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  1. Do We Have to Choose Between Different Concepts of Social Structure? A Comparative Analysis of Approaches and Ideas From Nigel Pleasants, Douglas V. Porpora, and David Easton.Mikael Rundqvist - forthcoming - Philosophy of the Social Sciences.
    This study of three different approaches to social structure finds Pleasants’s ideas for the use of different concepts of social structure intriguing but based on an untenable view about the possibility to discern an empirical modality. Porpora’s approach is based on the idea that the relational concept of social structure cannot be bypassed, ontologically speaking. Easton’s idea is to apply the two relational concepts of higher-order and lower-order structure. Relational structures are also salient in the specific scholarly debate studied, which (...)
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  • Exchange on the cognitive dimension as a problem for empirical research in science studies.Loet Leydesdorff - 1994 - Social Epistemology 8 (2):91 – 107.
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  • California Unnatural: On Fine’s Natural Ontological Attitude.E. P. Brandon - 1997 - Philosophical Quarterly 47 (187):232-235.
    Abela accepts Fine’s account of realism and instrumentalism, but thinks that we can reject the Natural Ontological Attitude by distinguishing the theoretical attempt to make sense of scientific practice from choosing the attitude we bring to the debate, or to science itself. But Abela’s attitudes are vulnerable to Fine’s criticisms of the philosophical positions. However, if we take attitude as contrastive and as full‐blooded enough to lead to different behaviour we can see a gap in Fine’s position. He cannot tell (...)
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  • Getting real: heuristics in sociological knowledge.Dylan Riley, Patricia Ahmed & Rebecca Jean Emigh - 2021 - Theory and Society 50 (2):315-356.
    This article examines the connections among heuristics, the epistemological and ontological presuppositions that underlie theorizing, and substantive explanations in sociology. It develops and contrasts three heuristics: “doing as knowing” (DK), “categorizing as knowing” (CK), and “praxis as knowing” (PK). These are each composed of four dimensions: the theory of knowledge, the theory of reality, the theory of the growth of knowledge, and the theory of knowledge producers. The article then shows the importance of heuristics for empirical work by demonstrating how (...)
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  • Utility, Reason and Rhetoric: James Mill's Metaphor of the Historian as Judge.Antis Loizides - 2019 - Utilitas 31 (4):431-449.
    James Mill'sHistory of British India(1817) made a rather strange claim: first-hand experience of India was not vital in writing a history – potentially, it led to false ideas about its subject-matter: eyewitnesses are susceptible to bias. The historian was thus to perform his task as a judge: sifting through various testimonies to obtain a ‘more perfect’ conception of the whole than those who witnessed its various parts. Although strange, Mill's claim does not bewilder his readers: after all, Mill was a (...)
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  • Truth and Consequences: When Is It Rational to Accept Falsehoods?Taner Edis & Maarten Boudry - 2019 - Journal of Cognition and Culture 19 (1-2):147-169.
    Judgments of the rationality of beliefs must take the costs of acquiring and possessing beliefs into consideration. In that case, certain false beliefs, especially those that are associated with the benefits of a cohesive community, can be seen to be useful for an agent and perhaps instrumentally rational to hold. A distinction should be made between excusable misbeliefs, which a rational agent should tolerate, and misbeliefs that are defensible in their own right because they confer benefits on the agent. Likely (...)
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  • (1 other version)Old and New Conceptions of Discovery in Education.D. J. Corson - 1990 - Educational Philosophy and Theory 22 (2):26-49.
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  • Is a Universal Morality possible?Ferenc Horcher (ed.) - 2015 - L’Harmattan Publishing.
    This volume - the joint effort of the research groups on practical philosophy and the history of political thought of the Institute of Philosophy of the Research Centre for the Humanities of the Hungarian Academy of Sciences - brings together scholarly essays that attempt to face the challenges of the contemporary situation. The authors come from rather divergent disciplinary backgrounds, including philosophy, law, history, literature and the social sciences, from different cultural and political contexts, including Central, Eastern and Western Europe, (...)
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  • Thinking about relations: Strathern, Sahlins, and Locke on anthropological knowledge.Robert A. Wilson - 2016 - Anthropological Theory 4 (16):327-349.
    John Locke is known within anthropology primarily for his empiricism, his views of natural laws, and his discussion of the state of nature and the social contract. Marilyn Strathern and Marshall Sahlins, however, have offered distinctive, novel, and broad reflections on the nature of anthropological knowledge that appeal explicitly to a lesser-known aspect of Locke’s work: his metaphysical views of relations. This paper examines their distinctive conclusions – Sahlins’ about cultural relativism, Strathern’s about relatives and kinship – both of which (...)
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  • Elucidating Forms of Life. The Evolution of a Philosophical Tool.Anna Boncompagni - 2015 - Nordic Wittgenstein Review 4:155-175.
    Although the expression “form of life” and its plural “forms of life” occur only five times in Philosophical Investigations, and generally few times in his works, it is commonly agreed that this is one of the most relevant issues in Wittgenstein’s later philosophy. Starting from the analysis of the contexts in which Wittgenstein makes use of this concept, the paper focuses on the different interpretations that have been given in secondary literature, and proposes a classification based on two axes of (...)
