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Knowing and the Known

Philosophy 27 (102):263-265 (1952)

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  1. Complexity and Relations.Jeanette Elizabeth Lancaster - 2013 - Educational Philosophy and Theory 45 (12):1264-1275.
    A central feature of complexity is that it is based on non-linear, recursive relations. However, in most current accounts of complexity such relations, while non-linear, are based on the reductive relations of a Newtonian onto-epistemological framework. This means that the systems that are emergent from the workings of such relations are a narrowly reduced spectrum of complex systems. It is argued that John Dewey’s trans-actional relations, relations that are characterized by an irreducible internal distinction, can function as an exemplar of (...)
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  • Mathematics and the Good Life.Stephen Pollard - 2013 - Philosophia Mathematica 21 (1):93-109.
    We mathematical animals should be grateful that mathematics is instrumentally useful. We should not, however, forget its other contributions to human happiness. Bertrand Russell and John Dewey offer timely reminders that provide insight into the role of non-mathematicians in the evaluation of mathematics.
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  • Relational Thinking: A Critique of Co-Deterministic Theories of Structure and Agency.François Dépelteau - 2008 - Sociological Theory 26 (1):51 - 73.
    This article presents a relational criticism of the "morphogenetic theory" of M. Archer. This theory is founded and representative of the most influential mode of perception of the social universe of the last few decades: co-determinism (structure ↔ agency). Co-determinism's influence can be explained by its integration of modern general presuppositions like freedom, individualism, and the quest for a new social order. By identifying five basic principles of relational sociology, we see that Archer's co-deterministic theory offers a complicated solution to (...)
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  • Multifaceted Ecology Between Organicism, Emergentism and Reductionism.Donato Bergandi - 2011 - In Astrid Schwarz & Kurt Jax (eds.), Ecology Revisited: Reflecting on Concepts, Advancing Science. Springer. pp. 31-43.
    The classical holism-reductionism debate, which has been of major importance to the development of ecological theory and methodology, is an epistemological patchwork. At any moment, there is a risk of it slipping into an incoherent, chaotic Tower of Babel. Yet philosophy, like the sciences, requires that words and their correlative concepts be used rigorously and univocally. The prevalent use of everyday language in the holism-reductionism issue may give a false impression regarding its underlying clarity and coherence. In reality, the conceptual (...)
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  • Eco-cybernetics: the ecology and cybernetics of missing emergences.Donato Bergandi - 2000 - Kybernetes 29 (7/8):928-942..
    Considers that in ecosystem, landscape and global ecology, an energetics reading of ecological systems is an expression of a cybernetic, systemic and holistic approach. In ecosystem ecology, the Odumian paradigm emphasizes the concept of emergence, but it has not been accompanied by the creation of a method that fully respects the complexity of the objects studied. In landscape ecology, although the emergentist, multi-level, triadic methodology of J.K. Feibleman and D.T. Campbell has gained acceptance, the importance of emergent properties is still (...)
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  • Holism vs. reductionism: Do ecosystem ecology and landscape ecology clarify the debate?Donato Bergandi & Patrick Blandin - 1998 - Acta Biotheoretica 46 (3):185-206.
    The holism-reductionism debate, one of the classic subjects of study in the philosopy of science, is currently at the heart of epistemological concerns in ecology. Yet the division between holism and reductionism does not always stand out clearly in this field. In particular, almost all work in ecosystem ecology and landscape ecology presents itself as holistic and emergentist. Nonetheless, the operational approaches used rely on conventional reductionist methodology.From an emergentist epistemological perspective, a set of general 'transactional' principles inspired by the (...)
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  • Discourse as care: A phenomenological consideration of spatiality and temporality. [REVIEW]Corey Anton - 2002 - Human Studies 25 (2):185-205.
    Scholars increasingly recognize that discourse is not a standing collection of representations for pre-existing thoughts and/or things in a pre-existing world. Still, many obstacles remain, and these seem to be inseparable from contemporary common-sense. When we ask about the nature of discourse, we are, ultimately, asking about the nature of world, the nature of the body, and also, there must be, if only tacitly, an account of space and time. Discourse, I would suggest, is a mode of evaluative praxis, a (...)
