We Are All Monsters: Radical Relationality During Planetary Crisis

Many environmental scientists, scholars and activists characterise our situation as one of alienation from nature, but this notion can easily seem meaningless or irrational. In this book, Simon Hailwood critically analyses the idea of alienation from nature and argues that it can be a useful notion when understood pluralistically. He distinguishes different senses of alienation from nature pertaining to different environmental contexts and concerns, and draws upon a range of philosophical and environmental ideas and themes including pragmatism, eco-phenomenology, climate change, ecological justice, Marxism and critical theory. His novel perspective shows that different environmental concerns - both anthropocentric both anthropocentric and nonanthropocentric - can dovetail, rather than compete with, each other, and that our alienation from nature need not be something to be regretted or overcome. His book will interest a broad readership in environmental philosophy and ethics, political philosophy, geography and environmental studies.

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Beyond the conceptual generalizations of the Anthropocene, the idea of the Plantationocene aims to put the topological character of the environmental and colonial fracture. Thus, the present essay seeks to problematize how the effects of the Plantationocene potentially spread out in worlds and places, generating situations of vulnerability. To do so, it employs a bibliographical revision articulated to a theoretical reflection that associates discussions of cosmopolitics, science and technology studies, decoloniality and environmental philosophy with the references of Cultural Geography. It identifies that the Plantationoceno might also be understood as a geographical condition that multiply situations of place’s precarity and vulnerability. This process transforms placeness into ends of the worlds that affect human and non-human existential dynamics, situating both in situations of survival amidst topocidic threats.

Abstract: This work aims at investigating the importance of a cultural approach in the foreign language teaching. With this objective in mind, I try to support my inquiry on the studies of the social sciences and the critical theory. The following theorizations, which are respectively linked to the fields mentioned before, are the basis of my investigation: 1) culture theories by Benedict (s.d.), Sahlins (1990), Tylor (1975), and Wolf (2003); 2) critical language teaching by Fairclough (1999, 2001), Freire (2009), Giroux (1997), Moita Lopes (1996), and Pennycook (1998) . In the conclusion, I try to show that it is important that teachers use some aspects of the culture of the target language to problematize the power relations which are intrinsically present in the imported discourses. In so doing, we think that students will have the opportunity of increasing their critical awareness and learning with the differences.

The aim of this paper is to create a better understanding of issues related to the theme of recognition in its disciplinary fields of greater use and value – in particular in sociology, politics and philosophy. Recognition, as Taylor among others noted, constitutes a ‘vital human need’. Thus recognition cannot be an “end”, nor a “means” or “paradigm”, but a principle, a ‘fundamental reason’ a ‘basic [natural, moral and juridical] law’. The passage through Habermas and Ricoeur’s sociology of recognition stresses the centrality of the other and of intersubjective dynamism in the process of personal emancipation. In order to promote a real progress of individuals and society it is necessary that a philosophy of emancipation takes root, or to promote and spread the education of human rights, intercultural education and the education of self-control and self-discipline. In addition, it is necessary that a philosophy of communitarian participation and intersubjective recognition is prominent, in order to nourish social life and the reality of everyday life.

Contributors

ABSTRACT: This essay examines the convergence between de-extin-ction science and transhumanist philosophy, arguing that the technologies and ideologies driving the revival of extinct species are increasingly aligned with transhumanist aspirations to overcome mortality. While de-extinction is often framed in terms of ecological restoration and conservation, the essay contends that it is also imbricated within a broader biotechnological project aimed at life extension, species enhancement, and the indefinite postponement of death. Drawing on critical theory, science studies, and existential philosophy, the essay interrogates the ontological and ethical status of de-extinct animals as entities situated between conservation and invention, between mortal and postmortal existence. It questions whether postmortality entails the loss of essential values tied to finitude and care, and highlights the unresolved tensions between transhumanist ambitions and ecological ethics.

