The problem of what Philosophy is and how it relates to the contemporary concern with thinking and reasoning is one of the first items on the agenda when introducing teachers to Philosophy for Children. Professor Cannon began offering the teachers he trains an overview of these subjects in an attempt to give them a map to some of the areas he and they were to examine during the subsequent workshop. The following is a result of our collaboration in refining this (...) material, which we now use in our teacher training workshops. We offer it in hope that it will be of use to others. (shrink)

This essay proposes that Polanyi’s tacit knowing – specifically his conception of tacit knowing as cognitive contact with reality – should be construed as fundamentally a knowing by acquaintance – a relational knowing of reality, rather than merely the underlying subsidiary component of explicit representational knowledge. Thus construed, Polanyi’s theory that tacit knowing is foundational to all human knowing is more radical than is often supposed, for it challenges the priority status of explicit representational knowledge relative to tacit acquaintance knowledge, (...) which has been the dominant paradigm for most of the Western epistemological tradition. (shrink)

The modern critical tradition’s strategy for defeating the demon of self doubt and securing certainty, as Hannah Arendt has written, restricts serious candidates for belief to those whose conditions of truth can be rendered wholly immanent to focal consciousness within a point of view that is simply taken for granted. Thereby it forecloses the possibility of recognizing the partiality of its own perspective vis-a-vis that of others, taking into account the relevant perspectives of other persons, and reaching any kind of (...) sense in common between perspectives. The institutionalization of this strategy in 20th century academic life is amply and insightfully documented in Bruce Wilshire’s Moral Collapse of the University. Michael Polanyi, in his writings, adumbrates a post-critical intellectual ethos in whichthe making of sense in common between persons of differing perspective is central to the enterprise of teaching, learning, and research. Key elements of such an intellectual ethos are articulated and explored. (shrink)

David Naugle’s book, Worldview: The History of a Concept, offers a comprehensive, interdisciplinary history and analysis of the concept of worldview from an Evangelical Reformed perspective with the aim of converting it to Christian use-specifically, to disabuse it from association with historicisnl, relativism, and anti-realism. Despite his theological agenda, his wide ranging discussion provides good food for thought to anyone interested in the nature, history, and developnlent of the concept of worldview and the problems of historicism, relativism, and anti-realism. While (...) his account of Polanyi’s understanding of worldview in connection vvith the natural sciences is sympathetic and sound, he does not draw as fully as he could have on the resources of Polanyi’s thought in developing his own more general understanding of worldview. (shrink)

My intent is to paint in rather broad strokes Bill Poteat’s intellectual agenda, as I came to understand it, and how Michael Polanyi fit into that agenda for Poteat alongside other major intellectual mentors. Bill’s agenda was to expose critically and, so far as possible, to counter the fateful consequences of what he called the “prepossessions of the European Enlightenment” regarding human knowing, human doing, and human being. Although his work involved conceptual analysis, the nature of this conceptual-archaeology was far (...) more profound than what usually goes by the name “conceptual analysis” or “cultural conceptual analysis.” In effect it sought first to bring to light how the conceptual resources by which modern intellectuals reflectively consider anything, fatefully result in a state of self-abstractedness – indeed, a kind of culturally constituted insanity – that loses touch with the actual, concrete object of one’s concern, with one’s actual concrete self, and with the wellsprings of one’s intellectual passion and creativity. Second, Bill sought to cure this cultural insanity, person by person, by ushering his students and readers into re-placement of themselves into themselves, in possession of themselves, within the concrete context of their embodied personhood. Poteat called attention to the way that our powers of reflection quite systematically forget their contextual rootedness in this cultural matrix and, beneath that, in our lived bodies – ultimately in our personhood. Polanyi served to assist Poteat in this endeavor, I believe, as much as, or more than, did any other of Poteat’s several intellectual mentors. (shrink)