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  • Constructivist Set-Theoretic Analysis: An Alternative to Essentialist Social Science.James Mahoney - 2023 - Philosophy of the Social Sciences 53 (4):327-366.
    Psychological essentialism is a cognitive bias through which human beings conceive the entities around them as having inner essences and basic natures. Social scientists routinely generate flawed inferences because their methods require the truth of psychological essentialism. This article develops set-theoretic analysis as a scientific-constructivist approach that overcomes the bias of psychological essentialism. With this approach, the “sets” of set-theoretic analysis are mental phenomena that establish boundaries and identify similarities and differences among entities whose natural kind composition is not known. (...)
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  • Alan Watts--in the academy: essays and lectures.Alan Watts (ed.) - 2017 - Albany, NY: SUNY Press.
    Explores language and mysticism, Buddhism and Zen, Christianity, comparative religion, psychedelics, and psychology and psychotherapy. Gold Winner for Philosophy, 2017 Foreword INDIES Book of the Year Awards To commemorate the 2015 centenary of the birth of Alan Watts (1915–1973), Peter J. Columbus and Donadrian L. Rice have assembled a much-needed collection of Watts’s scholarly essays and lectures. Compiled from professional journals, monographs, scholarly books, conferences, and symposia proceedings, the volume sheds valuable light on the developmental arc of Watts’s thinking about (...)
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  • The information inelasticity of habits: Kahneman’s bounded rationality or Simon’s procedural rationality?Elias L. Khalil - 2022 - Synthese 200 (4):1-40.
    Why would decision makers adopt heuristics, priors, or in short “habits” that prevent them from optimally using pertinent information—even when such information is freely-available? One answer, Herbert Simon’s “procedural rationality” regards the question invalid: DMs do not, and in fact cannot, process information in an optimal fashion. For Simon, habits are the primitives, where humans are ready to replace them only when they no longer sustain a pregiven “satisficing” goal. An alternative answer, Daniel Kahneman’s “mental economy” regards the question valid: (...)
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  • Democracy after Deliberation: Bridging the Constitutional Economics/Deliberative Democracy Divide.Shane Ralston - 2007 - Dissertation, University of Ottawa
    This dissertation addresses a debate about the proper relationship between democratic theory and institutions. The debate has been waged between two rival approaches: on the one side is an aggregative and economic theory of democracy, known as constitutional economics, and on the other side is deliberative democracy. The two sides endorse starkly different positions on the issue of what makes a democracy legitimate and stable within an institutional setting. Constitutional economists model political agents in the same way that neoclassical economists (...)
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  • Taking Situatedness Seriously. Embedding Affective Intentionality in Forms of Living.Imke von Maur - 2021 - Frontiers in Psychology 12:599939.
    Situated approaches to affectivity overcome an outdated individualistic perspective on emotions by emphasizing the role embodiment and environment play in affective dynamics. Yet, accounts which provide the conceptual toolbox for analyses in the philosophy of emotions do not go far enough. Their focus falls (a) on the present situation, abstracting from the broader historico-cultural context, and (b) on adopting a largely functionalist approach by conceiving of emotions and the environment as resources to be regulated or scaffolds to be used. In (...)
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  • (1 other version)Rethinking educational theory and practice in times of visual media: Learning as image-concept integration.Alin Olteanu & Nataša Lacković - 2020 - Educational Philosophy and Theory 53 (6):597-612.
    We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...)
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  • Philosophy of Education in a New Key: Who Remembers Greta Thunberg? Education and Environment after the Coronavirus.Petar Jandrić, Jimmy Jaldemark, Zoe Hurley, Brendan Bartram, Adam Matthews, Michael Jopling, Julia Mañero, Alison MacKenzie, Jones Irwin, Ninette Rothmüller, Benjamin Green, Shane J. Ralston, Olli Pyyhtinen, Sarah Hayes, Jake Wright, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (14):1421-1441.
    This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia. The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from scratch’, gathers wider philosophical (...)
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  • Temporalizing ontology: a case for pragmatic emergence.Ludger van Dijk - 2020 - Synthese 198 (9):9021-9034.
