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  1. The African Philosophy Reader: a text with readings.P. H. Coetzee & A. P. J. Roux (eds.) - 1998 - London: Routledge.
    Divided into eight sections, each with introductory essays, the selections offer rich and detailed insights into a diverse multinational philosophical landscape. Revealed in this pathbreaking work is the way in which traditional philosophical issues related to ethics, metaphysics, and epistemology, for instance, take on specific forms in Africa's postcolonial struggles. Much of its moral, political, and social philosophy is concerned with the turbulent processes of embracing modern identities while protecting ancient cultures.
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  • Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 1).Paul Smeyers - 2012 - Journal of Philosophy of Education 46 (2):177-191.
    Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticism—which confront us often in the context of education and child rearing—are inadequately dealt (...)
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  • Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 2).Paul Smeyers - 2012 - Journal of Philosophy of Education 46 (3):461-471.
    This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of ‘the good life’ is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...)
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  • The Body as an “Object” of Historical Knowledge.Doug Mann - 1996 - Dialogue 35 (4):753-776.
    Body theory is the work of historians, sociologists, philosophers, and other scholars in the past twenty to twenty-five years that explicitly focuses on the body, especially on sexuality and gender. The body is seen as an ideological surface on which history and politics inscribe their truths. It is, in short, a corporeal epistemology standing in opposition to all the old cognitive epistemologies (e.g., Descartes, Locke, and modern analytic thought as a whole). Régimes of power are known through the way they (...)
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  • Robustness, Reliability, and Overdetermination (1981).William C. Wimsatt - 2012 - In Lena Soler (ed.), Characterizing the robustness of science: after the practice turn in philosophy of science. New York: Springer Verlag. pp. 61-78.
    The use of multiple means of determination to “triangulate” on the existence and character of a common phenomenon, object, or result has had a long tradition in science but has seldom been a matter of primary focus. As with many traditions, it is traceable to Aristotle, who valued having multiple explanations of a phenomenon, and it may also be involved in his distinction between special objects of sense and common sensibles. It is implicit though not emphasized in the distinction between (...)
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  • Explanation and Understanding Revisited.Panu Raatikainen - 2017 - In Niiniluoto Ilkka & Wallgren Thomas (eds.), On the Human Condition: Philosophical Essays in Honour of the Centennial Anniversary of Georg Henrik von Wright. Acta Philosophica Fennica vol 93. The Philosophical Society of Finland. pp. 339-353.
    "Explanation and Understanding" (1971) by Georg Henrik von Wright is a modern classic in analytic hermeneutics, and in the philosophy of the social sciences and humanities in general. In this work, von Wright argues against naturalism, or methodological monism, i.e. the idea that both the natural sciences and the social sciences follow broadly the same general scientific approach and aim to achieve causal explanations. Against this view, von Wright contends that the social sciences are qualitatively different from the natural sciences: (...)
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  • 'Explicating ways of consensus-making: Distinguishing the academic, the interface and the meta-consensus.Laszlo Kosolosky & Jeroen Van Bouwel - 2014 - In Martini Carlo (ed.), Experts and Consensus in Social Science. Springer. pp. 71-92.
  • Critical Realism and Creativity.Lee Martin - 2009 - Journal of Critical Realism 8 (3):294-315.
    Humanist thought has long considered the nature of creativity in workers but the dominant framework for conceptualising creativity, rooted in psychological theory, has provided inadvertent limits on who might be considered creative at work. This is because creativity is commonly defined through the recognition of produced and valued novelty. This definition obscures all that is unrecognised, unrealised, unexercised, and currently in potential from being considered as creativity. Given that creativity can sometimes exist in potential, and that some workers have their (...)
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  • Against Mathematical Explanation.Mark Zelcer - 2013 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 44 (1):173-192.
    Lately, philosophers of mathematics have been exploring the notion of mathematical explanation within mathematics. This project is supposed to be analogous to the search for the correct analysis of scientific explanation. I argue here that given the way philosophers have been using “ explanation,” the term is not applicable to mathematics as it is in science.
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  • Cosmopolitanism and what it means to be human: Rethinking ancient and modern views on discerning humanity.Hektor K. T. Yan - 2010 - Philosophia 38 (1):107-129.
    This paper takes a conceptual look at cosmopolitanism and the related issue of what it means to be human in order to arrive at an alternative conceptual framework which is free from empiricist assumptions. With reference to a discussion on Homer’s Iliad , the author develops a ‘humanist’ model of discerning humanity. This model is then compared and contrasted with Martha Nussbaum’s version of cosmopolitanism. The notion of ‘aspect-seeing’ discussed by Wittgenstein in the second part of the Philosophical Investigations is (...)
