Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...

Gregory McCulloch; III*—The Very Idea of the Phenomenological, Proceedings of the Aristotelian Society, Volume 93, Issue 1, 1 June 1993, Pages 39–58, https://do.

This introduction to modern work in analytic philosophy uses the example of the proper name to give a clear explanation of the logical theories of Gottlob Frege, and explain the application of his ideas to ordinary language. McCulloch then shows how meaning is rooted in the philosophy of mind and the question of intentionality, and looks at the ways in which thought can be "about" individual material objects.

Using Sartre is an introduction to the philosophy of Jean-Paul Sartre which promotes Sartrean views but adopts a consistently analytical approach to him. Concentrating on his early philosophy, up to and including Sartre's masterwork Being and Nothingness, Gregory McCulloch demonstrates how much analytical philosophers miss when they neglect Sartre and the continental tradition in philosophy. In the classic spirit of analytical philosophy, Using Sartre is a clear and pithy exposition of Sartre's early work. Written specifically for beginners and non-specialists, the (...) book is sure to spark new interest in Sartre and the existentialists while also making a significant contribution to the analytical philosophy of mind. It indicates how the analytical and continental approaches to philosophy may be brought into closer relation to one another. (shrink)

Since Descartes, the mind has been thought to be "in the head," separable from the world and even from the body it inhabits. In The Mind and its World , Gregory McCulloch considers the latest debates in philosophy and cognitive science about whether the thinking subject actually requires an environment in order to be able to think. McCulloch explores the mind/body duality from the Enlightenment to the 20th century. He examines such figures as Descartes, Frege, Locke, and Wittgenstein. His method (...) is comparative, and his insights are illuminating. By pitting Descartes against such thinkers as Wittgenstein and Frege, McCulloch produces a dynamic account of the implications of the Descartian argument about consciousness and the mind. The contrast evolves into McCulloch's original theory of externalism, the notion that the mind is not in the head, and is constituted by environmental, and linguistic object relations. The Mind and its World is a clearand compelling reading of the one of the dominant elements and debates within Western philosophy. Its synthesis of the arguments and controversies will make this book necessary reading for the general reader who is interested in the claims the Enlightenment and its aftermath have made about consciousness, our "minds", and even our brains._. (shrink)

_Using Sartre_ is an introduction to the philosophy of Jean-Paul Sartre, but it is not an ordinary introduction. It both promotes Sartrean views and adopts a consistently analytical approach to him. Concentrating on the early philosophy, up to and including Sartre's masterwork _Being and Nothingness_, Gregory McCulloch clearly shows how much analytic philosophy misses when it neglects Sartre and the continental tradition in philosophy. In the classic spirit of analytic philosophy, this is a clear, simple and appealingly short exposition of (...) the early work of Sartre. Written specifically for beginners and non-specialists, this book is sure to spark new interest in Sartre and the existentialists, while making a significant contribution to the development of analytical philosophy of mind as well. (shrink)

This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article (...) also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'. (shrink)

This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article (...) also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'. (shrink)

_The Life of the Mind _presents an original and striking conception of the mind and its place in nature. In a spirited and rigorous attack on most of the orthodox positions in contemporary philosophy of mind, McCulloch connects three of the orthodoxy's central themes - externalism, phenomenology and the relation between science and common-sense psychology - in a defence of a throughly anti-Cartesian conception of mental life. McCulloch argues that the life of the mind will never be understood until we (...) properly understand the subject's essential embodiment and immersion in the world, until we give up the idea that intentionality and phenomenology must be understood separately. The product of over twenty years' thinking on these issues, McCulloch's book is a bold and significant contribution to philosophy. (shrink)

First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called 'foundation disciplines' of psychology, sociology, history and philosophy in underpinning educational studies.

This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called ‘foundation disciplines’ of psychology, sociology, history and philosophy in underpinning educational studies.

Bipartism is the common view that the nature of an intentional state can be wholly explained in terms of (a) its horizontal relations with other such states (as well as peripheral inputs and outputs); and (b) its vertical relations with the world. Extrapolating from Nagel, I try to show that bipartism is fundamentally mistaken. Some intentional states are conscious states, and thus there is something it is like to be in them. This phenomenology is of a piece with such states’ (...) interpretability: to know what it is like to be X at least involves being able to interpret X’s conscious intentional states. But a bi‐partist account of an intentional state is not, by itself, interpretational. So bipartist accounts, at least of conscious intentional states, are incomplete: they fail to capture their phenomenology. (shrink)

Quine himself relates these much-quoted remarks to his indeterminacy of translation thesis and his rejection of the attitudes (Quine 1960:221). But in this paper I try to show that the remarks are more fruitfully developed by exposing their suggestive links with a version of the _epistemological Real Distinction. This is the key idea of the _Verstehen tradition, to the effect that understanding others and their doings and productions as the manifestations of minds involves a methodology and a kind of knowledge (...) that is radically different from the methodology and knowledge involved in the physical sciences. (edited). (shrink)

Michele M. Moody Adams, Fieldwork in Familiar Places: Morality, Culture, and PhilosophyBéatrice Longuenesse, Kant and the Capacity to Judge: Sensibility and Discursivity in the Transcendental AnalyticAnnabel Patterson, Early Modern LiberalismAnthony O'Hear, Beyond Evolution: Human Nature and the Limits of Evolutionary ExplanationPatricia Curd, The Legacy of Parmenides: Eleatic Monism and Later Presocratic ThoughtD.M. Armstrong, A World of States of AffairsJens Cavallin, Content and Object: Husserl, Twardowski, and Psychologism.

A fundamental shift has taken place in the relationship between images of the past and educational policy making. In the 1930s and 1940s, a shared public past was incorporated in State policy to denote gradual evolution towards improvement in education and in the wider society. This consensual image has become fractured and less comforting especially since the 1970s. In particular, it has divided into a largely alienated or estranged public past, and personalised images of a reassuring and nostalgic 'private past'. (...) This privatising of the past has exerted an increasing influence in education policy in the 1980s and 1990s, reflecting the concurrent trend towards an emphasis on 'choice and diversity' in education. (shrink)

What is a veteran teacher, and how do veteran teachers contribute to schools and education? This international volume contributes to our understanding of veteran teachers with new conceptual studies and empirical research from different countries around the world. It is explores what we mean by a ‘veteran teacher’; the factors that encourage teachers to remain in the profession; the characteristics of a successful veteran teacher; and the values with which veteran teachers associate themselves. Rather than supporting stereotypes about teachers at (...) different stages in their professional lives, this book both scrutinises prevalent stereotypes and explores the great variety of veteranship in teaching, in different cultures and different subject matter domains. Teacher retention is an increasingly difficult issue and there are severe problems of high staff turnover and attrition in many countries - so recognition of the qualities of more experienced teachers is timely, as well as valuing the potential contributions of veteran teachers in schools. The book also addresses broader issues about teachers’ lives and identities, the vulnerability of different groups of teachers to the effects of change and reform, and the various forms of teacher knowledge and teacher development. This book was previously published as a Special Issue of _Teachers and Teaching_. (shrink)

This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, (...) ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain. (shrink)