    Despite an attempt to break with the hierarchical picture in traditional emergentist thought, non-standard accounts of emergence are often still committed to a premise that ontology is prior to epistemology. This paper aims to topple this last remnant of the traditional hierarchy by explicating a pragmatic view of emergence based on John Dewey’s work. Dewey argued that the traditional notion of ontology is premised on a view of existence as complete. Through a discussion of Dewey’s work it is argued that (...)
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  • An Interpretation of the Continuous Adaptation of the Self/Environment Process.Chris Francovich - 2010 - The International Journal of Interdisciplinary Social Sciences 3 (5):307-322.
    Insights into the nondual relationship of organism and environment and their processual nature have resulted in numerous efforts at understanding human behavior and motivation from a holistic and contextual perspective. Meadian social theory, cultural historical activity theory (CHAT), ecological psychology, and some interpretations of complexity theory persist in relating human activity to the wider and more scientifically valid view that a process metaphysics suggests. I would like to articulate a concept from ecological psychology – that of the affordance, and relate (...)
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  • Le competenze e le disfunzioni genitoriali. Un quadro introduttivo dei concetti sociologici sensibilizzanti.Luca Corchia - 2016 - The Lab’s Quarterly 17 (3):143-178.
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  • Ecology, Evolution, Ethics: In Search of a Meta-paradigm – An Introduction.Donato Bergandi - 2013 - In The Structural Links Between Ecology, Evolution and Ethics: The Virtuous Epistemic Circle. Dordrecht, Netherland: Springer. pp. 1-28.
    Evolutionary, ecological and ethical studies are, at the same time, specific scientific disciplines and, from an historical point of view, structurally linked domains of research. In a context of environmental crisis, the need is increasingly emerging for a connecting epistemological framework able to express a common or convergent tendency of thought and practice aimed at building, among other things, an environmental policy management respectful of the planet’s biodiversity and its evolutionary potential.
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Emergence Theories and Pragmatic Realism.Charbel Niño El-Hani & Sami Pihlström - 2002 - Essays in Philosophy 3 (2):143-176.
    The tradition of pragmatism has, especially since Dewey, been characterized by a commitment to nonreductive naturalism. The notion of emergence, popular in the early decades of the twentieth century and currently re-emerging as a central concept in metaphysics and the philosophy of mind, may be useful in explicating that commitment. The present paper discusses the issue of the reality of emergent properties, drawing particular attention to a pragmatic way of approaching this issue. The reality of emergents can be defended as (...)
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  • The Structural Links Between Ecology, Evolution and Ethics: The Virtuous Epistemic Circle.Donato Bergandi (ed.) - 2013 - Dordrecht, Netherland: Springer.
    Abstract - Evolutionary, ecological and ethical studies are, at the same time, specific scientific disciplines and, from an historical point of view, structurally linked domains of research. In a context of environmental crisis, the need is increasingly emerging for a connecting epistemological framework able to express a common or convergent tendency of thought and practice aimed at building, among other things, an environmental policy management respectful of the planet’s biodiversity and its evolutionary potential. -/- Evolutionary biology, ecology and ethics: at (...)
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  • Paul Goodman redux: education as apprenticed anarchism.M. Andrew Holowchak - 2010 - Ethics and Education 5 (3):217 - 232.
    When talk of philosophy of pedagogy comes up today, it is common to hear the names of Aristotle, Thomas Jefferson, John Dewey, or Paulo Freire, but the name of Paul Goodman, who campaigned vigorously for pedagogical reform much of his life, is seldom mentioned. In spite of neglect of his work, Goodman had much to say on pedagogical practice that is rich, poignant, and relevant today. In consequence, it is unfortunate that he is seldom read and discussed today. This essay (...)
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  • (1 other version)Review of C. Koopman, Pragmatism as Transition. Historicity and Hope in James, Dewey, and Rorty. [REVIEW]Roberto Frega - 2009 - European Journal of Pragmatism and American Philosophy 1 (1).
    Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...
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  • Rarely pure and never simple: Tensions in the theory of truth.Paul Saka - 2010 - Topoi 29 (2):125-135.
