Hegel has been widely, though erroneously, supposed to have rejected epistemology in favor of unbridled metaphysical speculation. Reputation notwithstanding, Hegel was a very sophisticated epistemologist, whose views have gone unrecognized because they are so innovative, indeed prescient. Hence I shall boldly state: Hegel's epistemology is of great contemporary importance. In part, this is because many problems now current in epistemology are problems Hegel addressed. In part, this is because of the unexpected effectiveness of Russell's 1922 exhortation, “I should take ‘back (...) to the 18th century’ as a battle-cry, if I could entertain any hope that others would rally to it.” I shall elaborate on these thematic connections between Hegel's views and our problems below (§3), after summarizing the main features of Hegel's epistemology (§2). Thereafter I consider Hegel's views in relation to 20th-century empiricism (§4), Dretske's information theory (§5), and the on-going debate between realists and historicist relativists (§6). Sections 2–4 will be summary in character, for I have discussed these issues in detail elsewhere. Sections 5 and 6 shall consider more closely some important social aspects of Hegel's epistemology. Two themes of my remarks are that Hegel anticipated by 150 years the recent rejections in epistemology of concept-empiricism and of individualism, and more importantly, Hegel showed how rejecting these positions does not require rejecting commonsense realism about the objects of empirical knowledge. In part, this is because Hegel rejected “internalism” about mental content. The recent wave of anti-Cartesianism in epistemology and philosophy of mind has much to learn from Hegel. Benefiting from Hegel' insights and analyses, however, requires understanding just what were Hegel's aims, methods, and arguments in epistemology. These, however, have eluded most commentators, whether critical or sympathetic. So I begin by reviewing the main points of Hegel's epistemology. (shrink)

Dewey's pragmatism rejected ‘truth’ as indicative of an underlying reality, instead ascribing it to valuable connections between aims and ends. Surprisingly, his argument mirrors Bishop Berkeley's Idealism, summarised as ‘esse est percepi’ (to be is to be perceived), whose thinking is shown to be highly pragmatist—but who retained a foundationalist ontology by naming God as the guarantor of all things. I argue that while this position is unsustainable, pragmatism could nonetheless be strengthened through an ontological foundation. Koopman's charges of foundationalist (...) ‘givenism’ in Dewey's work, and in his promotion of the scientific method, are not proven. However, Koopman's ‘genealogical pragmatism’ may develop Deweyan educational theory by addressing dilemmas around curricular study. Koopman's arguments also point towards a missing ontological piece in Dewey's theory of knowledge. In the final section of the article I offer a dialogic ontology as compatible with pragmatism. This dialogical ontology provides both an ethical foundation through interrelatedness, and a generative theory of meaning and experience, as emergent from the encounter with difference. In this framework, to be is to respond—or be responded to. I offer the metaphor of ‘realisation’ to capture the human experience implied by this ontological stance. (shrink)

There is a surge of attempts to draw out the epistemological consequences of views according to which cognition is deeply embedded, embodied and/or extended. The principal machinery used for doing so is that of analytic epistemology. Here I argue that Dewey's pragmatic epistemology may be better fit to the task. I start by pointing out the profound similarities between Dewey's view on cognition and that emerging from literature of more recent date. Crucially, the benefit of looking at Dewey is that (...) Dewey, unlike contemporary writers, also devises a corresponding epistemology. I then identify two senses in which contemporary analytic epistemology conflicts with e-cog—concluding from that the superiority of the Deweyian framework, at least as it concerns accommodating e-cog. (shrink)

This paper compares Dewey's and Russell's views of "immediate knowledge." Dewey was perhaps mistaken in attributing to Russell the view that immediate sense data provide incorrigible foundations for knowledge. Russell's characterization of sensing plus attention as the most immediate knowing of which we have experience nevertheless remains a valid target of Dewey's criticisms. These two philosophers developed very different theories of logic and knowledge, language and experience. Given the reconstructed notions of experience and knowledge at the root of Dewey's logical (...) theory, referring to knowledge as immediate or nearly immediate constitutes a serious category mistake. (shrink)

Reflective thought (critical thinking) is essential to the medical student who hopes to become an effective physician. John Dewey, one of America's foremost educators in the early twentieth century, revolutionized critical thinking and its role in education. In the mid twentieth century Hannah Arendt provided profound insights into the problem of diminishing human agency and political freedom. Taken together, Dewey's insight regarding reflective thought, and Arendt's view of action, speech, and power in the public realm, provide mentors and teachers of (...) medical students guidance in the training of thought and the need for its effective projection at the patient's bedside and in the community. (shrink)

