Results for 'Samuel D. Stabler'

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  1.  20
    Good on paper: sociological critique, pragmatism, and secularization theory.Shai M. Dromi & Samuel D. Stabler - 2019 - Theory and Society 48 (2):325-350.
    Recent years have seen numerous sociological disagreements devolve into heated debates, with scholars openly accusing their peers of being both empirically wrong and morally misguided. While social scientists routinely reflect on the ethical implications of certain research assumptions and data collection methods, the sociology of knowledge production has said little about how moral debates over scholarship shape subsequent research trajectories. Drawing on the new French pragmatic sociology, this article examines how sociologists respond to criticisms of the moral worth of their (...)
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  2.  16
    Causation and cognition: an epistemic approach.Samuel D. Taylor - 2021 - Synthese 199 (3-4):9133-9160.
    Kaplan and Craver :601–627, 2011) and Piccinini and Craver :283–311, 2011) argue that only mechanistic explanations of cognition are genuine causal explanations, because only evidence of mechanisms reveals the causal structure of cognition. I first argue that this claim is grounded in a commitment to the mechanistic account of causality, which cannot be endorsed by a defender of causal-nonmechanistic explanations. Then, I defend the epistemic theory of causality, which holds that causal explanations are not genuine to the extent that they (...)
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  3. Objects of Metaphor.Samuel D. Guttenplan - 2005 - Oxford University Press.
    Objects of Metaphor puts forward a philosophical account of metaphor radically different from those currently on offer. Powerful and flexible enough to cope with the syntactic complexity typical of genuine metaphor, it offers novel conceptions of the relationship between simile and metaphor, the notion of dead metaphor, and the idea of metaphor as a robust theoretic kind. Without denying that metaphor can sometimes be merely ornamental, Guttenplan justifies the view of metaphor as fundamental to language and the study of language. (...)
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  4.  26
    The Explanatory Role of Concepts.Samuel D. Taylor & Gottfried Vosgerau - 2021 - Erkenntnis 86 (5):1045-1070.
    Machery and Weiskopf argue that the kind concept is a natural kind if and only if it plays an explanatory role in cognitive scientific explanations. In this paper, we argue against this explanationist approach to determining the natural kind-hood of concept. We first demonstrate that hybrid, pluralist, and eliminativist theories of concepts afford the kind concept different explanatory roles. Then, we argue that we cannot decide between hybrid, pluralist, and eliminativist theories of concepts, because each endorses a different, but equally (...)
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  5.  16
    Two kinds of explanatory integration in cognitive science.Samuel D. Taylor - 2019 - Synthese 198 (5):4573-4601.
    Some philosophers argue that we should eschew cross-explanatory integrations of mechanistic, dynamicist, and psychological explanations in cognitive science, because, unlike integrations of mechanistic explanations, they do not deliver genuine, cognitive scientific explanations. Here I challenge this claim by comparing the theoretical virtues of both kinds of explanatory integrations. I first identify two theoretical virtues of integrations of mechanistic explanations—unification and greater qualitative parsimony—and argue that no cross-explanatory integration could have such virtues. However, I go on to argue that this is (...)
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  6.  25
    Cognitive Instrumentalism about Mental Representations.Samuel D. Taylor - 2022 - Pacific Philosophical Quarterly 103 (3):518-550.
    Representationalists and anti-representationalists disagree about whether a naturalisation of mental content is possible and, hence, whether positing mental representations in cognitive science is justified. Here, I develop a novel way to think about mental representations based on a philosophical description of (cognitive) science inspired by cognitive instrumentalism. On this view, our acceptance of theories positing mental representations and our beliefs in (something like) mental representations do not depend on the naturalisation of content. Thus, I conclude that if we endorse cognitive (...)
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  7. Mind and Language.Samuel D. Guttenplan (ed.) - 1975 - Oxford, England: Clarendon Press.
  8.  31
    Concepts and the Appeal to Cognitive Science.Samuel D. Taylor - 2021 - Düsseldorf University Press.
    This book evaluates whether or not we can decide on the best theory of concepts by appealing to the explanatory results of cognitive science. It undertakes an in-depth analysis of different theories of concepts and of the explanations formulated in cognitive science. As a result, two reasons are provided for thinking that an appeal to cognitive science cannot help to decide on the best theory of concepts.
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  9.  10
    Concepts as a working hypothesis.Samuel D. Taylor - 2021 - Philosophical Psychology (4):569-594.
    Some philosophers argue that all concepts cannot have the same representational structure, because no single kind of representation has been successful in accounting for the phenomena related to the formation and application of concepts. Here, I argue against this “appeal to cognitive science” by demonstrating that different theories of the kind concept cohere with different interpretations of the argument. To circumvent the threat of relativism, I argue that theories of concept should be understood as working hypotheses, which are provisionally accepted (...)
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  10. Come-ye-daughters (kommt-ihr-tochter) from Bach, Johann, sebastian'st Matthew passion'.Samuel D. Miller - 1986 - Journal of Aesthetic Education 20 (2):77-84.
     
