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  1. Critical Thinking as an Integrative Process: Debating Wolves in Yellowstone.Lynn Sargent De Jonghe - 2024 - Human Affairs 34 (3):374-392.
    The topic of critical thinking has engaged philosophers, psychologists and educators for well over one hundred years. Amid polarized political attacks on the teaching of controversial issues, however, education in critical thinking appears to be nearing a new low, not only in the United States, but also in other countries being torn by partisan politics. This article reviews the ebb and flow of critical thinking efforts, suggests explanations for their discouraging results, and proposes a way forward that treats critical thinking (...)
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  • The Revolutionary Ecological Legacy of Herbert Marcuse.Charles Reitz - 2022 - Cantley, Quebec, Canada: Daraja Press.
    Marcuse argued that U.S.-led globalized capitalism represented the irrational perfection of waste and the degradation of the earth, resurgent sexism, racism, bigoted nationalism, and warlike patriotism. Inspired by the revolutionary legacy of Herbert Marcuse’s social and political philosophy, this volume appeals to the energies of those engaged in a wide range of contemporary social justice struggles: ecosocialism, antiracism, the women’s movement, LGBTQ rights, and antiwar forces. The intensification of these regressive political tendencies today must be countered, and this can be (...)
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  • Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism.Jim Garrison - 2024 - Educational Philosophy and Theory 56 (5):420-428.
    Hager and Beckett assert that a ‘characteristic feature of … assorted co-present groups is that their processes and outputs are marked by the full gamut of human experiences involved in their functioning’. My paper endorses and further develops this claim. I begin by expanding on their emphasis upon the priority of relations in terms of Dewey and Bentley’s transactionalism and Buddhist dependent co-origination and emptiness. Next, I emphasize the importance of embodied perspectives in acquiring meaning and transforming the world. Here, (...)
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  • Social positioning theory and Dewey’s ontology of persons, objects and offices.Stephen Pratten - 2022 - Journal of Critical Realism 21 (3):288-308.
    Social positioning theory, in defending a general social ontology, is a particular extension of critical realism. It is a theory of social constitution that clarifies how items including human bein...
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  • The method of democracy: John Dewey’s critical social theory.David Benjamin Ridley - unknown
    This thesis argues that John Dewey’s theory of collective intelligence presents a unique critical social theory that escapes the dead-ends of Frankfurt School critical theory and speaks directly to the political situation faced today by academics and the public. In Part 1, Dewey’s critical social theory is argued to present a ‘method of democracy’ that proposes a form of ‘intelligent populism’ as the mode of collective action in contemporary ‘political democracies’. Part 2 applies the method of democracy to the contemporary (...)
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  • The ethics of information warfare.Luciano Floridi & Mariarosaria Taddeo (eds.) - 2014 - Springer International Publishing.
    This book offers an overview of the ethical problems posed by Information Warfare, and of the different approaches and methods used to solve them, in order to provide the reader with a better grasp of the ethical conundrums posed by this new form of warfare. -/- The volume is divided into three parts, each comprising four chapters. The first part focuses on issues pertaining to the concept of Information Warfare and the clarifications that need to be made in order to (...)
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  • Situation, Structure, and the Context of Meaning.Eugene Halton - 1982 - The Sociological Quarterly 23 (Autumn):455-476.
    By comparing some founding concepts underlying developing interest in the role of signs and symbols in social life, such as the nature of the sign in Charles Peirce and Ferdinand de Saussure and in Emile Durkheim and George Herbert Mead, and then exploring recent developments in structuralism and symbolic interactionism, a critical appraisal of their theories of meaning is made in the context of an emerging semiotic sociology.
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  • Enactivism and Normativity: The case of Aesthetic Gestures.Anna Boncompagni - 2020 - JOLMA - The Journal for the Philosophy of Language, Mind, and the Arts 2 (1):177-194.