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  • Depicting a liminal position in ethnomethodology, conversation analysis and membership categorization analysis: The work of rod Watson.Maria T. Wowk & Andrew P. Carlin - 2004 - Human Studies 27 (1):69-89.
    This paper provides a provisional examination of Rod Watson ''s work and contributions to EM/CA/MCA, in part through a critique of misrepresentations of his arguments in secondary accounts of his work. The form of these misrepresentations includes adumbration and traducement of his arguments. Focusing on the reflexivity of category and sequence and turn-generated categories, we suggest that his analytic position within ethnomethodological fields is unique and remarkable, yet largely unacknowledged. We argue that a re-examination of the body of Watson ''s (...)
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  • Progress in the development of a formal lexicon for the social sciences.Robert J. Wolfson - 1981 - Synthese 46 (3):455 - 465.
  • Extant Social Contracts and the Question of Business Ethics.Ben Wempe - 2009 - Journal of Business Ethics 88 (S4):741 - 750.
    ISCT arguably forms the most promising impetus to a contractarian theory of business ethics presently available. In this article, I want to pay tribute to the lasting significance of Dunfee's contribution to the field of business ethics by analyzing the vital role of the idea of extant social contracts (ESCs) in the conceptual set up of the ISCT project. The construct of ESCs can be shown to shape the problem statement from which the ISCT project proceeds – indeed it helps (...)
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  • The Documentary Method of [Video] Interpretation: A Paradoxical Verdict in a Police-Involved Shooting and Its Consequences for Understanding Crime on Camera.Patrick G. Watson - 2018 - Human Studies 41 (1):121-135.
    On July 27th, 2013, Sammy Yatim was shot and killed by Toronto Police Services’ Constable James Forcillo during a verbal confrontation on a streetcar as Yatim brandished a switchblade knife. Forcillo was charged, initially with second degree murder, and later attempted murder—a decision that confused media commentators as attempted murder is a lesser-and-included offense to second degree murder in Canadian law. In January 2016, Forcillo was found not guilty of second degree murder and guilty of attempted murder. Video evidence, recovered (...)
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  • Does Primacy Belong to the Human Sciences?Fraser N. Watts - 2007 - Zygon 42 (4):807-811.
  • Neonate crusoes, the private language argument and psychology.Douglas N. Walton & K. T. Strongman - 1998 - Philosophical Psychology 11 (4):443-65.
    This article questions social constructionists' claims to introduce Wittgenstein's philosophy to psychology. The philosophical fiction of a neonate Crusoe is introduced to cast doubt on the interpretations and use of the private language argument to support a new psychology developed by the constructionists. It is argued that a neonate Crusoe's viability in philosophy and apparent absence in psychology offends against the integrity of the philosophical contribution Wittgenstein might make to psychology. The consequences of accepting Crusoe's viability are explored as they (...)
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  • Re‐envisioning the Future: Democratic Citizenship Education and Islamic Education.Yusef Waghid & Paul Smeyers - 2014 - Journal of Philosophy of Education 48 (4):539-558.
    In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state , and blind patriotism. (...)
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  • On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism.Yusef Waghid & Paul Smeyers - 2009 - Studies in Philosophy and Education 29 (2):197-211.
    Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. With the disappearance of the so-called metanarratives, it seems that the secular society has made it difficult, not to say almost impossible, to justify a particular idea of the good life that can be shared by all or at least many. The paper draws attention to some of the postmodernist critiques and thus identifies how we have ended up at this point; it then argues for a (...)
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  • What Makes Human Differences into Cultural Differences.Harry van den Bouwhuijsen - 1995 - Philosophica 55.
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  • Notes on the Fundamental Unity of Humankind.Wim van Binsbergen - 2020 - Culture and Dialogue 8 (1):23-42.
    The argument claims the vital importance of the idea of the fundamental unity of humankind for any intercultural philosophy, and succinctly traces the trajectory of this idea – and its denials – in the Western and the African traditions of philosophical and empirical research. The conclusion considers the present-day challenges towards this idea’s implementation – timely as it is, yet apparently impotent in the face of mounting global violence.
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  • The Strength of Weak Empathy.Stephen Turner - 2012 - Science in Context 25 (3):383-399.
    ArgumentThis paper builds on a neglected philosophical idea,Evidenz. Max Weber used it in his discussion ofVerstehen, as the goal of understanding either action or such things as logic. It was formulated differently by Franz Brentano, but with a novel twist: thatanyonewho understood something would see the thing to be understood as self-evident, not something dependent on inference, argument, or reasoning. The only way one could take something as evident in this sense is by being able to treat other people as (...)