    Section 1 discerns ambiguity in the word “truth”, observing that the term is used most naturally in reference to truth-bearers rather than truth-makers. Focusing on truths-as-truth-bearers, then, it would appear that alethic realism conflicts with metaphysical realism as naturalistically construed. Section 2 discerns ambiguity in the purporting of truth (as in assertion), conjecturing that all expressions, not just those found in traditionally recognized opaque contexts, can be read intensionally (as well, perhaps, as extensionally). For instance, we would not generally want (...)
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  • Toward inclusion and human unity: Rethinking Dewey's democratic community.Hongmei Peng - 2009 - Education and Culture 25 (2):pp. 76-88.
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  • Five Classrooms: Different forms of 'democracies' and their relationship to cultural pluralism(s).Michael Glassman & Min Ju Kang - 2011 - Educational Philosophy and Theory 43 (4):365-386.
    This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, (...)
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  • Belief, doubt and reason: C. S. Peirce on education.Donald J. Cunningham, James B. Schreiber & Connie M. Moss - 2005 - Educational Philosophy and Theory 37 (2):177–189.
    In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions (...)
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  • Justified True Belief: The Remarkable History of Mainstream Epistemology.Sander Verhaegh - forthcoming - Journal of the History of Philosophy.
    This paper reconstructs the origins of Gettier-style epistemology, highlighting the philosophical and methodological debates that led to its development in the 1960s. Though present-day epistemologists assume that the search for necessary and sufficient conditions for knowledge began with Gettier’s 1963 argument against the JTB-definition, I show that this research program can be traced back to British discussions about knowledge and analysis in the 1940s and 1950s. I discuss work of, among others, Bertrand Russell, G. E. Moore, A. J. Ayer, Norman (...)
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  • Pragmatist Empiricism (Towards a Conception of Human Being).Emil Višňovský - 2023 - Human Affairs 33 (2):197-209.
    The paper discusses the relation of philosophical pragmatism to empiricism as the backdrop to understanding human being. The crux of the problem is the relation between language and experience. The author argues that pragmatist empiricism is based on the concept that human practices are transactions, which includes both non-linguistic as well as linguistic practices. Within pragmatist anthropological philosophy, experience is a complex of transactions between humans and reality. Humans are both natural/physical and cultural/linguistic beings, whose living experience involves transactions with (...)
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  • Refurbishing learning via complexity theory: Introduction.Paul Hager & David Beckett - 2024 - Educational Philosophy and Theory 56 (5):407-419.
    This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...)
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  • Populism or pragmatism? Two ways of understanding political articulation.Justo Serrano Zamora & Matteo Santarelli - 2021 - Constellations 28 (4):496-510.
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  • How designers work - making sense of authentic cognitive activities.Henrik Gedenryd - 1998 - Dissertation, Lund University
    In recent years, the growing scientific interest in design has led to great advances in our knowledge of authentic design processes. However, as these findings go counter to the existing theories in both design research and cognitive science, they pose a serious challenge for both disciplines: there is a wide gap between what the existing theories predict and what designers actually do. At the same time, there is a growing movement of research on authentic cognitive activities, which has among other (...)
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  • Material Engagement Theory and its philosophical ties to pragmatism.Antonis Iliopoulos - 2019 - Phenomenology and the Cognitive Sciences 18 (1):39-63.
    Material Engagement Theory is currently driving a conceptual change in the archaeology of mind. Drawing upon the dictates of enactivism and active externalism, it specifically calls for a radical reconceptualization of mind and material culture. Unpersuaded by the common assumption that cognition is brain-bound, Malafouris argues in favour of a process ontology that situates thinking in action. In granting ontological primacy to material engagement, MET seeks to illuminate the emergence of human ways of thinking through the practical effects of the (...)
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  • Ineffability: Reply to Professors Metz and Cooper.Guy Bennett-Hunter - 2016 - Philosophia 44 (4):1267–1287.