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  • Gellner’s case against cognitive relativism.Rod Aya - 2015 - Thesis Eleven 128 (1):26-40.
    Moral relativism is a tragedy and cognitive relativism is a farce – so Gellner argues. First the tragedy: moral relativism is consistent and compelling given moral diversity and contention worldwide. Then the farce: cognitive relativism is self-contradictory and logically false; it is also absurd in view of hard science, which gets testable, cumulative, applicable results that yield high tech; and it is insidious – where logical consistency and empirical accuracy are a dead letter, mummery rules.
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  • From Lévi-Strauss to Wittgenstein: The Idea of ‘Imperfectionism’ in Anthropology.Francesco Remotti - 2013 - Diogenes 60 (2):40-52.
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  • Relativism, reality and philosophy.John Horton - 2000 - History of the Human Sciences 13 (1):19-36.
    This article explores Peter Winch’s account of the relationship between language and reality. It defends Winch against some common misunderstandings of his views but identifies two problematic areas. The first concerns the internal coherence of his account of philosophy. The second relates to the issue of rejecting particular ways of life or cultural practices as erroneous or illusory. One source of these problems is a tension between Winch’s official conception of philosophy and his own commitment to ‘defending’ the plurality of (...)
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  • A nation of gray individualists: Moral relativism in the united states.Daniel Rigney & Michael Kearl - 1994 - Journal of Social Philosophy 25 (1):20-45.
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  • Cultures do not exist: Exploding self-evidence in the investigation of Interculturality.Wim van Binsbergen - 1999 - Quest - and African Journal of Philosophy 13 (1-2):37-114.
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  • Ernest Gellner’s Use of the Social Sciences in Philosophy.Stefan Schubert - 2014 - Philosophy of the Social Sciences 44 (1):3-22.
    It is well known that Ernest Gellner made substantial use of his knowledge of the social sciences in philosophy. Here I discuss how he used it on the basis of a few examples taken from Gellner’s philosophical output. It is argued that he made a number of highly original “translations”, or re-interpretations, of philosophical theories and problems using his knowledge of the social sciences. While this method is endorsed, it is also argued that some of Gellner’s translations crossed the line (...)
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  • (1 other version)De Lévi-Strauss à Wittgenstein : l'imperfectionnement en anthropologie.Francesco Remotti & Catherine Millasseau - 2013 - Diogène 238 (2):49-67.
    According to the author, the most important lesson of Claude Lévi-Strauss at the epistemological level is the interpretation of anthropology as a transversal knowledge: its innovative definition of structure goes in this direction. The failure of its structuralism is however due to a strong and intolerable reduction of the wealth of aspects and dimensions of the ethnographic experience and the purpose to predispose a frame of limited possibilities (closed system). The author proposes to rehabilitate the thesis of anthropology as a (...)
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  • Is secularism history?Gregor McLennan - 2015 - Thesis Eleven 128 (1):126-140.
    In recent years, the intellectual tide has moved strongly against the kind of secular thinking that characterized Gellner’s work. Whether couched in terms of postcolonialism, multiculturalism, genealogy, global understanding, political theology, or the revival of normative, metaphysical and openly religious perspectives, today’s postsecular and even anti-secular mood in social theory seems to consign Gellner’s project to the dustbin of history: a stern but doomed attempt to shore up western liberal rationalism. Under some revisionary lights, it has even become pointless to (...)
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  • (1 other version)Street phronesis.Jim Mackenzie - 1991 - Journal of Philosophy of Education 25 (2):153–169.
    ABSTRACT Recent discussions of practice in this Journal have appealed to what they describe as the classical concept of practice. In this paper, it is argued that if there is a single classical concept of practice, it has not been described with sufficient clarity for it to be of use in illuminating or correcting anything, even our ‘radically ambiguous’ common-sense understanding of educational practice; and that there are writers today whose understanding of practical wisdom is far superior to that of (...)
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  • (1 other version)Street Phronesis.Jim Mackenzie - 1991 - Journal of Philosophy of Education 25 (2):153-169.
    Recent discussions of practice in this Journal have appealed to what they describe as the classical concept of practice. In this paper, it is argued that if there is a single classical concept of practice, it has not been described with sufficient clarity for it to be of use in illuminating or correcting anything, even our ‘radically ambiguous’ common-sense understanding of educational practice; and that there are writers today whose understanding of practical wisdom is far superior to that of the (...)
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  • Peters and Marshall on the philosophy of the subject.Jim Mackenzie - 1995 - Educational Philosophy and Theory 27 (1):25–40.
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  • Positivism and Constructivism, Truth and 'Truth'.Jim Mackenzie - 2011 - Educational Philosophy and Theory 43 (5):534-546.
    This paper is concerned with the reversal in meaning of the word positivism, which has come to mean ‘theory which assumes the existence of a world beyond our ideas’ whereas once it meant ‘theory which is agnostic about the existence of a world beyond our ideas', and with educational writers’ persistent mistakes in using quotation marks, as a consequence of this reversal.
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  • The social epistemologies of education: A response to McHoul and Luke.David Corson - 1989 - Social Epistemology 3 (1):19 – 37.
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  • (1 other version)Old and new conceptions of discovery in education.D. J. Corson - 1990 - Educational Philosophy and Theory 22 (2):26–49.
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