Department of Philosophy

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Browsing Department of Philosophy by Author "Baughan, Hugh Simpson"

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    Practical reason and technology : a philosophical study
    (Stellenbosch : Stellenbosch University, 2015-04) Baughan, Hugh Simpson; Hattingh, J. P.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Philosophy.
    ENGLISH ABSTRACT: Practical reason can help make sense of the decisions that face humankind in a complex planetary age, and notably so regarding the development and use of technology. Human agency and functioning as a self-understanding person, as well as certain ideas related to complexity and co-evolution are crucial aspects of this side of practical reason. Exploring these aspects from different perspectives can help uncover some constructive insights into the special nature of the moral goals, and the uniquely human significance of some of our intentions and actions that inform our decision-making on the development and use of technology. The insights gained here can furthermore serve to expand certain mainstream conceptions in Western intellectual culture on the character of reason as such, which proceed from a classical, or naturalistic stance. In the latter case reason typically calls for the use of explicit criteria, and is foundational and procedural in nature. This view is important and useful. However, the model of practical argument that accompanies it paints a characteristically sceptical picture of rational choice in the moral sphere. Yet such scepticism is not always warranted. Instead, an expanded model of practical reason is called for, notably if human agency and self-understanding, as well as ideas related to complexity and co-evolution are taken seriously. In this thesis it is demonstrated that such an approach can serve to express in richer, less sceptical terms the sense of significance we find in our societal choices, and particularly so in those decisions for technology that confront humanity in an inclusive, interdependent age. In light of the above, the thesis discussion attempts to review some central naturalistic beliefs in Western intellectual culture on the nature of reason and related patterns of practical argument. The thesis aim is to point out some of their ontological and epistemological assumptions, note their particular strengths and weaknesses and relate them to models of reason employed in the natural and human sciences – especially those that concern the nature of explanation and understanding. Furthermore, these beliefs are linked to a generally sceptical, but at times unwarranted attitude towards the sphere of practical moral argument. Such matters are treated in the first two chapters of the thesis discussion. Other ways of picturing this attitude of doubt towards the moral sphere can be found in alternative notions about human agency and self-understanding, as well as from complexity and co-evolution. The concepts behind these perspectives point to certain ontological and epistemological insights which arguably take thinking beyond the normal range of naturalistic abstractions. As a result, different characterizations, or patterns, of practical reason become possible, the nature of which can help to rework the usual warrants for scepticism when it comes to judging the significance of our intentions and actions. Thinking in terms of human agency, self-understanding, complexity and co-evolution holds another advantage. These conceptualisations can also serve to formulate a defining link between practical reason and consultation, be it among individuals, communities or the institutions of society. Such ideas speak in part to emerging notions of collective maturity in the organization of human affairs, and the well-being of all peoples. More particularly, consultation can offer additional resources for replacing entrenched patterns of conflict in society with patterns that are more unifying and just. It can as well provide for a certain quality of understanding of the principles and issues involved. The exploration of these and similar ideas begins with the discussion in Chapters Three and Four, and continues into subsequent chapters. In addition to their naturalistic counterpart, these patterns of practical reason also suggest some useful notions regarding the broader import of our societal and developmental choices on a planetary scale. The thesis discussion will attempt to explore some of these ideas. Among other things, it considers the implications they have for notions of development in general viz the unfolding of humankind’s social, cultural, ethical and spiritual potential, as well as for conceptions of technology that speak to that unfolding. It will include in its study the notion of future-regarding social choices and the transformative potential of time. From there the focus will shift to what it might mean to recast existing technology aspirations in light of the urgent requirements of a co-evolving world, and with it the need to safeguard the interests of humanity as a whole. These and related topics are addressed in Chapters Five and Six. Finally, three broad questions have played an important background role in carrying out this study. First, what is the nature of the unity that exists between our capacity to know the world in an epistemological sense, and our ability to judge the moral significance of our actions? Second, on the basis of what can we make sense of our decisions about technology in so far as they might be said to contribute to an advance or a decline in human social well-being? Third, what insights can we gain into our patterns of practical reason and decisions for technology when viewed in the context of a planetary age, and considered in light of the principle of the oneness of mankind?
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    Science, society, technology and holistic modes of thought
    (Stellenbosch : Stellenbosch University, 1999-12) Baughan, Hugh Simpson; Hattingh, J. P.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Philosophy.
    ENGLISH ABSTRACT: This work involves a study of different conceptions of knowledge as are found in a mechanisticnaturalistic view of science, particularly from within Western intellectual culture, and how such conceptions affect the ways we regard science and society in relation. It attempts to draw out some implications for the limits of those conceptions when seen from a holistic stance, and presents modes of thought more adequate to address and better understand human reality. In particular, technology and technology education remain indebted to Western and mechanisticnaturalistic assumptions about man and society. Suggestions are made as to how holistic modes of thought might be used to make sense of technology as human practice, and how South African technology education policy might be framed so as to be more in tune with human values. Chapter one reviews some of the historical sources of the mechanistic-naturalistic conception of science, particularly as an objective, universal, and rational process. It attempts to make explicit some of the basic assumptions of such a view (both scientific and philosophical), to highlight its general influence in Western intellectual culture, and to point out the broad contradiction in thought it implies: namely, that the scientific view supposes a universe of purposeless matter, while to the human mind is attributed aim and intents. Chapter two maps out some of the social implications for the mechanistic-naturalistic stance, notably in how science and society are conceived to relate. It treats some contemporary opinions in support of the view that science is largely extra-cultural in its processes, and analyzes the various social norms that make up the project of science. It addresses as well the view of science first as knowledge production, indebted to various social exchanges for its continued existence, and then as a matter of professional expertise for the solution of social problems. Chapter three attempts to offer holistic-like modes of thought that may serve to enrich an overly enthusiastic adoption of a mechanistic world view and its assumptions about what constitutes reason. It highlights some current developments within science that call into question prior notions of mechanistic explanation. It presents as well two approaches to understanding, based on self-organizing systems and the view of man as a self-interpreting creature, that provide for a richer grasp of the human reality beyond the limits of an only mechanistic-naturalistic rendering. Chapter four analyzes technology as an instance of intelligence, seen from the world view of the machine. It provides an alternative depiction of technology viewed from the standpoint of selforganization and interpretation. Both provide a handle on the meaningful human practice of technology. Technology education policy involves an analysis of outcomes from the technology learning area, pointing out the ways in which they remain indebted to mechanistic-naturalistic conceptions. Ideas based on self-organizing systems and meaningful interpretation serve to frame differently an approach to technology education that is more attentive to human values. The conclusion offers a set of holistic-like ideas and principles, used throughout the whole of the work, and which make up part of a general conception of holistic modes of thought.