    Enactivist approaches claim that cognition arises through a dynamic interaction between an acting organism and its environment. An ongoing challenge for these approaches is the problem of accounting for normativity while avoiding overly reductionist outcomes. This article examines a few proposed solutions, including agent-environment dynamics, participatory sense-making, radical enactivism, the skillful intentionality framework, and enactivist cultural psychology. It argues that good examples of enacted normativity are gestures of appreciation/disapproval performed in the aesthetic domain. Both Wittgenstein and Dewey explore this issue (...)
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  • (1 other version)Nagel’s Philosophical Development.Sander Verhaegh - 2021 - In Matthias Neuber & Adam Tamas Tuboly (eds.), Ernest Nagel: Philosophy of Science and the Fight for Clarity. Springer. pp. 43-65.
    Ernest Nagel played a key role in bridging the gap between American philosophy and logical empiricism. He introduced European philosophy of science to the American philosophical community but also remained faithful to the naturalism of his teachers. This paper aims to shed new light on Nagel’s intermediating endeavors by reconstructing his philosophical development in the late 1920s and 1930s. This is a decisive period in Nagel’s career because it is the phase in which he first formulated the principles of his (...)
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  • Habit and Habitus.Nick Crossley - 2013 - Body and Society 19 (2-3):136-161.
    This article compares the concept of habitus, as formulated in the work of Mauss and Bourdieu, with the concept of habit, as formulated in the work of Merleau-Ponty and Dewey. The rationale for this, on one level, is to seek to clarify these concepts and any distinction that there may be between them – though the article notes the wide variety of uses of both concepts and suggests that these negate the possibility of any definitive definitions or contrasts. More centrally, (...)
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  • Steps to a Sustainable Mind: Explorations into the Ecology of Mind and Behaviour.Roope Oskari Kaaronen - 2020 - Dissertation, University of Helsinki
    This transdisciplinary doctoral thesis presents various theoretical, methodological and empirical approaches that together form an ecological approach to the study of social sciences. The key argument follows: to understand how sustainable behaviours and cultures may emerge, and how their development can be facilitated, we must further learn how behaviours emerge as a function of the person and the material and social environment. Furthermore, in this thesis the sustainability crises are framed as sustain-ability crises. We must better equip our cultures with (...)
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  • Mind and Cosmos: Why the Neo-Darwinian Conception of Nature Is Almost Certainly False by Thomas Nagel.Stan V. McDaniel - 2013 - Journal of Scientific Exploration 27 (2).
    The subtitle of this surprisingly brief volume by Thomas Nagel presages something more, and something less, than what at a glance it may seem to promise. In such a confined space as a mere 128 pages, coming from such a noted philosopher, one might expect that Nagel has consolidated and refined a highly focused, decisive argument against the prevalent materialist–reductionist account of mind and its place in nature. Those of a materialist view will not likely be concerned, since philosophical objections (...)
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  • Myth, Meaning, and Antifragile Individualism: On the Ideas of Jordan Peterson.Marc Champagne - 2020 - Exeter, UK: Imprint Academic.
    Jordan Peterson has attracted a high level of attention. Controversies may bring people into contact with Peterson's work, but ideas are arguably what keep them there. Focusing on those ideas, this book explores Peterson’s answers to perennial questions. What is common to all humans, regardless of their background? Is complete knowledge ever possible? What would constitute a meaningful life? Why have humans evolved the capacity for intelligence? Should one treat others as individuals or as members of a group? Is a (...)
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  • Toward a Reconstruction of Self.Kathleen Wallace - 2019 - Humana Mente 12 (36).
    In this paper, I outline the cumulative network model of the self. This model articulates the self as relational, recognizing social relations as constitutive of the self. The theory arises out of concerns about the individualistic paradigms of two main frameworks in the analytic philosophical literature on personal identity, namely, the psychological and the animalist approaches to personhood and is explicitly inspired by feminist theories on relational autonomy and self. I argue that “relationality” is not only social, but that the (...)
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  • On subjectivity and objectivity in the Mengzi—or realism with a Confucian face.Kevin J. Turner - 2019 - Asian Philosophy 29 (4):351-362.