    In the first two sections of this reply article, I provide a brief introduction to the topic of ineffability and a summary of Ineffability and Religious Experience. This is followed, in section 3, by some reflections in reply to the response articles by Professors Metz and Cooper. Section 4 presents some concluding remarks on the future of philosophy of religion in the light of the most recent philosophical work on ineffability.
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  • (1 other version)A Meadian Approach to Radical Bohmian Dialogue.Chris Francovich - 2016 - Journal for the Theory of Social Behaviour 46 (4).
    Issues of communication and the possibilities for the transformation of perspectives through an experimental dialogue resulting in a mutual, open, receptive, and non-judgmental consideration of the other are addressed in this paper from transdisciplinary theoretical and conceptual standpoints. The warrant for cultivating this type of communicative ability is based on arguments resulting from the assumption of widespread confusion and conflict in intrapersonal, interpersonal, intergroup, and ecological relations across the globe. I argue that there are two distinct classes of “reasons” for (...)
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  • Moral Entrepreneurship: Resource Based Ethics.Vincent Pompe - 2013 - Journal of Agricultural and Environmental Ethics 26 (2):313-332.
    This article studies the role of entrepreneurship in business ethics and promotes a resource-based ethics. The need for and usefulness of this form of ethics emerge from an analysis of contemporary business ethics that appears to be inefficacious and from a moral business practice formed out of the relationship between the veal calf industry of the VanDrie Group and the Dutch Society for the Protection of Animals in their development and implementation of a Welfare Hallmark for calves. Both organizations created (...)
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  • International Perspectives on Engineering Education: Engineering Education and Practice in Context.Byron Newberry, Carl Mitcham, Martin Meganck, Andrew Jamison, Christelle Didier & Steen Hyldgaard Christensen (eds.) - 2015 - Springer Verlag.
    This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. -/- Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this (...)
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  • Pragmatism and empirical sociology: the case of Jane Addams and Hull-House, 1889–1895. [REVIEW]Erik Schneiderhan - 2011 - Theory and Society 40 (6):589-617.
    The theoretical tools bequeathed to us by classical and revival pragmatism offer the potential for informing robust empirical work in sociology. But this potential has yet to be adequately demonstrated. There are a number of strands of pragmatism; this article draws primarily upon Dewey’s theory of action to examine Hull-House in its early years. Of particular interest are the practices of Jane Addams and other Hull-House residents. What were they doing to help people and why? An attempt to answer these (...)
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  • Are Plants Rational?Elias L. Khalil - 2010 - Biological Theory 5 (1):53-66.
    Organisms change their shape and behavior during ontogenesis in response to incentives—what biologists call “phenotypic plasticity” or what is called here more specifically “behavioral plasticity.” Such plasticity is usually in the direction of enhancing welfare or fitness. In light of basic concepts in economics, such behavioral plasticity is nothing but rationality. Such rationality is not limited to organisms with neural systems. It also characterizes brainless organisms such as plants, fungi, and unicellular organisms. The gist of the article is the distinction (...)
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  • Tacit knowledge, implicit learning and scientific reasoning.Andrea Pozzali - 2007 - Mind and Society 7 (2):227-237.
    The concept of tacit knowledge is widely used in social sciences to refer to all those knowledge that cannot be codified and have to be transferred by personal contacts. All this literature has been affected by two kind of biases : (1) the interest has been focused more on the result (tacit knowledge) than on the process (implicit learning); (2) tacit knowledge has been somehow reduced to physical skills or know-how; other possible forms of tacit knowledge have been neglected. These (...)
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  • Metaplasticity rendered visible in paint: How matter ‘matters’ in the lifeworld of Human action.Martyn Woodward - 2019 - Phenomenology and the Cognitive Sciences 18 (1):113-132.
    Recent theoretical and philosophical movements within the study of material culture are more carefully attending to the variety of ways in which human artefacts, institutions, and cultural developments extend, shape and alter human cognition over time. Material Engagement Theory in particular has set out to map, explore and understand the relational nature of mind and material world as can be read through cultural artefacts. Within the context of MET, the neurological concept of metaplasticity has been expanded to include the affective (...)
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  • How a Deweyan science education further enables ethics education.Scott Webster - 2008 - Science & Education 17 (8-9):903-919.
