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Author Information: Jeff Kochan, University of Konstanz, jwkochan@gmail.com.

Kochan, Jeff. “Disassembling the System: A Reply to Paolo Palladino and Adam Riggio.” Social Epistemology Review and Reply Collective 7, no. 12 (2018): 29-38.

The pdf of the article gives specific page references. Shortlink: https://wp.me/p1Bfg0-44M

Image by tackyshack via Flickr / Creative Commons

 

Here concludes a symposium on the latest book by Jeff Kochan, Science as Social Existence. You can find each of the articles in the series in this list:

Kochan, Jeff. “Suppressed Subjectivity and Truncated Tradition: A Reply to Pablo Schyfter.” Social Epistemology Review and Reply Collective 7, no. 12 (2018): 15-21.

Riggio, Adam. “The Very Being of a Conceptual Scheme: Disciplinary and Conceptual Critiques.” Social Epistemology Review and Reply Collective 7, no. 11 (2018): 53-59.

Palladino, Paolo. “Heidegger Today: On Jeff Kochan’s Science and Social Existence.” Social Epistemology Review and Reply Collective 7, no. 8 (2018): 41-46.

Schyfter, Pablo. “Inaccurate Ambitions and Missing Methodologies: Thoughts on Jeff Kochan and the Sociology of Scientific Knowledge.” Social Epistemology Review and Reply Collective 7, no. 8 (2018): 8-14.

Kochan, Jeff. “On the Sociology of Subjectivity.” Social Epistemology Review and Reply Collective 7, no. 5 (2018): 39-41.

Sassower, Raphael. “Heidegger and the Sociologists: A Forced Marriage?.” Social Epistemology Review and Reply Collective 7, no. 5 (2018): 30-32.

• • •

This essay brings to a formal close SERRC’s review symposium on my book Science as Social Existence: Heidegger and the Sociology of Scientific Knowledge (Open Book Publishers, 2017). All told, four reviewers stepped forward: Raphael Sassower (2018); Pablo Schyfter (2018); Paolo Palladino (2018); and Adam Riggio (2018); listed here in the order in which their reviews have appeared. My thanks to them for their thoughtful and often spirited engagement with my book.

I have already responded to Sassower and Schyfter separately (Kochan 2018a & 2018b), so my main task here will be to respond to Palladino and Riggio. My thanks go, as well, to Eric Kerr, who has organised this symposium.

Why Bother Being Epochal?

I coulda been a contender!

I coulda been somebody…

– Marlon Brando as Terry Malloy in On the Waterfront (1954)

This symposium was kicked off last May by Raphael Sassower (2018). Six months out, Adam Riggio has now brought up the rear, rounding out the reviewers’ side by crystallising Sassower’s initial criticism of Science as Social Existence into two words: ‘Why bother?’ (Riggio 2018, 53).

As a question directed at me – ‘Why bother writing Science as Social Existence?’ – the answer is easy: because I felt like it. It was a joy (in a weirdly afflicted way) to write the book, and a joy to see it published. That the SERRC books editor then offered to organise a book symposium was a wonderful surprise, outstripping my expectations.

On the other hand, as a question directed at potential readers – ‘Why bother reading Science as Social Existence?’ – the answer is more difficult to give, because, at the end of the day, it is not mine to give. I am sure that, had I tried to predict and pursue the fashions of the academic marketplace, I would have ended up feeling miserable. By my reckoning, it was better to write from a place of joy, and give a few readers the best of what I have, than to chase popular demand, and deliver something fashionable but personally hollow. Luckily, my wonderful publisher is not in the business of making money.

It is fortuitous that one symposiast, Paolo Palladino, has already answered the second question for me. After summarising his appreciation for several aspects of Science as Social Existence, Palladino concludes: ‘All this seems to me a wholly satisfactory answer to Sassower’s question’ (Palladino 2018, 43).

Predictably, some tough guys will scoff at joy. Either because they already have so much they cannot see the need for more, or because they have so little they cannot abide seeing it in others. Riggio has shared with us his insights about disciplinarity, culled from his ‘decade of work as a professional-level philosopher’ (Riggio 2018, 54). My own experience suggests that academia could use more joy. ‘Why bother?’ is really a bureaucrat’s question, asked by hiring, funding, and promotions committees. Perhaps better questions could be asked.

Presumably Riggio would not begrudge me my joy, but his interests do lie elsewhere. He wants me to be ‘epochal’ (Riggio 2018, 58). According to him, had I not allegedly hobbled myself with disciplinarity, then, ‘[i]nstead of writing about Martin Heidegger and David Bloor, he [being me] could have written something with the potential to leave him [being me] mentioned in the same breath as such epochal thinkers. He could have become epochal himself. […] How about next time, Jeff?’ (Riggio 2018, 58). Wow. That is quite flattering … I guess. But my answer is: ‘no thanks.’ Not this time, and not the next time either.

But no worries. There is a lot of beautiful space between the dizzying heights of epochaldom and a one-way ticket to Palookaville.

 

Who Will Bother to Read Science as Social Existence?

Yes, who will bother to read my book? It is still too early to tell, with the data sample still quite small. As far as SERRC goes, the sample is exactly four. Let us start with the first reviewer: why did Sassower read Science as Social Existence? I must admit that I am already stumped. Nevertheless, Sassower’s review sparked the symposium that has now followed, and I am warmly grateful to him for that.

The second reviewer is Pablo Schyfter. Why did Schyfter read Science as Social Existence? Here the reasons seem more easily accessible, and Riggio’s reflections on disciplinarity can help us to draw them out.

Riggio finds it frustrating that I organised my book as a constructive dialogue between two academic disciplines: Heidegger Studies; and Sociology of Scientific Knowledge (SSK). He laments ‘how vulnerable this makes him [being me] to academic attacks’ (Riggio 2018, 53). He offers Sassower’ review as a case in point.

But Riggio might just as well have offered Schyfter’s review. As I note in my response to the latter, Schyfter fashions himself as SSK’s disciplinary gate-keeper, and he tries to paint me as an attempted gate-crasher (Kochan 2018b). His self-appointed goal is to protect the purity of SSK against my perceived infiltration from without. But Schyfter fails to realise that I am already well within the gates, because the boundaries of the discipline are much less precise than he would like us to believe.

This is a point Riggio also fails to realise, and so my separate response to Schyfter may also serve as a response to Riggio’s similar criticisms in respect of my presentation of SSK.

The third reviewer is Palladino, and the why-question has already been answered. He read Science as Social Existence because he thought it was interesting: ‘I hope to have conveyed how much I enjoyed thinking about the questions Science as Social Existence poses’ (Palladino 2018, 46). Naturally, I am warmly grateful to Palladino as well.

Reviewer number four is Riggio. Why did he read it? He appears to equivocate.

Why All this Bother about Disciplinarity?

On the one hand, Riggio seems to have read the book because it interested him. He starts by saying that Science as Social Existence offers a ‘constructive dialogue’ between Heidegger and SSK, that ‘[t]his open-minded approach to problem solving remains sadly rare in academic culture,’ and that ‘such a trans-disciplinary philosophical project is worthwhile and valuable’ (Riggio 2018, 53). Later, he calls my combination of Heidegger and SSK ‘a very valuable experiment,’ as well as ‘brilliantly insightful in how philosophically challenging and creative it is’ (Riggio 2018, 57).

Sorry for laying that on so thick, but it is fun to repeat such stuff. Yet, that is then as far as it goes. Instead of developing one or more of these positive points, Riggio spends the rest of his time focussing on what he perceives to be the negative consequences of my choice to work at a disciplinary level. As we have seen, Riggio laments how vulnerable this allegedly makes me to ‘attacks’ from the likes of Sassower and Schyfter. Apparently he hopes to protect me from such perceived aggression.

I appreciate Riggio’s concern, but I think I have done a good enough job on my own of defending myself against Sassower and Schyfter. I would have rather Riggio had developed his positive points, no doubt also delivering some excellent criticism along the way. For example, he could have helped to make my ostensibly ‘open-minded approach to problem solving’ less rare by more substantially engaging with it and encouraging others to adopt the same approach. I could have benefited from his advice, and I reckon others could have too.

In my view, one of the biggest tragedies of the periodic disciplinary dogmatism one encounters in academia is that it often drives creative minds into a kind of extra-disciplinary exile. And I know how lonely it can be out there. Yet, rather than trying to pull me out there with him, I would have preferred it if Riggio had joined me in here where there is no end of action, not to mention loads of intellectual resources. It helps to keep one’s elbows up, for sure, and certainly also to have engaged and well-positioned allies like Palladino, who is, he emphasises, not invested in ‘disciplinary purity’ (Palladino 2018, 41).

Let me make a final, more proximal point before I close this section. One key goal of Science as Social Existence is to defend the Edinburgh School’s ‘Strong Programme’ in SSK by removing the School’s vulnerability to sceptical attack (see also Kochan 2018b). Riffing off Riggio, I can now conjecture that the Edinburgh School’s vulnerability arises, in part, from their open-minded approach to problem solving, more specifically, their mixing together of two disciplines: sociology and philosophy.

Yet, the Edinburgh School experiences friction between their philosophical and sociological interests, in the form of a sceptical attack. My diagnosis: they tried to mix sociology with the wrong kind of philosophy. They might have gone for Heideggerian phenomenology. By easing them in this direction, I relieve them of their vulnerability.

Hence I do for the Edinburgh School what Riggio thinks I should have done for Science as Social Existence. I release them from the disciplinary friction which led to their vulnerability. However, I do this, not by urging them to abandon disciplinarity altogether, but by nudging them onto a different disciplinary ground. Moreover, I could do this only by embracing the very disciplinarity that Riggio suggests I abandon, that is, only by digging down into the methodological and conceptual clockwork of Heidegger and SSK.

Oh, Bother! – The Conceptual System Returns

One thing I try to do in Science as Social Existence, especially in Chapter 7, is to turn methodological attention away from systems and towards subjects. Palladino correctly identifies this as having been motivated by my discontent with ‘perspectives that have increasingly come to dominate science and technology studies’ (Palladino 2018, 45). Indeed, in Chapters 2 and 3, I discuss how these perspectives have often sought to reverse the gains made by earlier SSK practitioners.

My argument is that, by emphasising systems over subjects, contemporary theorists have often suppressed subjectivity as a fundamental explanatory resource. They shift attention from subjects to systems. The emphasis is usually then put on systems of practice, but it could also be on systems of concepts. Either way, the system is primary, the subject secondary.

Palladino agrees with me that the system should not be viewed as more important than the subject (Palladino 2018, 46). Yet, in contrast to me, he sees subject and system as equally primary, as fundamentally co-constitutive. Palladino grounds this difference between us in my alleged equation of subjectivity with Being. He, on the other hand, equates subjectivity with Becoming, with a ‘performative operation’ (Palladino 2018, 45).

I am less inclined to draw such a sharp distinction between Being and Becoming. In my view, Becoming presupposes Being, because Becoming is a change-of-state in Being, in something that already is, that already exists. In Science as Social Existence, I write: ‘Grammatically, the phrase “the meaning of being” is similar in structure to the phrase “the thrill of a lifetime.” […] A lifetime is a historical-existential space wherein thrills can happen. Likewise, being is a historical-existential space wherein meaning can happen,’ that is, a space wherein meaning can come into being, where it can become (Kochan 2017, 54).

The subject, construed as being-in-the-world, is a historical-existential space wherein one finds possibilities for Becoming. Palladino’s ‘performative operation’ presupposes a performer, just as the concept of practice presupposes a practitioner. What or who a subject is – its meaning or significance – is the result of practice, but that a subject is – its existence – is not. A subject may experience itself as an unintelligible tangle of perceptions – as does, perhaps, a newborn baby – slowly acquiring meaning as it stumbles through a world shared with others, actualising or being actualised in accordance with the existential possibilities of its Being (cf. Kochan 2017, 145ff.; see also Kochan 2015a).

A system of practices or of concepts thus presupposes a subjectivity that does the practicing or the conceptualising. Since, following Heidegger, subjectivity is not just being-in-the-world, but also being-with-others, it is a necessarily plural phenomenon. Combined with Heidegger’s account of the subject, SSK thus becomes (necessarily but not sufficiently) the sociological study of scientific subjectivity in relation to the world. The primary explanatory resource is now the community of historically interacting subjects, along with the material resources they enrol in those interactions.

The system-centred theorist reifies this inter-subjectivity, turning it into a system, scheme, or network with an agency of its own. The subject is thus subordinated to the power of the system. Combining insights from SSK pioneers Barry Barnes and David Bloor, I argue, instead, that ‘the system does not carry us along, we carry it along. We are compelled by the system only insofar as we, collectively, compel one another’ (Kochan 2017, 374).

Herein lies the nub of my problem with Riggio’s apparently uncritical use of such terms as ‘discipline’ and ‘conceptual scheme.’ In Science as Social Existence, I introduce Heidegger’s existential conception of science as his alternative to the, in his day, dominant account of science as a conceptual scheme (Kochan 2017, 59). In other words, Heidegger attempts to de-reify – to deconstruct – science construed as a conceptual scheme, arguing instead that science is, at its base, an existential phenomenon produced by interacting subjects in the world.

This is how I view Riggio’s ‘disciplines.’ They are no more than historical communities of individuals interacting with one another in the world. The vulnerability Riggio sees in my disciplinarity is not vulnerability to the impersonal power of a system, but to discrete and concrete individuals who, for whatever reason, feel the need to attack. When one is attacked by an amorphous and impersonal ‘system,’ one may feel overwhelmed and powerless. When one is attacked by one or more fragile fellow humans, the odds look decidedly different.

Those who profit from their social situation will often be invested in the status quo. One effective way for them to protect their investment is to reify their situation, painting it as an impersonal system, in the hands of no one in particular. They thus protect their profits, while obscuring their responsibility. This is why, on the penultimate page of Science as Social Existence, I cite Baudelaire, characterising the system-centred theorist as ‘a prince who everywhere rejoices in his incognito’ (Kochan 2017, 379).

A Regrettable Absence and Two Allegedly Missed Alternatives

For some readers, the preceding section will have brought to mind Michel Foucault. Palladino regrets that I say (almost) nothing about Foucault (Palladino 2018, 45). I regret it too. While writing Science as Social Existence, I was sharply aware of Foucault’s potential relevance, but I felt that I was already juggling enough. This is not an excuse, but an admission of weakness. The absence is indeed regrettable.