John Dewey viewed philosophy as an intelligent means of realizing change, emphasizing the ubiquity of process, context and relations. The revolution in Organizational Behavior known as Process Re-engineering (PR) is an approach to organizational thinking recognizing the importance of process, context and relations at all levels of organizational activity. Because Dewey’s philosophy affords primacy to process and change, context and relations, it is fundamentally aligned with PR. Compelling connections between PR and Dewey’s philosophy are established concerning primacy of process, importance (...) of context, inquiry as experimental, value dimensions of outcomes, work as a means to self-realization, and increasing recognition of the future as an open possibility. While Dewey’s philosophy and PR stand as examples of intelligent understanding and reconstruction of process, recent developments in formal systems ontology point to dangerous consequences resulting from an eclipse of the material conditions of experience through the imposition of a formal architectonic. (shrink)

For the last decade, reflection has been a major theme in discussions about professional skillfulness and the development of the competence of practitioners such as nurses and teachers. The intellectual pattern that has structured ambitions in relation to reflection is found mainly in Schön’s The Reflective Practitioner and the epistemological turn suggested there. In this text, however, I focus on a dimension that is often forgotten when professional practitioners are conceived of as being reflective, namely, perception. From the framework of (...) Merleau-Ponty, I argue that Schön’s theoretical account is highly problematic and that perception is the key to shaping practitioners’ skillfulness. (shrink)

This paper argues that the metaphysics of financial performance in the conceptual framework employed by accounting standard-setters is incoherent: income and expenses cannot, as the framework holds, both be independent elements of financial statements, identified from underlying events, tested for recognition and measured by discrete acts, separately from the identification, testing and measurement of other elements and satisfy the analytical relationship between performance and position embraced by the framework. An alternative conceptualisation is proposed, under which income and expenses are part (...) of a wider system of classifying all changes in assets and liabilities, measured indirectly. This approach improves the metaphysical coherence, and thus the intellectual strength, of the framework project; while it leaves the measurement of financial performance unchanged, by emphasising the importance of classification, it invites further attention to the presentation of financial performance, with the potential for improving the usefulness of disclosures. (shrink)

John Dewey’s theory of truth is widely viewed as proposing to substitute “warranted assertibility” for “truth,” a proposal that has faced serious objections since the late 1930s. By examining Dewey’s theory in its historical context – and, in particular, by drawing parallels with Otto Neurath’s concurrent attempts to develop a non-correspondence, non-formal theory of truth – I aim to shed light on Dewey’s underlying objectives. Dewey and Neurath were well-known to each other and, as their writing and correspondence make clear, (...) they took similar paths over the mid-century philosophical terrain. I conclude that Dewey’s account of truth is more principled, and more relevant to historical debates, than it first appears. (shrink)

A philosopher of education, Jim Garrison, has suggested that John Dewey's philosophy is a philosophy of cultural retooling and that Dewey adopted both his conception of work and the idea of tool as "a middle term between subject and object” from Hegel. This interpretation raises the question of what the relationship of the idea of cultural retooling in Dewey’s work is to his naturalism and to his allegiance to Darwinian biological functionalism. To deal with this problem, this paper analyzes how (...) the idea of cultural retooling is elaborated in Dewey’s logic and in his theory of reflective thinking and compares it to the concept of retooling in Vygotsky and activity theory. Dewey does recognize the significance of tools in human practice and the role of language in the formation of meaning. However, in his theory of thinking and problem solving, he primarily resorts to the biological or ecological language of the organism–environment, in which the concepts of habit and situation play a central role. It is argued that this language does not deal with the functions and relationships of different kinds of tools and artifacts in changes of activity nor supply satisfactory means of analyzing the historical, institutionalized and cultural dimensions of human activity. (shrink)

It is a natural assumption in mainstream epistemological theory that ascriptions of knowledge of a proposition p track strength of epistemic position vis-à-vis p. It is equally natural to assume that the strength of one’s epistemic position is maximally high in cases where p concerns a simple analytic truth. For instance, it seems reasonable to suppose that one’s epistemic position vis-à-vis “a cat is a cat” is harder to improve than one’s position vis-à-vis “a cat is on the mat”, and (...) consequently, that the former is at least as unambiguous a case of knowledge as the latter. The current paper, however, presents empirical evidence which challenges this intuitive line of reasoning. Our study on the epistemic intuitions of hundreds of academic philosophers supports the idea that simple and uncontroversial analytic propositions are less likely to qualify as knowledge than empirical ones. We show that our results, though at odds with orthodox theories of knowledge in mainstream epistemology, can be explained in a way consistent with Wittgenstein’s remarks on ‘hinge propositions’ or with Stalnaker’s pragmatics of assertion. We then present and evaluate a number of lines of response mainstream theories of knowledge could appeal to in accommodating our results. Finally, we show how each line of response runs into some prima facie difficulties. Thus, our observed asymmetry between knowing “a cat is a cat” and knowing “a cat is on the mat” presents a puzzle which mainstream epistemology needs to resolve. (shrink)

