building practices. Through the lens of journalistic epistemology, researchers conducted a two-step, in-depth interview procedure with rural US journalists (n = 61) to better explore how rural journalists place their knowledge-making in relationto non-rural journalists. Rural journalists identified as being rural in that they practiced in rural communities, but also thought of their knowledge-building as tied intimately to their rural communities. [ABSTRACT FROM AUTHOR]

This paper applies key insights from constitutive penology to advance the practice framework literature in correctional rehabilitation. First, I provide some brief commentary on the origins and subsequent development of constitutive thought in studies of governance, crime and justice. Second, I outline the central ontological convictions and epistemological commitments of constitutive penology. Third, I explain where and how the ontic and epistemic ‘lessons’ of constitutive penology contribute to the conversation about practice framework theory and therapeutic practice in correctional rehabilitation. These comments especially emphasize the importance of (a) rethinking the responsibility of theory in therapeutic practice; (b) reframing the method of study in the practice of therapy and (c) repurposing the practice guidelines for undertaking therapeutic work. [ABSTRACT FROM AUTHOR]

Like many other lowland South American groups described in the literature, Ache give a higher epistemic value to visually experiencing events, a sensibility that some have argued has impeded lasting conversions by Amerindians to Christianity given that the evidentiary practices of the latter can only be expressed through language. In this article, I qualify this idea by showing how the Ache acceptance of the idea of "being seen" by an omnipresent Christian God was able to reconfigure Ache evidentiary practices regarding vision and visual experience. Through a series of Ache conversion narratives recorded in the late 1970s, I show the importance of "being seen" in Ache conversion and how it eventually provided resources for lasting engagements with Christianity—both with and without the surveilling practices of missionaries from the New Tribes Mission. [ABSTRACT FROM AUTHOR]