I have, however, criticised Foucault elsewhere (Kochan 2015b). Or have I? What I criticised was what Edward Said labels an ‘overblown’ and ‘extreme’ use of Foucault (Said 2000/1982, 213). My most immediate concern was Ian Hacking, who is arguably allied with the system-centred theorists I take on in Science as Social Existence. Hence, the ‘overblown’ interpretation of Foucault appears to be a tool of my opponents. But perhaps there is another interpretation of Foucault, one that could better serve me? I will leave that for someone else to decide.

My research is now taking me in a different direction. Perspicaciously, Palladino has intuited something of that direction. He takes Sassower’s ‘possibly accidental’ mention of Spinoza, and suggests that a ‘Spinozist monadology’ may offer an alternative approach to some of the topics I address in Science as Social Existence (Palladino 2018, 44). Yet one accident follows another: for it was Leibniz, not Spinoza, who introduced a monadology. This wrinkle is, however, an opportune one, as it gives me an excuse to discuss both Spinoza and Leibniz.

Leibniz attempted to solve the problem of mind-body (or subject-object) interaction by arguing for a ‘pre-established harmony’ between the two. The law-governed actions of mind and body track one another in a way preordained by God (Monadology §78 [Leibniz 1965, 161]). This pre-ordination takes the shape of a rational plan, a ‘sealed blueprint’ (A Vindication of God’s Justice §82 [Leibniz 1965, 133]). Leibniz imagined God as an artisan who stands outside the world, guiding its interior operations according to a rational and universal plan.

Spinoza, in contrast, viewed God as immanent in nature. For him, there is nothing external to nature (Ethics I, P18 [Spinoza 1994, 100]). The problem of mind-body interaction is solved because ‘the thinking substance and the extended [i.e., bodily] substance are one and the same’ (Ethics II, P7 [Spinoza 1994, 119]). Yet, for Spinoza natural events are also rationally and universally ordered: ‘the laws and rules of Nature, according to which all things happen, […] are always and everywhere the same’ (Ethics III, preface [Spinoza 1994, 153]). Here too, then, the world is governed by a rational and universal measure, but one implemented from within rather than from without.

Both Leibniz and Spinoza seem to have viewed nature as a unified whole, a dynamic totality underpinned by a core set of logically consistent principles, a rational plan. They were therefore modern thinkers à la lettre. Insofar as Heidegger sought an alternative to modern rationalism, his two modernist predecessors would seem to offer, not different alternatives, but a retreat back into modernity. Yet this may be too quick.

For Heidegger, the rationalistic impulse to grasp the world as a whole, as a ‘world picture,’ a ‘basic blueprint,’ or a unified set of abstract axioms from which all else can be deduced, was a historically contingent impulse, generated and sustained within a specific cultural tradition. He worried that this impulse, were it to gain global hegemony, could squeeze out other, perhaps humanly vital, existential possibilities present both within and without the broader European legacy.

Heidegger’s own search for alternatives to modernity was decidedly idiosyncratic. In Chapter 7 of Science as Social Existence, I discuss his attempt to reconceptualise the ‘thing’ as a ‘four-fold.’ Heidegger suggested that the thing be seen as a ‘gathering’ of earth, sky, gods, and mortals (Kochan 2017, 368ff.).

Here is where Leibniz and, especially, Spinoza may still be relevant. Heidegger’s four-fold is an attempt to rethink – in non-modern and non-rationalistic terms – the panpsychism often attributed to Leibniz and Spinoza. This is the doctrine that, to one degree or another, mind is always present in body, that, to some extent or other, subjectivity is always present in the object. Hence, panpsychism may promise an alternative to the modern subject-object split.

Yet, for Heidegger, this promise is only a half-measure, because the frame in which panpsychism unites subject and object is a universal, rationalist one. As I read it, the four-fold attempts to dislodge things from this globalising frame. It is more of a recipe than a blueprint. The precise nature of the four ingredients, as well as the proportions by which they are mixed, may vary from one region to the next. Rather than imposing a uniform blueprint on the world, the four-fold embraces a plurality of potential combinations. A can of Coke may be everywhere the same, but each region will have its own daily bread.

Postcolonial STS: A Path Forward or a Dead End?

Palladino is once again perspicacious in suggesting that the route forward in respect of these issues may lie in anthropology (Palladino 2018, 46). For my part, I have been reading Tim Ingold’s phenomenologically inflected work. Ingold draws on Heidegger’s conceptualisation of the thing as a ‘gathering,’ and combines it with insights from the ethnography of animistic Indigenous groups (Ingold 2013, 215). Rejecting 19th-c. European construals of animism – wherein a thing is animated by a spirit that inhabits it – Ingold instead interprets animism as a ‘poetics of life’ (Ingold 2018, 22).

Animism, as Ingold presents it, seems closer to Heidegger’s non-modern phenomenology of existence than it does to Leibniz’s and Spinoza’s modern panpsychism. Palladino notes a connection between this panpsychism and actor-network theory (ANT), currently a dominant position in science and technology studies (STS) (Palladino 2018, 44). It is worth noting, then, that Ingold explicitly opposes his anthropology of life to ANT, especially as represented in the works of Bruno Latour (e.g., Ingold 2013 & 2011).

Ingold argues that animism – as a poetics of life – ‘betters even science in its comprehension of the fullness of existence’ (Ingold 2018, 22). I am less inclined to draw such a clean line between science and animism, in particular, and science and indigenous knowledge, more generally. Indeed, I have begun to explore how scientific and indigenous knowledges may sometimes be combined in ways that can respect and strengthen both (Kochan 2018c & 2015b).

In Chapter 7 of Science as Social Existence, I introduce Heidegger’s distinction between ‘enframing’ and poiēsis as two distinct ways in which things may be experienced (Kochan 2017, 359ff.). These roughly correspond to a modern and a non-modern mode of experience. They also encompass panpsychism and animism, respectively. I argue in Science as Social Existence that a system-centred understanding of experience is one in which things are ‘framed’ according to a universal blueprint. In contrast, poiēsis embraces pluralism, and thus resists the idea that life can be framed as a system, that it can be fully rationalised and reduced to a core set of concepts or practices.

This returns me to Riggio’s ‘conceptual schemes.’ Picking up Heidegger’s concepts of enframing and poiēsis, Riggio treats them both as conceptual systems or ‘frameworks’ (Riggio 2018, 55). As should be clear from the above, I reject this construal. In my view, enframing is a disposition to experience the world as ‘framed.’ Poiēsis, in contrast, refuses this disposition. Ingold’s animism, as a poetics of life, might be viewed as a mode of poiēsis – an existential openness to a world vibrant with life – rather than as a framework or scheme.

Riggio expresses horror at the way Heidegger’s concept of poiēsis, in his only recently published Black Notebooks, ‘guides’ one towards anti-Semitism (Riggio 2018, 56f). I have not read the Black Notebooks, as I have no stomach for still more of Heidegger’s already well-known anti-Semitic opinions and behaviour. But I do wish that Riggio had provided some specific textual evidence and exegesis, because, based on my own understanding of poiēsis, I find it difficult to see how it should ‘guide’ one towards anti-Semitism.

According to Riggio, the Black Notebooks are ‘pro-Indigenous and anti-colonial, but also anti-Semitic in equal intensity’ (Riggio 2018, 57). Since, in Science as Social Existence, I say nothing about Indigenous knowledge or colonialism, it is fortuitous that Riggio independently introduces these topics in his review, thereby allowing a link-up with Palladino’s suggestion that anthropology may offer a way forward. If I have understood him correctly, Riggio worries that poiēsis is a conceptual framework in which pro-Indigenous and anti-Semitic sentiments are logically inseparable.

Since I do not think that poiēsis is a conceptual framework, I do not feel the force of Riggio’s worry. However, if he were right, then the obvious response would be to reject poiēsis as a tool for Indigenous Studies. This would hardly be a tragedy, since Heidegger has never been an authoritative figure in that field anyway. In any case, the best source for learning about Indigenous peoples is Indigenous people (e.g., Battiste & Henderson 2000; Cajete 2000; Smith 2012; and a book recommended by Riggio, with which I am not yet familiar, Simpson 2017).

But perhaps Riggio worries more deeply that, quite independently of the concept of poiēsis, Indigenous Studies may entail anti-Semitism? If this were true, then the consequences would be profound not just for students of Indigenous culture, but, more importantly, for Indigenous peoples themselves. More particularly, but less importantly, it would be a serious blow to those, like myself, who currently work in the emerging field of postcolonial STS (e.g., Harding 2011).

But we have now moved well beyond the boundaries of Science as Social Existence. It is a testament to the vital intelligence of my fellow symposiasts that the discussion has stretched much further than the book itself, touching also on broader, often more important, issues. Once again, I thank Raphael Sassower, Pablo Schyfter, Paolo Palladino and Adam Riggio for their vigorous engagement with Science as Social Existence. To those readers who have followed our conversation, my heartfelt thanks as well.

Contact details: jwkochan@gmail.com

References

Battiste, Marie and James (Sa’ke’j) Youngblood Henderson (2000). Protecting Indigenous Knowledge and Heritage: A Global Challenge (Saskatoon: Purich Publishing).

Cajete, Gregory (2000). Native Science: Natural Laws of Interdependence (Santa Fe: Clear Light Publishers).

Harding, Sandra (2011). The Postcolonial Science and Technology Studies Reader (Durham NC: Duke University Press).

Ingold, Tim (2018). Anthropology: Why It Matters (Cambridge UK: Polity Press).

Ingold, Tim (2013). ‘Anthropology Beyond Humanity’ (Edward Westermarck Memorial Lecture). Suomen Antropologi: Journal of the Finnish Anthropological Society 38(3): 2-23.

Ingold, Tim (2011). ‘When ANT meets SPIDER: Social Theory for Arthropods.’ In Carl Knappett & Lanbros Malafouris (eds.), Material Agency: Towards a Non-Anthropocentric Approach (New York: Springer), pp. 209-215.

Kochan, Jeff (2018a). ‘On the Sociology of Subjectivity: A Reply to Raphael Sassower.’ Social Epistemology Review and Reply Collective 7(5): 39-41. https://wp.me/p1Bfg0-3Xm

Kochan, Jeff (2018b). ‘Supressed Subjectivity and Truncated Tradition: A Reply to Pablo Schyfter.’ Social Epistemology Review and Reply Collective 7(12): 15-21. https://wp.me/p1Bfg0-44s

Kochan, Jeff (2018c). ‘Decolonising Science in Canada: A Work in Progress.’ Social Epistemology Review and Reply Collective 7(11): 42-47. https://wp.me/p1Bfg0-43i

Kochan, Jeff (2017). Science as Social Existence: Heidegger and the Sociology of Scientific Knowledge (Cambridge UK: Open Book Publishers). http://dx.doi.org/10.11647/OBP.0129

Kochan, Jeff (2015a). ‘Putting a Spin on Circulating Reference, or How to Rediscover the Scientific Subject.’ Studies in History and Philosophy of Science 49: 103-107. https://doi.org/10.1016/j.shpsa.2014.10.004

Kochan, Jeff (2015b). ‘Objective Styles in Northern Field Science.’ Studies in History and Philosophy of Science 52: 1-12. https://doi.org/10.1016/j.shpsa.2015.04.001

Leibniz, Gottfried Wilhelm von (1965). Monadology and Other Philosophical Essays, trans. Paul Schrecker and Anne Martin Schrecker (New York: Macmillan).

Palladino, Paolo (2018). ‘Heidegger Today: On Jeff Kochan’s Science and Social Existence.’ Social Epistemology Review and Reply Collective 7(8): 41-46.

Riggio, Adam (2018). ‘The Very Being of a Conceptual Scheme.’ Social Epistemology Review and Reply Collective 7(11): 53-59.

Said, Edward (2000/1982). ‘Travelling Theory.’ In M. Bayoumi and A. Rubin (eds.), The Edward Said Reader (New York: Vintage Books), pp. 195-217.

Sassower, Raphael (2018). ‘Heidegger and the Sociologists: A Forced Marriage?’ Social Epistemology Review and Reply Collective 7(5): 30-32.

Schyfter, Pablo (2018). ‘Inaccurate Ambitions and Missing Methodologies: Thoughts on Jeff Kochan and the Sociology of Scientific Knowledge.’ Social Epistemology Review and Reply Collective 7(8): 8-14.

Simpson, Leanne Betasamosake (2017). As We Have Always Done: Indigenous Freedom Through Radical Resistance (Minneapolis: University of Minnesota Press).

Smith, Linda Tuhiwai (2012). Decolonizing Methodologies: Research and Indigenous Peoples, second edition (London: Zed Books).

Spinoza, Benedict de (1994). A Spinoza Reader: The Ethics and Other Works, ed. and trans. Edwin Curley (Princeton: Princeton University Press).

 

Author Information: William Davis, California Northstate University, William.Davis@csnu.edu.

Davis, William. “Crisis. Reform. Repeat.” Social Epistemology Review and Reply Collective 7, no. 10 (2018): 37-44.

The pdf of the article gives specific page references. Shortlink: https://wp.me/p1Bfg0-422

Yale University, in the skyline of New Haven, Connecticut.
Image by Ali Eminov via Flickr / Creative Commons

 

If you have been involved in higher education in recent decades, you have noticed shifts in how courses are conceived and delivered, and what students, teachers, and administrators expect of each other. Also, water feels wet. The latter statement offers as much insight as the first. When authors argue the need for new academic models, indeed that a kind of crisis in United States higher education is occurring, faculty and administrators in higher education are forgiven if we give a yawning reply: not much insight there.

Another Crisis

Those with far more experience in academia than I will, likely, shake their heads and scoff: demands for shifts in educational models and practices seemingly occur every few years. Not long ago, I was part of the SERRC Collective Judgment Forum (2013) debating the notion that Massive Open Online Courses (MOOCs) are the future of higher education. The possibilities and challenges portended by online education would disrupt (“disruptive technologies” often represent the goals not the fears of the California culture where I live and work) the landscape of colleges and universities in the United States and the rest of the world.

Higher education would have to adapt to meet the needs of burgeoning numbers of people (at what point does one become a ‘student?’) seeking knowledge. The system of higher education faced a crisis; the thousands of people enrolling in MOOCs indicated that hordes of students might abandon traditional universities and embrace new styles of learning that matched the demands of twenty-first century life.

Can you count the number of professional crises you have lived through? If the humanities and/or social sciences are your home, then you likely remember quite a few (Kalin, 2017; Mandler, 2015; Tworek, 2013). That number, of course, represents calamity on a local level: crises that affect you, that loom over your future employment. For many academics, MOOCs felt like just such a threat.