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  11. The Non-Rationality of Beliefs and Attitudes.Samuel D. Fohr - 1972 - Pacific Philosophical Quarterly 53 (1):63.
     
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  12. Meaning and Truth.Samuel D. Guttenplan - 1976 - Open University Press.
     
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  13. Truth in Interpretation.Samuel D. Guttenplan - 1976
     
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  14. Recovery through Revolution. By H. W. Wright. [REVIEW]Samuel D. Schmalhausen - 1933 - International Journal of Ethics 44:364.
     
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  15. The New Road to Progress. By Arthur J. Todd. [REVIEW]Samuel D. Schmalhausen - 1934 - International Journal of Ethics 45:470.
     
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  16. Ethical behavior.Samuel D. Brown, Aaron Miller & Kristen Bell DeTienne - 2014 - In Bradley R. Agle, David W. Hart, Jeffery A. Thompson & Hilary M. Hendricks (eds.), Research companion to ethical behavior in organizations: constructs and measures. Edward Elgar.
     
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  17. Education reform and cross-sectoral financing : a practice-based approach.Samuel D. Brunson, Robert Couch & Grant J. Matt Hews - 2015 - In John M. Bryson, Barbara C. Crosby & Laura Bloomberg (eds.), Creating public value in practice: advancing the common good in a multi-sector, shared-power, no-one-wholly-in-charge world. CRC Press, Taylor & Francis Group.
     
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  18.  10
    Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning.Samuel D. Taylor, Ruben Noorloos & Arthur Bakker - 2017 - Journal of Philosophy of Education 51 (4):769-784.
    A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions of learning as complementary and mutually constitutive. Inferentialism is a semantic theory which explains (...)
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  19. History and philosophy as "pre qualitative" educational research.Samuel D. Rocha - 2017 - In Antoinette Errante, Jackie M. Blount & Bruce A. Kimball (eds.), Philosophy and history of education: diverse perspectives on their value and relationship. Rowman & Littlefield.
     
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  20.  24
    The Deductive-Inductive Distinction.Samuel D. Fohr - 1979 - Informal Logic 2 (2).
  21. Review: Samuel D. Guttenplan, Martin Tamny, Logic. A Comprehensive Introduction. [REVIEW]Peter Eggenberger - 1980 - Journal of Symbolic Logic 45 (2):383-384.
    Review of Gutteplan and Tamny's introduction to logicA.
     
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  22.  2
    Evidence and Cognition.Samuel D. Taylor & Jon Williamson - forthcoming - Erkenntnis:1-22.
    Cognitive theorists routinely disagree about the evidence supporting claims in cognitive science. Here, we first argue that some disagreements about evidence in cognitive science are about the evidence available to be drawn upon by cognitive theorists. Then, we show that one’s explanation of why this first kind of disagreement obtains will cohere with one’s theory of evidence. We argue that the best explanation for why cognitive theorists disagree in this way is because their evidence is what they rationally grant. Finally, (...)
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  23. A primer for philosophy and education.Samuel D. Rocha - 2014 - Eugene, Oregon: Cascade Books.
  24. Folk phenomenology: education, study, and the human person.Samuel D. Rocha - 2015 - Eugene, Oregon: Pickwick Publications.
    Folk is an analog foundation in a digital world. Phenomenology is a big word about a small, impossible task: trying to imagine the real. This book describes this task in relation to its foundation. Most of all, 'Folk phenomenology' is a defense of the integrity and sufficiency of art--thinking, feeling, living, dying. In short, being in love."--Back cover.
     
