Andrew Fisher

This photowork presents extracts from a conversation between myself and Andrew Fisher, discussing two interconnected bodies of work: Counterfactual Departures (Bangkok Winter Gardens) (2023) and The Mute (2025). Both series use generative imaging platforms, Midjourney and ChatGPT as a form of speculative imaging practice. Counterfactual Departures is a series of synthetic images reimagining my Thai mother’s migration from Bangkok to Sydney as an event undocumented in photographs, drawing on prompts that capture a fragmented migration story with images that fails to fill a familial archive. The Mute expands from this personal specificity to the broader historical context of Thai women’s migration during the late 1960s and 1970s, drawing on archival resources. The dialogue examines the implications of using generative imaging as a technology of memory within the limitations of statistical aggregation and ethical safeguards set by imaging platforms. Our conversation considers the limitations of prompting historical trauma and its erasure or replacement while covering creative strategies used in both of the works. This includes a reflection of the way style, whether documentary or staged photography, functions as a referent in generative systems, determining the visualization of historical subjects, along with synthetic imaging’s speculative ‘what-could-have-been’ as a structure for collapsing personal and collective histories. We foreground how the qualities of AI imagery become part of an aesthetic strategy to consider the collapsing of cultural, historical, and personal narratives in datasets and the enduring influence of photographic conventions on how bodies, especially women’s bodies, are represented when mediated by generative AI.

This paper outlines a teaching initiative designed to introduce philosophy to sanctuary seekers and refugees. Despite facing challenges such as scheduling conflicts and inconsistent attendance, the program demonstrated success. Participants displayed a notable comfort with the student-centred pedagogy, exhibited trust in their fellow students, and expressed a willingness to share their perspectives. Additionally, the program shed light on a distinct conception of education and assessment within the sanctuary seeker and refugee community. One notable, and perhaps surprising, insight from our study is that there is no compelling rationale to believe that the study of philosophy provides a greater benefit to sanctuary seekers and refugees compared to any other group. However, it is abundantly clear that it does indeed yield positive results.

Do moral facts exist? What would they be like if they did? What does it mean to say that a moral claim is true? What is the link between moral judgement and motivation? Can we know whether something is right and wrong? Is morality a fiction?_ Metaethics: An Introduction_ presents a very clear and engaging survey of the key concepts and positions in what has become one of the most exciting and influential fields of philosophy. Free from technicality and jargon, the book covers the main ideas that have shaped metaethics from the work of G. E. Moore to the latest thinking. Written specifically for beginning students, the book assumes no prior philosophical knowledge. The book highlights ways to avoid common errors, offers hints and tips on learning the subject, includes a glossary of core terms, and provides guidance for further study.

_Arguing about Metaethics_ collects together some of the most exciting contemporary work in metaethics in one handy volume. In it, many of the most influential philosophers in the field discuss key questions in metaethics: Do moral properties exist? If they do, how do they fit into the world as science conceives it? If they don’t exist, then how should we understand moral thought and language? What is the relation between moral judgement and motivation? As well as these questions, this volume discusses a wide range of issues including moral objectivity, truth and moral judgements, moral psychology, thick evaluative concepts and moral relativism. The editors provide lucid introductions to each of the eleven themed sections in which they show how the debate lies and outline the arguments of the papers. _Arguing about Metaethics_ is an ideal resource text for students at upper undergraduate or postgraduate level.

This interview with Daniel Rubinstein was conducted by Bernd Behr and Andrew Fisher over the summer of 2024. It marks the point at which Daniel resigned his editorship of Philosophy of Photography, which he co-founded with Andrew in 2010. The interview covers these events and their relation to the genesis and the continuing development of Daniel’s intellectual project. Since the 1990s, his work has sought to bring the critiques of representation developed in continental philosophies to bear on the understanding of photography, especially in light of its transformation by networked digital imaging technologies. The interview explores these questions in relation to various publications, with a special focus on Daniel’s 2023 book How Photography Changed Philosophy (Routledge).

