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  1. Education(al) Research, Educational Policy-Making and Practice.Charles Clark - 2011 - Journal of Philosophy of Education 45 (1):37-57.
    Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application.The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy-inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for (...)
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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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  • The emergence of value: human norms in a natural world.Lawrence Cahoone - 2023 - Albany: State University of New York Press.
    Argues that truth, moral right, political right, and aesthetic value may be understood as arising out of a naturalist account of humanity, if naturalism is rightly conceived.
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  • Reduction in Sociology.William McGinley - 2012 - Philosophy of the Social Sciences 42 (3):370-398.
    In grappling with the micro-macro problem in sociology, philosophers of the field are finding it increasingly useful to associate micro-sociology with theory reduction. In this article I argue that the association is ungrounded and undesirable. Although of a reductive "disposition," micro-sociological theories instantiate something more like "reductive explanation," whereby the causal roles of social wholes are explained in terms of their psychological parts. In this form, micro-sociological theories may actually have a better shot at closing the sociology–psychology explanatory gap, and (...)
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  • Some Remarks on the Logic of Explanation in the Social Sciences.Albrecht Wellmer - 1970 - Royal Institute of Philosophy Supplement 4:64-81.
    If one were to write a history of the philosophy of science in the spirit of T. S. Kuhn, one would have to consider the model of scientific explanation which Popper proposed and Hempel and Oppenheim developed to be one of the great paradigms of contemporary analytical philosophy of science. This analogue to the historically important paradigms of the individual sciences seems to me to be justifiable for the following reasons: first, the Hempel—Oppenheim model claims universal methodological validity; second, discussions (...)
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  • Principles of rationality.Kai Nielsen - 1974 - Philosophical Papers 3 (2):55-89.
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  • Why People are Atypical Agents.Don Ross - 2002 - Philosophical Papers 31 (1):87-116.
    Abstract In this paper, I argue that the traditional philosophical approach of taking cognitively and emotionally competent adult people to be the prototypical instances of agency should be revised in light of current work in the behavioral sciences. Logical consistency in application is better served by taking simple goal-directed and feedback-governed systems such as insects as the prototypes of the concept of agency, with people being agents ?by extension? in the same sense as countries or corporations.
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  • Reasons and First-Person Authority.Severin Schroeder - 2017 - In Jesús Padilla Gálvez & Margit Gaffal (eds.), Intentionality and Action. Berlin: De Gruyter. pp. 123-138.
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  • Prediction and Novel Facts in the Methodology of Scientific Research Programs.Wenceslao J. Gonzalez - 2015 - In Philosophico-Methodological Analysis of Prediction and its Role in Economics. Cham: Imprint: Springer. pp. 103-124.
    In the methodology of scientific research programs (MSRP) there are important features on the problem of prediction, especially regarding novel facts. In his approach, Imre Lakatos proposed three different levels on prediction: aim, process, and assessment. Chapter 5 pays attention to the characterization of prediction in the methodology of research programs. Thus, it takes into account several features: (1) its pragmatic characterization, (2) the logical perspective as a proposition, (3) the epistemological component, (4) its role in the appraisal of research (...)
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  • Education and the possibility of outsider understanding.David Bridges - 2009 - Ethics and Education 4 (2):105-123.
    In education issues to do with insider and outsider understanding arise in debates about religious education and about certain areas of research, and in argument about education for international understanding. Here I challenge the dichotomy between insider and outsider, arguing that a more collectivist view of human identity combined with elements of 'the self which we share with our fellows' means that we always stand in part as an insider and in part as an outsider in relation to others. I (...)
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  • Laws, causality and the intentional explanation of action.Zhu Xu - 2010 - Frontiers of Philosophy in China 5 (2):280-293.
    Whether or not an intentional explanation of action necessarily involves law-like statements is related to another question, namely, is it a causal explanation? The Popper-Hempel Thesis , which answers both questions affirmatively, inevitably faces a dilemma between realistic and universalistic requirements. However, in terms of W.C. Salmon’s concept of causal explanation, intentional explanation can be a causal one even if it does not rely on any laws. Based on this, we are able to refute three characteristic arguments for the claim (...)