    This essay argues that the philosophy of the Mengzi is not an idealism or naturalism which makes morality something innate. These interpretations are limited by Cartesian presuppositions of objectivity and subjectivity, which were not a part of the Mengzi’s philosophical repertoire. This essay rehearses the problem of subjectivity and objectivity in Western philosophy. It then argues that no such dichotomy informed the Mengzi; instead, it maintains that minds and their worlds are mutually entailing and constituting. It explores the relationship between (...)
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  • “Being Together” in Learning: A School Leadership Case Study Evoking the Relational Essence of Learning Design at the Australian Science and Mathematics School.Andrew Bills & Nigel Howard - 2019 - Indo-Pacific Journal of Phenomenology 19 (1):11-28.
    In this report on an interview-based school case study undertaken with seven school leaders using component theory analysis and the hermeneutic method, we reveal the relational essence of learning design at the Australian Science and Mathematics School. The phenomenon of learning togetherness presents, forged by deliberately practised notions of contributive leadership within open learning spaces and ongoing attention to new interdisciplinary curriculum forms. This case study highlights the phenomenological nature of a school that has been deliberately purposed for deep collaborative (...)
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  • On Peter Olen’s Wilfrid Sellars and the Foundations of Normativity.David Beisecker - 2019 - Journal for the History of Analytical Philosophy 7 (3).
    All contributions included in the present issue were originally prepared for an “Author Meets Critics” session organized by Carl Sachs for the Eastern Division Meeting of the American Philosophical Association in Savannah, Georgia, on 5th January, 2018.
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  • An Essay on the Ontological Foundations and Psychological Realization of Forgetting.Stan Klein - 2019 - Psychology of Consciousness: Theory, Research, and Practice 6 (292-305).
    I argue that appreciation of the phenomenon of forgetting requires serious attention to its origins and place in nature. This, in turn, necessitates metaphysical inquiry as well as empirical backing – a combination likely to be eschewed by psychological orthodoxy. But, if we hope to avoid the conceptual vacuity that characterizes too much of contemporary psychological inquiry (e.g., Klein, 2012, 2014a, 2015a, 2016a), a “big picture” approach to phenomena of interest is essential. Adopting this investigative posture turns the “received view” (...)
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  • Pragmatismo norteamericano. Condiciones para el conocimiento en sus orígenes: hacia una construcción de epistemologías de las Américas.Edgar Eslava & César Fredy Pongutá - 2018 - Cuadernos de Filosofía Latinoamericana 39 (119):175-214.
    El presente artículo reflexiona sobre los orígenes del pragmatismo atendiendo puntos importantes para implicaciones epistemológicas que buscan servir luego de clave para una perspectiva para el pensamiento del sur del continente. Hay una exposición de aspectos centrales que sobre el pragmatismo expuso Charles Pierce, específicamente sobre las creencias, el signo como mediación cognitiva, así como una consideración de las ciencias para comprender el papel tanto del razonamiento como de la percepción y el instinto. Igualmente, se exponen elementos claves de la (...)
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  • Political rhetoric and its relationship to context: a new theory of the rhetorical situation, the rhetorical and the political.Nick Turnbull - 2017 - Critical Discourse Studies 14 (2):115-131.
    ABSTRACTPolitical rhetoric is underpinned by its relationship to context. Scholars have struggled to articulate this relationship by relying upon an ontological perspective of rhetoric and situation. This paper utilizes a new, problematological philosophy of rhetoric in context that overcomes these limitations. This approach employs a logic of question and answer which articulates the contingency of rhetoric as well as the structuring effects of context, conceived as social distance. This paper makes three conceptual innovations; philosophically redefining the rhetorical situation via a (...)
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  • Leaving the Road to Abilene: A Pragmatic Approach to Addressing the Normative Paradox of Responsible Management Education.Dirk C. Moosmayer, Sandra Waddock, Long Wang, Matthias P. Hühn, Claus Dierksmeier & Christopher Gohl - 2019 - Journal of Business Ethics 157 (4):913-932.
    We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options. However, conceptualizing (...)
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  • Toward a Non-Reductive Naturalism: Combining the Insights of Husserl and Dewey.Gregory A. Trotter - 2016 - William James Studies 12 (1):19-35.
