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Insights and Illusions of Philosophy

Mind 83 (331):455-457 (1974)

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  1. Merleau-Ponty and the Intellectualist Theory of Perception.Pietro Terzi - 2024 - Journal of Transcendental Philosophy 5 (1):43-63.
    Merleau-Ponty’s relationship with his Sorbonne professor Léon Brunschvicg is usually disregarded or mentioned by scholars as a mere anecdote. Moreover, the rare discussions of the latter’s “critical idealism” usually take at face value Merleau-Ponty’s partial and biased account. In contrast, this paper argues that in order to understand the genesis of Merleau-Ponty’s thought, it is necessary to reassess Brunschvicg’s idealism and his views on the relationship between perception and scientific knowledge. Particular attention is drawn to a specific chapter of Brunschvicg’s (...)
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  • Modelling the psychological structure of reasoning.M. A. Winstanley - 2022 - European Journal for Philosophy of Science 12 (2):1-27.
    Mathematics and logic are indispensable in science, yet how they are deployed and why they are so effective, especially in the natural sciences, is poorly understood. In this paper, I focus on the how by analysing Jean Piaget’s application of mathematics to the empirical content of psychological experiment; however, I do not lose sight of the application’s wider implications on the why. In a case study, I set out how Piaget drew on the stock of mathematical structures to model psychological (...)
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  • ‘Ed Tech in Reverse’: Information technologies and the cognitive revolution.Andrew Feenberg Norm Friesen - 2007 - Educational Philosophy and Theory 39 (7):720-736.
    As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...)
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  • Phenomenological factors in Vygotsky’s mature psychology.Paul S. Macdonald - 2000 - History of the Human Sciences 13 (3):69-93.
    This article examines some of the phenomenological features in Lev Vygotsky’s mature psychological theory, especially in Thinking and Speech and The Current Crisis in Psychology. It traces the complex literary and philosophical influences in 1920s Moscow on Vygotsky’s thought, through Gustav Shpet’s seminars on Husserl and the inner form of the word, Chelpanov’s seminars on phenomenology, Bakhtin’s theory of the production of inner speech, and the theoretical insights of the early Gestalt psychologists. It begins with an exposition of two central (...)
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  • Regulatory Constructivism: On the Relation between Evolutionary Epistemology, Genetic Epistemology and Piaget's Genetic Epistemology.C. A. Hooker - 1994 - Biology and Philosophy 9 (2):197.
    It is argued that fundamental to Piaget's life works is a biologically based naturalism in which the living world is a nested complex of self-regulating, self-organising (constructing) adaptive systems. A structuralist-rationalist overlay on this core position is distinguished and it is shown how it may be excised without significant loss of content or insight. A new and richer conception of the nature of Piaget's genetic epistemology emerges, one which enjoys rich interrelationships with evolutionary epistemology. These are explored and it is (...)
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  • The value of "philosophy for children" within the Piagetian framework.Hope J. Haas - 1976 - Metaphilosophy 7 (1):70–75.
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  • ‘Ed Tech in Reverse’: Information technologies and the cognitive revolution.Norm Friesen & Andrew Feenberg - 2007 - Educational Philosophy and Theory 39 (7):720–736.
    As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...)
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  • Piaget among the Evolutionary Naturalists.Werner Callebaut - 1994 - Philosophica 54.
  • On Kuhn’s case, and Piaget’s: A critical two-sited hauntology (or, On impact without reference).Jeremy Trevelyan Burman - 2020 - History of the Human Sciences 33 (3-4):129-159.
    Picking up on John Forrester’s (1949–2015) disclosure that he felt ‘haunted’ by the suspicion that Thomas Kuhn’s (1922–96) interests had become his own, this essay complexifies our understanding of both of their legacies by presenting two sites for that haunting. The first is located by engaging Forrester’s argument that the connection between Kuhn and psychoanalysis was direct. (This was the supposed source of his historiographical method: ‘climbing into other people’s heads’.) However, recent archival discoveries suggest that that is incorrect. Instead, (...)
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  • Kuhn’s Way.Joseph Agassi - 2002 - Philosophy of the Social Sciences 32 (3):394-430.
  • On Ernst von Glasersfeld's contribution to education: One interpretation, one example.Marie Larochelle & Jacques Désautels - 2007 - Constructivist Foundations 2 (2-3):90-97.
     
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