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  • Criticizing Forms of Life.W. W. Sharrock & R. J. Anderson - 1985 - Philosophy 60 (233):394 - 400.
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  • The Turn to Technology in Social Studies of Science.Steve Woolgar - 1991 - Science, Technology and Human Values 16 (1):20-50.
    This article examines how the special theoretical significance of the sociology of scientific knowledge is affected by attempts to apply relativist-constructivism to technology. The article shows that the failure to confront key analytic ambivalences in the practice of SSK has compromised its original strategic significance. In particular, the construal of SSK as an explanatory formula diminishes its potential for profoundly reconceptualizing epistemic issues. A consideration of critiques of technological determinism, and of some empirical studies, reveals similar analytic ambivalences in the (...)
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  • Ruse's Darwinian meta-ethics: A critique. [REVIEW]Peter Woolcock - 1993 - Biology and Philosophy 8 (4):423-439.
    Michael Ruse, in Taking Darwin Seriously seeks to establish that taking Darwin seriously requires us to treat morality as subjective and naturalistic. I argue that, if morality is not objective, then we have no good reason for being moral if we can avoid detection and punishment. As a consequence, we will only continue to behave morally as long as we remain ignorant of Ruse''s theory, that is, as long as the cat is not let out of the bag. Ruse offers (...)
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  • On the art of being wrong: An essay on the dialectic of errors.Sverre Wide - 2009 - Journal of Philosophy of Education 43 (4):573-588.
    This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...)
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  • Knowledge and relativism I.F. C. White - 1982 - Educational Philosophy and Theory 14 (1):1–13.
  • Knowledge and Relativism I.F. C. White - 1982 - Educational Philosophy and Theory 14 (1):1-13.
  • 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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  • Forms of knowledge and norms of rationality.A. J. Watt - 1974 - Educational Philosophy and Theory 6 (1):1–11.
  • The Propositional vs. Hermeneutic Models of Cross-Cultural Understanding.Xinli Wang & Ling Xu - 2009 - South African Journal of Philosophy 28 (3):312-331.
    What the authors attempt to address in this paper is a Kantian question: not whether, but how is cross -cultural understanding possible? And specifically, what is a more effective approach for cross -cultural understanding? The answer lies in an analysis of two different models of cross -cultural understanding, that is, propositional and hermeneutic understanding. To begin with, the author presents a linguistic interpretation of culture, i.e., a culture as a linguistically formulated and transmitted symbolic system with its conceptual core as (...)
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  • Conceptual Schemes and Presuppositional Languages.Xinli Wang - 2007 reprint - The Proceedings of the Twenty-First World Congress of Philosophy 6:119-124.
    The current discussions of conceptual schemes and related topics are misguided; for they are based on a tacit assumption that the difference between two schemes consists in the different distributions in truth-values. I argue that what should concern us, in the discussions of conceptual schemes and related issues, is not truth-values of assertions, but rather the truth-value-status of the sentences used to make the assertions. This is because the genuine conceptual innovation between alternative theories or languages does not lie in (...)
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  • Back to the Rough Ground: Wittgenstein and Politics.Paul Voice - 2005 - Politics and Ethics Review 1 (1):91-102.
  • Identifying the Explanatory Domain of the Looping Effect: Congruent and Incongruent Feedback Mechanisms of Interactive Kinds: Winner of the 2020 Essay Competition of the International Social Ontology Society.Tuomas Vesterinen - 2020 - Journal of Social Ontology 6 (2):159-185.
    Ian Hacking uses the looping effect to describe how classificatory practices in the human sciences interact with the classified people. While arguably this interaction renders the affected human kinds unstable and hence different from natural kinds, realists argue that also some prototypical natural kinds are interactive and human kinds in general are stable enough to support explanations and predictions. I defend a more fine-grained realist interpretation of interactive human kinds by arguing for an explanatory domain account of the looping effect. (...)
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  • What Makes Human Differences into Cultural Differences.Harry van den Bouwhuijsen - 1995 - Philosophica 55.
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  • Critical realist hermeneutics.Frédéric Vandenberghe - 2022 - Journal of Critical Realism 21 (5):552-570.