Historian of technology Thomas Hughes (1994)[i] describes patterns in the development, change, and emergence of technologies as “technological momentum.” Technological momentum bridges two expansive and nuanced theories of technological development: determinism—the claim that technologies are the crucial drivers of culture—and constructivism—the idea that cultures drive technological change. MOOCs might motivate change in higher education, but the demands of relevant social groups (Pinch and Bijker 1984) would alter MOOCs, too.

Professors ought not fear their jobs would disappear or consolidate so precipitously that the profession itself would be transformed in a few years or decade: the mammoth system of higher education in the U.S. has its own inertia. Change would happen over time; teachers, students, and universities would adapt and exert counter-influences. Water feels wet.

MOOCs have not revolutionized models of higher education in the United States. Behind the eagerness for models of learning that will satisfy increasing numbers of people seeking higher education, of which MOOCs are one example, lies a growing concern about how higher education is organized, practiced, and evaluated. To understand the changes that higher education seems to require, we ought first to understand what it currently offers. Cathy Davidson (2017), as well as Michal Crow and William Dabars (2015), offer such histories of college and university systems in the United States. Their works demonstrate that a crisis in higher education does not approach; it has arrived.

Education in an Age of Flux

I teach at a new college in a university that opened its doors only a decade ago. One might expect that a new college offers boundless opportunity to address a crisis: create a program of study and methods of evaluating that program (including the students and faculty) that will meet the needs of the twenty-first century world. Situated as we are in northern California, and with faculty trained at Research 1 (R1) institutions, our college could draw from various models of traditional higher education like the University of California system or even private institutions (as we are) like Stanford.

These institutions set lofty standards, but do they represent the kinds of institutions that we ought to emulate? Research by Davidson (2017), Crow and Dabars would recommend we not follow the well-worn paths that established universities (those in existence for at least a few decades) in the United States have trodden. The authors seem to adopt the perspective that higher education functions like a system of technology (Hughes 1994); the momentum exerted by such systems has determining effects, but the possibility of directing the course of the systems exists nevertheless.

Michael Crow and William Dabars (2015) propose a design for reshaping U.S. universities that does not require the total abandonment of current models. The impetus for the needed transformation, they claim, is that the foundations of higher education in the U.S. have decayed; universities cannot meet the demands of the era.

The priorities that once drove research institutions have been assiduously copied, like so much assessment based on memorization and regurgitation that teachers of undergraduates might recognize, that their legibility and efficacy have faded. Crow and Dabars target elite, private institutions like Dartmouth and Harvard as exemplars of higher education that cannot, under their current alignment, meet the needs of twenty-first century students. Concerned as they are with egalitarianism, the authors note that public institutions of higher education born from the Morrill Acts of 1862 and 1890 fare no better at providing for the needs of the nation’s people (National Research Council 1995).

Crow and Dabars’s New American University model (2015, pp. 6-8) emphasizes access, discovery, inclusiveness, and functionality. Education ought to be available to all (access and inclusiveness) that seek knowledge and understanding of the world (discovery) in order to operate within, change, and/or improve it (functionality). The Morrill Acts, on a charitable reading, represent the United States of America’s assertion that the country and its people would mutually benefit from public education available to large swaths of the population.

Crow and Dabars, as well as Davidson (2017), base their interventions on an ostensibly similar claim: more people need better access to resources that will foster intellectual development and permit them to lead more productive lives. The nation benefits when individuals have stimulating engagement with ideas through competent instruction.  Individuals benefit because they may pursue their own goals that, in turn, will ideally benefit the nation.

Arizona State University epitomizes the New American University model. ASU enrolls over 70,000 students—many in online programs—and prides itself on the numbers of students it accepts rather than rejects (compare such a stance with Ivy League schools in the U.S.A.). Crow, President of ASU since 2002, has fostered an interdisciplinary approach to higher education at the university. Numerous institutes and centers (well over 50) have been created to focus student learning on issues/topics of present and future concern. For instance, the Decision Center for a Desert City asks students to imagine a future Phoenix, Arizona, with no, or incredibly limited, access to fresh water.

To engage with a topic that impacts manifold aspects of cities and citizens, solutions will require perspectives from work in disciplines ranging from engineering and the physical sciences to the social sciences and the humanities. The traditional colleges of, e.g., Engineering, Law, Arts and Sciences, etc., still exist at ASU. However, the institutes and centers appear as semi-autonomous empires with faculty from multiple disciplines, and often with interdisciplinary training themselves, leading students to investigate causes of and solutions to existing and emerging problems.

ASU aims to educate broad sections of the population, not just those with imposing standardized tests scores and impressive high school GPAs, to tackle obstacles facing our country and our world. Science and Technology Studies, an interdisciplinary program with scholars that Crow and Dabars frequently cite in their text, attracted my interest because its practitioners embrace ‘messy’ problems that require input from, just to name a few, historians, philosophers, political scientists, and sociologists. While a graduate student in STS, I struggled to explain my program of study to others without referencing existing disciplines like philosophy, history, etc. Though I studied in an interdisciplinary program, I still conceptualized education in disciplinary silos.

As ASU graduates more students, and attracts more interdisciplinary scholars as teachers, we ought to observe how their experiment in education impacts the issues and problems their centers and institutes investigate as well as the students themselves. If students learn from interdisciplinary educators, alongside other students that have not be trained exclusively in the theories and practices of, say, the physical sciences or humanities and social sciences, then they might not see difficult challenges like mental illness in the homeless population of major U.S. cities as concerns to be addressed mainly by psychology, pharmacology, and/or sociology.

Cathy Davidson’s The New Education offers specific illustrations of pedagogical practices that mesh well with Crow and Dabars’s message. Both texts urge universities to include larger numbers of students in research and design, particularly students that do not envision themselves in fields like engineering and the physical sciences. Elite, small universities like Duke, where Davidson previously taught, will struggle to scale up to educate the masses of students that seek higher education, even if they desired to do so.

Further, the kinds of students these institutions attract do not represent the majority of people seeking to further their education beyond the high school level. All colleges and universities need not admit every applicant to align with the models presented by Davidson, Crow and Dabars, but they must commit to interdisciplinary approaches. As a scholar with degrees in Science and Technology Studies, I am an eager acolyte: I buy into the interdisciplinary model of education, and I am part of a college that seeks to implement some version of that model.

Questioning the Wisdom of Tradition

We assume that our institutions have been optimally structured and inherently calibrated not only to facilitate the production and diffusion of knowledge but also to seek knowledge with purpose and link useful knowledge with action for the common good. (Crow and Dabars 2015, 179)

The institutions that Crow, Dabars, and Davidson critique as emblematic of traditional models of higher education have histories that range from decades to centuries. As faculty at a college of health sciences established the same year Crow and Dabars published their work, I am both excited by their proposals and frustrated by the attempts to implement them.

My college currently focuses on preparing students for careers in the health sciences, particularly medicine and pharmacy. Most of our faculty are early-career professionals; we come to the college with memories of how departments were organized at our previous institutions.

Because of my background in an interdisciplinary graduate program at Virginia Tech, and my interest in the program’s history (originally organized as the Center for the Study of Science in Society), I had the chance to interview professors that worked to develop the structures that would “facilitate the production and diffusion of knowledge” (Crow and Dabars 2015, 179). Like those early professors at Virginia Tech, our current faculty at California Northstate University College of Health Sciences come from distinct disciplines and have limited experience with the challenges of designing and implementing interdisciplinary coursework. We endeavor to foster collaboration across disciplines, but we learn as we go.

Crow and Dabars’s chapter “Designing Knowledge Enterprises” reminds one of what a new institution lacks: momentum. At meetings spread out over nearly a year, our faculty discussed and debated the nuances of a promotion and retention policy that acknowledges the contributions of all faculty while satisfying administrative demands that faculty titles, like assistant, associate, and full professor, reflect the practices of other institutions. What markers indicate that a scholar has achieved the level of, say, associate professor?

Originally trained in disciplines like biology, chemistry, physics, or English (coming from the interdisciplinary program of Science and Technology Studies, I am a bit of an outlier) our faculty have been disciplined to think in terms of our own areas of study. We have been trained to advance knowledge in increasingly particular specialties. The criteria to determine a faculty member’s level largely matches what other institutions have developed. Although the faculty endeavored to create a holistic rubric for faculty evaluation, we confronted an administration more familiar with analytic rubrics. How can a university committee compare the work done by professors of genetics and composition?[ii]

Without institutional memory to guide us, the policies and directives at my college of health sciences develop through collective deliberation on the needs of our students, staff, faculty, college, and community. We do not invent policy. We examine publicly available policies created at and for other institutions of higher learning to help guide our own decisions and proposals. Though we can glean much from elite private institutions, as described by Crow and Dabars, and from celebrated public institutions like the University of California or California State University systems that Davidson draws upon at times in her text, my colleagues know that we are not like those other institutions and systems of higher education.

Our college’s diminutive size (faculty, staff, and students) lends itself to agility: when a policy is flawed, we can quickly recognize a problem and adjust it (not to say we rectify it, but we move in the direction of doing so, e.g., a promotion policy with criteria appropriate for faculty, and administrators, from any department). If we identify student, staff, faculty, or administrator needs that have gone unaddressed, we modify or add policies.

The size of our college certainly limits what we can do: we lack the faculty and student numbers to engage in as many projects as we like. We do not have access to the financial reservoirs of large or long-standing institutions to purchase all the equipment one finds at a University of California campus, so we must be creative and make use of what materials we do possess or can purchase.

What our college lacks, somewhat counterintuitively, sets us up to carry forth with what Davidson (2017) describes in her chapter “The Future of Learning:”

The lecture is broken, so we must think of better ways to incorporate active learning into the classroom . . . . The traditional professional and apprentice models don’t teach students how to be experts, and so we must look to peer learning and peer mentoring, rich cocurricular experiences, and research to put the student, not the professor or the institution, at the center. (248-9)

Davidson does not contend that lecture has no place in a classroom. She champion flipped classrooms (Armbruster, Patel, Johnson, and Weiss 2009) and learning spaces that emphasize active student engagement (Elby 2001; Johnson and Johnson 1999) with ideas and concepts—e.g., forming and critiquing arguments (Kuhn 2010).

Claiming that universities “must prepare our students for their epic journey . . . . should give them agency . . . to push back [against the world] and not merely adapt to it” (Davidson 2017, 13) sounds simultaneously like fodder for a press-release and a call to action. It will likely strike educators, a particular audience of Davidson’s text, as obvious, but that should not detract from its intentions. Yes, students need to learn to adapt and be flexible—their chosen professions will almost certainly transform in the coming decades. College students ought to consider the kinds of lives they want to live and the people they want to be, not just the kinds of professions they wish to pursue.

Ought we demonstrate for students that the university symbolizes a locale to cultivate a perspective of “sympathy, empathy, sensitivity, and responsiveness” (Held 2011, p. 479)? Do we see ourselves in a symbiotic world (Margulis and Sagan) or an adversarial world of competition? Davidson, Crow, and Dabars propose a narrative of connectivity, not just of academic disciplines, but of everyday problems and concerns. Professors ought to continue advancing knowledge, even in particular disciplines, but we must not imagine that we do it alone (individually, in teams, in disciplines, or even in institutions).

After Sifting: What to Keep

Crow and Dabars emphasize the interplay between form and function as integral to developing a model for the New American University. We at California Northstate also scrutinize the structure of our colleges. Though our college of health sciences has a life and physical science department, and a department of humanities and social sciences, our full-time faculty number less than twenty. We are on college and university committees together; we are, daily, visible to each other.

With varying levels of success so far, we have developed integrated course-based undergraduate research experiences for our students. In the coming year, we aim to integrate projects in humanities and social sciences courses with those from the physical sciences. Most of our students want to be health practitioners, and we endeavor to demonstrate to them the usefulness of chemistry along with service learning. As we integrate our courses, research, and outreach projects, we aim to provide students with an understanding that the pieces (courses) that make up their education unify through our work and their own.

Team teaching a research methods course with professors of genetics and chemistry in the fall of 2017, I witnessed the rigor and the creativity required for life and physical science research. Students were often confused: the teachers approached the same topics from seemingly disparate perspectives. As my PhD advisor, James Collier, often recounted to me regarding his graduate education in Science and Technology Studies (STS), graduate students were often expected to be the sites of synthesis. Professors came from traditional departments like history, philosophy, and sociology; students in STS needed to absorb the styles and techniques of various disciplines to emerge as interdisciplinarians.

Our students in the research methods class that fall saw a biologist, a chemist, and an STS scholar and likely thought: I want to be none of those things. Why should I learn how to be a health practitioner from professors that do not identify as health practitioners themselves?

When faculty adapt to meet the needs of students pursuing higher education, we often develop the kinds of creole languages elaborated by Peter Galison (1997) to help our students see the connections between traditionally distinct areas of study. Our students, then, should be educated to speak in multiple registers depending on their audience, and we must model that for them. Hailing from disparate disciplines and attempting to teach in ways distinct from how we were taught (e.g., flipped classrooms) and from perspectives still maturing (interdisciplinarity), university faculty have much to learn.

Our institutions, too, need to adapt: traditional distinctions of teaching, scholarship, and service (the hallmarks of many university promotion policies) will demand adjustment if they are to serve as accurate markers of the work we perform. Students, as stakeholders in their own education, should observe faculty as we struggle to become what we wish to see from them. Davidson, Crow, and Dabars argue that current and future crises will not be resolved effectively by approaches that imagine problems as solely technical, social, economic, cultural, or political. For institutions of higher education to serve the needs of their people, nations, and environments (just some of the pieces that must be served), they must acclimate to a world of increasing connectivity. I know: water feels wet.

Contact details: William.Davis@csnu.edu

References

Armbruster, Peter, Maya Patel, Erika Johnson, and Martha Weiss. 2009. “Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology” Cell Biology Education—Life Sciences Education 8: 203-13.

Bijker, Wiebe. 1993. “Do Not Dispair: There Is Life after Constructivism.” Science, Technology and Human Values 18: 113-38.

Crow, Michael; and William Dabars. Designing the New University. Johns Hopkinds University Press, 2015.

Davidson, Cathy. The New Education: How to Revolutionize the University to Prepare Students for a World in Flux. Basic Books, 2017.

Davis, William, Martin Evenden, Gregory Sandstrom and Aliaksandr Puptsau. 2013. “Are MOOCs the Future of Higher Education? A Collective Judgment Forum.” Social Epistemology Review and Reply Collective 2 (7) 23-27.

Elby, Andrew. 2001. “Helping Physics Students Learn How to Learn.” American Journal of Physics (Physics Education Research Supplement) 69 (S1): S54-S64.

Galison, Peter. 1997. Image and Logic: A Material Culture of Microphysics. Chicago, IL: The University of Chicago Press.

