62 found
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  1.  31
    The Formation of Reason.David Bakhurst (ed.) - 2011 - Malden, MA: Wiley-Blackwell.
    In _The Formation of Reason_, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind. Provides the first detailed examination of the relevance of John McDowell's work to the Philosophy of Education Draws on a wide-range of philosophical sources, including the work of 'analytic' philosophers Donald Davidson, Ian Hacking, Peter Strawson, David Wiggins, and Ludwig Wittgenstein Considers non-traditional ideas from Russian philosophy and psychology, represented by Ilyenkov and Vygotsky Discusses (...)
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  2.  31
    Consciousness and Revolution in Soviet Philosophy: From the Bolsheviks to Evald Ilyenkov.David Bakhurst - 1991 - New York: Cambridge University Press.
    This 1991 book is a critical study of the philosophical culture of the USSR, and the first substantial treatment of a Soviet philosopher's work by a Western author. The book identifies a tradition within Soviet Marxism that has produced significant theories of the nature of the self and human activity, of the origins of value and meaning, and of the relation of thought and language. The tradition is presented through the work of Evald Ilyenkov, the man who did most to (...)
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  3.  12
    What Can Philosophy Tell Us About How History Made the Mind?David Bakhurst - 2011 - In The Formation of Reason. Malden, MA: Wiley-Blackwell. pp. 1–23.
    This chapter contains sections titled: What Role for Philosophy? Wittgenstein and Davidson Wittgenstein and Davidson Contrasted McDowell The Idea of Bildung Understanding the Bildungsprozess The Conceptual and the Practical Conclusion.
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  4.  25
    Teaching, Telling and Technology.David Bakhurst - 2020 - Journal of Philosophy of Education 54 (2):305-318.
  5.  29
    Practice, Sensibility and Moral Education.David Bakhurst - 2018 - Journal of Philosophy of Education 52 (4):677-694.
  6.  33
    Teaching and Learning: Epistemic, Metaphysical and Ethical Dimensions—Introduction.David Bakhurst - 2020 - Journal of Philosophy of Education 54 (2):255-267.
  7.  94
    (1 other version)Learning from Others.David Bakhurst - 2013 - Journal of Philosophy of Education 47 (2):187-203.
    John McDowell begins his essay ‘Knowledge by Hearsay’ (1993) by describing two ways language matters to epistemology. The first is that, by understanding and accepting someone else's utterance, a person can acquire knowledge. This is what philosophers call ‘knowledge by testimony’. The second is that children acquire knowledge in the course of learning their first language—in acquiring language, a child inherits a conception of the world. In The Formation of Reason (2011), and my writings on Russian socio-historical philosophy and psychology, (...)
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  8.  60
    (1 other version)Training, Transformation and Education.David Bakhurst - 2015 - Royal Institute of Philosophy Supplement 76:301-327.
    In Mind and World, John McDowell concludes that human beings and, principally by their initiation into language. Such of human development typically represent first-language learning as a movement from a non-rationally secured conformity with correct practice, through increasing understanding, to a state of rational mastery of correct practice. Accordingly, they tend to invoke something like Wittgenstein's concept of training to explain the first stage of this process. This essay considers the cogency of this view of learning and development. I agree (...)
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  9. Consciousness and Revolution in Soviet Philosophy: From the Bolsheviks to Evald Ilyenkov.David Bakhurst - 1995 - Studies in East European Thought 47 (1):144-148.
     
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  10.  54
    Kant on education and improvement: Themes and problems.Martin Sticker & David Bakhurst - 2021 - Journal of Philosophy of Education 55 (6):909-920.
  11.  37
    Categorical Moral Requirements.David Bakhurst - 2022 - Kantian Journal 41 (1):40-59.
    This paper defends the doctrine that moral requirements are categorical in nature. My point of departure is John McDowell’s 1978 essay, “Are Moral Requirements Hypothetical Imperatives?”, in which McDowell argues, against Philippa Foot, that moral reasons are not conditional upon agents’ desires and are, in a certain sense, inescapable. After expounding McDowell’s view, exploring his idea that moral requirements “silence” other considerations and discussing its particularist ethos, I address an objection that moral reasons, as McDowell conceives them, are fundamentally incomplete (...)