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  • Ethics in Actor Networks, or: What Latour Could Learn from Darwin and Dewey.Katinka Waelbers & Philipp Dorstewitz - 2014 - Science and Engineering Ethics 20 (1):23-40.
    In contemporary Science, Technology and Society studies, Bruno Latour’s Actor Network Theory is often used to study how social change arises from interaction between people and technologies. Though Latour’s approach is rich in the sense of enabling scholars to appreciate the complexity of many relevant technological, environmental, and social factors in their studies, the approach is poor from an ethical point of view: the doings of things and people are couched in one and the same behaviorist vocabulary without giving due (...)
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  • Pensée végétale et simiesque, liens entre vivants.Sophie Gerber & Camille Noûs - 2023 - Arts Et Sciences 7 (2).
    Le film d’animation de Jean-François Laguionie "Le voyage du prince" (2019), d’après "Le château des singes" (1999) du même réalisateur, inspiré du livre "Le baron perché", d’Italo Calvino (1957), est marqué par une prégnance végétale forte. Le film nous invite dans un monde de fiction, dans lequel les singes sont l’espèce animale principale – évoquant les humainsles humains les humainsles humains les humainsles humains les humains – représentée à travers des peuples aux modes de vie contrastés. Le monde végétal est (...)
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  • The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach.Katrien Van Poeck & Leif Östman - 2020 - Journal of Philosophy of Education 54 (4):1003-1018.
    Journal of Philosophy of Education, EarlyView.
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  • Learning to find a way out of non-sustainable systems.Katrien Van Poeck & Leif Östman - unknown
    This article presents and illustrates an analytical framework designed to open-up the black-box of what and how people learn while trying to tackle sustainability problems and to investigate the potential of learning processes and outcomes to enable transitions. It consists of an analytical method: practical epistemology analysis, and two analytical models: transactional learning theory and the multi-level perspective on sustainability transitions. The framework is empirically illustrated with an analysis of what/how people learn through participating in workshops to develop scenarios for (...)
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  • Beyond liberal democracy: Dewey's renascent liberalism.Barbara J. Thayer-Bacon - 2006 - Education and Culture 22 (2):19-30.
    : My project aims to develop a relational, pluralistic political theory that moves us beyond liberal democracy, and to consider how such a theory translates into our public school settings. In this essay I argue that Dewey offers us possibilities for moving beyond one key assumption of classical liberalism, individualism, with his theory of social transaction. I focus my discussion for this paper on Dewey's renascent liberal democracy. I move from a discussion of Dewey's liberal democratic theory to what a (...)
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  • The intellectual origins of Rational Psychotherapy.Arthur Still & Windy Dryden - 1998 - History of the Human Sciences 11 (3):63-86.
    In this paper we attempt to understand the intellectual origins of Albert Ellis' Rational Psychotherapy (now known as Rational Emotive Behavior Therapy). In his therapeutic practice Ellis used a 'lumper' argument to replace the focus of change in psychoanalysis: not the lengthy uncovering and reworking of the individual's personal history, but the demands in self-talk through which the client is currently dis turbed. In constructing around this the persuasive (rhetorical) package that became his therapy, Ellis drew on a number of (...)
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  • The concept of relation and the explanation of the phenomenon of Entanglement.Aldo Stella, Tiziano Cantalupi & Giancarlo Ianulardo - 2022 - Philosophical Investigations 45 (4):430-452.
    Philosophical Investigations, Volume 45, Issue 4, Page 430-452, October 2022.
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  • Body pedagogics, culture and the transactional case of Vélo worlds.Chris Shilling - 2022 - European Journal of Social Theory 25 (2):312-329.
    During the past two decades, there has been a significant growth of sociological studies into the ‘body pedagogics’ of cultural transmission, reproduction and change. Rejecting the tendency to over-valorise cognitive information, these investigations have explored the importance of corporeal capacities, habits and techniques in the processes associated with belonging to specific ‘ways of life’. Focused on practical issues associated with ‘knowing how’ to operate within specific cultures, however, body pedagogic analyses have been less effective at accounting for the incarnation of (...)
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