Hughes, Thomas. 1994. “The Evolution of Large Technical Systems.” The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology. Cambridge, MA: MIT Press.

Johnson, David, and Roger T. Johnson. 1999. “Making Cooperative Learning Work.” Theory into Practice 38 (2): 67-73.

Kalin, Mike. “The Crisis in the Humanities: A Self-Inflicted Wound?” Independent School, Winter 2017. https://www.nais.org/magazine/independent-school/winter-2017/the-crisis-in-the-humanities-a-self-inflicted-wou/

Kuhn, Deanna. 2010. “Teaching and Learning Science as Argument.” Science Education 94 (5): 810-24.

Mandler, Peter. “Rise of the Humanities.” Aeon Magazine, December 17, 2015. https://aeon.co/essays/the-humanities-are-booming-only-the-professors-can-t-see-it

National Research Council. Colleges of Agriculture at the Land Grant Universities: A Profile. Washington, D.C.: National Academy Press, 1995.

Pinch, Trevor and Wiebe Bijker. 1984. “The Social Construction of Facts and Artifacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other.” Social Studies of Science 14: 399-441.

Smith, Merritt, and Leo Marx. 1994. Does Technology Drive History? The Dilemma of Technological Determinism

Tworek, Heidi. “The Real Reason the Humanities Are ‘in Crisis.’” The Atlantic, December 18, 2013. https://www.theatlantic.com/education/archive/2013/12/the-real-reason-the-humanities-are-in-crisis/282441/

[i] My descriptions here of technological determinism and social constructivism lack nuance. For specifics regarding determinism, see the 1994 anthology from Leo Marx and Merritt Smith, Does Technology Drive History. For richer explanations of constructivism, see Bijker (1993), “Do not despair: There is life after constructivism,” and Pinch and Bijker (1984) “The social construction of facts and artifacts: Or how the sociology of science and the sociology of technology might benefit each other.”

[ii] Hardly rhetorical, that last question is live on my campus. If you have suggestions, please write me.

Author Information: Pankaj Jain, University of North Texas, pankaj.jain@unt.edu.

Jain, Pankaj. “Taking Philosophy Back: A Call From the Great Wall of China.” Social Epistemology Review and Reply Collective 7, no. 9 (2018): 60-64.

The pdf of the article gives specific page references. Shortlink: https://wp.me/p1Bfg0-41f

Open-air restaurants and cafés on Tian Jin Street in Dalian, China.
Image by Christian Mange via Flickr / Creative Commons

 

This article is inspired by my first ever China trip in May 2018 in which I participated in a workshop at the Dalian University of Technology on American and Chinese approaches in environmental ethics and responsible innovation. The article is based on my reflections about Asian philosophical traditions and my critique of the review by Adam Briggle and Robert Frodeman of the book Taking Philosophy Back: A Multicultural Manifesto (Van Norden 2017).

After the philosophy workshop in Dalian, I chose to stay few more days in Beijing before flying back to the USA. Being in China for the first time, I wanted to make full use of my department’s funding that supported my trip. I had enriching experiences at Beijing’s historical landmarks such as the Great Wall, Forbidden City, Temple of Heaven, Beihai Park, Jingshan Park, Lama Temple, Confucius Temple, Bell and Drum Towers, Summer Palace, and Tiananmen Square. One of the world’s oldest surviving civilizations, in my opinion, has tremendous lessons for the world at so many levels.

Unspoken Xenophobia

At the workshop, almost all the papers by Chinese philosophers made references to Euro-American philosophers but American philosophers’ papers strictly remained Euro-American in their focus and approach. I was reminded of the Silk Road era in which hundreds of Chinese scholars traveled to India and learned Indian languages such as Sanskrit, Pali, and Prakrit to translate hundreds of Buddhist and other texts into Chinese.

Most famously, Faxian and Xuan Zang traveled on foot for more than a thousand miles across China, and Central Asia to reach India. and many others followed in their footsteps and became key bridges between the two most ancient Asian civilizations. In that period, Chinese scholars turned Indian knowledge systems into uniquely Chinese systems by mixing them with Daoism and Confucianism.

Their translation was so perfect that today India has lost some of its ancient knowledge systems but thanks to Chinese preservation efforts, we still have access to that lost knowledge. Chinese ethics of translation did not have the colonizing tendencies that the Western systems sometimes have tended to demonstrate. China seems to be doing the same with Euro-American knowledge systems currently. Chinese philosophers are meticulously learning Euro-American systems and are combining this with their own indigenous systems like they did with Indic systems more than 1000 years ago.

Compared to the Chinese openness for American scholarship, we in the American philosophy departments appear pretty xenophobic. We have a long way to go to truly understand and embrace “alien” philosophical ideas and Chinese scholars are good role models for us. Almost 90% of our philosophy students, even today, do not take any course on Eastern thought.

Aren’t we producing new generations of Eurocentric scholars who continue to remain ignorant about the intellectual history of major Asian civilizations that are becoming increasingly important today? Almost all philosophy departments in Asia or elsewhere study Western thought. When will the reverse happen? Philosophy majors studying Asian thought? Today, China is already one of the biggest economies in the world and yet how long will Euro-American philosophy students be stuck in the 19th century? The students in other departments or majors such as religion, anthropology, and history are much better as they do study several major world cultures.

What Is Philosophy?

Upon reading my message based on my reflections from the Chinese trip, even with his disagreements, my colleague Professor Adam Briggle shared his (and Frodeman’s) review of a recent book Taking Back Philosophy: A Multicultural Manifesto because the book makes similar arguments to mine. Inspired by the book’s powerful arguments about Euro-centricity in American philosophy, I took a look at some of the philosophy courses and noticed that almost all of the philosophy courses focus only on Western philosophy.

Interacting with philosophers in China really opened my eyes to this issue and hopefully, we can together begin to rectify the Euro-centric nature of this oldest field in humanities that seems stuck in the colonial times of 19th century (when Euro-America were dominant in every way unlike today’s globalized world). Luckily, many other departments/majors have diversified considerably, e.g., my own field of religious studies has “Great Religions” course that introduces all the religions, not just Western ones before a student chooses his/her specialization, of course. Similarly, anthropology, history, art history, etc. are much more inclusive. It is time to get to the oldest field that continues to resist this reformation.

We know that “philosophy” is a western term based on the terms Philos and Sophia. However, many other departments with their “western” title such as religion, art, and history have become much more inclusive, so just the Western etymological significance of philosophy should no longer be a reason for its west-only focus. The issue is also not about the “identity politics.” The discussion should not devolve into a caricature of the justice issues concerning race, gender, and sexuality: identity politics is not about diversity but freedom, equality, and dignity.

I will now respond to the book-review by Adam Briggle and Robert Frodeman. In their review, both start by noting their similarity and overlaps with the project by Bryan Van Norden. Both projects started with their respective opinion pieces in the New York Times with a call for reforming professional philosophy. However, even as they note these similarities, they seem to be missing a few points. Briggle and Frodeman advocate that philosophers must engage with scientists, engineers, policy-makers, and community groups. Almost, each of these sets of people in the 19th century primarily consisted of people of Euro-American heritage, ethnicity, or nationalities.

However, in the 21st century United States, more than 25% of all scientists and engineers are from Asian and other non-Western heritage.[1] Today, religion and ecology is one of the fast-growing subfields in humanities in which we explore how different religious traditions shape the practitioners’ worldviews towards their environment. I suggest that it is time to also explore similar connections between different cultural and religious backgrounds of policy makers, scientists, and engineers. And for that, philosophy courses need to look beyond Western thought.

Finally, the fourth set of people, i.e., community groups are similarly becoming increasingly diversified in the United States. In summary, Briggle and Frodeman need to revise their own project to reflect today’s diversified, globalized, and pluralistic world, not just the interdisciplinary world that they already recognize in their project.

Reflections and Disagreements

The next issue I discovered in their book review is when they challenge Van Norden’s approach by stating, “He tends to focus only on ‘top’ (via Leiter’s definition) philosophy departments or PhD-granting departments. This can give a skewed picture, which is something we wonder about, given that we have two faculty members in our relatively small department focused on Southeast Asian philosophy and religion.” Almost all the Asian philosophy courses are taken exclusively by religion students, not philosophy students.

Next, they state, “He first isolates different kinds of LCTP (Chinese, Indian, Native American, and African) and then notes how rarely each feature on the roster of philosophy departments. But it could be that when LCTP are aggregated the problem dissipates”. This statement seems to be ignoring the fact that as of now philosophy departments are overwhelmingly dominated by experts only in Western thought. Rarely if ever a faculty is hired to teach non-Western philosophy.

If I compare this situation with the religion counterpart, I have noticed that there are two or sometimes three professors who focus on different eras and/or aspects of Judaism and/or Christianity but almost all religion departments have distinct individuals with expertise in Hinduism, Islam, Buddhism, and in some cases with indigenous traditions as well. To be sure, I am not suggesting about the ethnicity or background of the person teaching different traditions, but I am simply sharing the observation that there are multiple traditions and religions represented by specialists in the religious studies department, regardless of their own personal background or ethnicity.

Similar is the case with most history departments in North America where two or three professors focus on Euro-American history with other professors focusing on South Asian (Indian), East Asian (Chinese), and other regions of the world. I am humbly requesting a similar model for American philosophy departments. Just as in other departments, philosophy also should not be West-only and also not “West and all the aggregated rest” either.

Further, I disagree with their statement, “We certainly would not list ourselves as specialists in any LCTP (Less Commonly Taught Philosophies), but we both draw from a variety of traditions and cultures in the classroom. We suspect this kind of practice is widespread”. This kind of sprinkling of non-Western traditions is not the way citizens of today’s globalized and pluralistic world can be prepared. This approach will continue to keep American philosophy students oblivious about the worldviews of more than three fourth of world’s population whose heritage is not based on Western thought.

So, when philosophy folks say, “we cannot cover every kind of philosophy,” they effectively end up dedicating almost 100% of their resources on the knowledge traditions of less than quarter of humankind. No other discipline is as parochial and xenophobic as this oldest humanities discipline, the discipline of religious studies has certainly moved beyond Christian theology and now includes several major world traditions and religions. One final and important criticism they make is this:

We subscribe to a different conception of philosophy. On our view, philosophy does not primarily consist of a series of problems (e.g., free will; intrinsic value) which one can take a variety of positions on. Philosophy consists of a tradition and a narrative across time.  The thoughts of Hegel or Heidegger can best be understood as a rumination on an ongoing conversation involving Nietzsche, Christianity, Duns Scotus, Aristotle, Plato, etc. In short, we picture philosophy in narrative and historical terms as embedded in cultural contexts. And given that there is only so much time and so many credit hours in the degree plan, a philosophical education is understandably limited to one tradition (though, again, not exclusively – there should be room for cross-cultural comparisons).

In this quote above, I agree that philosophy is a diachronic tradition but I would like to also suggest that it is also one of the earliest globalized traditions that included the long history of interactions among several philosophical traditions. For instance, a monumental work as The Shape of Ancient Thought (McEvilley 2002) demonstrates the continuous exchanges between Greek and Indian philosophers?

Similarly, others have demonstrated similar exchanges between Indian and Greek Aesthetics (Gupt 1994), Christianity and Buddhism, European Enlightenment with Muslim and Indian traditions and so on. When much of the history of the Western intellectual tradition has been a history of interactions with Muslims and Asians, why must today’s American students forget all those interactions and live as if three fourth of world’s people do not exist intellectually?

In conclusion, I hope we will be as zealous about internationality of philosophy as they have been about interdisciplinarity. It is time for philosophers to realize that the field today already has become a global village. The study of LCTP is not just about justice, diversity, or identity politics, it is about professional ethical commitment to preparing tomorrow’s students as well-rounded as possible. Philosophy professors need to just look over their shoulders at their Religious Studies, Anthropology, and History colleagues and that will be a good beginning.

Contact details: pankaj.jain@unt.edu

References

Gupt, Bharat. Dramatic Concepts Greek & Indian: A Study of the Poetics and the Nāṭyaśāstra. New Delhi: D.K. Printworld, 1994.

McEvilley, T. The Shape of Ancient Thought: Comparative studies in Greek and Indian philosophies. New York: Allworth Press, 2002.

Van Norden, B. W. Taking Back Philosophy: A Multicultural Manifesto. Columbia University Press, 2017.

[1] https://www.nsf.gov/statistics/2015/nsf15328/

Author Information: Alcibiades Malapi-Nelson, Humber College, alci.malapi@outlook.com

Malapi-Nelson, Alcibiades. “On a Study of Steve Fuller.” Social Epistemology Review and Reply Collective 7, no. 7 (2018): 25-29.

The pdf of the article gives specific page references. Shortlink: https://wp.me/p1Bfg0-3Za

Happy birthday, Steve!

Steve Fuller, seen here just under seven years ago in New York City, gave a name to what is now the sub-discipline and community of social epistemology. Like all thriving communities, it’s gotten much more diverse and creative with time. As has Steve Fuller.
Image by Babette Babich, courtesy of Steve Fuller

 

Francis Remedios and Val Dusek have written a thorough and exhaustive account of Steve Fuller’s work, ranging (mostly) from 2003 to 2017. Fuller’s earlier work was addressed in Remedios’ previous book, Legitimizing Scientific Knowledge (2003) – to which this one is the logical continuation. Back then Remedios introduced the reader to Fuller’s inaugurated field of research, “social epistemology”, encompassing the philosopher’s work from the late 1980’s until the turn of the century.

Given that Steve Fuller is one of the most prolific authors alive, having published (so far) 30 books and hundreds of articles, Remedios & Dusek’s book (as Remedios’ previous book), fill a practical need: It is hard to keep up with Fuller’s elevated rate of production. Indeed, both the seasoned reader and the neophyte to Fuller’s fairly overwhelming amount of writing, will need a panoramic and organic view of his breathtaking scope of research. Remedios & Dusek successfully accomplish the task of providing it.

The Bildung of a Person and His Concepts

Remedios & Dusek’s book starts with a Foreword by Fuller himself, followed by an Introduction (Ch. 1) by the authors. The bulk of the monograph is comprised by several chapters addressing Fuller’s ideas on Science and Technology Studies (Ch. 2), Social Epistemology (Ch. 3), the University & Interdisciplinarity (Ch. 4), Intelligent Design (Ch. 5), Cosmism & Gnosticism (Ch. 6), and the Proactionary principle (Ch. 7).