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  12. Thinking about reasons: themes from the philosophy of Jonathan Dancy.David Bakhurst, Margaret Olivia Little & Brad Hooker (eds.) - 2013 - Oxford, United Kingdom: Oxford University Press.
    Thinking about Reasons collects fourteen new essays on ethics and the philosophy of action, inspired by the work of Jonathan Dancy—one of his generation's most influential moral philosophers.
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  13.  28
    Introduction: Exploring the Formation of Reason.David Bakhurst - 2016 - Journal of Philosophy of Education 50 (1):76-83.
    As I say in the preface to The Formation of Reason, I did not set out to write a book in philosophy of education. My work developed in that direction largely un.
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  14.  46
    On Lenin’s Materialism and empiriocriticism.David Bakhurst - 2018 - Studies in East European Thought 70 (2-3):107-119.
    In May 1909, Lenin published Materialism and empiriocriticism, a polemical assault on forms of positivistic empiricism popular among members of the Bolshevik intelligentsia, especially his political rival Alexander Bogdanov. After expounding the core claims on both sides of the debate, this essay considers the relation of the philosophical issues at stake to the political stances of their proponents. I maintain that Lenin’s use of philosophical argument was not purely opportunistic, and I contest the view that his defence of realism was (...)
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  15.  43
    Analysis and transcendence in The Sovereignty of Good.David Bakhurst - 2020 - European Journal of Philosophy 28 (1):214-223.
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  16.  42
    Response to Rödl, Standish and Derry.David Bakhurst - 2016 - Journal of Philosophy of Education 50 (1):123-129.
    Sebastian Rödl takes issue with my attempt to defend and develop John McDowell's claim, in Mind and World (1996, p. 125), that ‘it is not even clearly intelligi.
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  17.  33
    Human nature, reason and morality.David Bakhurst - 2021 - Journal of Philosophy of Education 55 (6):1029-1044.
    Journal of Philosophy of Education, EarlyView.
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  18.  15
    Après le déluge: Teaching and learning in the age of COVID.David Bakhurst - 2021 - Journal of Philosophy of Education 55 (4-5):621-632.
    Journal of Philosophy of Education, EarlyView.
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  19.  21
    Evald Ilyenkov: Philosophy as the Science of Thought.David Bakhurst - 2021 - In Marina F. Bykova, Michael N. Forster & Lina Steiner (eds.), The Palgrave Handbook of Russian Thought. Springer Verlag. pp. 359-381.
    This chapter is devoted to the most influential and important Soviet philosopher of the post-Stalin era: Evald Vasilevich Ilyenkov. Ilyenkov burst on the scene in the early 1950s, arguing that Ilyenkov should be understood, not as a meta-science concerned to formulate the most general laws of being, but as “the science of thought.” The chapter explores how Ilyenkov developed this idea, beginning with the controversial Ilyenkov-Korovikov theses and his unpublished “phantasmagoria,” “The Cosmology of Spirit.” Bakhurst then turns to Ilyenkov’s influential (...)
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  20. Minds, brains and education.David Bakhurst - 2008 - Journal of Philosophy of Education 42 (3-4):415-432.
    It is often argued that neuroscience can be expected to provide insights of significance for education. Advocates of this view are sometimes committed to 'brainism', the view (a) that an individual's mental life is constituted by states, events and processes in her brain, and (b) that psychological attributes may legitimately be ascribed to the brain. This paper considers the case for rejecting brainism in favour of 'personalism', the view that psychological attributes are appropriately ascribed only to persons and that mental (...)
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  21. Ethical particularism in context.David Bakhurst - 2000 - In Brad Hooker & Margaret Olivia Little (eds.), Moral particularism. New York: Oxford University Press. pp. 157--77.