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  25.  1
    Philosophical research in education: an introduction to a phenomenological approach to the philosophical study of education.Samuel D. Rocha - 2023 - Leiden ; Boston: Brill.
    Is there room for philosophy in educational research? Is there phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods for phenomenology within the field of philosophy of education? These talks to educational scholars and researchers responds to these questions and appeals for place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a genealogy of thought and frequent (...)
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  26. Thought and study : the rigor of having an idea.Samuel D. Rocha & Daniel J. Clegg - 2017 - In Claudia Ruitenberg (ed.), Reconceptualizing study in educational discourse and practice. Routledge, Taylor & Francis Group.
     
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  27.  40
    Wired but not WEIRD: The promise of the Internet in reaching more diverse samples.Samuel D. Gosling, Carson J. Sandy, Oliver P. John & Jeff Potter - 2010 - Behavioral and Brain Sciences 33 (2-3):94-95.
    Can the Internet reach beyond the U. S. college samples predominant in social science research? A sample of 564,502 participants completed a personality questionnaire online. We found that 19% were not from advanced economies; 20% were from non-Western societies; 35% of the Western-society sample were not from the United States; and 66% of the U. S. sample were not in the 18–22 (college) age group.
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  28. Who Gets to Be a Philosopher? Dewey, Democracy & Philosophical Identity.Samuel D. Rocha - 2012 - Philosophical Studies in Education 43:62 - 72.
     