There is some connective overlap between chapters. In each one of them, Remedios & Dusek provide an articulated landscape of Fuller’s ideas, the occasional criticism, and a final summary. The book ends up with an appropriately short Conclusion (Ch. 8) and a PostScript (Ch. 9) – an interview’s transcription.

It is worth pointing out that the work is chronologically (and conveniently) in sync with Fuller’s own progressive intellectual development, and thus, the first part roughly focuses on his earlier work, whereas the second part on his later writings.[1]

The first chapter after the Introduction (Chapter 2, “Fuller on Science and Technology Studies” (STS), already provides a cue for a theme that would transfix the arc of Fuller’s thoughts spanning the last decade. As I see it, Steve Fuller is arguably going to extents that some may deem controversial (e.g., his endorsement of some type of Intelligent Design, his backing up of transhumanism, his gradual “coming out” as a Catholic) due to one main reason: A deep preoccupation with the future of humanity vis-à-vis pervasively disrupting emerging technologies.

Accordingly, Fuller wants to fuel a discussion that may eventually salvage whatever we find out that being human consists of – even if this “human” will resemble little the “humans” as we know them now. At this point, the “cue” is not self-evident: Fuller does not like Bruno Latour’s Actor-Network theory. In Fuller’s view, Latour’s framework triggers both an epistemological and an ethical problem: it diffuses human agency and by extension, responsibility – respectively. Equating human agency with the causal power attributed to the “parliament of things” ultimately reverberates in an erosion of human dignity. Here the cue becomes clearer: It is precisely this human dignity that Fuller will later defend in his attack of Darwinism.

Humanity Beyond the Human

Chapter 3, “Fuller’s Social Epistemology and Epistemic Agency”, provides a further clue to Fuller’s agenda. Remedios & Dusek coined a sentence that may constitute one of the most succinct, although fundamental, pillars in Steve Fuller’s grand framework: “For Fuller, humanity would continue if homo sapiens end”.[2] This statement ingeniously captures Fuller’s position that “humanity” (a “project” started during the Medieval Ages and developed during Modernity), is something that homo sapiens earn – or not. Biology might provide a compatible receptacle for this humanity to obtain, but it is by no means an automatic occurrence. One strives to get it – and many in fact fail to reach it.

In the context of this theme, Fuller steers away from an “object-oriented” (social) epistemology to an “agent-oriented” one: Instead of endlessly ruminating about possible theories of knowledge (which would render an accurate picture of the object – social or not), one starts to take into account the possibilities that open up after considering transforming the knowing agent itself. This transition foretells Fuller’s later view: a proactionary approach[3] to experimentation where the agent commits to the alteration of reality – as opposed to a precautionary stance, where the knower passively waits for reality’s feedback before further proceeding.

In chapter 4, “The University and Interdisciplinarity”, Remedios & Dusek treat Fuller’s views on the situation of institutions of higher education currently confronting the relentless compartmentalization of knowledge. Fuller praises Wilhelm von Humboldt’s reinvention of the notion of the university in the 19th century, where the individual would acquire a holistic formation (bildung), and which would produce in return tangible benefits to society out of the growth of knowledge in general and science in particular.

This model, which catapulted Germany to the forefront of research, and which was emulated by several Western nations, has been gradually eroded by neoliberalism. Neoliberal stances, spurred by an attention to clients’ requests, progressively severed the heretofore integral coexistence of research and teaching, creating instead pockets of specialization – along with their own idiosyncratic jargon. This fragmentation, in turn, has generated an overall ignorance among scientists and intellectuals regarding the “big picture”, which ultimately results in a stagnation of knowledge production. Fuller advocates for a return to the Humboldtian ideal, but this time incorporating technology as in integral part of the overall academic formation in the humanities.

Roles for Religion and God

Chapter 5, “Fuller’s Intelligent Design” (ID), deals with the philosopher’s controversial views regarding this position, particularly after the infamous Dover Trial. Remedios & Dusek have done a very good job at tracing the roots and influences behind Fuller’s ideas on the issue. They go all the way back to Epicurus and Hume, including the strong connection between these two and Charles Darwin, particularly in what concerns the role of “chance” in evolution. Those interested in this illuminating philosophical archeology will be well served after reading this chapter, instead of (or as a complement to) Steve Fuller’s two books on the topic.[4]

Chapter 6, “Fuller, Cosmism and Gnosticism” lays out the relationship of the philosopher with these two themes. Steve Fuller recognizes in Russian cosmism an important predecessor to transhumanism – along with the writings of the mystical Jesuit Teilhard de Chardin.

He is lately catering to a re-emergence of interest among Slavs regarding these connections, giving talks and seminars in Russia. Cosmism, a heterodox offspring of Russian Orthodoxy, aims at a reconstruction of the (lost) paradise by means of reactivation of a type of “monads” spread-out throughout the universe – particles that disperse after a person dies. Scientific progress would be essential in order to travel throughout the cosmos retrieving these primordial “atoms” of people of the past, so that they could be one day resurrected. Russia would indeed have a cosmic ordering mission. This worldview is a particular rendition of the consequences of Christ’s Resurrection, which was denounced by the Orthodox Church as heretical.

Nevertheless, it deeply influenced several Slavic thinkers, who unlike many Western philosophers, did have a hard time reconciling their (Orthodox) Christianity with reason and science. This syncretism was a welcomed way for them to “secularize” the mystical-prone Christian Orthodoxy and infuse it with scientific inquiry. As a consequence, rocket science received a major thrust for development. After all, machines had to be built in order to retrieve these human particles so that scientifically induced global resurrection occurs.

One of the more important global pioneers in rocket engines, Konstantin Tsiolkovsky (who later received approval by Joseph Stalin to further develop space travel research), was profoundly influenced by it. In fact, increasingly more scholars assert that despite the official atheism of the Soviet Union, cosmism was a major driving force behind the Soviet advances, which culminated in the successful launch of the Sputnik.

Chapter 7, “Proactionary and Precautionary Principles and Welfare State 2.0”, is the last chapter before the Conclusion. Here Remedios & Dusek deal with Fuller’s endorsement of Max More’s Proactionary Principle and the consequent modified version of a Welfare State. The proactionary approach, in contradistinction with the precautionary principle (which underpins much of science policy in Europe), advocates for a risk-taking approach, justified partly in the very nature of Modern science (experimentation without excessive red tape) and partly in what is at stake: the survival of our species. Steve Fuller further articulates the proactionary principle, having written a whole book on the subject[5] – while More wrote an article.

The Roles of This Book

Remedios & Dusek have done an excellent job in summarizing, articulating and criticizing the second half of Steve Fuller’s vast corpus – from the early 2000s until last year. I foresee a successful reception by thinkers concerned with the future of humanity and scholars interested in Fuller’s previous work. As a final note, I will share a sentiment that will surely resonate with some – particularly with the younger readers out there.

As noted in the opening remarks, Remedios & Dusek’s book fill a gap in what concerns the possibility of acquiring an articulated overview of Fuller’s thought, given his relentless rate of publication. However, the sheer quantity to keep up with is not the only issue. These days, more than “the written word” may be needed in order to properly capture the ideas of authors of Fuller’s calibre. As I observed elsewhere,[6] reading Fuller is a brilliant read – but it is not an easy read.

It may be fair to say that, as opposed to, say, the relatively easy reading of an author like Steven Pinker, Steve Fuller’s books are not destined to be best-sellers among laymen. Fuller’s well put together paragraphs are both sophisticated and precise, sometimes long, paying witness to an effort for accurately conveying his multi-layered thought processes – reminding one of some German early modern philosophers. Fortunately, there is now a solid source of clarity that sheds effective light on Fuller’s writing: his available media. There are dozens of video clips (and hundreds of audio files[7]) of his talks, freely available to anyone. It may take a while to watch and listen to them all, but it is doable. I did it. And the clarity that they bring to his writings is tangible.

If Fuller is a sophisticated writer, he certainly is a very clear (and dare I say, entertaining) speaker. His “talking” functions as a cognitive catalyst for the content of his “writing” – in that, he is returning to the Humboldtian ideal of merged research and teaching. Ideally, if one adds to these his daily tweets,[8] now we have at reach the most complete picture of what would be necessary to properly “get” a philosopher like him these days. I have the feeling that, regardless of our settled ways, this “social media” component, increasingly integrated with any serious epistemic pursuit, is here to stay.

Contact details: alci.malapi@outlook.com

References

Fuller, S. (2007). Science Vs. Religion?: Intelligent Design and the Problem of Evolution. Cambridge, UK: Polity.

Fuller, S. (2008). Dissent Over Descent: Intelligent Design’s Challenge to Darwinism. Cambridge, UK: Icon.

Fuller, S. (2014). The Proactionary Imperative: A Foundation for Transhumanism. Hampshire, UK: Palgrave Macmillan.

Malapi-Nelson, A. (2013). “Book review: Steve Fuller, Humanity 2.0: What it Means to be Human Past, Present and Future.” International Sociology Review of Books 28(2): 240-247.

Remedios, F. and Dusek, V. (2018). Knowing Humanity in the Social World: The Path of Steve Fuller’s Social Epistemology. London, UK: Palgrave Macmillan.

[1] With the exception of the PostScript, which is a transcription of an interview with Steve Fuller mostly regarding the first period of his work.

[2] Remedios & Dusek 2018, p. 34

[3] Remedios & Dusek 2018, p. 40

[4] Fuller 2007 and Fuller 2008

[5] Fuller 2014

[6] Malapi-Nelson 2013

[7] warwick.ac.uk/fac/soc/sociology/staff/sfuller/media/audio

[8] Some of which are in fact reproduced by Remedios & Dusek 2018 (e.g. p. 102).

Author Information: Adam Riggio, SERRC Digital Editor, serrc.digital@gmail.com

Riggio, Adam. “Action in Harmony with a Global World.” Social Epistemology Review and Reply Collective 7, no. 3 (2018): 20-26.

The pdf of the article gives specific page references. Shortlink: https://wp.me/p1Bfg0-3Vp

Image by cornie via Flickr / Creative Commons

 

Bryan Van Norden has become about as notorious as an academic philosopher can be while remaining a virtuous person. His notoriety came with a column in the New York Times that took the still-ethnocentric approach of many North American and European university philosophy departments to task. The condescending and insulting dismissal of great works of thought from cultures and civilizations beyond Europe and European-descended North America should scandalize us. That it does not is to the detriment of academic philosophy’s culture.

Anyone who cares about the future of philosophy as a tradition should read Taking Back Philosophy and take its lessons to heart, if one does not agree already with its purpose. The discipline of philosophy, as practiced in North American and European universities, must incorporate all the philosophical traditions of humanity into its curriculum and its subject matter. It is simple realism.

A Globalized World With No Absolute Hierarchies

I am not going to argue for this decision, because I consider it obvious that this must be done. Taking Back Philosophy is a quick read, an introduction to a political task that philosophers, no matter their institutional homes, must support if the tradition is going to survive beyond the walls of universities increasingly co-opted by destructive economic, management, and human resources policies.

Philosophy as a creative tradition cannot survive in an education economy built on the back of student debt, where institutions’ priorities are set by a management class yoked to capital investors and corporate partners, which prioritizes the proliferation of countless administrative-only positions while highly educated teachers and researchers compete ruthlessly for poverty wages.

With this larger context in mind, Van Norden’s call for the enlargement of departments’ curriculums to cover all traditions is one essential pillar of the vision to liberate philosophy from the institutions that are destroying it as a viable creative process. In total, those four pillars are 1) universal accessibility, economically and physically; 2) community guidance of a university’s priorities; 3) restoring power over the institution to creative and research professionals; and 4) globalizing the scope of education’s content.

Taking Back Philosophy is a substantial brick through the window of the struggle to rebuild our higher education institutions along these democratic and liberating lines. Van Norden regularly publishes work of comparative philosophy that examines many problems of ethics and ontology using texts, arguments, and concepts from Western, Chinese, and Indian philosophy. But if you come to Taking Back Philosophy expecting more than a brick through those windows, you’ll be disappointed. One chapter walks through a number of problems as examples, but the sustained conceptual engagement of a creative philosophical work is absent. Only the call to action remains.

What a slyly provocative call it is – the book’s last sentence, “Let’s discuss it . . .”

Unifying a Tradition of Traditions

I find it difficult to write a conventional review of Taking Back Philosophy, because so much of Van Norden’s polemic is common sense to me. Of course, philosophy departments must be open to primary material from all the traditions of the human world, not just the Western. I am incapable of understanding why anyone would argue against this, given how globalized human civilization is today. For the context of this discussion, I will consider a historical and a technological aspect of contemporary globalization. Respectively, these are the fall of the European military empires, and the incredible intensity with which contemporary communications and travel technology integrates people all over Earth.

We no longer live in a world dominated by European military colonial empires, so re-emerging centres of culture and economics must be taken on their own terms. The Orientalist presumption, which Edward Said spent a career mapping, that there is no serious difference among Japanese, Malay, Chinese, Hindu, Turkic, Turkish, Persian, Arab, Levantine, or Maghreb cultures is not only wrong, but outright stupid. Orientalism as an academic discipline thrived for the centuries it did only because European weaponry intentionally and persistently kept those cultures from asserting themselves.

Indigenous peoples – throughout the Americas, Australia, the Pacific, and Africa – who have been the targets of cultural and eradicative genocides for centuries now claim and agitate for their human rights, as well as inclusion in the broader human community and species. I believe most people of conscience are appalled and depressed that these claims are controversial at all, and even seen by some as a sign of civilizational decline.

The impact of contemporary technology I consider an even more important factor than the end of imperialist colonialism in the imperative to globalize the philosophical tradition. Despite the popular rhetoric of contemporary globalization, the human world has been globalized for millennia. Virtually since urban life first developed, long-distance international trade and communication began as well.

Here are some examples. Some of the first major cities of ancient Babylon achieved their greatest economic prosperity through trade with cities on the south of the Arabian Peninsula, and as far east along the Indian Ocean coast as Balochistan. From 4000 to 1000 years ago, Egyptian, Roman, Greek, Persian, Arab, Chinese, Mongol, Indian, Bantu, Malian, Inca, and Anishinaabeg peoples, among others, built trade networks and institutions stretching across continents.

Contemporary globalization is different in the speed and quantity of commerce, and diversity of goods. It is now possible to reach the opposite side of the planet in a day’s travel, a journey so ordinary that tens of millions of people take these flights each year. Real-time communication is now possible between anywhere on Earth with broadband internet connections thanks to satellite networks and undersea fibre-optic cables. In 2015, the total material value of all goods and commercial services traded internationally was US$21-trillion. That’s a drop from the previous year’s all-time (literally) high of US$24-trillion.[1]

Travel, communication, and productivity has never been so massive or intense in all of human history. The major control hubs of the global economy are no longer centralized in a small set of colonial powers, but a variety of economic centres throughout the world, depending on industry. From Beijing, Moscow, Mumbai, Lagos, and Berlin to Tokyo, and Washington, the oil fields of Kansas, the Dakotas, Alberta, and Iraq, and the coltan, titanium, and tantalum mines of Congo, Kazakhstan, and China.