     
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  22.  37
    Education for metaphysical animals.David Bakhurst - 2022 - Journal of Philosophy of Education 56 (6):812–826.
    This essay explores the legacy of the four philosophers now often referred to as ‘The Wartime Quartet’: G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, The Women Are Up to Something, by Benjamin Lipscomb, and Metaphysical Animals, by Clare Mac Cumhaill and Rachael Wiseman. The two books show us how Anscombe, Murdoch, Foot and Midgley (...)
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  23.  38
    Trouble with Knowledge.David Bakhurst - 2018 - Philosophy 93 (3):433-453.
    This paper is a critical notice of Andrea Kern's bookSources of Knowledge. In the first part, I outline some criteria of adequacy I believe any credible philosophical account of knowledge should meet. In the second, I consider how Kern's book measures up to those criteria. Finally, I offer a sympathetic and constructive discussion of a number of key elements of Kern's approach, including the relation of her position to the philosophy of John McDowell, from which Kern draws inspiration; her defence (...)
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  24.  34
    Il’enkov on Education.David Bakhurst - 2005 - Studies in East European Thought 57 (3):261-275.
    The philosophy of education is among the least celebrated sub-disciplines of Anglo-American philosophy. Its neglect is hard to reconcile, however, with the fact that human beings owe their distinctive psychological powers to cumulative cultural evolution, the process in which each generation inherits the collective cognitive achievements of previous generations through cultural, rather than biological, transmission. This paper examines the work of Eval’d Il’enkov, who, unlike his Anglo-American counterparts, maintains that education, broadly understood, is central to issues in epistemology and philosophy (...)
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  25. Particularism and moral education.David Bakhurst - 2005 - Philosophical Explorations 8 (3):265 – 279.
    Some opponents of ethical particularism complain that particularists cannot give a plausible account of moral education. After considering and rejecting a number of arguments to this conclusion, I focus on the following objection: Particularism, at least in Jonathan Dancy's version, has nothing to say about moral education because it lacks a substantial account of moral competence. By Dancy's own admission, particularists can tell us little more than that a competent agent 'gets things right case by case'. I respond by reflecting (...)
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  26. Pragmatism and ethical particularism.David Bakhurst - 2007 - In Cheryl Misak (ed.), New pragmatists. New York: Oxford University Press. pp. 122.
     
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  27.  58
    Moral Particularism: Ethical Not Metaphysical?David Bakhurst - 2013 - In David Bakhurst, Margaret Olivia Little & Brad Hooker (eds.), Thinking about reasons: themes from the philosophy of Jonathan Dancy. Oxford, United Kingdom: Oxford University Press. pp. 192.
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  28. (1 other version)Social being and the human essence: An unresolved issue in soviet philosophy.David Bakhurst - 1995 - Studies in East European Thought 47 (1-2):3-60.
    This is a transcription of a debate on the concept of a person conducted in Moscow in 1983. David Bakhurst argues that Evald Ilyenkov's social constructivist conception of personhood, founded on Marx's thesis that the human essence is the ensemble of social relations, is either false or trivially true. F. T. Mikhailov, V. S. Bibler, V. A. Lektorsky and V. V. Davydov critically assess Bakhurst's arguments, elucidate and contextualize Ilyenkov's views, and defend, in contrasting ways, the claim that human individuals (...)
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  29.  36
    (1 other version)Pragmatism and Moral Knowledge.David Bakhurst - 1998 - Canadian Journal of Philosophy 28 (sup1):227-252.
  30.  23
    Training and Transformation.David Bakhurst - 2015 - In Danièle Moyal-Sharrock, Volker Munz & Annalisa Coliva (eds.), Mind, Language and Action: Proceedings of the 36th International Wittgenstein Symposium. Boston: De Gruyter. pp. 467-480.
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  31.  30
    Ilyenkov and Vygotsky on imagination.David Bakhurst - 2024 - Studies in East European Thought 76 (3):483-504.