    The article resituates critical realism within critical theory and proposes a tripartite articulation of British critical realism, German critical theory and French anti-utilitarianism. It suggests that the critique of positivism has to be enhanced with a critique of utilitarianism and makes the case that both critiques have to be grounded in a hermeneutic approach to social life. By taking the symbolic constitution of the world seriously, critical realist hermeneutics offers a via media between naturalism and anti-naturalism, explanation and interpretation, universalism (...)
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  • Is any of Popper's arguments against historicism valid?Peter Urbach - 1978 - British Journal for the Philosophy of Science 29 (2):117-130.
  • Articles.Steven E. Tozer, Debra Miretzky, Steven I. Miller & Ronald R. Morgan - 2000 - Educational Studies 31 (2):106-131.
    Since publication of the 1986 Carnegie Commission report, A Nation Prepared: Teachers for the 21st Century, the professional teaching standards movement has gained noticeable momentum. The professional standards movement in teaching has been fueled by national organizations such as the National Council for Accreditation of Teacher Education, the Interstate New Teachers Assessment and Support Consortium, the National Board for Professional Teaching Standards, the National Commission on Teaching and America's Future, and by close collaboration among these four entities. Further, nearly all (...)
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  • Sociology and common sense.David Thomas - 1978 - Inquiry: An Interdisciplinary Journal of Philosophy 21 (1-4):1 – 32.
    After a definition of ?common sense? it is argued that sociology and common sense both do and ought to interact with one another. Four positions on the sociology?common sense relation in the light of the interaction thesis are then critically discussed: sociology must break with common sense; sociology must be based on common sense; sociology and common sense are incomparable; and sociology and common sense are identical. The first two of these positions are further sub?divided in terms of whether the (...)
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  • On our knowledge of the social world.Stuart Silvers - 1967 - Inquiry: An Interdisciplinary Journal of Philosophy 10 (1-4):96-97.
  • How to think about rules and rule following.Karsten R. Stueber - 2005 - Philosophy of the Social Sciences 35 (3):307-323.
    This article will discuss the difficulties of providing a plausible account of rule following in the social realm. It will show that the cognitive model of rule following is not suited for this task. Nevertheless, revealing the inadequacy of the cognitive model does not justify the wholesale dismissal of understanding human practices as rule-following practices, as social theorists like Bourdieu or Dreyfus have argued. Instead it will be shown that rule-following behavior is best understood as being based on a set (...)
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  • Cognitive neuropsychology and the philosophy of mind.Tony Stone & Martin Davies - 1993 - British Journal for the Philosophy of Science 44 (4):589-622.
  • The labouring sleepwalker: Evocation and expression as modes of qualitative educational research.Paul Smeyers - 2005 - Educational Philosophy and Theory 37 (3):407–423.
    This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...)
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  • The Labouring Sleepwalker: Evocation and expression as modes of qualitative educational research.Paul Smeyers - 2005 - Educational Philosophy and Theory 37 (3):407-423.
    This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...)
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  • The tripartite model of representation.Peter Slezak - 2002 - Philosophical Psychology 15 (3):239-270.
    Robert Cummins [(1996) Representations, targets and attitudes, Cambridge, MA: Bradford/MIT, p. 1] has characterized the vexed problem of mental representation as "the topic in the philosophy of mind for some time now." This remark is something of an understatement. The same topic was central to the famous controversy between Nicolas Malebranche and Antoine Arnauld in the 17th century and remained central to the entire philosophical tradition of "ideas" in the writings of Locke, Berkeley, Hume, Reid and Kant. However, the scholarly, (...)
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  • Science, language, and experience: Reflections on the nature of self-understanding.Lorenzo C. Simpson - 1983 - Man and World 16 (1):25-41.
  • The pythagorean comma: Weber's anticipation of sociology in a new key. [REVIEW]Vito Signorile - 1980 - Human Studies 3 (1):115 - 136.
    Throughout its history the Game was closely allied with music, and usually proceeded according to musical or mathematical rules. One theme, two themes, or three themes were stated, elaborated, varied, and underwent a development quite similar to that of the theme in a Bach fugue or a concerto movement.… Experts and Masters of the Game freely wove the initial theme into unlimited combinations [p. 30].
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  • A structuralist response to a skeptic.Irving E. Sigel - 1979 - Behavioral and Brain Sciences 2 (1):148-149.