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  • The process of criticism in interpretive sociology and history.Stephen Turner & David R. Carr - 1978 - Human Studies 1 (1):138 - 152.
  • Explaining normativity.Stephen P. Turner - 2007 - Philosophy of the Social Sciences 37 (1):57-73.
    In this reply, I raise some questions about the account of "normativity" given by Joseph Rouse. I discuss the historical form of disputes over normativity in such thinkers as Kelsen and show that the standard issue with these accounts is over the question of whether there is anything added to the normal stream of explanation by the problem of normativity. I suggest that Rouse’s attempt to avoid the issues that arise with substantive explanatory theories of practices of the kind criticized (...)
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  • Can there be a Pragmatist Philosophy of Social Science?Stephen P. Turner - 2009 - Human Studies 32 (3):365-374.
    Many, and perhaps most, American philosophers will, if pressed, say that they are pragmatists. What they typically mean by this is that they think there is some class of philosophical questions that can’t be answered philosophically. If you don’t think that in the end philosophical arguments can possibly settle metaphysical questions, pragmatism is an appealing response. Pragmatism becomes a kind of default position which one reverts to when one removes a topic from the list of topics that can be reasonably (...)
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  • Book Review: On Interpretive Social Inquiry. [REVIEW]Theodore Schatzki - 2005 - Philosophy of the Social Sciences 35 (2):231-249.
    This essay addresses various issues about interpretive social investigation that arise in recent books by Berel Lerner and by Mark Risjord. The general topics considered are the relation between interpretation and explanation, the explanation of action, and alternative rationalities. Part 1 centers on Risjord’s attempt to draw interpretation into the explanatory enterprise, among other things pointing out the limiting assumptions of his account and asking whether social investigation has epistemologically significant practical ends. Part 2 addresses the roles of normativity and (...)
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  • Institutionalism Old and New.Massimo la Torre - 1993 - Ratio Juris 6 (2):190-201.
    The author deals with the legal theoretical approach that has been labelled “legal institutionalism.” An old and a new version of this approach are singled out: The old one is identified with the theory defended by the Italian public lawyer Santi Romano in the first half of this century; the second one is seen in the recent work by Ota Weinberger and Neil MacCormick. After a short presentation of Romano's work, his ideas and the development proposed by MacCormick and Weinberger (...)
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  • A Science of Life Together in the World.Laurent Thévenot - 2007 - European Journal of Social Theory 10 (2):233-244.
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  • A pragmatic reconstruction of the naturalism/anti-naturalism debate.William M. Throop & Martha L. Knight - 1987 - Journal for the Theory of Social Behaviour 17 (1):93–112.
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  • The Ubiquity of Understanding: Dimensions of Understanding in the Social and Natural Sciences.Karsten R. Stueber - 2019 - Philosophy of the Social Sciences 49 (4):265-281.
    Taking my departure from the discussion of the concept of understanding in contemporary epistemology, I will suggest that we need to fine-tune the concept of explanatory understanding in order to c...
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  • Book Review: The English Heidegger. [REVIEW]Turner Stephen - 2005 - Philosophy of the Social Sciences 35 (3):353-368.
    Terry Nardin’s book on Oakeshott is an attempt to compare him to other 20th-century philosophers and to track the development of his philosophical thought. The project of comparison is made relevant by the fact that Oakeshott’s philosophy, like that of Heidegger and others, was the product of the dissolution of neo-Kantianism. Nardin stresses the idea of “modal confusion,” meaning responding to a question of one kind with an answer appropriate to another kind of inquiry, as a key to Oakeshott’s thought (...)
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  • On dogs and children: judgements in the realm of meaning.Richard Smith - 2011 - Ethics and Education 6 (2):171-180.
    When we say that good parenting is an ethical and not a technical matter, what is the nature of the warrant we can give for identifying one way of parenting as good and another as bad? There is, of course, a general issue here about the giving of reasons in ethics. The issue may seem to arise with peculiar force in parenting since parenting casts our whole being into uncertainty: here, above all, it seems, we do not scrutinise our commitments (...)
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  • Many (dirty) hands make light work: Martin Hollis's account of social action.Steve Smith - 2001 - Critical Review of International Social and Political Philosophy 4 (4):123-148.
  • 'What it makes sense to say': Education, philosophy and Peter Winch on social science.Paul Smeyers - 2006 - Journal of Philosophy of Education 40 (4):463–485.
    This paper sets out Peter Winch's central ideas about the nature of the social sciences, and reappraises their potential for educational research. It is argued that the dichotomy between ‘reasons’ and ‘causes’ has done much harm, and that the important matter of understanding ‘what is real for us’ has recently been neglected. Winch's philosophy suggests a more adequate framework for educational research: one that embraces a pluralistic interpretive position, accommodating various methods and various kinds of understanding of the social, and (...)
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  • The Lure of Psychology for Education and Educational Research.Paul Smeyers & Marc Depaepe - 2012 - Journal of Philosophy of Education 46 (3):315-331.
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...)
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  • Making Sense of the Legacy of Epistemology in Education and Educational Research.Paul Smeyers - 2013 - Journal of Philosophy of Education 47 (2):311-321.
    Ruitenberg and Phillips maintain that the conventional meanings of ‘epistemology’ have been misused and that this obscures the discussion. They accept that talking about ‘knowledge’ itself is part of a particular social practice (in the natural as well as the social sciences) and that the epistemic agent is always connected with others. This review questions whether the embeddedness of a particular social practice should not be conceived more radically, i.e. by considering the implications of playing the game of ‘epistemology’ conceived (...)
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  • On the epistemological basis of large-scale population studies and their educational use.Paul Smeyers - 2008 - Journal of Philosophy of Education 42 (s1):63-86.
    This paper attempts to take seriously the claim that we can look for causes in order to understand the reality we live (in), and focuses therefore primarily on 'the natural world'. It will be argued that even if we were to fully endorse the programme of looking for antecedents, a dominant driver for many educational researchers, this would still not solve the problems they commonly set out to address. It will illustrate the problem of contextualisation in using an example of (...)
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  • Education, educational research, and the 'grammar' of understanding: a response to David Bridges.Paul Smeyers - 2009 - Ethics and Education 4 (2):125-129.
  • Child‐Rearing: On government intervention and the discourse of experts.Paul Smeyers - 2008 - Educational Philosophy and Theory 40 (6):719-738.
    For Kant, education was understood as the ‘means’ to become human—and that is to say, rational. For Rousseau by contrast, and the many child‐centred educators that followed him, the adult world, far from representing reason, is essentially corrupt and given over to the superficialities of worldly vanity. On this view, the child, as a product of nature, is essentially good and will learn all she needs to know from experience. Both positions have their own problems, but beyond this ‘internal debate’, (...)
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  • A Review of Kenneth R. Howe, Closing Methodological Divides: Toward Democratic Educational Research. Kluwer Academic Publishers, Dordrecht, 2003, 168 pp, $99.00, ISBN 1-4020-1226-8: On dogmas and bridge-building in educational research. [REVIEW]Paul Smeyers - 2007 - Studies in Philosophy and Education 26 (6):571-576.
  • The Shape of Things to Come? Reflections on the Ontological Turn in Anthropology.Akos Sivado - 2015 - Philosophy of the Social Sciences 45 (1):83-99.
    Martin Paleček and Mark Risjord have recently put forward a critical evaluation of the ontological turn in anthropological theory. According to this philosophically informed theory of ethnographic practice, certain insights of twentieth-century analytic philosophy should play a part in the methodological debates concerning anthropological fieldwork: most importantly, the denial of representationalism and the acceptance of the extended mind thesis. In this paper, I will attempt to evaluate the advantages and potential drawbacks of ontological anthropology—arguing that to become a true alternative (...)
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  • In defence of language-interpretive social science: on the critiques of Peter Winch’s conception of understanding.Akos Sivado - 2011 - History of the Human Sciences 24 (5):103-123.
    In his highly influential book (The Idea of a Social Science and its Relation to Philosophy, first published in 1958), Peter Winch introduces an alternative concept of interpretive social science, in which the focus is shifted from the actors’ subjective motives to the common elements found in every understandable action: language-games and rule-following. This Wittgensteinian, linguistic version of interpretive social science has had its vast array of critics throughout the years: according to some of them, it neglects the practical side (...)
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  • A hermeneutic account of clinical psychology: Strengths and limits.Louise E. Silvern - 1990 - Philosophical Psychology 3 (1):5-27.
    Abstract There have been increasingly popular claims that hermeneutics provides an epistemology that is appropriate and sufficient for psychotherapy. The purpose of this paper is to evaluate and explain those claims. Hermeneutics proves to provide terms that legitimize aspects of clinical expertise that have been most ignored within the traditional empiricist epistemology; namely, hermeneutics articulates and provides standards for therapeutic interpretations about clients? idiosyncratic intentions and also for using clinical theories that defy empirical test. Nonetheless, hermeneutics also proves to be (...)
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  • The Sociological Imagination of R. D. Laing.Susie Scott & Charles Thorpe - 2006 - Sociological Theory 24 (4):331 - 352.
    The work of psychiatrist R. D. Laing deserves recognition as a key contribution to sociological theory, in dialogue with the interactionist and interpretivist sociological traditions. Laing encourages us to identify meaningful social action in what would otherwise appear to be nonsocial phenomena. His interpretation of schizophrenia as a rational strategy of withdrawal reminds us of the threat that others can pose to the self and how social relations are implicated in even the most "private" and "internal" of experiences. He developed (...)
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  • ¿Con ventanas o sin ventanas? Winch, Apel y la monadología de las formas de vida.Gonzalo Scivoletto - 2016 - Revista de Humanidades de Valparaíso 7:43-58.
    The following paper analyzes some epistemological categories from anthropological problem of understanding a “strange” form of life. To do this, it is taken the philosophical social program of Peter Winch and in particular his critique of classic anthropology “Witchcraft, Oracles and Magic among the Azande” by Evans-Pritchard. Winch, following Wittgenstein, represents a true paradigm shift within the analytic tradition of social science, which shows some similarities with hermeneutics, philosophy and intercultural ethics and pragmatism. In this context, the problem of the (...)
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  • Wittgenstein and the social context of an individual life.Theodore R. Schatzki - 2000 - History of the Human Sciences 13 (1):93-107.
    This article argues that two significant implications of Wittgenstein’s writings for social thought are (1) that people are constitutively social beings and (2) that the social context of an individual life is nexuses of practice. Part one concretizes these ideas by examining the constitution of action within practices. It begins by criticizing three arguments of Winch’s that suggest that action is inherently social. It then spells out two arguments for the practice constitution of action that are extractable from Wittgenstein’s remarks. (...)
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  • Rationality, relativism, and religion: A reinterpretation of Peter Winch. [REVIEW]Kevin Schilbrack - 2009 - Sophia 48 (4):399-412.
    Many point to Peter Winch’s discussion of rationality, relativism, and religion as a paradigmatic example of cultural relativism. In this paper, I argue that Winch’s relationship to relativism is widely misinterpreted in that, despite his pluralistic understanding of rationality, Winch does allow for universal features of culture in virtue of which cross-cultural understanding and even critique is possible. Nevertheless, I also argue that given the kind of cultural universals that Winch produces, he fails to avoid relativism. This is because in (...)
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  • Elements of a Wittgensteinian philosophy of the human sciences.Theodore R. Schatzki - 1991 - Synthese 87 (2):311 - 329.
    In this paper, a Wittgensteinian account of the human sciences is constructed around the notions of the surface of human life and of surface phenomena as expressions. I begin by explaining Wittgenstein's idea that the goal of interpretive social science is to make actions and practices seem natural. I then explicate his notions of the surface of life and of surface phenomena as expressions by reviewing his analysis of mental state language. Finally, I critically examine three ideas: (a) that the (...)
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  • Ernest Gellner’s Use of the Social Sciences in Philosophy.Stefan Schubert - 2014 - Philosophy of the Social Sciences 44 (1):3-22.
    It is well known that Ernest Gellner made substantial use of his knowledge of the social sciences in philosophy. Here I discuss how he used it on the basis of a few examples taken from Gellner’s philosophical output. It is argued that he made a number of highly original “translations”, or re-interpretations, of philosophical theories and problems using his knowledge of the social sciences. While this method is endorsed, it is also argued that some of Gellner’s translations crossed the line (...)
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  • Changing the Definition of Education. On Kant’s Educational Paradox Between Freedom and Restraint.Birgit Schaffar - 2013 - Studies in Philosophy and Education 33 (1):5-21.
    Ever since Kant asked: “How am I to develop the sense of freedom in spite of the restraint?” in his lecture on education, the tension between necessary educational influence and unacceptable restriction of the child’s individual development and freedom has been considered an educational paradox. Many have suggested solutions to the paradox; however, this article endorses recent discussions in educational philosophy that pursue the need to fundamentally rethink our understanding of education and upbringing. In this article it is argued that (...)
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  • Educated Intuitions. Automaticity and rationality in moral judgement.Hanno Sauer - 2012 - Philosophical Explorations 15 (3):255-275.
    Moral judgements are based on automatic processes. Moral judgements are based on reason. In this paper, I argue that both of these claims are true, and show how they can be reconciled. Neither the automaticity of moral judgement nor the post hoc nature of conscious moral reasoning pose a threat to rationalist models of moral cognition. The relation moral reasoning bears to our moral judgements is not primarily mediated by episodes of conscious reasoning, but by the acquisition, formation and maintenance (...)
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