The current epoch is characterized by the production and supply of new biomedical technologies, the supply of which has resulted in philosophical, ethical, religious and social debates and challenges. These biotechnologies include artificial fertilization and babies in vitro, animal and human cloning, obtaining fetus stem cells and exploiting them, euthanasia, the manufacture of human tissues and organs, and implantation. In view of these widespread questions, ambiguities and challenges in the area of biotechnologies, applied ethics as a branch of normative ethics has become responsible for supporting the examination and explanation of these subjects and for finding accurate answers about them on the basis of known moral theories and ethical principles. Hence, bioethics as a new sub-branch of applied ethics, in facing these debates and problems resulting from the emergence of new biomedical technologies, has developed in recent decades and has become liable for the explanation of the principles and guidelines for resolving those difficulties. In this essay, the author attempts to provide an inclusive and precise definition of bioethics and to describe its location between different branches of ethics as well as to delineate its scope and boundaries.

Commercialization of knowledge developed in universities is usually associated with the fields of science, technology, engineering and mathematics (STEM). There is, however, a growing interest in fostering utilization and commercialization of research associated with the fields of social sciences, humanities and arts (SSHA) among universities, academics, knowledge exchange practitioners and funders (Ulrichsen and Athanassopoulou 2024). The SHAPE taskforce on commercialization of SSHA research was initiated in early 2022 by the business unit managers from Open Entrepreneurship and Spin-outs DK – two initiatives aimed at bolstering the commercialization of research from the eight Danish universities. During 2022 the taskforce extended from five university representatives to eight. In early 2023 the taskforce applied for funds from the InnoTech Group (Universities Denmark’s working group on innovation and technology transfer) to establish a project to assess the potential of strengthening the utilization of SSHA research from Danish universities. The project is driven by the SHAPE taskforce with support from the Open Entrepreneurship Central Unit at DTU. As part of this project, the Danish Centre for Studies in Research and Research Policy (CFA) at Aarhus University was commissioned to undertake a preliminary study of existing knowledge on the commercialization of SSHA research, also referred to as Social Sciences, Humanities and the Arts for People and the Economy (SHAPE) research. The overall project, including this report from CFA, was funded by the InnoTech Group, Universities Denmark’s working group on innovation and technology transfer.

The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall’s theorization of ideology, Judith Butler’s notion of the (un)grievability of lives, and Sara Ahmed’s construct of stickiness, we illustrate how insights from critical social theory are indispensable to understanding processes of learning and how perspectives from the learning sciences can enrich critical social theory. Through the analysis of a classroom discussion on the use of militarized drones in an undergraduate engineering ethics course, we show how ideological convergence among participants constructed locally significant categories of “civilian,” “terrorist,” and (un)grievability, which narrowed the possible trajectories for students’ disciplinary learning in engineering and engineering ethics. Our analysis also shows that fleeting moments of ideological expansion offered opportunities for new learning; however, most of these instances of possibility were not sustained through the classroom discussion. We explicate how ideological convergences and expansions, as interactional achievements, profoundly matter for disciplinary learning and students’ identities. In conclusion, we explore the implications of our findings for broader contexts of learning and for the field of the learning sciences.

The field of library and information science has been calling for an asset-based approach to teaching information literacy (IL) to raciolinguistically and socially underrepresented students (Folk, 2019). Although existing research has provided valuable qualitative insights into teachers’ and students’ perceptions of this asset-based approach, we do not know to what extent this approach is effective. In this study, I will examine how IL experience in multilingual students’ first language (L1) contributes to their IL self-efficacy (SE) in a second language (L2), through the critical quantitative approach (Stage, 2007). I will adopt the theory of translanguaging, which posits that L1 is not an impediment to learning in L2 contexts, and multilingual speakers can leverage available linguistic and semiotic resources to improve their communication and learning (García & Li, 2014). Using this theory, I will draw on variable-based and person-based approaches to explore how the relationship between L1 IL and L2 IL is influenced by translanguaging self-efficacy and transpositioning self-efficacy (transpositioning refers to breaking away from predefined language-related roles through translanguaging; it is an identity theory within translanguaging). The variable-based approach models the relationship between L1 IL experience, L2 IL SE, translanguaging SE, and transpositioning SE. The person-based approach categorizes multilingual students into different profiles regarding L1 IL experience, translanguaging SE, and transpositioning SE (using Latent Profile Analysis) to see how students of different profiles differ in their L2 IL SE. This study demonstrates how critical theories can be integrated into the conceptualization, data collection, analysis, and interpretation of a quantitative project.

