Engineering social concepts
Feasibility and causal models
Bibliographic Data
| ID | 10347820 |
|---|---|
| Authors | E Neufeld (0000-0001-5182-4649, Department of Philosophy University of Massachusetts Amherst, corresponding author) |
| Year | 2024 |
| Volume | 109 |
| Issue | 3 |
| Pages | 819-837 |
| Publication date | 2024-06-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Philosophy and Phenomenological Research (JOURNAL) |
| Journal identifiers | ISSN: 0031-8205 • E-ISSN: 1933-1592 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/phpr.13064 |
| OpenAlex | W4399361215 |
| Language | EN |
| Citations received | 3 |
| References cited | 95 |
How feasible are conceptual engineering projects of social concepts that aim for the engineered concept to be deployed in people's ordinary conceptual practices? Predominant frameworks on the psychology of concepts that shape work on stereotyping, bias, and machine learning have grim implications for the prospects of conceptual engineers: conceptual engineering efforts are ineffective in promoting certain social‐conceptual changes. Since conceptual components that give rise to problematic social stereotypes are sensitive to statistical structures of the environment, purely conceptual change won't be possible without corresponding world change. This tradition, however, tends to ignore that concepts don't only encode statistical, but also causal information. Paying attention to this feature of concepts, I argue, shows that conceptual engineering is not only possible. There is an imperative to conceptually‐engineer
Causal model · Cognitive science · Epistemology · Management science · Sociology · Complex Systems and Decision Making · Computer Science · Engineering · Ethics and Social Impacts of AI · Information Systems Theories and Implementation · Mathematics · Philosophy · Psychology
The Inherence Heuristic
Doing without Concepts
The Essential Child
Concepts, Kinds, and Cognitive Development
The Origin of Concepts
Fixing Language
Causality
Gender stereotypes about intellectual ability emerge early and influence children’s interests
The inherence heuristic
Implicit social cognition
Psychological essentialism in children
Rules and representations
Amelioration and Inclusion
Philosophy Within Its Proper Bounds
Epistemic Paternalism via Conceptual Engineering
Polysemy and thought
Broad‐spectrum conceptual engineering
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance
How to conceptually engineer conceptual engineering
A new challenge to conceptual engineering
Engineering concepts by engineering social norms
Conceptual control
Conceptual engineering and the implementation problem
Conceptual Engineering and Conceptual Ethics
The development of structural thinking about social categories
Developmental differences in the malleability of implicit racial bias following exposure to counterstereotypical exemplars
Adults and children implicitly associate brilliance with men more than women
Messages about brilliance undermine women's interest in educational and professional opportunities
Long-term reduction in implicit race bias
Assessing Gender Bias in Particle Physics and Social Science Recommendations for Academic Jobs
An early-emerging explanatory heuristic promotes support for the status quo
New Horizons in the Study of Language and Mind
Categorization of Natural Objects
Psychological essentialism and the structure of concepts
What is implicit bias
Conceptual engineering
Conceptual Ethics I
| Unique citing works | 3 |
|---|---|
| Citations per year | 1.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |