Critical Neuroscience E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 943

Veröffentlichungsjahr: 2011

Beschreibung

Critical Neuroscience: A Handbook of the Social and Cultural Contexts of Neuroscience brings together multi-disciplinary scholars from around the world to explore key social, historical and philosophical studies of neuroscience, and to analyze the socio-cultural implications of recent advances in the field. This text’s original, interdisciplinary approach explores the creative potential for engaging experimental neuroscience with social studies of neuroscience while furthering the dialogue between neuroscience and the disciplines of the social sciences and humanities. Critical Neuroscience transcends traditional skepticism, introducing novel ideas about ‘how to be critical’ in and about science.

Leseprobe

Contents

Credits

List of Illustrations

Figures

Color Plates

About the Editors

Contributors

Preface

Introduction

Imagined Futures (or, What Revolution?)

Neuroscience, Society, and Personhood

Countering the Cerebral Subject: Embodied Experience and the Politics of Situated Subjectivity

Outline of Chapters

Part I Motivations and Foundations

1 Proposal for a Critical Neuroscience

Assemblage: The Thickening of Brain-Based Phenomena

How Does the Social Get Under the Skin?

Re-invoking the Social in Studies of Neuroscience

Structural Pathologies in Science and Society

Whose Norms? Expertise, Participation, and Contestation

What Difference Can Critique Make to Neuroscience?

Conclusion

2 The Need for a Critical Neuroscience

The Rise of Neuroscience

The Limits to Reductionism

On Consciousness

The Autopoietic View

The Cerebroscope

On Neurotechnology

So What should Critical Neuroscience Do?

3 Against First Nature

The Failures of Traditional Theory

The Failures of Positivism and Naturalism

Is Neuroscience Positivistic—or Naturalistic?

Flexible Capitalism and Neuroscience

4 Scanning the Lifeworld

Agency and Free Will

Theory of Mind

An Alternative Theory

Neural Simulation or Enactive Perception?

Implications for Critical Theory

Part II Histories of the Brain

5 Toys are Us

The Tape Recorder and the Electrode

The Brain as Communication Technology: A Humanist’s Utopia

Form and Function Beyond Technology

The Brain as Writing Apparatus and Symbolic Machine

The Plastic Brain: What You See is What You Get

6 The Neuromance of Cerebral History

Neuromance

Cyber Romance

Conclusion

7 Empathic Cruelty and the Origins of the Social Brain

Versions of Human Nature

The Prehistory of Empathy

Empathy and Mirror Neurons

The Social Brain

The Narrative of the Jacksonian Brain

The Narrative of Other Minds

The Problem of the One and Many

The Narrative of the One and Many

Schadenfreude

Empathic Cruelty and Human Nature

Empathic Psychopaths

Conclusion

Part III Neuroscience in Context

8 Disrupting Images

Traditional Psychiatric Practice

New Knowledge and Old Psychiatry

Patients’ Disruptions

Making it Real

Discussion

9 Critically Producing Brain Images of Mind

Creating Experiments: A Difficult Task

STAGE 1: EXPERIMENT DESIGN

STAGE 3: MAKING DATA COMPARABLE

STAGE 4: PRODUCING INTERPRETED IMAGES

10 Radical Reductions

From “Diseased Wills” to “Hijacked Brains”

Reductionism as Politics

Disease States

Condition and Suggest: Narcology’s Therapies

Conclusion: Radical Measures

11 Delirious Brain Chemistry and Controlled Culture

Ethnographic Vignette I: Bad Trip

Ethnographic Vignette II: “This is it!”

The Persistence of the Subjective

Setting Matters: The Limits of Placebo Controls

Controlling for Culture

Conclusion

Part IV Situating the brain

12 From Neuroimaging to Tea Leaves in the Bottom of a Cup1

The Perils of Neuroimaging

The Promise of Neuroimaging

Conclusion

13 The Salmon of Doubt

PART I: Voodoos and Don’ts

PART II: Critical Tactics in Action

14 Cultural Neuroscience as Critical Neuroscience in Practice

Critical Neuroscience: A Timely Challenge for Behavioral and Brain Scientists

Cultural Neuroscience: Bridging Cultural and Biological Sciences

Culture and Mental Illness: An Example of Cultural Neuroscience as Critical Neuroscience in Practice

Conclusion

Part V Beyond neural correlates

15 Re-Socializing Psychiatry

Varieties of Reductionism

Ontologies of Mind

Subjectivity and the Social Construction of the Self

Social Origins of Psychiatric Disorder

Socializing Biological Psychiatry

Conclusion: Beyond Reductionism

16 Are Mental Illnesses Diseases of the Brain?

Circular Causality of Living Systems

Mental Illness as Circular Process

Circular Causality in Pathogenesis

Circular Causality in Therapy

Conclusion

17 Are there Neural Correlates of Depression?

The Neural Correlates of Consciousness

Depression: Neuroimages and Neurocorrelates

Concluding Remarks

18 The Future of Critical Neuroscience

Varieties of Critical Neuroscience

Locating Nervous Systems

Uncovering Looping Effects

The Rhetorical Appeal of Neuroscience in Psychiatry

The Willful Brain

Spectral Selves

Conclusion

Plates

Index

This edition first published 2012© 2012 Blackwell Publishing Ltd

Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing program has been merged with Wiley’s global Scientific, Technical, and Medical business to form Wiley-Blackwell.

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Library of Congress Cataloging-in-Publication Data

Critical neuroscience : a handbook of the social and cultural contexts of neuroscience / edited by Suparna Choudhury and Jan Slaby. p. ; cm. Includes bibliographical references and index.

ISBN 978-1-4443-3328-2 (hardcover : alk. paper)1. Neurosciences–Social aspects. 2. Mental illness. 3. Social adjustment. I. Choudhury, Suparna. II. Slaby, Jan.[DNLM: 1. Neurosciences. 2. Mental Disorders. 3. Mind-Body Relations, Metaphysical. 4. Social Adjustment. WL 100] RC343.3.C75 2012 362.196′89–dc23

2011013466

A catalogue record for this book is available from the British Library.

This book is published in the following electronic formats: ePDFs [9781444343328]; Wiley Online Library [9781444343359]; ePub [9781444343335]; mobi [9781444343342]

Credits

Figure 5.1

Sketch by Wilder Penfield to illustrate a hypothetical scanning mechanism in the hippocampi. Reproduced by permission of the Literary Executor of the estate of Wilder Penfield.

Chapter 9

This chapter is a slightly revised and shortened version of chapter 3 of the author’s monograph Picturing Personhood: Brain Scans and Biomedical Identity. Princeton University Press, 2004. The material is re-produced with kind permission from Princeton University Press.

Chapter 11

This chapter is a revised translation of Nicolas Langlitz (2010), ‘Kultivierte Neurochemie und unkontrollierte Kultur. Über den Umgang mit Gefühlen in der psychopharmakologischen Halluzinogenforschung.’ Zeitschrift für Kulturwissenschaften, no. 2. The original German article is followed by a debate between the author and five natural and cultural scientists (Malek Bajbouj, Hartmut Böhme, Ludwig Jäger, Boris Quednow, & Sigrid Weigel).

Chapter 12

This chapter draws on a Target Article published by the author in Neuropsychoanalysis, with kind permission.

Figure 14.1

Cultural neuroscience: Parsing universality and diversity across levels of analysis. In S. Kitayama & D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 237–254). Chiao, J. Y. & Ambady, N. (2007). Copyright Guilford Press. Adapted with permission of The Guilford Press.

List of Illustrations

Figures

Chapter 4

Figure 4.1:

Indirect measures of mind and brain

Chapter 5

Figure 5.1:

Sketch by Wilder Penfield of memory mechanism inside brain

Figure 5.2:

Comparison of electric and nervous circuitry

Figure 5.3:

Mental cinema: the processing of visual information by the brain

Figure 5.4:

Theodor Meynert’s special preparation technique for highlighting the interconnectivity within the brain

Chapter 9

Figure 9.1:

PET procedure in progress at Johns Hopkins University Medical Center. A research doctor, assisted by two technicians in the room and another one in the computer room behind shielded glass, draws blood and monitors the patient

Figure 9.2:

Gray scale differences. Figures (a) and (b) have the same numerical data set behind them, but they are colored according to two different tables of black, gray, and white rules

Figure 9.3:

Ecstasy user’s brain graph

Figure 9.4:

Aging Graph. Graph showing decline in cerebral glucose utilization (CMRglu) with age is the same in mean overall cortex, caudate-thalamus, and white matter. Each data point represents the average measurements from five normal subjects. Error bars represent one standard deviation

Figure 9.5:

Schizophrenia extremes. PET supraventricular slices (a), and PET intraventricular slices (b), for three subjects without schizophrenia and three patients with schizophrenia

Chapter 14

Figure 14.1:

Example of the cultural neuroscience framework

Figure 14.2:

Collectivistic nations show greater prevalence of S allele carriers of the serotonin transporter gene (5-HTTLPR)

Chapter 16

Figure 16.1:

Effects of psychotherapy and drug therapy as seen from an experiential aspect (left) and from a physiological aspect (right)

Color Plates

Plate 1:

PET scans illustrating the subtraction and averaging processes

Plate 2:

Three-dimensional PET scans of “normal” and “schizophrenic brains”

Plate 3:

Screen capture of the Image Viewer applet (ePET)

Plate 4:

Identical PET scans illustrating pseudo-color choices

Plate 5:

PET scan of the brain of a heavy user of MDMA (“ecstasy”) compared with the scan of a normal control subject

Plate 6:

“Plain Brain/Brain after Ecstasy”; an illustration for the Twenty-fifth Anniversary Poster NIDA

Plate 7:

PET scans of the Ravens Advanced Matrices intelligence test, from Sharon Begley’s “How to Tell if you’re Smart – See Your Brain Light Up,” in Newsweek 1988

About the Editors

Suparna Choudhury is Junior Professor at the Max Planck Institute for the History of Science and the Berlin School of Mind and Brain, Germany. Trained as a cognitive neuroscientist with interdisciplinary research experience, her current work examines the emergence of the ‘neurological adolescent’ and the relationship between neuroscience, culture and society.

Jan Slaby is Junior Professor in Philosophy of Mind and Emotion at Freie Universität Berlin, Germany. The author of a book exploring the world-disclosing nature of human emotions, he has also been involved in research and teaching on the philosophy of psychiatry, with a particular focus on affective disorders and background feelings.

Contributors

Cornelius Borck, M.D., Ph.D., Professor, Institute of History of Science and Medicine, University of Lübeck, Germany.

Bobby K. Cheon, MSc., Gaduate Student, Interdepartmental Neuroscience Program, Department of Psychology, Northwestern University, Evanston, IL., USA.

Joan Y. Chiao, Ph.D., Assistant Professor, Departments of Brain, Behavior and Cognition, and Social Psychology, Northwestern University, Evanston, IL., USA.

Suparna Choudhury, Ph.D., Junior Professor, Max Planck Institute for the History of Science and Berlin School of Mind & Brain, Humboldt University, Berlin, Germany.

Simon Cohn, Ph.D., Senior Lecturer, Institute of Public Health, University of Cambridge, Cambridge, UK.

Joseph Dumit, Ph.D., Associate Professor, Department of Anthropology and Director of Science and Technology Studies, University of California, Davis, USA.

Thomas Fuchs, M.D., Ph.D., Professor, Centre for Psychosocial Medicine, Universitätsklinikum Heidelberg, Heidelberg, Germany.

Shaun Gallagher, Ph.D., Professor, Department of Philosophy, University of Memphis, Tennessee, USA.

Ian Gold, Ph.D., Associate Professor, Departments of Philosophy and Psychiatry, McGill University, Montreal, Quebec, Canada.

Martin Hartmann, Ph.D., Professor, Department of Philosophy, University of Lucerne, Lucerne, Switzerland.

Laurence J. Kirmayer, M.D., Ph.D., Professor and Director, Division of Social & Transcultural Psychiatry, McGill University and Director, Culture and Mental Health Research Unit, Sir Mortimer B. Davis — Jewish General Hospital, Montreal, Quebec, Canada.

Nicolas Langlitz, M.D., Ph.D., Assistant Professor, Department of Anthropology, New School for Social Research, New York, USA.

Daniel S. Margulies, Ph.D., Max Planck Research Group Leader, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.

Francisco Ortega, Ph.D., Associate Professor, Institute for Social Medicine, State University of Rio de Janeiro, Rio de Janeiro, Brazil.

Eugene Raikhel, Ph.D., Assistant Professor, Department of Comparative Human Development, University of Chicago, Chicago, USA.

Amir Raz, Ph.D., ABPH, Professor, Montreal Neurological Institute, McGill University and Institute of Community & Family Psychiatry at the Sir Mortimer B. Davis — Jewish General Hospital, Montreal, Quebec, Canada.

Steven Rose, Ph.D., Professor, Department of Life Sciences, The Open University and Department of Anatomy & Developmental Biology, University College London, London, UK.

Jan Slaby, Ph.D., Junior Professor, Department of Philosophy, Freie Universität, Berlin, Germany.

Max Stadler, Ph.D., Postdoctoral Fellow, Department of Science Studies, ETH Swiss Federal Institute of Technology, Zurich, Switzerland.

Fernando Vidal, Ph.D., Research Scholar, Max Planck Institute for the History of Science, Berlin, Germany.

Allan Young, Ph.D., Professor, Departments of Social Studies of Medicine and Psychiatry, McGill University, Montreal, Quebec, Canada.

Preface

The story of critical neuroscience began on a bus in the outskirts of Berlin, where the editors first met. The spirit of excitement of the first discussion would soon be followed with frustration—not simply in response to the growing neuromania in the natural and human sciences, but also about the seemingly intractable differences between our disciplines and the difficulties in articulating how, and to what ends, to be “critical.”

These tensions gave rise to the growth of an energetic group of young scholars with backgrounds in neuroscience, philosophy, history of science, anthropology, sociology, and psychology, who began to meet weekly in seminar rooms, cafes, bars, and apartments in Berlin. What first emerged was a shared sense of irritation about the hubris of neuroscience and the reverberations of “brain overclaim” in areas of everyday life far beyond the lab. What eventually followed, after months of wrestling with diverse concepts, vocabularies, and standpoints, was a consensus that what is needed is an understanding of how these neurophenomena are worked out, circulated, and applied; and to figure out how analyzing the social and cultural context of the neurosciences might help to push experimental work in alternative directions. Taking seriously the relevance, but rejecting the primacy, of the brain in understanding behavior, we asked ourselves whether such analysis might contribute to more complex, theory-rich, nuanced explanations of behavior.

Four years later, we are still asking questions, and certainly have no firm answers. The outcome of the debates has, however, been fruitful in numerous ways, for example in leading us to call for a “reality check” on the neurosciences. In what ways are we witnessing insights that are entirely novel, potentials that are revolutionary, applications that are empowering or threatening to human beings? To begin to approach these questions in such a way that was from the outset neither besotted with neuroscience nor suspicious of its practitioners, it became clear that close engagement with neuroscience and neuroscientists was central to our task.

This volume collects the preliminary results of these reflections since the project’s inception. Its chapters serve to open up a discursive space for critical analysis and, we hope, subsequent practical engagement with neuroscientific approaches. Our aim is to address neuroscientists, sociologists, anthropologists, and philosophers at various levels of research, practitioners in fields such as medicine, education, law, and social policy, as well as representatives of funding agencies and the public at large. The volume marks the first step towards articulating an empirically informed theoretical and strategic alternative to the widespread over-confidence in the transformative power of the new neurobiologism.

We are enormously grateful to our colleagues and friends who came together during a conference at UCLA, organized by the Foundation for Psychocultural Research and McGill University in January of 2009. We thank Rob Lemelson for providing the opportunity, with much enthusiasm, for us all to meet in Los Angeles to debate these issues. The chapters in this volume are a result of the conference papers and speak directly to the questions critical neuroscience raises in thoughtful, creative, and at times challenging essays. The authors of the chapters have helped to develop our ideas and questions, and we express sincere thanks for their encouragement and their generosity in helping to create a space of openness and reflexivity (beginning at the Division of Social & Transcultural Psychiatry, McGill University in July 2008) in which this project could take shape. In particular we benefited from prolonged conversations with, and feedback from, Laurence Kirmayer, Ian Gold, Martin Hartmann, Allan Young, and Shaun Gallagher.

We express our gratitude to the Volkswagen Foundation in Hannover, Germany, for funding our early work in critical neuroscience within their European Platform for junior scholars in the Life Sciences, Mind Sciences, and Humanities. This grant, which funded the project originally called “Neuroscience in Context,” enabled us to carry out workshops and conferences and gather a network of scholars that led to the ideas laid out in this volume. In particular, we thank Henrike Hartmann and Thomas Brunotte of the Foundation for helping to facilitate the administration of our activities.

Most of all we are grateful to the original collective of researchers in Berlin who have, with imagination, good humor, mutual support, and hard work, sustained the project. We have spent many lively hours talking cerebral with the group, and are indebted to them for refining the ideas expressed in our proposal for a critical neuroscience in Chapter 1. We owe particular thanks to Max Stadler, who has kept us on our toes with his rigorous critique of our own critique, contributing considerably to the very character of our approach and its content. We thank Saskia K. Nagel with whom we collaborated closely in the early stages of the project, and who continues to provide us with insights about the social implications of neuroscience. We are also immensely grateful to group members Lukas Ebensperger, Lutz Fricke, Jan-Christoph Heilinger, Daniel Margulies, and Moritz Merten, whose contributions, both intellectually and in spirit, were fundamental to the development of the project.

We also thank Beate Eibisch at the Institute of Cognitive Sciences, Osnabrück University, for the administration of our activities, and for making it possible for us to teach two graduate courses in Critical Neuroscience. The students of the lively courses continue to push us to think in different directions and to clarify our thinking. We have profited from the support of the following individuals along the way: Isabelle Bareither, Cornelius Borck, Felicity Callard, Simon Cohn, Christoph Demmerling, Nicole Golembo, Philipp Haueis, Kelly McKinney, Alessandra Miklavcic, Laura Moisi, John Protevi, Steven Rose, Fabian Stelzer, Achim Stephan, Ulas Türkmen, Fernando Vidal, Philipp Wüschner, Matthew Young and the original VW Neuroscience in Context Group including Thorsten Galert, Ahmed Karim, Felicitas Krämer, Lambros Malafouris, and Stephan Schleim.

Katrin Maclean’s patience and attention to detail have been invaluable throughout the process of preparing this volume. We are very grateful for her good humor and hard work in copyediting the chapters. We also thank Karen Shield for her assistance during the production process at Wiley-Blackwell.

Finally, we invite readers to continue conversations about the topics raised in this volume through our website at www.critical-neuroscience.org.

S. Choudhury & J. SlabyBerlin, December 2010

Introduction

Critical Neuroscience—Between Lifeworld and Laboratory

Suparna Choudhury and Jan Slaby

Critical neuroscience arose in response to the tremendous pace of developments in neuroscience1 during the last two decades, in particular the increasing emphasis of its findings in the social and cultural life of human beings. Indeed, the developments in neuroscience research have elicited a surge of interest from medicine, policy, and business. Furthermore, the last two years have seen a number of well-documented methodological controversies within the field, along with the emergence of ethical, historical, and social scientific projects on neuroscience. Many social scientists have claimed that notions of personhood among people in medicalized contexts are being radically transformed, replaced with the idea that “we are our brains” (Vidal, 2009) or that we are “neurochemical selves” (Rose, 2003, 2007). Neuroscience is therefore not only expanding as a field, and arguably as a culture, but is also increasingly discussed and contested within and beyond the academic sphere. There are, as a result, a number of different voices—some claiming the societal threats, others the revolutionary potential, and others still the banality of insights from research in neuroscience. How then should we make sense of the many growing discourses about neuroscience in society? How should we evaluate its effects?

While there is no doubt that we are better off in our knowledge about processes in the brain in health and disease since the explosion of the neurosciences, we are—in spite of the resounding optimism—still far from reaching an understanding of the brain that would reliably enable changes to our lives that are noteworthy—in terms of practices, technologies, and institutions. Moreover, it is not clear how neural processes manage to realize subjective experience (Chalmers, 1996; Levine, 1983, 1993) nor is there consensus about the relationship between neural processes and cognitive, social, and emotional capacities captured in their full complexity (Gold & Stoljar, 1999). More importantly, we ought to ask whether these philosophical conundrums are at all sensible questions to ask of a science of the nervous system. Perhaps the conviction that the “big riddle of humanity”—the relationship between brain processes and subjective experience—at long last awaits its scientific solution is part of the problem surrounding today’s neurosciences. It would be a misrepresentation of neuroscience to claim that its chief goal is the solution of the (philosophical) mind–body problem. There are even voices claiming that neuroscience, for the most part, is not about “the mind” at all (see Stadler, this volume).

Regardless of these unresolved issues, “neurotalk” (Illes et al., 2010)2 pervades several domains of our everyday lives, beginning to exert various impacts on us through evolving “neuropolicies”3 and in some cases, by starting to transform our understanding of ourselves—as patients, consumers, students, teachers, and decision makers (Cohn, 2010; Dumit, 2004; Martin, 2009; Ortega, 2009; Rose, 2007; Singh & Rose, 2009; Vrecko, 2006). A field that is garnering so much attention, accumulating resources, and pledging to revise our understanding of the very features of our life we take to define us, warrants special analysis. The goal of critical neuroscience is to create a space within and around the field of neuroscience to analyze how the brain has come to be cast as increasingly relevant in explaining and intervening in individual and collective behaviors, to what ends, and at what costs (Choudhury, Nagel, & Slaby, 2009). It encourages an empirical approach that seeks to go beyond the rhetoric of uncritical embrace or rejection of neuroscience, testing the commonly cited claims that our lifeworlds, language, and habits are already being subtly transformed by findings from neuroscience.4

The aim is to achieve an understanding of the situatedness, leading assumptions, conceptual and explanatory resources, historical developments, and social implications of the emerging neuroindustry and of the new culture they are—or are not—in the process of establishing. Our claim is that a sustained engagement with neuroscience is necessary to provide a more accurately informed picture of what is actually happening in and around the neurosciences. It is this kind of engagement we want to cultivate: on the one hand tracing the journeys of “brain facts” between neuroscience laboratories and their various sites of appropriation and application in the institutions, discourses, and practices that constitute our human lifeworld;5 and on the other hand probing whether contextual knowledge gained in this way can be reflexively applied to the practice of neuroscience to complement existing approaches, by inspiring enriched paradigms and broadening interpretive possibilities. Preserving and integrating the forms of expertise and the discourses about human nature and the human lifeworld that philosophy, anthropology, sociology, history, and other humanities disciplines provide, is necessary in the face of neuroscience’s expansion and unquestioned cultural and institutional capital. This will ultimately benefit neuroscience itself as it may be productively aligned with—instead of opposed to—those more traditional canons of knowledge that still, and rightly we believe, form the foundation of our scientific, cultural, and political self-understanding (see Nussbaum, 2010).

To analyze a “hybrid of hybrids” field such as the neurosciences (Abi-Rached & Rose, 2010) requires critical neuroscience to be necessarily heterogeneous in its conceptual languages and methodological tools. What holds this assemblage of tools and concepts together, however, is on the one hand a rejection of the individualistic, reductionistic scientism that differentiates itself from the culture of knowledge and society and permeates much of the literature and its surrounding “neuro-hype”. On the other hand, the goal is to work towards an integrated approach to behavior that situates the brain and cognition in the body, the social milieu, and the political world. As such, the notion of critique employed in critical neuroscience is constructive and engaged with neuroscience research, instead of merely assessing the field from disengaged standpoints. With these aims, critical neuroscience is crucially different both from “neuroethics” and Science and Technology Studies (STS). From neuroethics it differs chiefly through its skepticism towards the projection of futuristic scenarios and assumptions of an impending “neurorevolution”—a revolution that will inevitably create “ethical issues” calling for a new neuroethical expertise. In addition, critical neuroscience differs through its conscious distancing from institutional entanglements with neuroscience foundations and associations (in which neuroethics has not been overly shy to engage; see de Vries, 2007). Critical neuroscience aims to go beyond localist modes of inquiry in STS that are too often detached and apolitical. Instead, critical neuroscience strives to establish a hands-on approach that does not stop short of direct involvement in empirical research. In addition, while STS generally takes an agnostic stance in its analysis of scientific research, critical neuroscience makes explicit its commitments to views of the brain and cognition as situated and contingent (see Chapter 1).

This volume is a collective effort among a group of multi-disciplinary scholars around the globe to contribute diverse strands of inquiry that help to understand how particular intellectual, economic, and political conditions hold in place current views of the brain, and how these models of the brain and neurocentric practices may in turn produce ontological impacts in society. What kinds of ideas, hopes, methods, and institutions come together to produce what will count as facts about the brain? And what sorts of ideas, people and institutions do these facts go on to produce? Some of the chapters attempt to flesh out how alternative ontologies of the ecological brain can take shape, and how these analyses open up possibilities of experimenting with, and interpreting, the nervous system in ways that avoid reifying either the biological or the social realm; other contributions chart less known historical developments in neuroscience with the aim of questioning aspects of today’s self-understanding of the field; furthermore, there are chapters that analyze the trends and tendencies in the field that can be shown to be immediately problematic from (variously articulated) political or social standpoints.

There are (at least) two risks involved in any such critical endeavor: first, being too confrontational as observers or commentators and engaging in what may be understood as unproductive polemic; and second, not being “critical” enough, especially in light of institutional dependencies (as pertains today to most scholars in newly neuro prefixed disciplines); or, in light of it being fashionable again among certain factions in the humanities, to enthusiastically buy into a certain biologism or scientism in the name of “interdisciplinarity,” the rarely questioned watchword of the neoliberal university.

Aware of these tensions, this volume is less about providing ready-made answers, than an attempt to provoke more (and more critical, more empirical) investigations into the conditions that enable and sustain the current expansion of the “neurosciences,” whether discursive or in practice. It is synthetic in bringing together a number of existing historiographical, sociological, philosophical, and ethnographic research programs pertaining to the neurosciences, and explicit about its driving force: a challenge to narrow neurobiological programs that privilege the molecular, cellular, synaptic, or functional realm of the brain in explaining human behaviors and disorders. This narrowness establishes essentialized differences between “kinds of people” on the assumption of distinct types of brains and constitutes the basis for behavioral and institutional reforms, thus participating in masking the life experiences and social structures that equally may account for them.

Our aim for this introduction, then, is to draw out the starting premises of this project, to gesture at our approach to critique (which is further elaborated in Chapter 1), and to summarize some of the ways in which the contributors have attempted to tackle these goals.

Imagined Futures (or, What Revolution?)

Talk of a “neurorevolution” has been in the air for a while.6 When George H. W. Bush proclaimed the start of the “Decade of the Brain” in 1990, grand scale initiatives were set in motion to shed new light on the workings of the human brain ultimately in order to “conquer brain disease.”7 The neurosciences have promised much more than the alleviation of brain disease since then; cognitive neuroscientists now offer novel biological approaches to explain the core human capacities to reason, interact, and emote, as well as our cultural habits and beliefs.

While pharmaceutical drugs are being developed to eliminate unhappiness by way of neurotransmission, or intelligence agencies promise to root out terrorism by imaging malevolent intentions, neuroscience is not only making waves at the level of social institutions. Under the attentive gaze of the media, cultural critics, and ethicists, the neurosciences have brought to the horizon new technologies that are being mobilized to make us healthier, smarter, and happier. Within the reach of many of our everyday lives in medicalized societies, a new kind of neuroscientific wisdom has in this way become pervasive: whether or not we take seriously education initiatives that aim to enhance creativity through the stimulation of “brain buttons”8 or explanations of the appeal of love poetry in terms of neurons (Byatt, 2006), manuals that urge social workers to use neuroscience to deal with family predicaments (Farmer, 2008) or advertizing campaigns that persuade us to choose one drink over another based on what our “brains prefer” (McClure et al., 2004), it is not an overstatement to point out the widespread invocation of the brain to lend credence to explanations of the way we are9 and prescriptions of the way we should live.10 Where there are questions unanswered, or applications as yet unrealized, the academic and popular literatures carry the breathless conviction that within a few years technological advancements will ensure their fruition, and knowledge from the brain sciences will subsequently begin to supersede social, cultural, philosophical, political, literary, or other “folk” explanations of behavioral phenomena.

It would be fair to say that most contributors to this collection share a certain ennui about this revolutionary rhetoric. At the same time, the expansion of the brain sciences is occurring within the context of some tangible change: changes in the ways lives are lived, changes in the ways science is practiced, how it is embedded and applied in society and financially endowed seem to be happening in concert with trends that implicate the neurosciences or other biological approaches to “human nature;” shifts in prestige and cultural capital in the academic sphere, with the humanities globally declining, revived discourses about human nature, evolution, resilience, new emphasis on emotional intelligence, human resources, and “mental capital,” all of which have flourished around the idea that new evidence from neuroscience is transforming notions of human nature.

Where we depart from many of the current problematizations of neuroscience is that we do not believe that existing ideas of human behavior and social life are really called into question by neuroscience per se. We believe that it is not only what is being claimed by the neuroindustry that deserves analysis, but the fact that these claims are being floated in the first place, further still that they are heard—within academia and beyond. An analysis of these conditions leads us beyond the question of whether or not the outcomes of neuroscience can really fulfill their promises, and towards a critical engagement with the assumptions and visions of neuroscience on which such scenarios are built; and, hence, to explore the reasons as to how and why findings from an inchoate science manage to portend radical reinventions of notions of human nature and structures of social institutions (Choudhury, Gold, & Kirmayer, 2010).

In short, given the discrepancies between theories of the brain and theories of mental life, it is not at all clear why existing knowledge of the brain should lead us to shape social life according to it. This project, therefore, aims to perform a “reality check,” problematizing the discourses and the phantom debates—both alarmist and enthusiastic—that thrive within and around it (Quednow, 2010). Our insistence on empirical engagement with neuroscience will, we believe, avoid the futurism which frequently serves to obscure rather than illuminate processes that drive current developments, such as political reforms in the academic system and in science funding. Based on the assumption that most of our conceptions of our selves, our societies, and our ways of life happen in spite of the momentum and promissory character of the neurosciences, the project is alert to the fact that neuroscience is a historically situated enterprise, always already enmeshed in a broader realm of the social and cultural.

To avoid reifying either the neuroscientific “threat” or the conception of human nature allegedly “under siege,” it is important to enter the gaps between hypothesis and discovery, discovery and application, and to attend to the “back stories” that give them life and appeal (Young, this volume). It is especially important to see that neuroscientific knowledge and expertise, in order to smoothly operate as applied knowledge, requires a naturalistic construal of a biological substrate that is supposedly substructuring a realm that is “cultural” and “social,” making it amenable to technological intervention. This assumption of a stable, accessible, and manipulable cerebro-substrate of personal, social, and cultural processes, often not explicit, is a maneuver of simplification and purification that obscures the complicated conceptual and ontological entanglement between things natural and things social and cultural.11 In effect, this initial move assumes contested philosophical issues to be settled from the outset, without acknowledging theoretical alternatives. Instead of opening up discursive spaces to belabor these entanglements and possibilities for creative engagement, the leading naturalistic assumption forecloses meaningful debate and moves right on to programs of technocratic intervention (see Mitchell, 2002).12

Neuroscience, Society, and Personhood

At the core of critical neuroscience is the goal to examine the reciprocal interactions between neuroscience and social life, and the diversity of factors that come together not only to breathe life into neurobiological theories and fuel their journeys beyond the lab, but which create and sustain such divisions in the first place—those between “social life” and “neuroscience,” or more broadly “science” and “society”, and those which shape how and where “interactions” are located, defined, or framed (Choudhury, Nagel, & Slaby, 2009; Slaby, 2010). Since these journeys increasingly include hospitals, schools, law courts, and our vocabularies about who we are, and since the stakes are much greater than the knowledge itself, our analyses must pay careful attention to the ways in which neuroscience increasingly functions as a screen upon which to project everyday values about mental life, personhood, and kinds of people. How do certain metaphors begin to frame, and even shape, our understanding of the brain? How do these metaphors become tenable in the first place? These questions are taken up for example by Martin Hartmann (this volume), in his discussion of the correspondence between the discourse of management and human resources in late-modern institutions centered on non-hierarchical organization of companies, social networks, soft skills, flexibility, and lifelong learning (Boltanski & Chiapello, 2007; Hartmann & Honneth, 2006), and the recent (popularly simplified) neuroscientific discourse about the brain’s organization as—precisely—a non-hierarchical network without center, a malleable, plastic structure capable of adaptation, constantly rewiring to fit new conditions and demands, and increasingly seen as an emotional brain instead of a classically rational one. Honi soit, qui mal y pense (Hartmann, this volume; Karafyllis & Ulshöfer, 2008; Malabou, 2008).

Our analytical perspective rests partly on a historical ontology of subjectivity and personhood. This view understands the make-up of human beings to be, in an important sense, historically constituted—through processes of situated self-interpretation of human subjects in material settings and in relation to social structures and practices (Foucault, 1973; Taylor, 1985, 1989; see also Brinkmann 2005, 2008). Properly spelled out, such a perspective need not break with a naturalistic understanding of the human world (see Rouse, 1996, 2002).13 In particular, we agree with Ian Hacking in the assumption that science, medicine, education, and other institutions and powerful areas of social practice and policy are key contributors in “creating” kinds of people through processes of “classificatory looping” (Hacking, 1995, 1999). Classificatory terms come bundled with certain norms and expectations about the objects collected under their scope, and objectifying an identity, stage of life, culture, or behavior in those terms can interact with the experience of that which is classified. In other words, classifications can be taken up into the self-understanding of those classified. These processes can lead, in turn, to the emergence of new practices, new alliances, new institutions that interact with the persons in question—in establishing and sustaining habits, thought patterns, forms of conduct, and schemes of judgment. “Classificatory looping” is a circular interaction between the categories used to classify groups of people, these people’s behavior, attitudes, and understanding of themselves in response to these classifications, and the modification of the original categories as a result of the classified subjects’ altered behaviors and ways of being. These processes are obviously complex and involve much more than an idea being voiced or a concept applied—successful classifications are richly situated both materially and institutionally. What results can be a “new” type of person in a new “social niche” in which this way of being a person finds a stable habitat (Hacking, 1998, p. 13).14

The idea that kinds of people are historically “made” through powerful classifications gains additional relevance when placed in the context of what sociologist Anthony Giddens has called institutional reflexivity: the routine incorporation of new knowledge into environments of organized action that are in this way constantly transformed and reorganized (see Giddens, 1991, p. 243)—a central working principle of institutions in late-modern societies. Expert knowledge, variously mediated, interacts in multiple settings and through complex feedback loops with the practices and self-understanding of subjects, to the extent that these interactions are no longer recognized for what they are and are taken as natural givens (Ward, 2002).15 It is well documented that the modern life sciences, especially psychology, have been a crucial element in processes of this kind (Danziger, 1990; N. Rose, 1996; Richards, 1996; Ward, 2002).16

Increasingly, today, the neurosciences are entering into the loop as the “new image of man” discourse becomes increasingly widespread, and a wealth of brain-based approaches exerts its influence upon medicine, education, advertising, and recreation. In addition they influence other domains of knowledge production, such as the burgeoning neuro disciplines—from neuroeconomics to neurotheology or neuroliterary criticism. Not only are powerful new styles of scientific thought emerging, but also new forms of thinking about life itself—about subjectivity, ethics, and politics—that pertain to many areas of today’s social life.17 Increasingly noticeable, for example, is the enthusiasm with which neuroscience is received within many of the humanities and the social sciences, revealing the scientistic reformatting of discourses on human nature that is currently underway.

While neuroscience officially promises to penetrate to the ultimate level of human functioning—the “first nature” of the central nervous system—in fact, importantly and probably unwittingly, it participates in the construction of a powerful “second nature:” an institutional, informational, and “ideational” environment that breeds practices and institutions of subjectification. These practices in these settings “make up people” (Hacking, 2002; Hartmann, this volume). A central task for critical neuroscience is to make these construction processes explicit, with the goal of scrutinizing their formative assumptions and underlying commitments.18

That being said, it is important to see that we are not advocating unconstrained social constructionism or historicism with regard to human nature or human forms of life. Indeed, it is because we believe that significant changes are underway, that we take the phenomenon “neuroscience” seriously; what we reject, however, is the notion that neuroscience, entangled as it is in much wider processes of transformation, is the sole cause, driver, or solution to a set of relevant social, cultural, and political changes and problems. Moreover, what is made and molded in processes of classificatory looping and in situated self-interpretation is a natural entity. Hacking’s approach helps clarify how situated processes of classification interact with the biological substrate underlying personal traits and ways of being, hereby rendering stark oppositions between the “social/historical” and the “natural” obsolete (see also Langlitz, this volume). He considers the possibility that medical diagnoses—such as one of depression—interact not only with the self-understanding of the patient, but also with the biological processes related to the condition diagnosed. Upon being diagnosed, a depressed person might adopt a specific behavioral regime, abandon hazardous routines, avoid stress, and so forth and as a consequence the neurological condition underwriting his or her depressive symptoms might change, so that another categorical modification is called for. Classificatory looping is in this way revealed as an instance of biolooping (Hacking, 1999, p. 123). As an inherently social and culturally mediated process, biolooping is, in turn, disparate with problematizations that would myopically center on the (alleged) “impacts” or “implications” of neuroscience, on worrisome advances in what is known about the brain—and on what is possible for future applications. Instead, biolooping is a key part of the complex process of interaction between individual persons, social systems, and institutions, mediated self-understandings and the results produced in the human sciences—it therefore points to some of the processes that become chief objects of critical neuroscience.

Countering the Cerebral Subject: Embodied Experience and the Politics of Situated Subjectivity

Our focus on the social and historical ontology of personhood connects our reflections to a broader trend in the philosophy of the cognitive sciences: the increased tendency to leave behind narrowly mentalistic, Cartesian approaches to behavioral experience such as computational/representational theories of mental activity. The emerging alternative picture has been labeled the “4EA approach:” the mind as embodied, embedded, enacted, extended, and affective (Protevi, 2009, p. 4). This view—of which we can only provide a very rough outline here—breaks with the mentalist legacy of assuming strict dichotomies between mind and body, body and world, and one person’s mind and the minds of others (Clark, 1997, 2008; Gallagher, 2005; Haugeland, 1998; Rowlands, 2010; Thompson, 2007).19 This perspective stands in sharp contrast to conceptions of “cerebral subjectivity,” that is, approaches that combine traditional Cartesian mentalism with the assumption of a strict explanatory dependency of mental processes on neuronal processes alone, culminating in Crick’s (among others) famous exclamation that “you are your brain”20 (Crick, 1994; Metzinger, 2003, 2009; Revonsuo, 2005).

The counter-ontology of critical neuroscience resonates with the “4EA view,” which assumes that mental processes are understood as constitutively embodied and environmentally embedded such that they cannot be properly characterized without reference to their bodily dimensions and relations to the physical and social environment (Gallagher, 2005; Haugeland, 1998). In addition, the assumption of a strict separation between experience (perception, emotion, sensation) and action is abandoned in favor of an action-oriented understanding of embodied experience (Brooks, 1991; Clark, 1997; Hurley, 1998; Noë, 2005; O’Regan & Noë, 2001). Enaction refers to the dynamic integration of perception, cognition, and knowledge with action, so that there is no non-arbitrary distinction between perception and action—“enaction” denotes the unified sensorimotor activity that takes the place of what formerly was conceptualized as distinct capacities. The resulting image is an integrative, holistic understanding of how an embodied cognitive agent is constitutively embedded in its environment. Enactive approaches are anti-representationalist in their conception of an agent’s relation to its world not as a spectatorial view of an “outside” reality, but as an interactive process in which an intimate organism-environment mutuality is established (or, in other words, “enacted”).

An enactive understanding of the mind sidelines the classical “sandwich model” that long dominated cognitive science21—the obsolete strict distinction between perceptual input, central cognition (often conceived as computationally manipulated mental representations), and behavioral output—thereby abandoning the assumption of clearly identifiable interfaces between mind, body, and world (Noë, 2005, 2009; Thompson, 2007; Varela, Thompson, & Rosch, 1991).

A further focus of the emerging picture is on intersubjectivity: human experience consists of modes of relating to the world that are socially shared, while the experienced world itself is, in this way, revealed as a social lifeworld from the outset (de Jaegher & di Paolo, 2007; Gallagher, 2008, 2009, this volume). To be sure, the 4EA discourse is itself potentially at risk of becoming the sally port of some rather uncritical reception within the humanities and, elsewhere, of (popular) neuroscience. For example, the sudden, widespread focus on emotions and affective capacities (see Damasio, 1995; LeDoux, 1996)—sometimes strikingly simplistic—has been eagerly taken up by a popular self-management literature (see, for example, Goleman, 1995; for helpful critique, see the essays in Karafyllis & Ulshöfer, 2008; see also Malabou, 2008). Thin conceptualizations of “social intelligence” (again, Goleman, 2006) have proliferated in the domains of education, popular psychology, and business management; similarly, the recent resurgence of discourses on embodiment and bodily capacities bear traces of problematic biologism. It is important to maintain the complexity of these themes and to examine how they are appropriated. Critical neuroscience is thus committed to putting those theories, discourses, and trends that it draws on itself under constant scrutiny.22

Historically, many of the approaches sketched above continue the legacy of the phenomenological tradition, drawing on Husserl, Heidegger, and Merleau-Ponty, and their early sociological followers such as Schütz (1974), Gurwitch (1931/1978), and Berger and Luckmann (1966). Much of the new work that links the phenomenological tradition with recent research in the cognitive sciences has been focused on the nature of experience, especially on the ways of embodiment, the integration of motor skills with perceptual capacities, and externalist approaches to mental content. Only recently have some scholars started to address the broader consequences of the situatedness and social embeddedness of cognitive capacities (Gallagher, this volume; Gallagher & Crisafi 2009; Protevi, 2009). If it is true that experience, cognition, action, and personhood are intelligible only as constitutively situated, as emerging from and co-varying with our natural and social environments, then it becomes a task of great importance to understand and analyze how all those “cognitive extensions” are organized, how they develop and by whom they are managed. Reflexive knowledge of this kind is a precondition in a project of active engagement and conscious participation in the construction, critique, and re-construction of the social and institutional environments that create our modern lifeworld. The broad ensemble of social institutions, of shared practices, symbol systems, predominant habits, the public spaces of possibilities as established and regulated by the economy, the media, the educational and medical systems are crucial scaffolds of subjectivity with immediate relevance for all of our lives.

Critical neuroscience is explicit about the political dimension that emerges from this theoretical perspective. Just like the social world, the human mind is partly of our own, historical making—critical reflexivity about the situatedness of subjectivity, and equally of the role of novel technoscientific developments, allows us to be aware of (and ready to intervene in) the various processes that shape it. While strands of cognitive science and philosophy of mind have been re-focused towards insights from the phenomenological tradition, the social and political dimensions of our mental constitution have not yet garnered enough attention, scholarly effort, and reformist initiative. These are among the key dimensions of our notion of critique in the project of critical neuroscience. We come back to this in much more detail in Chapter 1.

Outline of Chapters

This volume serves preparatory purposes. The collective chapters focus on developments in and around the neurosciences from diverse disciplinary perspectives, with some authors honing in on potentially problematic aspects of research and its applications, while others explore initial ideas as to how a constructive engagement between the human sciences and neuroscientific theory and practice could take shape. Some of the chapters actively interrogate possible approaches to critique and to constructive enrichment of neuroscience, demonstrating the necessary self-reflexivity of critical perspectives. Overall, the texts collected here serve to open up a discursive and—subsequently—practical space for a critical analysis and constructive engagement with neuroscientific approaches. They address neuroscience researchers who develop paradigms and interpret data, historians studying the development of the brain sciences and the metaphors of mind–brain, sociologists tracing the economic and cultural contexts of contemporary “brain facts” and their application, anthropologists observing the practices of scientists who operationalize and disseminate neuroscientific phenomena, philosophers engaged in drawing larger consequences from current work in the human sciences, practitioners in fields such as medicine, education, or the law, policy makers and representatives of funding agencies, and—not least—the public at large. Such a broad, inclusive, discursive space has so far been absent from institutionalized neuroscience research and training.

Specifically, this collection assembles contributions from the areas of philosophy, history of science, anthropology, psychiatry, and of course neuroscience itself to provide an informed picture of the current situation at the intersection between cognitive, affective, and social neuroscience, the humanities and various areas of social practice and policy.

In Part I, entitled Motivations and Foundations, the basic assumptions and premises behind the idea of a critical neuroscience are explored. Not surprisingly, most chapters in this first part of the volume are predominantly philosophical in nature as they outline what it could mean to integrate “critique” into neuroscience research, and analyze the conceptions of nature and naturalness that are put forward by neuroscientists. What we hope to bring into focus here is the potential for mutual enrichment of critical theorizing with empirical approaches in the neuro and cognitive sciences.

In Chapter 1, we extend the ideas of this introduction and offer a programmatic proposal for a critical neuroscience. In particular, we focus on the concept of critique and on the possible ways it could be implemented in the vicinity of actual research processes. Obviously, things have changed a lot since the heyday of social critique in the 1960s and 1970s: the geopolitical changes in the past 20 years alone have altered the political climate, while the university system and research have undergone clear structural changes, in line with changes in the capitalist economy23. Openly political forms of critique within academia or science have largely fallen into disrepute, and many of the catchwords of social critique such as positivism, objectivism, instrumental rationality, or interest dependence have lost their currency. However, it would be wrong to suggest that the problems to which these initial critical movements responded have disappeared, let alone been resolved.

In the opening chapter, we propose a dual strategy for critical neuroscience: on the one hand a constructive approach to enrich research perspectives by assembling construals of phenomena captured in the full fabric of meaningful relations that contribute to their significance as focal “matters of concern”—in effect a call to adopt a hands-on approach that embeds and involves the critic within interdisciplinary research. On the other hand, we formulate a proposal for a multi-dimensional critical investigation of neuroscience-in-context that reckons with various biases, ideological influences, interest-driven “overclaim,” skewed representations of research findings by practitioners and the media, tacit schemes and frames of judgment that distort rather than illuminate relevant phenomena, institutional “pathologies” such as colonizing tendencies of research agendas and the construction and politically problematic deployment of expert knowledge to serve specific—for example corporate—interests.