This interview with the art historian and curator Julian Stallabrass was conducted by Alex Fletcher and Andrew Fisher over the winter of 2022–23. It takes as its point of departure Stallabrass’s recent and large-scale study Killing for Show: Photography, War, and the Media in Vietnam and Iraq (2020), in order to consider the changing ways in which images have been used to both document and to wage war. The interview explores Stallabrass’s central historical contrast between photography in the Iraq and Vietnam Wars. It considers the relative critical values of photojournalism and art in their engagements with violence and what the problems and possibilities of photojournalism tell us about the wider fate of liberal notions of the public sphere. The interview ends by linking these themes in Killing for Show to the photographic mediation of current conflicts and the visual cultures of contemporary capitalism.

This roundtable discussion is based on an online symposium – The Promise of Photography: Scale, Measure and Proportion in a Conflicted Visual Milieu – which took place on 17 September 2021. Since its inception, photography has promised to set things to scale, to grant them measure and proportion, a series of promises that have also entailed moments of irrationality or conflict that persist in and continue to shape the era of global networked digital imaging technologies. The symposium started out from the diagnosis that, whilst photography continues to promise an ordered, proportionate and measured world in which things can be set to their proper scale, it also acts in many ways as an agent of dismeasure, disproportion and the unscalable. In light of this, the roundtable discussion presented here examines a range of different meanings that scale, measure and proportion have accrued in the photographic context and sets out to explore conceptual frameworks and research methodologies through which the current situation might be understood.

This article sets out to substantiate an understanding of the photographic image as a constellation of scaled relations, with a focus on the significance of historically neglected questions of scale in and for the present. It explores two recurrent themes in Walter Benjamin’s writings: his celebrated methodological-epistemological concept of constellation and his less often remarked fascination for relationships of scale, processes of scaling and the scale effects these produce. These are investigated in light of the mutable and composite character of the contemporary photographic image and its unprecedented scale as a mass form. Key phenomena and prevalent conceptions of photography are approached as already structured by intercalated facts, operations and experiences of scale, scaling and scalability. On this basis, a constellation of three historical essays that examine questions of scale in photography is constructed. The guiding aim of this construction is that such a constellation might stand as a pre-history of scale and its significance in and for photography today.

This article focuses on documents made by the Soviet military secret service detailing the arrest, interrogation, trial and execution of Sergei Tret’iakov in Moscow in 1937. The original documents were published in Russian in 1997 as part of Return my Freedom, a collection of archival records edited by Vladimir Kolyazin that details the fate of Russian and German cultural figures who fell victim to the Stalinist terror. This record of Tret’iakov’s violent death has received little attention, even in Russia or in Russian studies. The book presents facsimiles of 60 separately numbered and dated sheets containing records of Tret’iakov’s arrest and the search of his home. There are two written confessions; a first short admission of guilt and a second longer account of his supposed crimes that also claims parts of the first to be fictitious. These are followed by a transcript of his interrogation, a very brief account of his trial and the even briefer report of his execution. A historical gap separates these from documents of Tret’iakov’s official rehabilitation in 1954 which his wife, Olga Tret’iakov was instrumental in securing. Return my Freedom also contains the record of her arrest, interrogation and release in 1937. The article presents translated extracts from the official record of Tret’iakov’s interrogation and execution for the first time in English, and it explores these documents in relation to core strategies and critical commitments that shaped Tret’iakov’s influential conception of Factography.

This interview with media anthropologist, Rebecca L. Stein, conducted by Noa Levin and Andrew Fisher in Spring 2023, takes her recent book Screenshots: State Violence on Camera in Israel and Palestine (2021) as its starting point in order to explore issues of state violence and the militarization of social media in Israel/Palestine. This book marks the culmination of a decade-long research project into the camera dreams introduced by digital imaging technologies and the fraught histories of their disillusionment. Stein discusses the way her research has critically conceptualized the recent history of hopes invested in the digital image in this geopolitical context, by the occupier as much as the occupied, and charts the failures and mistakes, obstructions and appropriations that characterize the conflicted visual cultures of Israel/Palestine.