I propose the next steps in the neuropragmatic approach to philosophy that has been advocated by Solymosi and Shook (2013). My focus is the initial process of inquiry implicit in addressing philosophical questions of cognition and mind by utilizing the tools of neuroscientific research. I combine John Dewey’s pattern of inquiry with Charles Peirce’s three forms of inference in order to outline a methodological schema for neuropragmatic inquiry. My goal is to establish ignorance and guessing as well-defined pillars of methodology (...) upon which to build a neuropragmatic approach to inquiry. First, I outline Dewey’s pattern of inquiry, highlighting the initial problematic phase in which recognized ignorance provides the basis upon which to frame a philosophical problem and initiate the trajectory by which philosophical questions may be addressed with the assistance of neuroscientific evidence. Second, I provide an outline of Peirce’s three forms of inference, focusing upon the first phase of abduction: guessing. Third, I explain the transition between ignorance and guessing, urging the benefit of attending to these two aspects of inquiry. Finally, I provide an initial sketch indicating the next steps concerning a pragmatic reconstruction of neurophilosophy, pointing towards the need for a more thorough examination of scientific methodology within and following analyses of philosophical problems and neuroscientific evidence. (shrink)

It is a natural assumption in mainstream epistemological theory that ascriptions of knowledge of a proposition p track strength of epistemic position vis-à-vis p. It is equally natural to assume that the strength of one’s epistemic position is maximally high in cases where p concerns a simple analytic truth. For instance, it seems reasonable to suppose that one’s epistemic position vis-à-vis “a cat is a cat” is harder to improve than one’s position vis-à-vis “a cat is on the mat”, and (...) consequently, that the former is at least as unambiguous a case of knowledge as the latter. The current paper, however, presents empirical evidence which challenges this intuitive line of reasoning. Our study on the epistemic intuitions of hundreds of academic philosophers supports the idea that simple and uncontroversial analytic propositions are less likely to qualify as knowledge than empirical ones. We show that our results, though at odds with orthodox theories of knowledge in mainstream epistemology, can be explained in a way consistent with Wittgenstein’s remarks on ‘hinge propositions’ or with Stalnaker’s pragmatics of assertion. We then present and evaluate a number of lines of response mainstream theories of knowledge could appeal to in accommodating our results. Finally, we show how each line of response runs into some prima facie difficulties. Thus, our observed asymmetry between knowing “a cat is a cat” and knowing “a cat is on the mat” presents a puzzle which mainstream epistemology needs to resolve. (shrink)

The article remarks that, despite what many relativists claim, realism still is an arguable and defendable position. Realism is for sure quite an unpopular stance today, but the standard arguments against it are by no means conclusive. If one asks what difference is made to our knowledge claims if we accept the existence of an extra-conceptual world, the answer is the following: such recognition is likely to undermine the largely diffused anthropocentric stance which identifies reality with our knowledge of it.

What is cognition? Despite the existence of a science of cognition there is no clear agreement on what makes certain phenomena cognitive, and others not. Within cognitivism the issue was neglected. Human intelligence was used as a standard, and any process—natural or artificial—that fitted this standard sufficiently could be considered ‘cognitive’. For post-cognitivist psychology the situation is different. It cannot rely on the ‘human standard’ in the same way. One might even say that the need for a post-cognitivist psychology arose (...) because cognitivism began with this most complex of all cognitive systems without a good understanding and appreciation of more basic, biological cases. Embodied cognition approaches remedy this anthropocentric bias by addressing a more varied set of processes that are not strictly limited to humans. Under these circumstances the question what we take cognition to be is more urgent. Are phenomena like insect walking (Brooks) and goal-seeking missiles (O’Regan and Noë) examples of cognition or not? What criteria do we use to answer such questions? Given this problem, the notion of perception-action coupling (or sensorimotor contingencies) becomes an important and fairly obvious option to provide a foundation for the notion of cognition. However, and intriguingly, the same problem occurs again: What are perception-action couplings? What would make something an example of perception-action coupling? Where are we to draw a line, if anywhere? It is self-evident that O’Regan and Noë’s (2001) example of a goal-seeking missile is controversial, but why exactly? What is missing? Can we ever do more than making intuitive judgments here? A way out of this dilemma may be found by developing the claim that perception-action coupling must be grounded in a biological context (Keijzer, 2001), and following what Lyon (2005) calls a biogenic approach. This option raises a whole new field of issues and topics that is of central concern for a postcognitivist psychology. (shrink)