    This paper examines the status of naturalism in the philosophies of Edmund Husserl and John Dewey. Despite the many points of overlap and agreement between Husserl’s and Dewey’s philosophical projects, there remains one glaring difference, namely, the place and status of naturalism in their approaches. For Husserl, naturalism is an enemy to be vanquished. For Dewey, naturalism is the only method that can put philosophy back in touch with the concerns of human beings. This paper will demonstrate the remarkable similarities (...)
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  • Working from Within: The Nature and Development of Quine's Naturalism.Sander Verhaegh - 2018 - New York: Oxford University Press.
    During the past few decades, a radical shift has occurred in how philosophers conceive of the relation between science and philosophy. A great number of analytic philosophers have adopted what is commonly called a ‘naturalistic’ approach, arguing that their inquiries ought to be in some sense continuous with science. Where early analytic philosophers often relied on a sharp distinction between science and philosophy—the former an empirical discipline concerned with fact, the latter an a priori discipline concerned with meaning—philosophers today largely (...)
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  • Belief, Knowledge and Understanding.Frederik Moreira-dos-Santos & Charbel N. El-Hani - 2017 - Science & Education 26 (3-4):215-245.
    This article discusses how to deal with the relations between different cultural perspectives in classrooms, based on a proposal for considering understanding and knowledge as goals of science education, inspired by Dewey’s naturalistic humanism. It thus combines educational and philosophical interests. In educational terms, our concerns relate to how science teachers position themselves in multicultural classrooms. In philosophical terms, we are interested in discussing the relations between belief, understanding, and knowledge under the light of Dewey’s philosophy. We present a synthesis (...)
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  • Scientific Communication and the Nature of Science.Kristian H. Nielsen - 2013 - Science & Education 22 (9):2067-2086.
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  • Pragmatism and the predictive mind.Daniel Williams - 2018 - Phenomenology and the Cognitive Sciences 17 (5):835-859.
    Predictive processing and its apparent commitment to explaining cognition in terms of Bayesian inference over hierarchical generative models seems to flatly contradict the pragmatist conception of mind and experience. Against this, I argue that this appearance results from philosophical overlays at odd with the science itself, and that the two frameworks are in fact well-poised for mutually beneficial theoretical exchange. Specifically, I argue: first, that predictive processing illuminates pragmatism’s commitment to both the primacy of pragmatic coping in accounts of the (...)
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  • Rebirth of paideia: ultimacy and the game of games.Jonathan Doner - 2018 - Educational Philosophy and Theory 50 (6-7):719-727.
    Plato’s philosophy of paideia concerns the life-long growth toward areté, excellence, in body, mind, and spirit. Implementation of this philosophy in modern times is challenged by many societal conditions, especially relativism, plurality, and secularity. This paper discusses an approach that advocates individualized paideia. In its most simple and direct manifestation, individualized paideia can be supported and developed by the person’s participation in a class of games exemplified by the Tibetan game Rebirth. An analysis of their structure and dynamics indicates that (...)
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  • Embodied Cognition and Perception: Dewey, Science and Skepticism.Crippen Matthew - 2017 - Contemporary Pragmatism 14 (1):112-134.
    This article examines how Modern theories of mind remain even in some materialistic and hence ontologically anti-dualistic views; and shows how Dewey's pragmatism, anticipating Merleau-Ponty, 4E cognitive scientists and especially enactivism, repudiates these theories. Throughout I place Dewey’s thought in the context of scientific inquiry, both recent and historical and including the cognitive as well as traditional sciences; and I show how he incorporated sciences of his day into his thought, while also anticipating enactive cognitive science. While emphasizing Dewey’s continued (...)
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  • Dewey’s Social Ontology: A Pragmatist Alternative to Searle’s Approach to Social Reality.Italo Testa - 2017 - International Journal of Philosophical Studies 25 (1):40-62.
    Dewey’s social ontology could be characterized as a habit ontology, an ontology of habit qua second nature that offers us an account of intentionality, social statuses, institutions, and norms in terms of habituations. Such an account offers us a promising alternative to contemporary intentionalist and deontic approaches to social ontology such as Searle’s. Furthermore, it could be the basis of a social ontology better suited to explain both the maintenance and the transformation of social reality. In the first part I (...)