All these proliferating lists express a simple truth – all cultures of the world now legitimately claim recognition as equals, as human communities sharing our Earth as we hollow it out. Philosophical traditions from all over the world are components of those claims to equal recognition.

The Tradition of Process Thought

So that is the situation forcing a recalcitrant and reactionary academy to widen its curricular horizons – Do so, or face irrelevancy in a global civilization with multiple centres all standing as civic equals in the human community. This is where Van Norden himself leaves us. Thankfully, he understands that a polemic ending with a precise program immediately becomes empty dogma, a conclusion which taints the plausibility of an argument. His point is simple – that the academic discipline must expand its arms. He leaves the more complex questions of how the philosophical tradition itself can develop as a genuinely global community.

Process philosophy is a relatively new philosophical tradition, which can adopt the classics of Daoist philosophy as broad frameworks and guides. By process philosophy, I mean the research community that has grown around Gilles Deleuze and Félix Guattari as primary innovators of their model of thought – a process philosophy that converges with an ecological post-humanism. The following are some essential aspects of this new school of process thinking, each principle in accord with the core concepts of the foundational texts of Daoism, Dao De Jing and Zhuang Zi.

Ecological post-humanist process philosophy is a thorough materialism, but it is an anti-reductive materialism. All that exists is bodies of matter and fields of force, whose potentials include everything for which Western philosophers have often felt obligated to postulate a separate substance over and above matter, whether calling it mind, spirit, or soul.

As process philosophy, the emphasis in any ontological analysis is on movement, change, and relationships instead of the more traditional Western focus on identity and sufficiency. If I can refer to examples from the beginning of Western philosophy in Greece, process thought is an underground movement with the voice of Heraclitus critiquing a mainstream with the voice of Parmenides. Becoming, not being, is the primary focus of ontological analysis.

Process thinking therefore is primarily concerned with potential and capacity. Knowledge, in process philosophy, as a result becomes inextricably bound with action. This unites a philosophical school identified as “Continental” in common-sense categories of academic disciplines with the concerns of pragmatist philosophy. Analytic philosophy took up many concepts from early 20th century pragmatism in the decades following the death of John Dewey. These inheritors, however, remained unable to overcome the paradoxes stymieing traditional pragmatist approaches, particularly how to reconcile truth as correspondence with knowledge having a purpose in action and achievement.

A solution to this problem of knowledge and action was developed in the works of Barry Allen during the 2000s. Allen built an account of perception that was rooted in contemporary research in animal behaviour, human neurology, and the theoretical interpretations of evolution in the works of Steven Jay Gould and Richard Lewontin.

His first analysis, focussed as it was on the dynamics of how human knowledge spurs technological and civilizational development, remains humanistic. Arguing from discoveries of how profoundly the plastic human brain is shaped in childhood by environmental interaction, Allen concludes that successful or productive worldly action itself constitutes the correspondence of our knowledge and the world. Knowledge does not consist of a private reserve of information that mirrors worldly states of affairs, but the physical and mental interaction of a person with surrounding processes and bodies to constitute those states of affairs. The plasticity of the human brain and our powers of social coordination are responsible for the peculiarly human mode of civilizational technology, but the same power to constitute states of affairs through activity is common to all processes and bodies.[2]

“Water is fluid, soft, and yielding. But water will wear away rock, which is rigid and cannot yield. Whatever is soft, fluid, and yielding will overcome whatever is rigid and hard.” – Lao Zi
The Burney Falls in Shasta County, Northern California. Image by melfoody via Flickr / Creative Commons

 

Action in Phase With All Processes: Wu Wei

Movement of interaction constitutes the world. This is the core principle of pragmatist process philosophy, and as such brings this school of thought into accord with the Daoist tradition. Ontological analysis in the Dao De Jing is entirely focussed on vectors of becoming – understanding the world in terms of its changes, movements, and flows, as each of these processes integrate in the complexity of states of affairs.

Not only is the Dao De Jing a foundational text in what is primarily a process tradition of philosophy, but it is also primarily pragmatist. Its author Lao Zi frames ontological arguments in practical concerns, as when he writes, “The most supple things in the world ride roughshod over the most rigid” (Dao De Jing §43). This is a practical and ethical argument against a Parmenidean conception of identity requiring stability as a necessary condition.

What cannot change cannot continue to exist, as the turbulence of existence will overcome and erase what can exist only by never adapting to the pressures of overwhelming external forces. What can only exist by being what it now is, will eventually cease to be. That which exists in metamorphosis and transformation has a remarkable resilience, because it is able to gain power from the world’s changes. This Daoist principle, articulated in such abstract terms, is in Deleuze and Guattari’s work the interplay of the varieties of territorializations.

Knowledge in the Chinese tradition, as a concept, is determined by an ideal of achieving harmonious interaction with an actor’s environment. Knowing facts of states of affairs – including their relationships and tendencies to spontaneous and proliferating change – is an important element of comprehensive knowledge. Nonetheless, Lao Zi describes such catalogue-friendly factual knowledge as, “Those who know are not full of knowledge. Those full of knowledge do not know” (Dao De Jing 81). Knowing the facts alone is profoundly inadequate to knowing how those facts constrict and open potentials for action. Perfectly harmonious action is the model of the Daoist concept of Wu Wei – knowledge of the causal connections among all the bodies and processes constituting the world’s territories understood profoundly enough that self-conscious thought about them becomes unnecessary.[3]

Factual knowledge is only a condition of achieving the purpose of knowledge: perfectly adapting your actions to the changes of the world. All organisms’ actions change their environments, creating physically distinctive territories: places that, were it not for my action, would be different. In contrast to the dualistic Western concept of nature, the world in Daoist thought is a complex field of overlapping territories whose tensions and conflicts shape the character of places. Fulfilled knowledge in this ontological context is knowledge that directly conditions your own actions and the character of your territory to harmonize most productively with the actions and territories that are always flowing around your own.

Politics of the Harmonious Life

The Western tradition, especially in its current sub-disciplinary divisions of concepts and discourses, has treated problems of knowledge as a domain separate from ethics, morality, politics, and fundamental ontology. Social epistemology is one field of the transdisciplinary humanities that unites knowledge with political concerns, but its approaches remain controversial in much of the conservative mainstream academy. The Chinese tradition has fundamentally united knowledge, moral philosophy, and all fields of politics especially political economy since the popular eruption of Daoist thought in the Warring States period 2300 years ago. Philosophical writing throughout eastern Asia since then has operated in this field of thought.

As such, Dao-influenced philosophy has much to offer contemporary progressive political thought, especially the new communitarianism of contemporary social movements with their roots in Indigenous decolonization, advocacy for racial, sexual, and gender liberation, and 21st century socialist advocacy against radical economic inequality. In terms of philosophical tools and concepts for understanding and action, these movements have dense forebears, but a recent tradition.

The movement for economic equality and a just globalization draws on Antonio Gramsci’s introduction of radical historical contingency to the marxist tradition. While its phenomenological and testimonial principles and concepts are extremely powerful and viscerally rooted in the lived experience of subordinated – what Deleuze and Guattari called minoritarian – people as groups and individuals, the explicit resources of contemporary feminism is likewise a century-old storehouse of discourse. Indigenous liberation traditions draw from a variety of philosophical traditions lasting millennia, but the ongoing systematic and systematizing revival is almost entirely a 21st century practice.

Antonio Negri, Rosi Braidotti, and Isabelle Stengers’ masterworks unite an analysis of humanity’s destructive technological and ecological transformation of Earth and ourselves to develop a solution to those problems rooted in communitarian moralities and politics of seeking harmony while optimizing personal and social freedom. Daoism offers literally thousands of years of work in the most abstract metaphysics on the nature of freedom in harmony and flexibility in adaptation to contingency. Such conceptual resources are of immense value to these and related philosophical currents that are only just beginning to form explicitly in notable size in the Western tradition.

Van Norden has written a book that is, for philosophy as a university discipline, is a wake-up call to this obstinate branch of Western academy. The world around you is changing, and if you hold so fast to the contingent borders of your tradition, your territory will be overwritten, trampled, torn to bits. Live and act harmoniously with the changes that are coming. Change yourself.

It isn’t so hard to read some Lao Zi for a start.

Contact details: serrc.digital@gmail.com

References

Allen, Barry. Knowledge and Civilization. Boulder, Colorado: Westview Press, 2004.

Allen, Barry. Striking Beauty: A Philosophical Look at the Asian Martial Arts. New York: Columbia University Press, 2015.

Allen, Barry. Vanishing Into Things: Knowledge in Chinese Tradition. Cambridge: Harvard University Press, 2015.

Bennett, Jane. Vibrant Matter: A Political Ecology of Things. Durham: Duke University Press, 2010.

Betasamosake Simpson, Leanne. As We Have Always Done: Indigenous Freedom Through Radical Resistance. Minneapolis: University of Minnesota Press, 2017.

Bogost, Ian. Alien Phenomenology, Or What It’s Like to Be a Thing. Minneapolis: Minnesota University Press, 2012.

Braidotti, Rosi. The Posthuman. Cambridge: Polity Press, 2013.

Deleuze, Gilles. Bergsonism. Translated by Hugh Tomlinson and Barbara Habberjam. New York: Zone Books, 1988.

Chew, Sing C. World Ecological Degradation: Accumulation, Urbanization, and Deforestation, 3000 B.C. – A.D. 2000. Walnut Creek: Altamira Press, 2001.

Negri, Antonio, and Michael Hardt. Assembly. New York: Oxford University Press, 2017.

Parikka, Jussi. A Geology of Media. Minneapolis: University of Minnesota Press, 2015.

Riggio, Adam. Ecology, Ethics, and the Future of Humanity. New York: Palgrave MacMillan, 2015.

Stengers, Isabelle. Cosmopolitics I. Translated by Robert Bononno. Minneapolis: Minnesota University Press, 2010.

Stengers, Isabelle. Cosmopolitics II. Translated by Robert Bononno. Minneapolis: Minnesota University Press, 2011.

Van Norden, Bryan. Taking Back Philosophy: A Multicultural Manifesto. New York: Columbia University Press, 2017.

World Trade Organization. World Trade Statistical Review 2016. Retrieved from https://www.wto.org/english/res_e/statis_e/wts2016_e/wts2016_e.pdf

[1] That US$3-trillion drop in trade was largely the proliferating effect of the sudden price drop of human civilization’s most essential good, crude oil, to just less than half of its 2014 value.

[2] A student of Allen’s arrived at this conclusion in combining his scientific pragmatism with the French process ontology of Deleuze and Guattari in the context of ecological problems and eco-philosophical thinking.

[3] This concept of knowledge as perfectly harmonious but non-self-conscious action also conforms to Henri Bergson’s concept of intuition, the highest (so far) form of knowledge that unites the perfect harmony in action of brute animal instinct with the self-reflective and systematizing power of human understanding. This is a productive way for another creative contemporary philosophical path – the union of vitalist and materialist ideas in the work of thinkers like Jane Bennett – to connect with Asian philosophical traditions for centuries of philosophical resources on which to draw. But that’s a matter for another essay.

Author information: Albert Doja, University of Lille & University of Harvard, adoja@fas.harvard.edu

Doja, Albert. “Social Morphodynamics: Mapping Identity Transformations, Cultural Encounters, and the Evolution of Core Values.” Social Epistemology Review and Reply Collective 7, no. 1 (2018): 14-25.

The pdf of the article gives specific page references. Shortlink: https://wp.me/p1Bfg0-3Sz

In this paper given to Harvard CES community in the framework of my appointment as a Visiting Research Scholar, I outline a personal account of a theoretical path toward a specific research project and scientific method, which I believe may figure out what anthropology is or may be heading today. European societies are facing new challenges stemming from cultural encounters and identity transformations. These have revealed the vulnerability of the EU project and cosmopolitan European identity.

To address these challenges I propose a new theoretical and methodological approach. My research in progress on European identity transformations draws on structural socio-anthropology and aims to develop some of Lévi-Strauss’s and Pierre Bourdieu’s conceptual and theoretical tools. I outline a complex research strategy including the use of Bayesian inference and computer formalism, while comparison of the findings with policy choices and practices will make it possible to assess the effects of European integration policies.

A colour-adjusted photo of buildings bombed during the Kosovo War.
Image by MagneG via Flickr / Creative Commons

 

Introduction

This September 2017, I took up an appointment at Harvard University where I am offered a visiting position at the Center for European Studies. Today September 20, 2017, I have the honor to be the first to open the Visiting Scholars Lecture Series with this talk to Harvard community, which makes me feel very much honored and be very grateful to be part of Harvard intellectual community. Two weeks earlier, at the end of the induction day of Harvard CES Visiting Scholars, we went to look, among other things, what it means to a freshman to touch John Harvard’s feet.

Before that, however, I came at Harvard through the Massachusetts Avenue and I first stopped at the Massachusetts Institute of Technology, where so many things are being done on quantum theory, on artificial intelligence, and on “anthropological futures”, to mention but the title of a book by Michael Fischer, a MIT professor of anthropology. Moving from one quarter to another, the mind is constantly up a storm that could push the limits of human performance and understanding. As a French educated and French minded anthropologist, a memorable question came immediately to my mind from Marvin Minsky and his Society of Mind: “What magical trick makes us intelligent?”

Quite naturally, I found myself asking – What is a magical trick that makes the research I am doing? What magical trick makes identity politics so powerful? Paraphrasing Marvin Minsky, the trick is that there is no trick. The research I am doing as the power of identity politics or the importance of populism that is taking much of our debates nowadays, as we have seen last week at CES, stem from the vast diversity of people’s minds, not from any single, perfect principle, value, idea, or motivation. People’s actions and decisions, like the research any of us is doing, “emerge from conflicts and negotiations among societies of processes that constantly challenge one another” (Minsky 1986, 308).

Among many things, the cognitive revolution is now a contemporary interdisciplinary effort to provide scientific answers to long-standing epistemological questions. It was born here, in this intellectually stimulating environment, as an important intellectual movement among some celebrated forefathers, the computer scientists Herbert Simon and Marvin Minsky, the psychologists George Miller and Jerome Bruner, the linguist Noam Chomsky and the French anthropologist Claude Lévi-Strauss.