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  29.  16
    Levinas, meaning, and an ethical science of psychology: Scientific inquiry as rupture.Samuel D. Downs, Edwin E. Gantt & James E. Faulconer - 2012 - Journal of Theoretical and Philosophical Psychology 32 (2):69-85.
    Much of the understanding of the nature of science in contemporary psychology is founded on a positivistic philosophy of science that cannot adequately account for meaning as experienced. The phenomenological tradition provides an alternative approach to science that is attentive to the inherent meaningfulness of human action in the world. Emmanuel Levinas argues, however, that phenomenology, at least as traditionally conceived, does not provide sufficient grounds for meaning. Levinas argues that meaning is grounded in the ethical encounter with the Other (...)
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  30.  9
    American Journal of Philology: The "Modern" Prometheus in Antiquity: Aristophanes and Lucian.Samuel D. Cooper - 2019 - American Journal of Philology 140 (4):579-611.
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  31.  24
    Puṣan in the Sāma, Yajur, and Atharva VedasPusan in the Sama, Yajur, and Atharva Vedas.Samuel D. Atkins - 1947 - Journal of the American Oriental Society 67 (4):274.
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  32.  6
    Dialectical Negations, Absolute Affirmation.Samuel D. Rocha - 2022 - Studies in Philosophy and Education 41 (4):493-496.
  33.  16
    Come, Ye Daughters " from Johann Sebastian Bach's "St. Matthew Passion.Samuel D. Miller - 1986 - Journal of Aesthetic Education 20 (2):77.
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  34.  9
    On Criticizing Music: Five Philosophical Perspectives.Samuel D. Miller - 1984 - Journal of Aesthetic Education 18 (2):113.
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  35.  14
    The Meaning of Vedic aktúThe Meaning of Vedic aktu.Samuel D. Atkins - 1950 - Journal of the American Oriental Society 70 (1):24.
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  36.  14
    The Meaning of Vedic pá̄jasThe Meaning of Vedic pajas.Samuel D. Atkins - 1965 - Journal of the American Oriental Society 85 (1):9.
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  37.  47
    Physiological linguistics, and some implications regarding disciplinary autonomy and unification.Samuel D. Epstein - 2007 - Mind and Language 22 (1):44–67.
    Chomsky's current Biolinguistic methodology is shown to comport with what might be called 'established' aspects of biological method, thereby raising, in the biolinguistic domain, issues concerning biological autonomy from the physical sciences. At least current irreducibility of biology, including biolinguistics, stems in at least some cases from the very nature of what I will claim is physiological, or inter-organ/inter-component, macro-levels of explanation which play a new and central explanatory role in Chomsky's inter-componential explanation of certain properties of the syntactic component (...)
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  38.  7
    Temporal Processes in Beethoven's Music. [REVIEW]Samuel D. Miller - 1985 - Journal of Aesthetic Education 19 (3):118.
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  39.  9
    Un archaïsme de l'accentuation védiqueUn archaisme de l'accentuation vedique.Samuel D. Atkins & Zygmunt Rysiewicz - 1953 - Journal of the American Oriental Society 73 (2):109.
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  40.  12
    Logic: A Comprehensive Introduction.Samuel D. Guttenplan - 1971 - New York: Basic Books.
  41.  27
    The Languages of Logic: An Introduction.Samuel D. Guttenplan - 1986 - Blackwell.
    "With the same intellectual goals as the first edition, this innovative introductory logic textbook explores the relationship between natural language and logic, motivating the student to acquire skills and techniques of formal logic. This new and revised edition includes substantial additions which make the text even more useful to students and instructors alike. Central to these changes is an Appendix, 'How to Learn Logic', which takes the student through fourteen compact and sharply directed lessons with exercises and answers"--Google books viewed (...)
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  42.  39
    Another route to broadening the scope of social psychology: Ecologically valid research.Samuel D. Gosling - 2004 - Behavioral and Brain Sciences 27 (3):339-340.
    An imbalance is identified in social psychology between controlled experimental studies (which are common) and real-world, ecologically valid studies (which are rare). The preponderance of experimental studies (which provide mere existence proofs and lack realism) helps fuel social psychology's fault-finding focus. Laboratory experiments and ecological studies should be pursued jointly to examine social life in the real world.
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  43.  7
    The RV dyaús-Paradigm and the Sievers-Edgerton LawThe RV dyaus-Paradigm and the Sievers-Edgerton Law.Samuel D. Atkins - 1968 - Journal of the American Oriental Society 88 (4):679.
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  44.  2
    Obedience.Samuel D. Rocha - 2022 - Journal of Philosophy of Education 56 (4):627-636.
    This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche. Eds: This paper forms part of a special issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and (...)
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  45.  2
    A New Glimpse of Day One: Intertextuality, History of Interpretation, and Genesis 1.1–5.Samuel D. Giere - 1923 - Walter de Gruyter.
    With Day One, Genesis 1.1 5, as a focus and informed by the understanding that all texts are intertexts, S. D. Giere shapes and employs a method that harnesses the idea of intertextuality for the purpose of exploring the history of interpretation of a biblical text. With a unique compilation of intertexts of Gen 1.1-5, the work explores the intertexual reach of Day One in Hebrew and Greek texts up to c. 200 CE. What emerges is a glimpse of the (...)
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  46.  59
    Review of Eduardo M. Duarte, Being and Learning: A Poetic Phenomenology of Education. [REVIEW]Samuel D. Rocha - 2013 - Studies in Philosophy and Education 32 (5):551-557.
  47.  6
    A Criterion of Scale and Quasi-Religion: A Reply to Tillson.Samuel D. Rocha - 2021 - Studies in Philosophy and Education 41 (1):131-133.
  48.  36
    Compulsory Schooling as Preventative Defense.Samuel D. Rocha - 2012 - Studies in Philosophy and Education 32 (6):613-621.
    The question whether compulsory schooling is justifiable or not has been treated at considerable length by critics, defenders, and positions in-between. What these treatments—about paternalism and autonomy and institutionalization and more—have not directly analyzed is a question that precedes the issue of overall justification: the preliminary question of time. Does it matter when compulsion takes place? Furthermore, does the timing of compulsion matter to the question of overall justification? I will argue that it does matter, but for reasons not directly (...)
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  49.  27
    Reply to Lewis: Must Poetry be Poetic?Samuel D. Rocha - 2016 - Studies in Philosophy and Education 36 (1):113-114.
  50.  5
    A Minimalist Theory of Simplest Merge.Samuel D. Epstein & Hisatsugu Kitahara - 2021 - Routledge.
    This collection explicates one of the core ideas underpinning Minimalist theory--explanation via simplification. It introduces and advances Minimalist theory for students and scholars in linguistics and related sub-disciplines of psychology, philosophy, and cognitive science.
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