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  • The Primacy of Skilled Intentionality: on Hutto & Satne’s the Natural Origins of Content.Julian Kiverstein & Erik Rietveld - 2015 - Philosophia 43 (3):701-721.
    Following a brief reconstruction of Hutto & Satne’s paper we focus our critical comments on two issues. First we take up H&S’s claim that a non-representational form of ur-intentionality exists that performs essential work in setting the scene for content-involving forms of intentionality. We will take issue with the characterisation that H&S give of this non-representational form of intentionality. Part of our commentary will therefore be aimed at motivating an alternative account of how there can be intentionality without mental content, (...)
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  • The Oxford Handbook of Philosophical Methodology.Herman Cappelen, Tamar Gendler & John Hawthorne (eds.) - 2016 - Oxford, United Kingdom: Oxford University Press.
    This is the most comprehensive book ever published on philosophical methodology. A team of thirty-eight of the world's leading philosophers present original essays on various aspects of how philosophy should be and is done. The first part is devoted to broad traditions and approaches to philosophical methodology. The entries in the second part address topics in philosophical methodology, such as intuitions, conceptual analysis, and transcendental arguments. The third part of the book is devoted to essays about the interconnections between philosophy (...)
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  • The Unplanned Obsolescence of Psychological Science and an Argument for its Revival.Stan Klein - 2016 - Pyshcology of Consciousness: Theory, Research, and Practice 3:357-379.
    I examine some of the key scientific pre-commitments of modern psychology, and argue that their adoption has the unintended consequence of rendering a purely psychological analysis of mind indistinguishable from a purely biological treatment. And, since these pre-commitments sanction an “authority of the biological”, explanation of phenomena traditionally considered the purview of psychological analysis is fully subsumed under the biological. I next evaluate the epistemic warrant of these pre-commitments and suggest there are good reasons to question their applicability to psychological (...)
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  • The aesthetic stance - on the conditions and consequences of becoming a beholder.Maria Brincker - 2014 - In Alfonsina Scarinzi (ed.), Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy. Dordrecht: Springer. pp. 117-138.
    What does it mean to be an aesthetic beholder? Is it different than simply being a perceiver? Most theories of aesthetic perception focus on 1) features of the perceived object and its presentation or 2) on psychological evaluative or emotional responses and intentions of perceiver and artist. In this chapter I propose that we need to look at the process of engaged perception itself, and further that this temporal process of be- coming a beholder must be understood in its embodied, (...)
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  • The relation between interaction aesthetics and affordances.Ioannis Xenakis & Argyris Arnellos - 2013 - Design Studies 34 (1).
    Even though aesthetics and affordances are two important factors based on which designers provide effective ways of interaction through their artifacts, there is no study or theoretical model that relates these two aspects of design. We suggest a theoretical explanation that relates the underlying functionality of aesthetics, in particular, of interaction aesthetics and of affordances in the design process. Our claim is that interaction aesthetics are one among other factors that allow users to enhance the detection of action possibilities and (...)
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  • Embodied Pheno-Pragma-Practice - Phenomenological and Pragmatic Perspectives on Creative "Inter-practice" in Organisations between Habits and Improvisation.Wendelin M. Kupers - 2011 - Phenomenology and Practice 5 (1):100-139.
    The purpose of this article is to develop a critical and extended understanding of creative practices in organisation from a phenomenological point of view. To develop such an understanding of practice, this paper will first outline a phenomenological understanding of creative practice, understood particularly with Merleau-Ponty as an embodied and situated nexus of action. Subsequently, the paper will show the contribution of pragmatism to an interpretation of practice as an experience-based reality and will describe the significance of habits. After briefly (...)
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  • A Defense of Experiential Realism: The Need to take Phenomenological Reality on its own Terms in the Study of the Mind.Stan Klein - 2015 - Psychology of Consciousness: Theory, Research, and Practice 2 (1):41-56.