The Influence of Lévi-Strauss

For Lévi-Strauss, since human brains are themselves natural objects and since they are substantially the same throughout the species Homo sapiens, we must suppose that when cultural products are generated the process must impart to them certain universal (natural) characteristics of the brain itself. Thus, in investigating the elementary structures of cultural phenomena, we are also making discoveries about the nature of humankind.

Verbal categories provide the mechanism through which universal structural characteristics of human brains are transformed into universal structural characteristics of human culture. In this way, category formation in human beings follow universal natural paths. It is not that it must always happen the same way everywhere but that the human brain is so constructed that it is predisposed to develop categories of a particular kind in a particular way.

The epistemological issues of anthropological knowledge and the ethical conception of the anthropologist’s work are consistently present throughout Lévi-Strauss’s work, in its ontological, aetiological and salvational dimensions, as he dealt with both the nature and the denaturation of humankind and society, trying to return to the means, or showing the absence of means, to alleviate the evils. Clearly, it is his own adroitness and talent to have been able to establish the theoretical foundations of a revolutionary contribution, both scientific and humanistic, to general anthropology.

Contrary to the received ideas of his critics, little of recent topical, ethical, methodological or epistemological interest escaped Lévi-Strauss’s notice, understanding and engagement. His corpus of work is far-reaching and comprehensive in scope, encompassing methodology, philosophy, history, humanism, mythology, linguistics, aesthetics, cognition and reasoning. Indeed, Claude Lévi-Strauss anticipated and called for the advent of what I believe must be the future of a theoretical anthropology. He is hailed as a “Hero of our time”, by Susan Sontag and many others since the early 1960s (Sontag 1963), and his vision and ambition was to provide a new epistemology and a new ethics, a new approach to methodology and a new global awareness (Doja 2008, 2010a).

While revisiting the old debate between Derrida and Lévi-Strauss on the place of writing (Doja 2006a, 2006b, 2007), I came to the conclusion as many others (cf. Wiseman 2009) that we must legitimately ask to what extent, at least in popular imagination, a version of structuralism invented retrospectively by “poststructuralists” has become substituted for the real thing.

Anthropology today concerns itself with questions of identity politics, migration, diseases, famine, poverty, feminism, reflexivity, corruption, illiberalism, globalism, ethnic conflicts, civil wars, human rights, cultural activism, fundamentalism, terrorism, and many other related themes. An attempt to restore Lévi-Strauss to a central position can hardly prove immediately relevant to all of these social and political issues. Yet it is possible to show that structural anthropology may innovatively account for much more than the dynamics of social systems and the praxis of competitive and strategic practices.

Some of Lévi-Strauss’s achievements could lay strong claim to having mapped, within anthropology, the philosophical parameters of an increasing preoccupation with issues of contextualization and reflexivity in the face of the declining coherence of meta-narrative and grand theory, as well as with issues of political concern and engagement in the post-colonial era. We may be correct in asserting that Lévi-Strauss used structural arguments coherently and correctly to analyze the cultural order, its transient character by means of entropy and irreversibility, and not surprisingly, deconstruction, or rather “dissolution”, to use its own term, and self-reflexivity.

I have been fortunate enough to meet Lévi-Strauss in person. As I also said on occasion elsewhere (Doja 2013, 42), when I met him for the first time during a party in the impressive Library of the Social Anthropology Laboratory where I was doing my Ph.D., I presented him some Albanian ethnographic data in a typical way, that is, thinking I had something to tell that could interest him. I remember there was something about the motives of Albanian medieval ballads, warrior songs, customary laws, social organizations and the like. Surely, he paid particular attention to my matter, seemingly out of courtesy, but I remain grateful for his critical encouragement of my rather untypical theorizing attitude, which I will have to develop later.

I was talking about the possibility of linking my stuff to incest prohibition theory and structural analysis of myths with the aim of revealing the hidden ideological dimension and instrumental character of social values like honor morality. My purpose was to point at the silencing of human agency, in particular women’s agency, under the appearance of structural coherence. Was he still listening just out of courtesy, especially to my critical, yet insufficiently developed ideas of the interactive relationship between structure and agency? No doubt! Yet, guess what? When I met him again ten years after, not only he had nothing forgotten of what I told him ten years earlier, but he also infallibly remembered my own theoretical position almost with the same terms, a discussion that we followed in the years to come through a number of letters exchanged.

Nevertheless, I remained an “inconstant” disciple. There was a time in my anthropological training when, educated in France in the early 1990s, I found Lévi-Strauss simultaneously inspiring and terrifying, which ultimately convinced me of the superiority of what I had learned. In the next phase, after moving to Britain in 2000 to take up a Lectureship at the University of Hull and then a Senior Fellowship at the University of Limerick in Ireland, all my anthropological knowledge gained in the French tradition of anthropology was so challenged by various British-American postmodern approaches of the time as I reached to the point that I had everything to learn from the beginning.

But with maturity, I came to see that with Lévi-Strauss there is perhaps more truth in the next than in the previous side of my anthropological education. Arguably, some aspects of Lévi-Strauss’s theory may be advanced as a workable methodology helping us to build innovative anthropological approaches to agency and politics in history, culture and society.

Image by ShinyPhotoScotland via Flickr / Creative Commons

 

The Morphodynamic Approach

One of the more powerful of Lévi-Strauss’s ideas is his description of the generative engine of myths on the basis of the set of their own transformations. In mythical thinking, the basic transformations that Lévi-Strauss distinguished between a number of characters or terms of myths and their large number of possible roles or functions are controlled by means of a special relationship that he formulated in a canonical way, which demonstrates how the transformations of the myths can be captured. Lévi-Strauss’s concept of canonical formulation that articulates the transformational dynamics of mythical networks transcends a simple analogical relation to a quadratic equation, Fx(a):Fy(b)::Fx(b):Fa‑1(y), which articulates a dynamic homology between meaningful elements and their propositional functions. This formulation made it possible for Lévi-Strauss to detect a sort of genuine logical machine generative of open-ended meaning within specified mythical networks.

In a quadratic equation of this kind, the generative virtues of the so-called “double twist” of the canonical transformation in the structural study of myth imply two conditions internal to canonical formalization. According to Lévi-Strauss, a formulation of this type reflects a group of transformations in which it is assumed that a relation of equivalence exists between two situations defined respectively by an inversion of terms and relations, provided that one of the terms is replaced by its opposite and that a correlative inversion is made between the function value and the term value of two elements (Lévi-Strauss 1955, 252–253 [Eng. 228]).

After the method for the structural study of myth was introduced (Lévi-Strauss 1955), the generative virtues of the so-called “double twist” of canonical transformation have remained for a long time not understood, until the knowledge progress in qualitative mathematics became sufficiently advanced to understand them, especially after they were made comprehensible as an anticipated formalization of catastrophe models in new mathematics and morphodynamics (Petitot 1988; Scubla 1998; Maranda 2001; Desveaux 2001).

What is more important, for a catastrophist operation of this kind to take place, the very idea of canonical relation requires a third operating condition, which is external to canonical formalization. In all cases, it is expressed as the necessity of the crossing of a spatiotemporal boundary, defined in territorial, ecological, linguistic, cultural, social, or other terms, but which is always a boundary condition in mathematical sense, required to be satisfied at the boundary of a topological domain in which a set of differential equations is to be solved.

The catastrophist operation that requires a boundary condition of this kind is claimed by Lévi-Strauss to be important in determining the mathematical solutions to various mythical problems. Namely, a series of variations inherent in the myths of a given people cannot be fully understood without going through myths belonging to another people, which are in a relation of inverse transformation with the formers.

The great discovery of Lévi-Strauss made it possible for structural anthropology to overcome the logic of binary oppositions – to which it is too often and obstinately reduced – in order to become a morphogenetic dynamics. In a broad sense, while the key categories that Lévi-Strauss developed are embodied in the anthropological objects he studied (myths and mythical networks), they have the potential to be usefully and critically applied to other domains if radically tweaked.

Many studies show that the structural analysis initiated by Lévi-Strauss may innovatively account for the ways in which social relations are ever more mediated by and implicated in broader political processes (Asch 2005; Marchart 2008; Constable 2009). In this wake, my original idea is to argue that the requirement of a boundary condition in canonical formalization can anticipate the discursive activation of a particular cultural ideology acting as a hidden agency of instrumental politics. Let me illustrate briefly with some cases of sometimes accomplished and sometimes still ongoing research projects.

Cultural Activism

A common topical issue of Balkan ethnography, especially Albanian ethnography, is the view that associates patriarchal cultural traits with high fertility rates, extended family structures, marriage patterns, and the cultural myths and ideologies of honor and blood. Without disputing the notion of the Albanian family system being patriarchal, it seems that the cultural myths and ideologies associated with patrilineality are conflated with the actual practices of patriarchy. Many commentators have too easily assumed that the patriarchal language and discourses that symbolically support patrilineality result uniformly in outcomes and practices that they simply reify as patriarchal (e.g. Kaser 2008).

Almost ten years ago, I took up a more careful reading and systematic critical analysis of demographic data, historical sources and ethnographic evidence to show that the Albanian family is confronted since a long time with particularly low fertility rates and with a relatively high average age at marriage for women, which cannot support the assumption of a patriarchal extended family (Doja 2010b). Arguably, a more analytical approach to the alleged segmentary organizational pattern of parallel agnatic groups of men in Southeast European societies, including Albania, would also reveal that the segmentary structure of social organization appeared inadequate.

A morphodynamic approach and transformational analysis can show that the ideological construction of these myths can be invalidated if we take what is put forward as empirical evidence is nothing more than a strong cultural activism, acting as a kind of what I call a cultural Viagra for social survival. In this situation, cultural pressure subjugates both women and men to the reproduction of social norms and values, aiming at limiting Albanian women to their childbearing function and Albanian men to their protecting function. In this way, the cultural activism commonly obscures an important fact of a purely ideological dimension, which could be only uncovered after mapping the overall data within a canonical formalization of morphodynamic approach and transformational analysis.

This photo was originally taken in 2000, in a field in Pristina, Kosovo.
Image by Andreas Adelmann via Flickr / Creative Commons

 

War Politics of Mass Rapes

Last year, at a conference on war and sexual violence held in CUNY Graduate Center in New York, resulting in a forthcoming edited volume, I presented another highly topical case that is even more explicit (Doja 2016). Feminist and other accounts of war rapes during the ethnic conflicts in former Yugoslavia and elsewhere have exposed extensively the importance of misogynistic masculinity, preparing the ground for an ahistorical approach, which has also reified a conceptualization of so-called backward Balkan social structures, norms, and values.

A common way of approaching the dimensions of mass rape and sexual violence during the sinisterly notorious ethnic conflicts in former Yugoslavia has been to explain them specifically against a cultural background supported by the existence of a tribal society, complex joint family structures known as zadruga in South Slavic areas, customary laws known as Kanun in North Albanian area, patriarchal practices, and other savage customs. This is not only obscure but also unscrupulous.

If we look closely to social and family structures, both marriage and vengeance rest on the symbol of blood and both are institutions that give shape to alliances. If marriage created a network of alliances and divided society in exogamous groups, vengeance also created a continuously moving scenario in which memberships and strategic alliances constantly coagulated the consistency of agnatic groups. In general, a relation of matrimonial affinity and hospitality was experienced as a relationship of friendship and solidarity just as a relation of feud vengeance was lived as a relationship of hostility. Yet, if matrimonial affinity and feud vengeance were opposed to one another as much as many other structural modalities of association or dissociation between different agnatic groups, friendship and hostility were part of the same opposition.

Matrimonial affinity and feud vengeance, friendship and hostility were only different expressions of a single and unique structural relationship. Definitely, the whole of social relations and values remained placed under the sign of ambivalence. In this sense, at a more empirical level, emotional sentiments as well as social relations and values of affinity, friendship, and hospitality, must have something in common with the relationship of love and solidarity to hatred and disintegration. Precisely this kind of structural ambivalence may allow a new theoretical and methodological approach to explain the effectiveness of mass rapes as a military strategy of ethnic cleansing in former Yugoslavia.

Marriage is a transaction of women exchanged between agnatic groups of men, a customary transaction intended to seal political alliances and conceal debts of blood, honor or money. In this sense, marriage is not only a social institution of sexual relations, but also a sexual regulation of social violence and a sexual institution of social stability. Also rape as a forced sexual intercourse is not a simple aggressive expression of sexuality, but rather a sexual expression of social violence. From the position of structural logic, marriage becomes possible by the means of matrimonial alliance that is supposed to bring love, friendship, and solidarity. In the same way, rape can be defined as a confrontational misalliance that becomes possible by the means of war, and which would necessarily induce hatred, hostility, and disintegration.

This is not, however, to understand women’s experiences of rape and marriage in a binary and rigid structuralist relation, because there is necessarily a problem with this argument that is inspired from Aristotle’s logic of analogy, which cannot be valid. The permutational relation between indexical terms and function values of both rape and marriage may be productively mapped onto a catastrophist model following Lévi-Strauss’s morphodynamic theory. Indeed, not only war is a catastrophe, but also rape in war is a catastrophe on its own. Accordingly, we may offer a catastrophist model to conceptualize rape by means of a canonical formalization in which the solidarity role of marriage will stand to the hostility of rape as the ambivalence of marriage stands to the rape politics of an unspeakable and unthinkable solidarity‑1, which is a solidarity upside down or anti-solidarity:

marriage (solidarity) : rape (hostility) :: marriage (hostility) : solidarity1(rape)

Here rape is replaced forcibly by marriage, its opposite, and a correlative inversion is made between the functional ambivalence of marriage and the unknown, unspeakable ontology of an enforced rape function. Yet, for a catastrophic operation of this kind to take place, the logical operation of a boundary condition is required. In a context in which mass rape was deliberately used as a possible instrument of ethnic cleansing, everything happened as if the activation of a specific political and instrumental agency was necessary for the notorious effectiveness of mass rape to take place.

This kind of ideological agency, which is mathematically identified by the requirement of a boundary condition in canonical formalization, can be shown to promote and put forward the cultural assumptions specific to a given group. During the Bosnian war and the Kosovo war in former Yugoslavia this specific agency was provided by the increasing role of traditionalist and nationalist discourses, which burst moral order and social morphology in the first place, precisely by bringing to the fore the destructive workings of family honor and blood ideology. Indeed, the mass rapes of women were intended to forcefully instill a kind of shame and disgrace as a social pollution that should bring necessarily the disorder and break-up of the social system of any group in its totality. Typically, at war, such a social pollution and catastrophic disorder is termed in Albanian with a generic term for “total killing”, shfarosje, which means literally “kinship uprooting”.

