Science traditionally is taught as a linear process based on logic and carried out by objective researchers following the scientific method. Practice of science is a far more nuanced enterprise, one in which intuition and passion become just as important as objectivity and logic. Whether the activity is committing to study a particular research problem, drawing conclusions about a hypothesis under investigation, choosing whether to count results as data or experimental noise, or deciding what information to present in a research (...) paper, ethical challenges inevitably will arise because of the ambiguities inherent in practice. Unless these ambiguities are acknowledged and their sources understood explicitly, responsible conduct of science education will not adequately prepare the individuals receiving the training for the kinds of decisions essential to research integrity that they will have to make as scientists. (shrink)

Bolzano propôs uma teoria da verdade que se diferencia das restantes por defender que as proposições são objetivas (não são juízos nem frases) e, consequentemente, que também as proposições verdadeiras (e as falsas) são objetivas (não constituem a correspondência entre um juízo/uma frase e um facto objetivo nem uma qualquer relação entre juízos/frases). Para além disso, considero que propõe uma teoria metafísica da correspondência (à qual não adiro), de acordo com a qual a verdade consiste na correspondência entre uma proposição (...) objetiva e um facto. (shrink)

I argue that deflationary theories of truth reveal an important lesson for the broader theory of truth: although the notion of truthmaking has played an essential role in many traditional theories of truth, it can be separated from and survive the rejection of substantive theories of truth. I argue that many of the traditional substantive theories of truth are unified in defining truth in terms of the ontological grounds that are needed to account for truth. Deflationists reject the idea that (...) a theory of truth needs such metaphysical implications, but in so doing they need not rule out the possibility of developing an independently motivated theory of truthmaking. I argue that deflationists can and should embrace truthmaker theory, once it is shorn from its connection to the traditional project of defining truth. (shrink)

Truth matters for organization studies, but it has been neglected as a topic of research. Positivist scholars do not tend to question assumptions about the relationship between knowledge and the world, while critical theorists tend to view ‘truth’ as an outdated, metaphysical way to describe it. However, the pragmatic philosophical tradition of inquiry into truth has not yet received enough attention within organization studies. This essay presents a genealogical account of that tradition by conducting a close reading of texts by (...) C.S. Pierce, William James, Hilary Putnam and Richard Rorty. Following this reading, we identify pragmatic truths that pertain to the qualitative v. quantitative, rigor v. relevance, and positivist v. critical tensions that currently animate our field. (shrink)

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 (...) the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man’s ability to consider and solve problems that he meets in practical life kata ton orthon logon — by doing right things in the right place at the right time in the right way. This phronetic idea of ‘humanizing modernity’ combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey’s ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey’s philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child’s curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child’s subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman’s practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an ‘educative space’ from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. (shrink)

This essay critically examines the so-called ‘unnaturalness’ of historical thinking. I identify and analyse three lines of argument frequently invoked by historians to defend the validity of historical inquiry in response to scepticism, which is often couched in postmodern terms. In doing so, I highlight that these lines of argument are predicated upon historians’ thought processes and concepts being domain general. This idea of historical thinking as part of our ordinary thinking could help us develop a history curriculum in which (...) students are required to employ those processes and concepts to solve both everyday and historical questions. With such a curriculum, students could more easily see the relevance of history education to their daily lives. (shrink)

Classical theories of truth are monistic, since they fundamentally search for the essence of truth. The correspondence theory of truth is the most representative in this regard. There are several difficulties with the essentialist theories of truth, which led to the emergence of several alternatives. The purpose of this article is to critically evaluate three of them: the pragmatic theory of truth, the deflationary theory and the pluralistic approach. I argue for overcoming monism and for accepting pluralism in our understanding (...) of truth. At the same time, I argue – from a wittgensteinian point of view – for abandoning the attempt to build a general philosophical theory of truth. I plead for limiting the philosopher’s role to the clarification of the specific ways in which the concept of truth is used in various forms of life and areas of scientific investigation. Multiple uses of the concept of truth in different thematic areas cannot be synthesized, properly speaking, through a particular philosophical theory. (shrink)