n this paper I venture to bring out and disclose an element of faith at the heart of the kind of critical inquiry that we encourage and foster in philosophy with children. It is clearly distinct from doubt, the kind of doubt we customarily associate with what makes critical thinking critical, but, properly understood, it grants to doubt and critical reflection essential roles in the process. What I mean by “faith” in this connection may be understood as trust and confidence (...) in the process of thoughtful inquiry. Our coming to recognize the centrality of faith in this sense within philosophy with children may entail some changes in our thinking about where philosophy with children fits into the larger cultural movements of our time and as well about how involvement in philosophy with children bears upon the beliefs and traditions of the sub-cultural backgrounds of children who participate. I should make clear that my perspective is informed by the philosophical insights of Michael Polanyi into what he calls the tacit dimension of all kinds of knowing, even the most rigorous and formal, especially considering knowing as an ongoing process. Polanyi focuses a great deal on what he speaks of as “the fiduciary [i.e., faith] coefficient of our knowing” – indeed, of all explicit propositions we may happen to entertain or hold. He takes as his paradigm of knowing the anticipation of an approaching discovery, whether in the natural sciences or in other areas. I will also relate my discussion to the well-known controversy between W. K. Clifford’s “The Ethics of Belief” and William James’ “The Will to Believe.” I contend that James’ most important point in that controversy has much more to do with general epistemology than philosophy of religion. (shrink)

This paper essays an account of William H. Poteat's teaching--both what he taught and how he taught--as an effort to bring his students to a realization of the bankruptcy of the modern critical sensibility and help them negotiate a transition to a post-critical intellectual sensibility. Enigmatic aspects of his teaching become intelligible through considering them in light of traditional disciplines of spiritual formation.

This article is a review of Deep Postmodernism by Jerry H. Gill. In this book Gill juxtaposes and compares the philosophies of Whitehead, Wittgenstein, Merleau-Ponty, Polanyi, and Austin—philosophies that on the surface are very different but, examined closely, are remarkably complementary and convergent in respect of their challenging and revising key assumptions of modern thought relating to topics of reality, linguistic meaning, embodiment, and knowing. Their critiques resonate with several of the critiques of well-known postmodern thinkers but go deeper by (...) reconstructing the key assumptions in question. I compare Gill’s conception of deep postmodern philosophy with Polanyi’s conception of post-critical philosophy. Gill’s book is significant in setting out in one place the beachhead that these five thinkers (and others akin to them) have established in overcoming the philosophically sterile dead-ends that modernist and postmodernist thought have bequeathed us. (shrink)

This paper represents one attempt to implement a post-critical approach to teaching introduction to philosophy, in contrast with the usual approach which serves to re-establish the critical paradigm that Polanyi’s “post-critical philosophy” is meant to challenge and displace. It aims to have students discover their own fiduciary access to reality and rely upon it while slowly building competence in critical analysis of the principal intellectual options in the history of philosophy.

This brief essay summarizes the content of the current issue of Tradition and Discovery which is devoted to a symposium on similarities between and relevance to each other of the work of Blythe Clinchy, one ofthe authors of Women’s Ways of Knowing, and the work of Michael Polanyi. The background of Women’s Ways of Knowing is sketched for readers without independent familiarity with it.

This article is a review of Deep Postmodernism by Jerry H. Gill. In this book Gill juxtaposes and compares the philosophies of Whitehead, Wittgenstein, Merleau-Ponty, Polanyi, and Austin—philosophies that on the surface are very different but, examined closely, are remarkably complementary and convergent in respect of their challenging and revising key assumptions of modern thought relating to topics of reality, linguistic meaning, embodiment, and knowing. Their critiques resonate with several of the critiques of well-known postmodern thinkers but go deeper by (...) reconstructing the key assumptions in question. I compare Gill’s conception of deep postmodern philosophy with Polanyi’s conception of post-critical philosophy. Gill’s book is significant in setting out in one place the beachhead that these five thinkers have established in overcoming the philosophically sterile dead-ends that modernist and postmodernist thought have bequeathed us. (shrink)

