Conspiracy theorists claim impossible knowledge, such as knowledge of the doings of a secret world government. Yet they accept this impossible knowledge as truth. In effect, conspiracy theories detach truth from knowledge. Knowledge without power is powerless. And the impossible knowledge claimed by conspiracy theorists is rigorously excluded from the regimes of truth and power – that is not even wrong. Yet conspiratorial knowledge is potent enough to be studied by researchers and recognized as a risk by experts and authorities. Therefore, in order to understand conspiracy theories, we need to think of truth beyond knowledge and power. That is impossible for any scientific discipline because it takes for granted that truth comes from knowledge and that truth is powerful enough to destroy the legitimacy of any authority that would dare to conceal or manipulate it. Since science is unable to make sense of conspiracy theories, it treats conspiracy theorists as individuals who fail to make sense, and it explains their persistent nonsense by some cognitive, behavioral, or social dysfunction. Fortunately, critical theory has developed tools able to conceive of truth beyond knowledge and power, and hence to make sense of conspiracy theories. This book organizes them into a toolbox which will enable students and researchers to analyze conspiracy theories as practices of the self geared at self-empowerment, a sort of political self-help.

Over recent decades we have witnessed the globalization of research. However, this has yet to translate into a worldwide scientific network, across which competencies and resources can flow freely. Arab countries have strived to join this globalized world and become a ‘knowledge economy,’ yet little time has been invested in the region’s fragmented scientific institutions; institutions that should provide opportunities for individuals to step out on the global stage. Knowledge Production in the Arab World investigates research practices in the Arab world, using multiple case studies from the region with particular focus on Lebanon and Jordan. It depicts the Janus-like face of Arab research, poised between the negative and the positive and faced with two potentially opposing strands; local relevance alongside its internationalization. The book critically assesses the role and dynamics of research and poses questions that are crucial to further our understanding of the very particular case of knowledge production in the Arab region. The book explores research’s relevance and whom it serves, as well as the methodological flaws behind academic rankings and the meaning and application of key concepts such as knowledge society/economy. Providing a detailed and comprehensive examination of knowledge production in the Arab world, this book is of interest to students, scholars and policy makers working on the issues of research practices and status of science in contemporary developing countries.

A fascinating and thoroughly modern glimpse of world knowledge. It offers a deeper, more ranging look at the world and its history, and an entirely democratic, global look at key issues bedded into the foundations of world knowledge - from questions and facts on history and politics to science, literature and more.

As a movement, transhumanism aims to upgrade the human body through science, constantly pushing back the limits of a person by using cutting-edge technologies to fix the human body and upgrade it beyond its natural abilities. Transhumanism can not only change human habits, but it can also change learning practices. By improving human learning, it improves the human organism beyond natural and biological limits. The Handbook of Research on Learning in the Age of Transhumanism is an essential research publication that discusses global values, norms, and ethics that relate to the diverse needs of learners in the digital world and addresses future priorities and needs for transhumanism. The book will identify and scrutinize the needs of learners in the age of transhumanism and examine best practices for transhumanist leaders in learning. Featuring topics such as cybernetics, pedagogy, and sociology, this book is ideal for educators, trainers, instructional designers, curriculum developers, professionals, researchers, academicians, policymakers, and librarians.

With publication of the present volume, The University of Western Ontario Series in Philosophy of Science enters its second phase. The first fourteen volumes in the Series were produced under the managing editorship of Professor James J. Leach, with the cooperation of a local editorial board. Many of these volumes resulted from colloguia and workshops held in con nection with the University of Western Ontario Graduate Programme in Philosophy of Science. Throughout its seven year history, the Series has been devoted to publication of high quality work in philosophy of science con sidered in its widest extent, including work in philosophy of the special sciences and history of the conceptual development of science. In future, this general editorial emphasis will be maintained, and hopefully, broadened to include important works by scholars working outside the local context. Appointment of a new managing editor, together with an expanded editorial board, brings with it the hope of an enlarged international presence for the Series. Serving the publication needs of those working in the various subfields within philosophy of science is a many-faceted operation. Thus in future the Series will continue to produce edited proceedings of worthwhile scholarly meetings and edited collections of seminal background papers. How ever, the publication priorities will shift emphasis to favour production of monographs in the various fields covered by the scope of the Series. THE MANAGING EDITOR vii W. L. Harper, R. Stalnaker, and G. Pearce (eds.), lIs, vii.

Irish philosopher George Bishop Berkeley was one of the greatest philosophers of the early modern period. Along with David Hume and John Locke he is considered one of the fathers of British Empiricism. Berkeley is a clear, concise, and sympathetic introduction to George Berkeley’s philosophy, and a thorough review of his most important texts. Daniel E. Flage explores his works on vision, metaphysics, morality, and economics in an attempt to develop a philosophically plausible interpretation of Berkeley’s oeuvre as whole. Many scholars blur the rejection of material substance (immaterialism) with the claim that only minds and things dependent upon minds exist (idealism). However Flage shows how, by distinguishing idealism from immaterialism and arguing that Berkeley’s account of what there is (metaphysics) is dependent upon what is known (epistemology), a careful and plausible philosophy emerges. The author sets out the implications of this valuable insight for Berkeley’s moral and economic works, showing how they are a natural outgrowth of his metaphysics, casting new light on the appreciation of these and other lesser-known areas of Berkeley’s thought. Daniel E. Flage’s Berkeley presents the student and general reader with a clear and eminently readable introduction to Berkeley’s works which also challenges standard interpretations of Berkeley’s philosophy.

Impossible is an Illusion is a collection of Dr. Paul Semendinger’s motivational writings on many topics including hard work, determination, positivity, family, and love. Using his experiences in education as a teacher and school leader as well as his knowledge of history, sports, running, and human nature, Dr. Semendinger delivers a book that will inspire readers to set goals and work hard to achieve them. Dr. Semendinger truly believes that anything is possible . . . after all, impossible is an illusion.