    In this paper I argue for the importance of treating mental experience on its own terms. In defense of “experiential realism” I offer a critique of modern psychology’s all-too-frequent attempts to effect an objectification and quantification of personal subjectivity. The question is “What can we learn about experiential reality from indices that, in the service of scientific objectification, transform the qualitative properties of experience into quantitative indices?” I conclude that such treatment is neither necessary for realizing, nor sufficient for capturing, (...)
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  • Rhetoric and Events.Nathan Crick - 2014 - Philosophy and Rhetoric 47 (3):251-272.
    Historically, the most interesting phases to me are those in which some events are treated, whether for praise or blame, reward or punishment, as dangerous revolts or as promising innovations—generally both at once.February 2, 1945, was an eventful day in the international press. In Pravda, the organ of the Central Committee of the Communist Party of the Soviet Union, journalist Boris Polevoi introduced to the world “The Factory of Death at Auschwitz” (1945). Shaken by the horrors he witnessed after the (...)
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  • Ethik und Moral im Wiener Kreis. Zur Geschichte eines engagierten Humanismus.Anne Siegetsleitner - 2014 - Wien: Böhlau.
    Die vorliegende Schrift unternimmt eine Revision des vorherrschenden Bildes der Rolle und der Konzeptionen von Moral und Ethik im Wiener Kreis. Dieses Bild wird als zu einseitig und undifferenziert zurückgewiesen. Die Ansicht, die Mitglieder des Wiener Kreises hätten kein Interesse an Moral und Ethik gezeigt, wird widerlegt. Viele Mitglieder waren nicht nur moralisch und politisch interessiert, sondern auch engagiert. Des Weiteren vertraten nicht alle die Standardauffassung logisch-empiristischer Ethik, die neben der Anerkennung deskriptiv-empirischer Untersuchungen durch die Ablehnung jeglicher normativer und inhaltlicher (...)
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  • Child, philosophy and education:discussing the intellectual sources of Philosophy for Children.Hannu Juuso - unknown
    The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...)
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  • Against representation: A brief introduction to cultural affordances.Tibor Solymosi - 2013 - Human Affairs 23 (4):594-605.
    Cognitive science and its philosophy have been far too long consumed with representation. This concern is indicative of a creeping Cartesianism that many scientists and philosophers wish to evade. However, their naturalism is often insufficiently evolutionary to fully appreciate the lessons of pragmatism. If cognitive neuroscience and pragmatism are to be mutually beneficial, the representational-friendly scientists and the anti-representational pragmatists need an alternative to representation that still accounts for what many find so attractive about representation, namely intentionality. I propose that (...)
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  • The Specificity of Logical Empiricism in the Twentieth-Century History of Scientific Philosophy.Enrico Viola - 2013 - Hopos: The Journal of the International Society for the History of Philosophy of Science 3 (2):191-209.
    In the first decades of the twentieth century, many philosophers and philosophical movements attempted to make philosophy scientific by analogy with science. Such attempts vary with respect to the strategies adopted for implementing the analogy. In this article, I single out the specificity of logical empiricism’s strategy, by comparing it to some of its most relevant contemporary scientific philosophies, such as Russell’s method of analysis, Husserl’s phenomenology, neo-Kantianism, and American pragmatism. Logical empiricism sees philosophy as continuous with science, by reducing (...)
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  • Socio-ethics of interaction with intelligent interactive technologies.Satinder P. Gill - 2008 - AI and Society 22 (3):283-300.
    Socio-ethics covers the relation of the individual with the group and with society, as the individual acquires the skills for social life with others and the conduct of ‘normal responsible behaviour’ (Leal in AI Soc 9:29–32, 1995) that guides moral action. For a consideration of what it means to be socially skilled in everyday human interaction and the ethical issues arising from the new conditions of interaction that come with the integration of intelligent interactive artefacts, we will provide an analysis (...)
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  • (1 other version)The Unnatural Nature of Nature and Nurture: Questioning the Romantic Heritage.Andrew Stables - 2009 - Studies in Philosophy and Education 28 (1):3-14.