Six years as a trainer of teachers in the Philosophy for Children Program as affected my thinking in a number of ways. One major way, which I choose to dwell upon here, pertains to my thinking about what it is that makes up good reasoning in practice and how that might best be learned. I wish to argue that good reasoning is best understood not as a set of isolatable skills, attained and possessed by an individual, but as a social (...) practice, specifically: a virtue or set of virtues, learned and practiced in community with others. (shrink)

This brief essay summarizes the content of the current issue of Tradition and Discovery which is devoted to a symposium on similarities between and relevance to each other of the work of Blythe Clinchy, one ofthe authors of Women’s Ways of Knowing, and the work of Michael Polanyi. The background of Women’s Ways of Knowing is sketched for readers without independent familiarity with it.

This paper essays an account of William H. Poteat's teaching--both what he taught and how he taught--as an effort to bring his students to a realization of the bankruptcy of the modern critical sensibility and help them negotiate a transition to a post-critical intellectual sensibility. Enigmatic aspects of his teaching become intelligible through considering them in light of traditional disciplines of spiritual formation.

These reflections summarize and critically respond to Esther Meek’s Longing to Know: The Philosophy of Knowledge for Ordinary People (Grand Rapids, MI: Brazos Press/Baker Book House, 2003. Pp. 208.$16.99. ISBN 1-58743-060-6). The book seeks to explain on the basis ofthe ideas of Michael Polanyi how ordinary acts of knowing happen to work, how they are indeed instances of genuine knowing, and, incomparison with them, how knowing God can possibly work and be a live possibility. Meek’s argument’s most vulnerable premise is (...) its unquestioned acceptance of Scripture as an authoritative guide, which directly raises the question whether Meek’s position is fully post-critical in the sense identified by Polanyi, and indirectly raises the question how Meek is able to handle religious pluralism. (shrink)

These reflections summarize and critically respond to Esther Meek’s Longing to Know: The Philosophy of Knowledge for Ordinary People . The book seeks to explain on the basis ofthe ideas of Michael Polanyi how ordinary acts of knowing happen to work, how they are indeed instances of genuine knowing, and, incomparison with them, how knowing God can possibly work and be a live possibility. Meek’s argument’s most vulnerable premise is its unquestioned acceptance of Scripture as an authoritative guide, which directly (...) raises the question whether Meek’s position is fully post-critical in the sense identified by Polanyi, and indirectly raises the question how Meek is able to handle religious pluralism. (shrink)

A better written introduction to what the Philosophy for Children Program is meant to be like in sustained practice is not likely to be found than this book. There have been transcripts published of good philosophical discussions by children accompanied with insightful commentary in Analytic Teaching and Thinking: The Journal of Philosophy for Children. Yet before this book, there has not been a comprehensive sampling of such discussions with a commentary that pulls it all together. What makes it even more (...) attractive is that it is written so that the primary focus is places where it should be - namely, on the children's philosophical inquiries as something worthy of the reader's attention for their own sake, rather than on some extrinsic concern such as a theory about children's thinking, a discussion of the Philosophy for Children Program, or a set of philosophical theses that the children just happen to have been exploring. (shrink)

My intent is to paint in rather broad strokes Bill Poteat’s intellectual agenda, as I came to understand it, and how Michael Polanyi fit into that agenda for Poteat alongside other major intellectual mentors. Bill’s agenda was to expose critically and, so far as possible, to counter the fateful consequences of what he called the “prepossessions of the European Enlightenment” regarding human knowing, human doing, and human being. Although his work involved conceptual analysis, the nature of this conceptual-archaeology was far (...) more profound than what usually goes by the name “conceptual analysis” or “cultural conceptual analysis.” In effect it sought first to bring to light how the conceptual resources by which modern intellectuals reflectively consider anything, fatefully result in a state of self-abstractedness – indeed, a kind of culturally constituted insanity – that loses touch with the actual, concrete object of one’s concern, with one’s actual concrete self, and with the wellsprings of one’s intellectual passion and creativity. Second, Bill sought to cure this cultural insanity, person by person, by ushering his students and readers into re-placement of themselves into themselves, in possession of themselves, within the concrete context of their embodied personhood. Poteat called attention to the way that our powers of reflection quite systematically forget their contextual rootedness in this (multi-leveled) cultural matrix and, beneath that, in our lived bodies – ultimately in our personhood. Polanyi served to assist Poteat (and his students) in this endeavor, I believe, as much as, or more than, did any other of Poteat’s several intellectual mentors. (shrink)

