Introduction to the special issue “Perspectives on Social Cognition”\ud

Introduction to the special issue “Perspectives on Social Cognition”\u

What makes organic agriculture move - protest, meaning or market? A polyocular approach to the dynamics and governance of organic agriculture

Many different actors have hopes and aspirations for the future of organic agriculture. They have different perspectives on organic agriculture with different understandings of what it is and what makes it move. Each perspective entails a certain understanding of organic agriculture featuring certain concepts and values and a particular logic or rationality. It is important to acknowledge this heterogeneity when investigating the dynamics and governance of organic agriculture. We suggest a polyocular approach that facilitates a comprehensive and balanced understanding of organic agriculture by enabling us to handle different perspectives reflexively. To illustrate this approach we describe three significant perspectives on organic agriculture based on protest, meaning and market. No perspective is the ‘right’ one and, we claim, different perspectives on organic agriculture cannot be merged to one. We hope that polyocularity as a general analytical tool, and the three specific perspectives, will be helpful in understanding the future development of organic agriculture and how it may be influenced

Embodiment and embodied design

Picture this. A preverbal infant straddles the center of a seesaw. She gently tilts her weight back and forth from one side to the other, sensing as each side tips downward and then back up again. This child cannot articulate her observations in simple words, let alone in scientific jargon. Can she learn anything from this experience? If so, what is she learning, and what role might such learning play in her future interactions in the world? Of course, this is a nonverbal bodily experience, and any learning that occurs must be bodily, physical learning. But does this nonverbal bodily experience have anything to do with the sort of learning that takes place in schools - learning verbal and abstract concepts? In this chapter, we argue that the body has everything to do with learning, even learning of abstract concepts. Take mathematics, for example. Mathematical practice is thought to be about producing and manipulating arbitrary symbolic inscriptions that bear abstract, universal truisms untainted by human corporeality. Mathematics is thought to epitomize our species’ collective historical achievement of transcending and, perhaps, escaping the mundane, material condition of having a body governed by haphazard terrestrial circumstance. Surely mathematics is disembodied

Beyond persons: extending the personal / subpersonal distinction to non-rational animals and artificial agents

The distinction between personal level explanations and subpersonal ones has been subject to much debate in philosophy. We understand it as one between explanations that focus on an agent’s interaction with its environment, and explanations that focus on the physical or computational enabling conditions of such an interaction. The distinction, understood this way, is necessary for a complete account of any agent, rational or not, biological or artificial. In particular, we review some recent research in Artificial Life that pretends to do completely without the distinction, while using agent-centered concepts all the way. It is argued that the rejection of agent level explanations in favour of mechanistic ones is due to an unmotivated need to choose among representationalism and eliminativism. The dilemma is a false one if the possibility of a radical form of externalism is considered