    From a cultural-historical perspective, nature and nurture are contested concepts. The paper focuses on the nature/nurture debate in the work of William Shakespeare and in the Romantic tradition, and argues that while our Romantic inheritance problematises nurture, it tends to mystify nature. Given that conceptions of nature are culturally driven, there is an urgent educational challenge to problematise nature as well as nurture.
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  • Epistemology Without History is Blind.Philip Kitcher - 2011 - Erkenntnis 75 (3):505-524.
    In the spirit of James and Dewey, I ask what one might want from a theory of knowledge. Much Anglophone epistemology is centered on questions that were once highly pertinent, but are no longer central to broader human and scientific concerns. The first sense in which epistemology without history is blind lies in the tendency of philosophers to ignore the history of philosophical problems. A second sense consists in the perennial attraction of approaches to knowledge that divorce knowing subjects from (...)
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  • Peculiarities in Mind; Or, on the Absence of Darwin.Tanya de Villiers-Botha - 2011 - South African Journal of Philosophy 30 (3):282-302.
    A key failing in contemporary philosophy of mind is the lack of attention paid to evolutionary theory in its research projects. Notably, where evolution is incorporated into the study of mind, the work being done is often described as philosophy of cognitive science rather than philosophy of mind. Even then, whereas possible implications of the evolution of human cognition are taken more seriously within the cognitive sciences and the philosophy of cognitive science, its relevance for cognitive science has only been (...)
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  • Philosophy inside out.Philip Kitcher - 2011 - Metaphilosophy 42 (3):248-260.
    Abstract: Philosophy is often conceived in the Anglophone world today as a subject that focuses on questions in particular “core areas,” pre-eminently epistemology and metaphysics. This article argues that the contemporary conception is a new version of the scholastic “self-indulgence for the few” of which Dewey complained nearly a century ago. Philosophical questions evolve, and a first task for philosophers is to address issues that arise for their own times. The article suggests that a renewal of philosophy today should turn (...)
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  • What is it like to be nonconscious? A defense of Julian Jaynes.Gary Williams - 2011 - Phenomenology and the Cognitive Sciences 10 (2):217-239.
    I respond to Ned Block’s claim that it is ridiculous to suppose that consciousness is a cultural construction based on language and learned in childhood. Block is wrong to dismiss social constructivist theories of consciousness on account of it being ludicrous that conscious experience is anything but a biological feature of our animal heritage, characterized by sensory experience, evolved over millions of years. By defending social constructivism in terms of both Julian Jaynes’ behaviorism and J.J. Gibson’s ecological psychology, I draw (...)
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  • Nature and the Social Sciences: Examples from the Electricity and Waste Sectors.Mikael Klintman - unknown
    The book has two interrelated objectives. One objective is meta-theoretical and concerns the exploration of theoretical debates connected to issues of studying society and environmental problems; another objective is empirical/analytical, referring to the analysis of "green" public participation in the electricity and waste sectors in Sweden, and partly in the Netherlands as well as the UK. The metatheoretical part draws the conclusion that the ontology of critical realism, combined with a problem-subjectivist tenet, is a particularly fruitful basis for the social (...)
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  • Overcoming Relativism and Absolutism: Dewey's ideals of truth and meaning in philosophy for children.Jennifer Bleazby - 2011 - Educational Philosophy and Theory 43 (5):453-466.
    Different notions of truth imply and encourage different ideals of thinking, knowledge, meaning, and learning. Thus, these concepts have fundamental importance for educational theory and practice. In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with (...)
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  • From autonomy to heteronomy (and back): The enaction of social life.Pierre Steiner & John Stewart - 2009 - Phenomenology and the Cognitive Sciences 8 (4):527-550.
    The term “social cognition” can be construed in different ways. On the one hand, it can refer to the cognitive faculties involved in social activities, defined simply as situations where two or more individuals interact. On this view, social systems would consist of interactions between autonomous individuals; these interactions form higher-level autonomous domains not reducible to individual actions. A contrasting, alternative view is based on a much stronger theoretical definition of a truly social domain, which is always defined by a (...)
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