Returning to a paraphrased Lévi-Strauss’s terminology from The Raw and The Cooked (Lévi-Strauss 1964), the unspeakable political effectiveness of mass rapes is forwarded to account not just for a “raw” madness of cultural norms and values. It is mainly the twist of a “cooked” evil of ideological agency acting as an instrumental politics of ethnic cleansing during ethnic conflicts in former Yugoslavia. The cultural activism of family honor and blood ideology makes it possible afterwards for family norms and values to be converted into ethnic-religious ideology, for ethnicity to be converted into nationalist consciousness, for this consciousness to become organized into conflict, and for organized nationalism to become militarist, masculinist, misogynist, racist, and violent.

Identity Politics

The requirement of an operating condition that in the study of myth is expressed as a boundary condition in mathematical sense may be of particular interest for the study of identity transformations, in the comparative analysis of transformations resulting from intercultural dynamics, especially in processes of identity construction and identity politics. This brings to my last case, that is, my research proposal on the morphodynamics of European identity transformations that I intend to develop during my stay at Harvard as a CES visiting scholar, and which aims at reinvigorating neo-structural constructivism to turn the focus towards profoundly political implications.

Social relations are often weird and counterintuitive. Especially in the identity field, discursive practices do not always have definite ontological properties. They often appear to be entangled in strange combinations of seemingly incompatible states of either societal, ethnic-religious and national-populist, or civic and normative characteristics. In this sense, identity ontologies can be compared to the seemingly mysterious state of particles that in quantum mechanics is called superposition.

Both M.I.T. and French physicists are conducting real-life tests of whether quantum particles truly exist in superposition states. I assume that a comparable quantum connection to be tested may also exist in the identity field between seemingly opposed and incompatible identity ideas, values and motivations. The main assumption is that identity transformations are affected by seemingly opposite cultural ideologies that are in inverse relationship to one another and act as political instruments of power and hegemony.

On empirical level, I assume that European integration is never complete and unstable relations subsist between civic ideas and societal motivations. In term of research design, logical processes and political tensions must be explored in relation to identity shifting at societal, ethnic-religious, regional-national and supranational levels. In many situations, discursive practices are not necessarily positioned to provide a particular identity meaning, as the observer in social research, just as in quantum mechanics, influence what they observe. This only becomes clear once we look what they mean. Incompatible identities may become deeply connected as their properties match in opposition to one another when they are observed and mapped.

Here it is important that the distinction between indexical terms and functional values of the identity field is conceptualized topologically as relational, not substantial. This means that relative positions of identity indexes, kinds, agents, units, and ontologies are determined by a structured set of power relations and group identities that achieve their own transformations through identity politics. Actually, whatever its properties, any identity is only applicable in reference to an otherness and can only be realized on the boundary of one in contact or confrontation with, or in contrast to the other.

In this sense, civic ideas and ethnic motivations appear to exist in a quantum superposition state and possess multiple conflicting meanings at once. If they are entangled in this way, like in quantum mechanics, I predict that when the cultural position of ethnic motivations is revealed, both civic and ethnic identities will fall into exact opposed positions of instrumental ideologies. Here I assume that the identity field is again comparable with the Heisenberg uncertainty principle in quantum mechanics, given that the more exactly the cultural position of identity values and aims is determined, the less exactly the identity momentum of policy outcomes can be known. Indeed, the wave-particle duality in quantum physics might be thought as the multiplex interaction in the identity field between civic ideas and ethnic motivations.

On conceptual level, I assume that this instability reveals an apparent risk of discursive activation of hidden instrumental politics and ideological agency that could promote Ethnicization of European values and unsuspected outcomes of public policies. A neo-structural model of the identity field is expected to capture it, based on the evolution rules of canonical transformations defined by Lévi-Strauss and the concept of political field borrowed from Pierre Bourdieu. In Bourdieu’s field theory, power relations are reframed as lines of forces in an electromagnetic field and social space as a multiplicity of relatively autonomous fields. In the European identity field, the dynamics of interactions shows that discursive practices support or reject modalities of belonging that conform to public logics, which are instrumentally used to affect identity building and transformation.

While potential political tensions in the reproduction of identity field restrict or encourage boundary crossing, I assume that any transgression generates a hysteresis effect, which is mathematically calculable in electromagnetic and other fields, and which can explain identity politics as a system of identities depending on the history of their own transformations. Further logical-mathematical reformulations of Lévi-Strauss’s methodology can provide logical formalization of transformational regularities in concrete situations of identity field, which may allow taking hold of a “generative engine” of identities based on their own transformations.

This would mean, for example, that the double sequence of doing good to your natives and doing harm to foreigners is complemented by another double sequence of doing harm to natives as if you were doing good to strangers already ignored and inexistent [F(g)n:F(h)e::F(h)n:F(g)e‑1]. This may seem to be weird but it’s what happens more often than not, especially with public policies twisted by populist arguments.

Mapping the interaction between identity terms and functions onto permutational relations between identity indexes, functions, kinds, agents, units, ontologies and ideologies also reflect their positions in the identity field, while reformulating their topological relationship in canonical way will demonstrate how identity transformations can be captured and instrumental agency behind identity politics can be revealed. For example, computer simulations of the normative function [F(n)] of civic identity (Ci) will be confronted to the societal, ethnic-religious, nationalist/populist/fundamentalist function [F(e)] of cultural identities (Cu).

Ideally, this confrontation is supposed to bring the transformation of cultural identity into normative functional identity [F(n)Cu]. Yet, canonical formulation F(n)Ci:F(e)Cu::F(n)Cu:F(Ci)e‑1 also demonstrates whether normative function of civic identity [F(Ci)] is transformed into ambivalent agency, as political factions or societal groups could characterize a hidden unsuspected European identity (e‑1), or the “ethnicity” of an upside down Europe. Remember that in the structural study of myth an additional operating condition is required as a boundary condition in both empirical and mathematical sense. In the identity field, this validation requirement must lead us to search for hidden instrumental agencies of identity politics and ideology that could constrain identity transformation in one or another direction.

Finally, narrative references of indexical terms and functional values in coded categories of identity discursive practices and modelling validations of their sub-literal meanings provide precise indications to hidden realities that characterize empirical situations of either Ethnicization of sociocultural relations or Europeanization of societal, ethnic-religious, regional-national values. The target is to deliver a computational model to conceptualize and recursively map the determinants of civic solidarity and intercultural attitudes, which allow developing a policy instrument to assess how core values and identity transformations evolve as boundary conditions of European integration, social cohesion and intercultural dynamics.

On methodological level, which remains still the most underdeveloped part and beside collaboration with colleagues from Europe, I hope to develop this research project in collaboration with potentially interested Harvard faculty, anthropologists, sociologists, political scientists, computer scientists, and mathematicians. We need a heavy infrastructure design of computational models and protocols based on Bayesian inference, DEVS formalism, and construction of systemic numeric references to identity discursive practices. In practical terms, we explore the role of metaphoric and dichotomous aspects of discursive practices and the functional relationships they suggest in identity categorization. Functional shifts are assumed depending on whether the same metaphors of gender/kinship and building/construction are used as indexical terms of identity expression or as instrumental functions of identity politics.

The differential discontinuity between indexical terms and functional values in the identity field is a logic of dichotomization and permutation in metaphorical and metonymic series. Open series of antithetical pairs of identity indexes, kinds, agents, units, and ontologies, and the permutation of their indexical and functional values, are available to any agent across identity field to be pinned conspicuously on identity kinds of various reference units, be they individuals, societal groups, nation states, institutions, organizations. We identify non-exhaustive series of ontological assumptions of identity objectified in terms of indexical evidence referring to supposed origin, common cultural heritage, collective memory, language, religion, social/legal norms, institutional/political system, media, citizenship, sovereignty, or federation of the identity unit under consideration.

They allow configuring metaphorical/metonymic permutations of discursive practices that force instrumental functions of identity building to compel identity transformations. We assume that such functional values as recognition, socialization, distribution, diffusion, participation, persuasion, emulation, manipulation, imposition, discrimination, claim or contestation relate to actors’ ontological assumptions and motivations, thus identifying the subjective agency of underlying identity politics.

Computer-assisted textual analysis and agentive algorithms of discursive surveys will disaggregate literal meanings of narrative texts into multiple descriptors that make up and objectify indexical terms of identity expression and their functional values in identity politics. Their coding in sub-literal numeric references to indexical terms of characteristics, performances and affiliations, will create multiple datasets to map: 1) the distribution of identity situations and relations into constructed categories according to their function values of either common refuges of close belonging or separate clusters of open inclusiveness; 2) the presence or absence of indexical terms of behavioral components, convictions and attitudes related to corresponding function values of identity politics; 3) the permutation of indexical terms into functional values and vice-versa; 4) the identification of factors affecting such distributions and permutations with respect to sociocultural and political order.

Contact details: adoja@fas.harvard.edu

References

Asch, Michael (2005) “Lévi-Strauss and the Political: the Elementary Structures of Kinship and the resolution of relations between indigenous peoples and settler states.” Journal of the Royal Anthropological Institute, vol. 11, no. 3, pp. 425–444. doi:10.1111/j.1467-9655.2005.00244.x.

Constable, Nicole (2009) “The Commodification of Intimacy: Marriage, Sex, and Reproductive Labor.” Annual Review of Anthropology, vol. 38, no. 1, pp. 49–64. doi:10.1146/annurev.anthro.37.081407.085133.

Desveaux, Emmanuel (2001) Quadratura Americana: essai d’anthropologie lévi-straussienne, Genève: Georg Editeur.

Doja, Albert (2006a) “The kind of writing: anthropology and the rhetorical reproduction of post-modernism.” Critique of Anthropology, vol. 26, no. 2, pp. 157–180. doi:10.1177/0308275X06064993.

Doja, Albert (2006b) “The predicament of heroic anthropology.” Anthropology Today, vol. 22, no. 3, pp. 18–22. doi:10.1111/j.1467-8322.2006.00439.x.

Doja, Albert (2007) “Creative misreading and bricolage writing: A structural appraisal of a poststructuralist debate.” Portuguese Review of the History of the Book, vol. 11, no. 22, pp. 89–104.

Doja, Albert (2008) “Claude Lévi-Strauss at his Centennial: toward a future anthropology.” Theory, Culture & Society, vol. 25, no. 7-8, pp. 321–340. doi:10.1177/0263276408097810.

Doja, Albert (2010a) “Claude Lévi-Strauss (1908-2009): The apotheosis of heroic anthropology.” Anthropology Today, vol. 26, no. 5, pp. 18–23. doi:10.1111/j.1467-8322.2010.00758.x.

Doja, Albert (2010b) “Fertility trends, marriage patterns and savant typologies in Albanian context.” Journal of Family History, vol. 35, no. 4, pp. 346–367. doi:10.1177/0363199010381045.

Doja, Albert (2013) Invitation au terrain: Mémoire personnel de la construction du projet socio-anthropologique, Bruxelles: Peter Lang. doi:10.3726/978-3-0352-6299-5.

Doja, Albert (2016) “Raw madness and cooked evil: the unspeakable politics of mass rapes as an instrument of ethnic cleansing.” Paper presented at the International Conference War and Sexual Violence. Graduate Center, City University of New York, 28-29 April 2016, Video at https://youtu.be/wmAHgFX20HI.

Kaser, Karl (2008) Patriarchy after patriarchy: gender relations in Turkey and in the Balkans, 1500-2000, Berlin/London: LIT-Verlag.

Lévi-Strauss, Claude (1955) “La structure des mythes”, In Anthropologie structurale, Paris: Plon, pp. 227–255, Reprint 1958. [English translation “The Structural Study of Myth”, Structural Anthropology, pp. 206-230. New York: Basic Books, 1963].

Lévi-Strauss, Claude (1964) Le Cru et le Cuit, Paris: Plon, Mythologiques, Vol. 1. [English translation by John and Doreen Weightman (1969) The Raw and the Cooked: Introduction to a Science of Mythology (New York: Harper & Row)].

Maranda, Pierre ed. (2001) The Double Twist: from ethnography to morphodynamics. Toronto: University of Toronto Press.

Marchart, Oliver (2008) “Ungesellschaftliche Gesellschaftlichkeit: Exklusion und Antagonismus bei Lévi-Strauss, unter Berücksichtigung von Lacan, Laclau und Luhmann.” Soziale Systeme: Zeitschrift für Soziologische Theorie vol. 14, no. 2, pp. 370–396.

Minsky, Marvin (1986) The society of mind, New York: Simon and Schuster.

Petitot, Jean (1988) “Approche morphodynamique de la formule canonique du mythe.” L’Homme: Revue Française d’Anthropologie, vol. 28, no. 106-107, pp. 24–50.

Scubla, Lucien (1998) Lire Lévi-Strauss: Le déploiement d’une intuition, Paris: Odile Jacob.

Sontag, Susan (1963) “The anthropologist as hero”, In Claude Lévi-Strauss: the anthropologist as hero, edited by Nelson E. Hayes and Tanya Hayes, Cambridge: MIT Press, Reprint 1970.

Wiseman, Boris ed. (2009) The Cambridge Companion to Lévi-Strauss. Cambridge: Cambridge University Press.

Author Information: Katri Huutoniemi, Academy of Finland, katri.huutoniemi@aka.fi

Huutoniemi, Katri. “On the Value of Interdisciplinary Integration: A Response to Michael O’Rourke.” Social Epistemology Review and Reply Collective 5, no. 2 (2016): 88-92.

The PDF of the article gives specific page numbers. Shortlink: http://wp.me/p1Bfg0-2DA

Please refer to:

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Image credit: aN Bogotá, via flickr

I was delighted to see the direct and informed reply from Michael O’Rourke to my paper in Social Epistemology. As usually is the case when receiving response, it made me see more clearly what my idea is about. I wish to thank O’Rourke for teasing out more about for what and to whom does interdisciplinarity provide accountability in my proposal.

Questioning Disciplinarity and Interdisciplinarity

In this response, I will shortly address five questions posed by O’Rourke:

(1) Why is it disciplines that are being held accountable in my proposal, rather than researchers;

(2) What about the discipline is being evaluated in interdisciplinary contexts, and to what end;

(3) Who is served by the epistemic accountability across disciplinary boundaries;

(4) What is the role of integration in supporting accountability to the multiple disciplines that have a stake in an interdisciplinary project; and

(5) How are the concepts of disciplinarity and interdisciplinarity interpreted and distinguished in my paper, which, at the same time, emphasizes the interdependencies that occur between disciplines in all forms of research?  Continue Reading…