    This paper explores Ilyenkov’s conception of imagination as it is expressed in his writings on aesthetics and in his 1968 book Ob idolakh i idealakh (Of Idols and Ideals). Ilyenkov deemed imagination and creativity to be central to the character of distinctively human forms of mental activity. After examining the many different contexts in which Ilyenkov sees imagination at work—from the most basic operations of perception to the expression of artistic and scientific genius—I bring his ideas into dialogue with the (...)
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  32.  31
    Il’enkov’s Hegel.David Bakhurst - 2013 - Studies in East European Thought 65 (3):271-285.
    This paper examines Hegel’s place in the philosophy of Eval’d Il’enkov (1924–1979). Hegel’s ideas had a huge impact on Il’enkov’s conception of the nature of philosophy and of the philosopher’s mission, and they formed the core of his distinctive account of thought and its place in nature. At the same time, Il’enkov was victimized for his “Hegelianism” throughout his career, from the time he was sacked from Moscow State University in 1955 to the ideological criticisms that preceded his death in (...)
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  33.  37
    Preface: Hegel in Russia.Ilya Kliger & David Bakhurst - 2013 - Studies in East European Thought 65 (3-4):155-157.
  34.  57
    Jerome Bruner: language, culture, self.David Bakhurst & Stuart Shanker (eds.) - 2001 - Thousand Oaks, [Calif.]: SAGE.
    Jerome Bruner is one of the grand figures of psychology. From his role as a founder of the cognitive revolution in the 1950s to his recent advocacy of cultural psychology, Bruner's influence has been dramatic and far-reaching. Such is the breadth of his vision that Bruner's work has inspired thinkers in many of the major areas of psychology and has had a powerful impact on adjacent disciplines. His writings on language acquisition, culture and education are of profound and enduring importance. (...)
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  35.  27
    Gareth Matthews on development and deficit.David Bakhurst - 2023 - Journal of Philosophy of Education 57 (2):582-591.
    This paper argues that Gareth Matthews’ writing on developmental psychology is both a central part of his philosophical legacy and a contribution of enduring interest. Although he engages with figures, such as Piaget and Kohlberg, who are no longer as influential as they once were, his critique of the ‘deficit conception of childhood’ retains its relevance today. While the deficit model holds that any capacity, aptitude, virtue, or skill that a child possesses is a deficient version of the same capacity, (...)
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  36. The spirit of pragmatism in the quads of Oxford.David Bakhurst - 2016 - In Cheryl Misak & Huw Price (eds.), The Practical Turn: Pragmatism in Britain in the Long Twentieth Century. Oxford: Oup/Ba.
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  37.  19
    Introduction to the suite: Symposium on Philip Kitcher’s The Main Enterprise of the World: Rethinking Education.David Bakhurst - 2023 - Journal of Philosophy of Education 57 (2):369-372.
    This paper introduces a suite of articles devoted to Philip Kitcher’s The Main Enterprise of the World: Rethinking Education (Oxford University Press, 2021). The suite opens with a paper by Kitcher, which presents the central themes of his important book. This is followed by an assessment of the work as whole by John White, and four commentaries discussing in detail various aspects of Kitcher’s position by Ben Kotzee (on science education), Alexis Gibbs (on arts education), Sheron Fraser-Burgess (on deliberative democracy (...)
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  38.  8
    Strong culturalism.David Bakhurst - 2004 - In Christina E. Erneling (ed.), The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press. pp. 413--431.
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  39.  20
    Wittgenstein and Pragmatism.David Bakhurst & Cheryl Misak - 2017 - In Hans-Johann Glock & John Hyman (eds.), A Companion to Wittgenstein. Chichester, West Sussex, UK: Wiley-Blackwell. pp. 731–745.
    The question of the affinity between Wittgenstein's philosophy and pragmatism is one that has been often discussed, usually by philosophers sympathetic to a broadly affirmative answer. Pragmatism came into being in 1867 in a reading group in Cambridge Massachusetts, the members of which included Peirce and James. Putnam observes that though the later Wittgenstein may not have been a pragmatist “in the strict sense”, he “shares a central, perhaps the central emphasis with pragmatism: the emphasis on the primacy of practice”. (...)
