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  1. The Limits of Reason: Indeterminacy in Law, Education, and Morality. Ellett Jr - 1994 - Paideusis: Journal of the Canadian Philosophy of Education Society 7 (2):29-33.
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  • Kant’s Emergence and Sellarsian Cognitive Science.Richard McDonough - 2014 - Open Journal of Philosophy 4 (1):44-53.
  • Sociogenesis, coordination and mutualism.Ivan Leudar - 1991 - Journal for the Theory of Social Behaviour 21 (2):197–220.
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  • Unistus tõelisest teadusest.Enn Kasak - 2008 - Studia Philosophica Estonica 1 (3):61-80.
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  • The scope of hermeneutics in natural science.Patrick A. Heelan - 1998 - Studies in History and Philosophy of Science Part A 29 (2):273-298.
    Hermeneutics, or interpretation, is concerned with the generation, transmission, and acceptance of meaning within the lifeworld, and was the original method of the human sciences stemming, from F. Schleiermacher and W. Dilthey. The `hermeneutic philosophy' refers mostly to Heidegger. This paper addresses natural science from the perspective of Heidegger's analysis of meaning and interpretation. Its purpose is to incorporate into the philosophy of science those aspects of historicality, culture, and tradition that are absent from the traditional analysis of theory and (...)
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  • Wittgenstein and Ant-watching.Deborah M. Gordon - 1992 - Biology and Philosophy 7 (1):13-25.
    Research in animal behavior begins by identifying what animals are doing. In the course of observation, the observer comes to see animals as performing a particular activity. How does this process work? How cn we be certain that behavior is identified correctly? Wittgenstein offers an approach to these questions. looking at the uses of certainly rather than attempting to find rules that guarantee it. Here two stages in research are distinguished: first, watching animals, and second, reporting the results to other (...)
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  • Meaning, prototypes and the future of cognitive science.J. Brakel - 1991 - Minds and Machines 1 (3):233-257.
    In this paper I evaluate the soundness of the prototype paradigm, in particular its basic assumption that there are pan-human psychological essences or core meanings that refer to basic-level natural kinds, explaining why, on the whole, human communication and learning are successful. Instead I argue that there are no particular pan-human basic elements for thought, meaning and cognition, neither prototypes, nor otherwise. To illuminate my view I draw on examples from anthropology. More generally I argue that the prototype paradigm exemplifies (...)
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  • The completeness of physics.David Spurrett - 1999 - Dissertation, University of Natal, Durban
    The present work is focussed on the completeness of physics, or what is here called the Completeness Thesis: the claim that the domain of the physical is causally closed. Two major questions are tackled: How best is the Completeness Thesis to be formulated? What can be said in defence of the Completeness Thesis? My principal conclusions are that the Completeness Thesis can be coherently formulated, and that the evidence in favour if it significantly outweighs that against it. In opposition to (...)
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  • In the Beginning was Game Semantics?Giorgi Japaridze - 2009 - In Ondrej Majer, Ahti-Veikko Pietarinen & Tero Tulenheimo (eds.), Games: Unifying Logic, Language, and Philosophy. Springer Verlag. pp. 249--350.