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  1. Intentional explanations and radical theories of education.Michael Dale - 1990 - Studies in Philosophy and Education 10 (3):179-194.
    In this paper I argue that Marxist studies of schools have overlooked the power of intentional explanations to explain schooling practices and policies. This oversight is at least in part due to many radical analyses failing to distinguish between explaining the acquisition and persistence of beliefs and determining the social consequences that follow from acting on beliefs. I further contend that radical researchers examining schooling practices must develop a more rigorous and refined conception of capitalist class interests.
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  • Monadic marxism: A critique of Elster's methodological individualism.Douglas Moggach - 1991 - Philosophy of the Social Sciences 21 (1):38-63.
    Elster's work unstably combines Leibnizian and utilitarian conceptions of action and offers various deconstructions of rationality and individuality. His method ological individualism gives an inadequate account of its privileged object, individual teleologies, and a distorted account of the relational framework of social reproduction and transformation. Elster has not properly conceptualized the relation of the teleological act to patterns of material and social causality, and his rational choice theory proves unable to accommodate the interactions of his postulated monadic individuals. His most (...)
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  • Functions in Jurisprudential Methodology.Kenneth Ehrenberg - 2013 - Philosophy Compass 8 (5):447-456.
    This paper guides the reader through the use of functions in contemporary legal philosophy: in developing those philosophies and through methodological debates over their proper role. This paper is broken into two sections. In the first I canvass the role of functions in the legal philosophies of several mid to late twentieth century Anglo-American general jurisprudents whose theories are still common topics of discussion: Ronald Dworkin, H.L.A. Hart, Lon L. Fuller, John Finnis, and Joseph Raz. In the second, I examine (...)
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