This article introduces an evolving project of visual mapping initiated by Israeli photographers Miki Kratsman and Shabtai Pinchevsky under the title of Anti-Mapping. Placing this critical project in the context of the Israel/Palestine conflict, the article examines how Kratsman and Pinchevsky develop complex, strategic and critically sophisticated approaches to visualizing the conditions that produce victims of violence and that place Palestinian villages under threat of destruction. The article explores their strategic, technical and critical approaches to the difficulties of representing particular contested places in this geopolitical context.

From publisher's description: "On The Verge of Photography: Imaging Beyond Representation" is a provocative and bold rethinking of photography in light of the digital transformation and its impact on art, culture and society. Addressing the centrality of the digital image to our contemporary life, the fourteen new essays in this collection challenge the traditional categories of photographic theory – that of representation, evidence, documentation and the archive – and offer a fresh approach to its impact on aesthetics, contemporary philosophy and the political. Drawing on the networked human condition of embodiment, social media and bio-politics, 'On the Verge of Photography' offers an invaluable resource for students of visual culture, researches in the field of digital imaging and artists working with new media. Rubinstein, Golding and Fisher co-edited this volume

The question is not whether [“true” and “false”] are in practice applied to ethical statements, but whether, if they are so applied, the point of doing so would be the same as the point of applying them to statements of other kinds, and if not, in what ways it would be different. (Michael Dummett, quoted in Lynch 2001: 273) When I claim that “my bike is dirty” or that “the dinner is burning” what makes it the case that what I say is true or false? One intuitive answer would be that the statements are true if, as a matter of fact, my bike is dirty or the dinner is burning. Considering our day-to-day talk reveals that we believe there are facts which make our common-or-garden-variety statements true. We don’t of course believe that we know all such facts but nevertheless we still believe that if what we say is true then some fact makes it so.

In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by David Bakhurst who (on one reading, at least) takes a strong view, opposed to our own. On our reading, Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue that this is not the case; the connection does not hold. We then consider several ways we might weaken the alleged conceptual connection between teaching and knowledge, finally considering two ways of severing the conceptual connection altogether, whilst at the same time allowing that much teaching does indeed lead to the imparting of knowledge. We argue that such views are to be preferred.

COVID-19 caused levels of household food insecurity to spike, but the precarity of so many people in wealthy countries is an outgrowth of decades of eroding public provisions and labour protections that once protected people from hunger, setting the stage for the virus’ unevenly-distributed harms. The prominence of corporate-sponsored foodbanking as a containment response to pandemic-aggravated food insecurity follows decades of replacing rights with charity. We review structural drivers of charity’s growth to prominence as a hunger solution in North America, and of its spread to countries including the UK. By highlighting pre-pandemic pressures shaping foodbanking, including charities’ efforts to retool themselves as health providers, we ask whether anti-hunger efforts during the pandemic serve to contain ongoing socioeconomic crises and the unjust living conditions they cause, or contest them through transformative pathways to a just food system. We suggest that pandemic-driven philanthropic and state funding flows have bolstered foodbanking and the food system logics that support it. By contextualising the complex and variegated politics of foodbanking in broader movements, from community food security to food sovereignty, we reframe simplistic narratives of charity and highlight the need for justice-oriented structural changes in wealth redistribution and food system organisation if we are to prevent the kinds of emergency-within-emergency that we witnessed as COVID-19 revealed the proximity of many to hunger.

Should philosophy of race be taught as part of a philosophy degree? This paper argues that it should. After surveying 1,166 modules on offer in 2019–2020, across forty‐seven philosophy departments in the United Kingdom, however, the authors identified only one module devoted to philosophy of race. The paper presents this as a challenge to philosophy departments. It investigates one possible reason for this that concerns staff research interests; indeed, reading 728 staff research webpages the authors identified only twenty‐three that listed philosophy of race as a research interest. Even though this might go some way to explaining the lack of modules, however, it can’t be the whole picture. The paper suggests some areas relating to the philosophy curriculum in the United Kingdom that need some consideration.