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  40.  4
    Not Metaphysical?David Bakhurst - 2013 - In David Bakhurst, Margaret Olivia Little & Brad Hooker (eds.), Thinking about reasons: themes from the philosophy of Jonathan Dancy. Oxford, United Kingdom: Oxford University Press. pp. 192.
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  41.  16
    Social Constructionism.David Bakhurst - 2011 - In The Formation of Reason. Malden, MA: Wiley-Blackwell. pp. 24–51.
    This chapter contains sections titled: Social Constructionism Introduced The Social Construction of Reality Why Bother About Global Constructionism? Against Global Constructionism Matters Political The Social Construction of Mental States Why Mental States Are Not Socially Constructed The Social Construction of Psychological Categories Conclusion.
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  42.  38
    Political emancipation and the domination of nature: The rise and fall of soviet prometheanism.David Bakhurst - 1991 - International Studies in the Philosophy of Science 5 (3):215 – 226.
    Abstract Frolov, I. T. (1990) Man, Science, Humanism: A New Synthesis (Buffalo, NY, Prometheus Books), 342 pp. Graham, L. R. (Ed.) (1990) Science and the Soviet Social Order (Cambridge, Mass., Harvard University Press), ix + 443 pp. Understanding the place of science in Soviet culture is essential if we are to understand the distinctive character of the Soviet Union, its failings and contradictions, and its prospects for the future. This paper examines Soviet conceptions of the role of science in the (...)
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  43.  27
    The Riddle of the Self revisited.David Bakhurst - 2011 - Studies in East European Thought 63 (1):63 - 73.
    This paper pays tribute to Felix Trofimovich Mikhajlov (1930-2006), on the occasion of the publication of the third edition of his well-known book, Zagadka čelovečeskogo ja (The Riddle of the Self). Zagadka is a fine expression of the critical humanism that characterized some of the best Russian writing in the Marxist tradition. Moreover, the book provides an ingenious introduction to the philosophical framework of what in the West is called "cultural-historical activity theory." The first part of the paper is a (...)
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  44. Ethics and Epistemology of Education.David Bakhurst (ed.) - forthcoming - Wiley-Blackwell.
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  45. E.V. Ilyenkov and Contemporary Soviet Philosophy.David Bakhurst - 1988
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  46.  10
    Education Makes Us What We Are.David Bakhurst - 2011 - In The Formation of Reason. Malden, MA: Wiley-Blackwell. pp. 149–165.
    This chapter contains sections titled: A Residual Individualism Vygotsky's Legacy Reconciling Vygotsky and McDowell Personalism Final Thoughts on Education.
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  47.  11
    Exploring the Space of Reasons.David Bakhurst - 2011 - In The Formation of Reason. Malden, MA: Wiley-Blackwell. pp. 99–122.
    This chapter contains sections titled: McDowell on the Space of Reasons Brandom's Inferentialism Ilyenkov on the Ideal Conclusion.
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  48.  40
    Evert Van der zweerde, soviet historiography of philosophy. Istoriko-filosofskaja nauka.David Bakhurst - 1999 - Studies in East European Thought 51 (1):79-83.
  49.  12
    Freedom, Reflection and the Sources of Normativity.David Bakhurst - 2011 - In The Formation of Reason. Malden, MA: Wiley-Blackwell. pp. 74–98.
    This chapter contains sections titled: McDowell on Judgement Owens's Critique Defending Intellectual Freedom Freedom and the Sources of Normativity Sources of Normativity I: Practical Reasoning Sources of Normativity II: Theoretical Reasoning A McDowellian Response Conclusion.
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  50. Introduction: Bruner's way.David Bakhurst & Stuart G. Shanker - 2001 - In David Bakhurst & Stuart Shanker (eds.), Jerome Bruner: language, culture, self. Thousand Oaks, [Calif.]: SAGE. pp. 1--18.
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