Clearly, this dual strategy is not without intrinsic tensions, but, as we will argue, it is the only viable response to the highly ambivalent and immensely complex institutional and cultural context of today’s neuroscience, which in itself obviously comprise a heterogeneous multitude of approaches, techniques, and institutions, embedded within multiple disciplinary and corporate affiliations. The opening chapter concludes with the outline of several contributing activities that, when implemented together, could fuel the idea of a self-reflective and socially responsive scientific practice in the neuroscience lab.

In Chapter 2, neurobiologist and public commentator on neuroscience in society, Steven Rose, provides an assessment of some of the most problematic tendencies he has observed in his discipline, in particular the problem of turning methodological necessities into philosophical, even metaphysical, commitments. He describes how the sensible research strategy of isolating single components out of the vast complexity of the overall nervous system in its natural context (methodological reductionism) too often degenerates into crude ideology when its experimental data are later taken as accurate descriptions of the original phenomena under study. The concept of consciousness is a case in point: as an object of neuroscientific study, consciousness is often conceptually reduced to mere “awareness,” while all the richer connotations that link it to history, culture, group, class, or deeper aspects of personality are lost from view. Rose emphasizes that reductionist ideologies become particularly disturbing in combination with novel neurotechnological developments such as smart drugs or brain-based monitoring devices and the increasing political push for their application in society. Rose urges neuroscientists to develop a biosocial understanding of the person as embodied and culturally embedded to counter the neurocentrism of exclusively focusing on isolated brains.

Martin Hartmann’s contribution (Chapter 3) relates some of the goals of critical neuroscience to the tradition of Frankfurt School critical theory. Hartmann poses the question of whether there can be a “critical theory of the neurosciences” and whether “neuroscience is positivistic.” To answer such questions, Hartmann revisits several stages in the development of critical theory, starting with Max Horkheimer’s founding documents written in the 1930s, and spanning both early and later periods of Jürgen Habermas’ writings. Hartmann concludes that the traditional forms of critique cannot be applied in a straightforward manner to the current methods and theories in the neurosciences, primarily because these have moved well beyond the detached, theoretical, and value-neutral inquiry characteristic of older “positivistic” science. Importantly, today, many neuroscientists readily engage in intervention-oriented, or applied, research, proposing social reforms on the grounds of alleged insights into the natural workings of human beings. In response to these novel “normative first-nature arguments,” Hartmann calls for a modified approach to critique—an approach that places neuroscientific construals of nature or naturalness under scrutiny. As an example, Hartmann points to the striking parallels between descriptions of brain organization and prescriptions for the ideal employee in today’s corporate capitalism. Is the focus in both on flexibility, non-hierarchical networks, self-organization, and adaptability merely accidental? Or is it a symptom of a tendency of a larger-scale naturalization of social categories in which neuroscience unwittingly takes a leading role?

Continuing the discussion of thought originating in Frankfurt School critical theory, phenomenologist Shaun Gallagher, in Chapter 4, reverses the direction of questioning, suggesting that the relation between critical theory and cognitive neuroscience could be a two-way street. Agreeing that critical theory can aid in the assessment of current neuroscientific work, he suggests in addition that it might itself benefit from being more closely aligned with current empirical work in neuroscience—on the condition that these latter approaches avoid reification of human capacities and crude reductionism. Specifically, Gallagher explores approaches to intersubjectivity and social cognition that can help provide an empirical footing for approaches in critical theory. At the same time, he makes use of phenomenological considerations to critique certain problematic empirical and conceptual approaches to understanding others; for instance the exaggerated mentalism and universalism of both “theory theory” and “simulation theory” in the understanding of other minds. Defending his own enactivist interaction theory of social cognition, Gallagher puts research on “mirror neurons” in perspective, divorcing it from problematic conceptual baggage and notorious over-interpretation. With this well-informed theoretical and empirical perspective in hand, he returns to the writings of critical theorists, notably Habermas and Honneth, to suggest improvements with regard to the conceptualizations of intersubjectivity these employ.

Part II, Histories of the Brain, collects chapters from three historians who provide evidence that neuroscience, as it is commonly understood today—the discipline which investigates mind–brain problems and which will provide biological solutions to human nature—has not always been so. They chart historical developments in metaphors, models, narratives, and disciplines to offer a sobering antidote to the tone of self-confidence and conviction that permeate contemporary neuroscience and drive its expansion and applications. These contributions elegantly demonstrate how the relation of mind and body and notions of human nature, and their relationship with the brain, have relied—and continue to rely—on our available cultural metaphors at any moment in time, guiding our theories and investigations of brain function in particular directions. Such insights push us to step back a little, reminding us that neuroscientific questions, models, and results are not simply driven by scientific advances but are always historically and culturally contingent, challenging us not to take today’s solutions as the final answers.

Cornelius Borck demonstrates, for example, in Chapter 5, how the brain, the organ for understanding the condition humaine over the last two hundred years, has been analogized by neuroscientists with an array of different tools, each one serving to explain the brain and accentuate specific functions, be it in terms of a psychic tape recorder, a telephone, radio, or an inscription device. Charting the changing metaphors of the brain from the late eighteenth century to contemporary neuroscience, Borck shows how machines, communication technology, or the computer have functioned as metaphorical linkages, mediating between the world of biological functions and the realm of everyday-life experiences, and structuring neuroscientists’ view of the make-up and function of the brain in terms of their technical functionality as well as by their cultural significance. The instability of a metaphor for the brain in neuroscience, compared to other organs such as the heart—likened for a long time to a pump—reflects, according to Borck, the cultural status given to the brain, as an organ holding answers to mysteries about human nature, so complex that it escapes stable analogies. As the computer metaphor wanes and we enter the realm of the plastic brain viewed “at work” through neuroimaging, Borck concludes with challenging questions about the next top model for the brain, and about our relationships to the models and metaphors in the age of “brainhood,” when “we are our brains.”

In Chapter 6, Max Stadler argues that many such historical narratives, which focus for example on cybernetics, take a myopic view of neuroscience, conflating neuroscience with the brain. Such a view, Stadler claims, serves to conceal rather than reveal the more “mundane determinants” of the field of neuroscience during the last half century, which belong in the realms of molecular biology, physics, and engineering. Stadler’s insistence on a more empirically informed history aims to set straight existing narratives about the history of neuroscience which tend not only to view the field brain-centrically (rather than attending to the decidedly less exciting parts of the nervous system such as reflexes) but also to represent its trajectory as a revolutionary one, culminating, thanks to new technology, in solutions to societal problems through a newly-arrived exposure of the “true” human nature. Historians, he cautions, need to remain wary of reinforcing rather than deflating the novelty rhetoric and the sense of exigency—and in order to do so, it is necessary to contextualize neuroscience within the broader scheme of intellectual and socio-political sea-changes including, for example, transformations in the academic research sector. In shifting our gaze away from the wildest visions of neuroscience’s future to the subtleties of its more prosaic past, Stadler makes explicit the dilemmas for critical neuroscience to maintain its critical impetus, raising challenging questions about the meaning and goals of critique within the current academic climate.