This essay is an attempt to share the experience of staff developers in Philosophy for Children within the Pacific Northwest. I write as the Director of Philosophy for Children, Northwest, located on the campus of Western Oregon State College in Monmouth, Oregon, in which capacity I have been coordinating staff development in Philosophy for Children within the Pacific Northwest since 1981. Currently, both Liz Lyell of Seattle, Washington, and John Thomas of Portland, Oregon, work with me in staff development. All (...) three of us are employed virtually full-time in college teaching, severely limiting our possibilities for in-classroom staff development, though each of us has done a little of this above and beyond conducting intensive workshops conducted by a single staff developer. The remarks which follow primarily reflect my own experience, but they substantially reflect the experience of Liz and John as well. (shrink)

This essay attempts to clarify certain aspects of Polanyi’s version of comprehensive realism: the irreducible role of responsible personal commitment as transcending human subjectivity in any meaningful reference to transcendent reality, and thus for any coherent realism; realism as a fundamental presupposition of intellectual responsibility in the humanities and in the sciences; a conception of intrinsic meaning characterizing real things, in greater and lesser degrees; a conception of embodied tacit knowing as a relational, acquaintance knowing that achieves contact with reality-in-itself, (...) transcending our grasp – hence, transcending our representational or propositional knowing. (shrink)

The Association of Staff Developers in Philosophy for Children came into being in 1988. It was the result of staff developers feelin a need to be a part of an ongoing community of inquiry among themselves concerning problems of staff development, drawing upon our collective experience as staff developers, and recognizing our autonomy as philosophers. At the San Antonio Symposium in April of 1989, an Excutivr Board of 5 persons was elected: Marie Hungerman, Gerard Potvin, Cynthia Duque, Ron Reed, Ann (...) Sharp, and myself, Dale Cannon, as President, One of our decisions at that meeting was to solicit reports from different Centers of Philosophy for Children on their experience with different formats of staff developement and publish them in Analytic Teaching. The longer range goal was inclusion in a projected resource manual for staff development. (shrink)

This book explores aspects of William H. Poteat’s philosophical anthropology, which proposes a post-critical alternative to the prevailing dualistic conception of the person and opens a path to recovery of the pre-reflective ontological ground of the person where our personhood can be recovered and re-appropriated.

In a number of recent discussions of non-standard, Philosophy programs vaarious ages have been identified as the focus for spontaneous or exceptional interest in philosophising. Such claims, supporting a particular population as naturally suited to philosophical inquiry, are based as often as not, on anecdotes that exhibit telling instances of philosophical activity. Needless to say, such motivated activity occurring spontaneously and outside of a formal classroom may occur in many contexts and at various ages. If professional educators egar to support (...) philsophical programs on the basis of the naturalness of the philosophical enterprise are to warrant their interest on the basis of claims to age-appropriateness, some reasonable attempt at gathering empirical data is required. We offer the questionaire on the following pages as a probe to be used by interested educators and others. (shrink)

This book explores aspects of William H. Poteat's philosophical anthropology, which proposes a post-critical alternative to the prevailing dualistic conception of the person and opens a path to recovery of the pre-reflective ontological ground of the person where our personhood can be recovered and re-appropriated.

This article reviews Michael Polanyi’s Post-Critical Epistemology by Andy F. Sanders but goes on to articulate certain crucial aspects of Polanyi’s post-critical understanding of truth that seem to be overlooked in Sanders’ account and which challenge conventional analyses of truth.