This article follows electromechanical technologies through different contexts of electronic and experimental music, sound art and kinetic art as well as through parts of their industrial development and application. The aim is to explore connections between these different fields which are often obscured by disciplinary and genre divides, and which are typically unrepresented by critical and historical accounts. The approach is influenced by the field of science and technology studies (STS, also science technology and society) where technical and cultural entanglements are seen as crafting particular truths, and where the method of following a technology across disciplinary boundaries is found. By taking this approach to identify connections between the areas of electronic music, sound art and kinetic art, new and rediscovered critical appraisals of the use of electromechanical technologies as tools in creative sound production are identified. These positions are then applied to a selection of contemporary practitioners who continue to work with and forefront electromechanical technologies within the fields of electronic music and sound art.

The research discusses Esotericism. The human being has many human attitudes(mind, act and sentiment). Thus, he makes up his mind wisely and in accordance with these human attitudes in order to guarantee the success of his design since the human is the designer main objective.Since the human uses his attitude in designing the products and purposes, his act should be in harmony with his mind and sentiment, as depending on the intellectual part alone would make an intellectual product (getting benefit), while depending on the sentimental part alone would make it a sentimental product. Consequently, the relationship between the mind and the sentiment is the subject of esotericism, which focuses on making a real product. There are two kinds of people in the designing field: the designer and the consumer. There is a binary-relationship between the human (designer) knowledge of his mind, act and sentiment. Esotericism is a branch of science that is completely based on the practical application. Hence, Esotericism aims at enlightening and improving the human being, that is, seeking realization of the human being, and fathoming the human soul. That is, enabling the human to be aware of himself and to know its reality. The practical application is the only standard that shows the hidden weak as well as strong points and detect the right and the wrong deeds. These he has used to survive and surpass other creaturesand also use them for his interests. He's also used them to make whatever he wants anytime and anyhow he wants. This is what we call the 'Phenomenon Design'. In order for this phenomenon to complete, the human must be an occurent in the world, since this phenomenon cannot succeed without the existence the materials and energies that God has created and the human has been discovering. Meanwhile, the globe, considered the human's catalogue and the open and renewable book of creation containing all creatures existent in the nature. Research Problem: Discovery and proof of the relationship between Esotericism and the design so that we can come to complete designs due to reliability on the three attitudes, as depending on the intellectual part would make alone would make an intellectual product (only utilitarian), while depending on the sentimental part alone would make it a sentimental product. Thus, the product must depend on all three attitudes in order to be complete. Research Objective: Revealing the relationship between Esotericism and the design in order to get the best design depending on the three attitudes so that the product would be neither utilitarian intellectual nor aesthetic sentimental, but a complete three-corner design. Research approach: The research is based on the inductive approach

BACKGROUND: “Science Dissemination for Scholars with Disabilities” is a noteworthy topic which is still sparse and needs more attention by the scientific community. OBJECTIVE: In order to increase interest in the study of science and on access to research without exclusion emphasis needs to be paid towards innovation within a scientific environment. Our hope is to encourage further consideration by the scientific community and present strategies that promote the full inclusion of scholars with disabilities in society. METHODS: This work is the result of research experiences in the field of Science and Inclusion within the activities carried out at the ICTP Scientific Fabrication Laboratory of Trieste, in Italy, over the last eight years. Description of some issues on the use of open source digital technologies available at Scientific FabLabs to support education and scientific know-how for all are assessed, and a collection of interesting novel approaches developed in our SciFabLab are given as examples. The discussion is presented to motivate further research and give technological priorities. RESULTS: We discuss and show concrete examples on how to make “almost anything” through Scientific FabLabs to disseminate science and remove practical barriers offering people with disabilities more independence and opportunities to study science. Standard theories of Disability in the STEM context are also discussed. CONCLUSIONS: This contribution is relevant from the point of view of the social model in that supportive digital tools developed at Scientific FabLabs can be manufactured with participation, assistance and presence by people with a disability. Through this class of Fablabs, we aim to sustain new generations of scientists without any exclusion.