  • Why being dialogical must come before being logical: the need for a hermeneutical–dialogical approach to robotic activities.John Shotter - 2019 - AI and Society 34 (1):29-35.
    Currently, our official rationality is still of a Cartesian kind; we are still embedded in a mechanistic order that takes it that separate, countable entities (spatial forms), related logically to each other, are the only ‘things’ that matter to us—an order clearly suited to advances in robotics. Unfortunately, it is an order that renders invisible ‘relational things’, non-objective things that exist in time, in the transitions from one state of affairs to another, things that ‘point’ toward possibilities in the future, (...)
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  • Prolegomena to an understanding of play.John Shotter - 1973 - Journal for the Theory of Social Behaviour 3 (1):47–89.
  • Religion and the contextualization of criteria II.John J. Shepherd - 1976 - Sophia 15 (2):1-10.
  • The Wittgenstein connection. [REVIEW]W. W. Sharrock & R. J. Anderson - 1984 - Human Studies 7 (3-4):375 - 386.
  • Magic witchcraft and the materialist mentality.W. W. Sharrock & R. J. Anderson - 1985 - Human Studies 8 (4):357 - 375.
  • Do the right thing! Rule finitism, rule scepticism and rule following.Wes Sharrock & Graham Button - 1999 - Human Studies 22 (2-4):193-210.
    Rule following is often made an unnecessary mystery in the philosophy of social science. One form of mystification is the issue of 'rule finitism', which raises the puzzle as to how a learner can possibly extend the rule to applications beyond those examples which have been given as instruction in the rule. Despite the claim that this problem originated in the work of Wittgenstein, it is clear that his philosophical method is designed to evaporate, not perpetuate, such problems. The supposed (...)
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  • Towards a theory of openness to criticism.Tom Settle, I. C. Jarvie & Joseph Agassi - 1974 - Philosophy of the Social Sciences 4 (1):83-90.
  • Intentionality and Its Place in Nature.John R. Searle - 1984 - Synthese 61 (1):3-16.
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  • Intentionality and its place in nature.John R. Searle - 1984 - Synthese 61 (3):87-100.
    Int. intr nseca i derivada. Condicions de satisfacci . Atribuci literal i metaf rica d'Int. Int. intr nseca-cervell. Ment-cervell. Panorama Filosof a de la Ment. Ryle. Causaci intencional. Teleolog a. Explicaci de les CC. Socials.
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  • Le problème du «langage privé» et la conception wittgensteinienne du langage.Denis Sauvé - 1988 - Dialogue 27 (3):417-.
    Dans les Recherches philosophiques, Wittgenstein consacre une série importante de remarques au problème du «langage privé». Un langage privé, d'après la définition qu'il donne dans ces passages, est un langage dont les mots sont censés se référer «à ce dont seul celui qui parle peut avoir connaissance; à ses sensations immédiates et privées […]». Le résultat bien connu de sa discussion est que non seulement il n'y a pas en fait, mais il n'est pas possible qu'il existe un tel langage; (...)
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  • The Explanation of Action in History.Constantine Sandis - 2006 - Essays in Philosophy 7 (2):12.
    This paper focuses on two conflations which frequently appear within the philosophy of history and other fields concerned with action explanation. The first of these, which I call the Conflating View of Reasons, states that the reasons for which we perform actions are reasons why (those events which are) our actions occur. The second, more general conflation, which I call the Conflating View of Action Explanation, states that whatever explains why an agent performed a certain action explains why (that event (...)
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  • Theory choice in a two-level science.Geoffrey Sampson - 1975 - British Journal for the Philosophy of Science 26 (4):303-318.
  • Language games and natural reactions.David Rubinstein - 2004 - Journal for the Theory of Social Behaviour 34 (1):55–71.
    Ludwig Wittgenstein imagines a variety of eccentric social practices—like a tribe trained “to give no expression of feeling of any kind”. But he also speaks of “the common behavior of mankind” that is rooted in “natural/primitive reactions”. This emphasis on the uniformities of human behavior raises questions about the plausibility of some of his imagined language games. Indeed, it suggests the claim of evolutionary psychologists that there are biologically based human universals that shape social practices. But in contrast to E.O. (...)
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