Tailored to the Ethics components of AQA Philosophy and OCR Religious Studies. What does pleasure have to do with morality? What role, if any, should intuition have in the formation of moral theory? If something is ‘simulated’, can it be immoral? This accessible and wide-ranging textbook explores these questions and many more. Key ideas in the fields of normative ethics, metaethics and applied ethics are explained rigorously and systematically, with a vivid writing style that enlivens the topics with energy and wit. Individual theories are discussed in detail in the first part of the book, before these positions are applied to a wide range of contemporary situations including business ethics, sexual ethics, and the acceptability of eating animals. A wealth of real-life examples, set out with depth and care, illuminate the complexities of different ethical approaches while conveying their modern-day relevance. This concise and highly engaging resource is tailored to the Ethics components of AQA Philosophy and OCR Religious Studies, with a clear and practical layout that includes end-of-chapter summaries, key terms, and common mistakes to avoid. It should also be of practical use for those studying Philosophy as part of the International Baccalaureate or an introductory Philosophy course at university. Ethics for A-Level is of particular value to students and teachers, but Fisher and Dimmock’s precise and scholarly approach will appeal to anyone seeking a rigorous and lively introduction to the challenging subject of ethics.

Our thesis in this paper is that consideration of Wright’s account of what it is to be judgement-dependent leads us to the conclusion that teaching is judgement dependent. We begin with a consideration of Wright’s account of what it is to be judgement-dependent. We then make the case that teaching satisfies the conditions on what it is to be judgement-dependent. Our intention is not to delve into the independent plausibility of such a view. Our focus is simply on showing the connection between Wright’s account of judgement-dependence and what it is to teach.

Imagine you are a cycling fan and are watching Lance Armstrong decimate his rivals in the time trial up L’Alpe d’Huez. However, before the event ends you are called away from the TV. You quickly put a videotape in and press record. You get time to watch the video the next morning and have successfully avoided finding out the result. Are you as excited about watching the video as you were when you sat down to watch the event on TV? I suggest not. I think this example highlights an interesting topic that has escaped the atten- tion of philosophers of sport. The question I aim to answer in this article is, why are we significantly less interested in watching sport when we believe that we are not watching it at the same time as other people? Obviously, this presupposes an empirical claim, and it is to this that I first address myself. I then consider a number of ways of explaining this phenomenon, all of which I think ultimately fail. I then propose my own tentative explanation.

Do moral facts exist? What would they be like if they did? What does it mean to say that a moral claim is true? What is the link between moral judgement and motivation? Can we know whether something is right and wrong? And is morality a fiction? " Metaethics : An Introduction" presents a very clear and engaging survey of the key concepts and positions in what has become one of the most exciting and influential fields of philosophy. Free from technicality and jargon, this book covers the main ideas that have shaped metaethics from the work of G. E. Moore to the latest thinking. Written specifically for beginning students, this book assumes no prior philosophical knowledge. This book highlights ways to avoid common errors, offers hints and tips on learning the subject, includes a glossary of core terms, and provides guidance for further study.

Can we help philosophy students become employable without offending those who say that such a task is not the job of an academic? Can we do this by using the insights from the literature that suggest the most effective way to teach employability is a close link to employers? We are happy to report that the answer is ‘yes.’ In this paper we share what we achieved and why we believe it was effective. We briefly discuss the background and genesis of ‘Communicating Philosophy,’ our employability course. We provide a detailed description of the objectives and content of the lectures and seminars and reflect on how the course was received by students. We then, using the notion of ‘transfer’ and ‘boundary-crossing,’ reflect on why our approach has been successful. We end by discussing some limitations of our course and about how the course might be developed in the future.

_Arguing about Metaethics_ collects together some of the most exciting contemporary work in metaethics in one handy volume. In it, many of the most influential philosophers in the field discuss key questions in metaethics: Do moral properties exist? If they do, how do they fit into the world as science conceives it? If they don’t exist, then how should we understand moral thought and language? What is the relation between moral judgement and motivation? As well as these questions, this volume discusses a wide range of issues including moral objectivity, truth and moral judgements, moral psychology, thick evaluative concepts and moral relativism. The editors provide lucid introductions to each of the eleven themed sections in which they show how the debate lies and outline the arguments of the papers. _Arguing about Metaethics_ is an ideal resource text for students at upper undergraduate or postgraduate level.