Though there are many challenges to Ekman’s thesis that there are basic emotions with universal corresponding facial expressions, our main criticism revolves around the extent to which grounding situations alter how people read faces. To that end, we recruit testifying experimental studies that show identical faces expressing varying emotions when contextualized differently. Rather than dismissing these as illusions, we start with the position—generally favored by embodied thinkers—that situations are primary: they are where specifiable and hence knowable properties first show up. (...) We further argue that situationally inflected emotional expressions are informationally meaningful. We reject the idea that reading expressions is primarily about ascertaining internal mental states, arguing instead that people are registering overall situations when looking at faces. However, if mind is understood as a situated phenomenon that extends into active ecological frames, then one can still argue that mindreading is going on. Although we do not claim isolated things like cliffs or cars have agency, we speculate networked systems with cliffs, people, cars, bears, etc., collectively function with intentionality, more so if advancing a robust situated mind thesis, contra figures like Dennett who argue that people over-impute mind to things. Our position has practical implications insofar as it casts doubts on recent attempts to develop AI systems that extract emotional intent out of facial expressions since many of these systems are grounded on Ekman’s basic view. (shrink)

This work argues that an opportunity is being missed by the philosophical tradition, especially within philosophy of culture: an opportunity not just to philosophize “about” culture, but to embody culture and put it into practice. It argues that philosophy itself is a powerful form of culture – one that needs to be better understood and more explicitly practiced. To highlight this blind spot, the work introduces a distinction between “philosophy of culture,” and “cultural philosophy.” Cultural philosophy should be better explored (...) by the discipline for two reasons: a clearer understanding of cultural philosophy would benefit all practitioners of philosophy; also, a philosopher of culture who engages cultural philosophy will be a more effective philosopher of culture. The goal of the project is to highlight the possibility of (and value in) a “cultural philosophy,” and to serve as something of a prolegomenon toward further work in that area. (shrink)

What is the source of logical and mathematical truth? This book revitalizes conventionalism as an answer to this question. Conventionalism takes logical and mathematical truth to have their source in linguistic conventions. This was an extremely popular view in the early 20th century, but it was never worked out in detail and is now almost universally rejected in mainstream philosophical circles. Shadows of Syntax is the first book-length treatment and defense of a combined conventionalist theory of logic and mathematics. It (...) argues that our conventions, in the form of syntactic rules of language use, are perfectly suited to explain the truth, necessity, and a priority of logical and mathematical claims, as well as our logical and mathematical knowledge. (shrink)

This essay is an exploratory reflection on a theme drawn from the work of Pierre Hadot and Juliusz Domański regarding “philosophy as a way of life.” I approach the matter from the naturalistic outlook of classic pragmatism and its own limitations. This approach stresses the possible improvement of the analysis of normativity by way of some neglected contributions regarding the nature of history and the evolution of Homo sapiens applied to the formation of the human self or person. I take (...) Hadot’s proposal seriously, therefore, as contributing to a mature conception of philosophy. But I deliberately restrict my own conjectures to naturalistic constraints, which begins to suggest an enlargement of pragmatism itself and an assessment of Hadot’s Greco-Roman and Christian themes. (shrink)

Scattered skeptical remarks and a general austerity that infused his writings have given Justice Oliver Wendell Holmes a reputation as some type of nihilist. Noted commentators such as Richard Posner and Albert Alschuler have claimed as much. This article seeks to correct this misunderstanding. Holmes was not a nihilist in the sense of being melancholy due to a belief that the world has no absolute moral values or gods. Instead, Holmes was a pragmatist in the spirit of William James and (...) John Dewey. While Holmes had doubts about moral truth and deities, he ultimately thought that their existence (or non-existence) should have no bearing on our behavior or the law. We must, through our collective efforts, find values that work for us. (shrink)

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 (...) teoría del conocimiento de John Dewey, quien ante el rechazo declarado al racionalismo cartesiano y sin limitarse a la experiencia como punto de referencia para la clarificación conceptual, se encamina más a unas vivencias y contactos con un mundo observado comprometiendo así la realidad sentida la propia mente. El pragmatismo implica atención a lo que nos rodea sin generar separaciones entre sensibilidad y razón o entre pensamiento y emoción, lo cual hace que los asuntos de la ciencia y del conocimiento no se den ajenos a las acciones democráticas entre los individuos activos y sus colectivos. (shrink)

Organisms actively compete for environmental resources. They assess their surroundings, estimate how much energy they need for particular goals, and then realize the optimum variant. They take measures to control certain environmental resources. They perceive themselves and can distinguish between “self” and “non-self.” Current empirical data on all domains of life indicate that unicellular organisms such as bacteria, archaea, giant viruses, and protozoa as well as multicellular organisms such as animals, fungi, and plants coordinate and organize their essential life functions (...) through signaling processes. Signaling allows for real life coordination and organization and is a communicative action in which speciesspecific behavioral patterns and sign repertoires are used. Cells, tissues, organs, and organisms that communicate share several key levels that are essential to all life forms and which serve as a uniform tool for investigating biocommunication. (shrink)

This is Vol. I in French. Vol. II in English is available separately from this website. -/- The principal objective of the work is to construct an analytically precise methodology which can serve to identify, eliminate, and avoid a certain widespread conceptual fault or misconstruction, called a "projective misconstruction" or "projection" by the author. -/- It is argued that this variety of error in our thinking (i) infects a great number of our everyday, scientific, and philosophical concepts, claims, and theories, (...) (ii) has largely been undetected, and (iii), when remedied, leads to a less controversial and more rigorous elucidation of the transcendental preconditions of human knowledge than has traditionally been possible. -/- The dissertation identifies, perhaps for the first time, a projective variety of self-referential inconsistency, and proposes an innovative, self-reflexive approach to transcendental argument in a logical and phenomenological context. The strength of the approach lies, it is claimed, in the fact that a rejection of the approach is possible only on pain of self-referential inconsistency. The argument is developed in the following stages: -/- A general introduction identifies the central theme of the work, defines the scope of applicability of the results reached, and sketches the direction of the studies that follow. The preliminary discussion culminates in a recognition of the need for a critique of impure reason. -/- The body of the work is divided into two parts: Section I seeks to develop a methodology, on a purely formal basis, which is, on the one hand, capable of being used to study the transcendental foundations of the special sciences, including its own proper transcendental foundation. On the other hand, the methodology proposed is intended as a diagnostic and therapeutic tool for dealing with projective uses of concepts. -/- The approach initiates an analysis of concepts from a perspective which views knowledge as coordination. Section I describes formal structures that possess the status of preconditions in such a coordinative account of knowledge. Special attention is given to the preconditions of identifying reference to logical particulars. The first section attempts, then, to provide a self-referential, transcendental methodology which is essentially revisionary in that it is motivated by a concern for conceptual error-elimination. -/- Phenomenology, considered in its unique capacity as a self-referential, transcendental discipline, is of special relevance to the study. Section II accordingly examines a group of concepts which come into question in connection with the central theme of phenomenological constitution. The "de-projective methodology" developed in Section I is applied to these concepts that have a foundational importance in transcendental phenomenology. A translation is, in effect, proposed from the language of consciousness to a language in which preconditions of referring are investigated. The result achieved is the elimination of self-defeating, projective concepts from a rigorous, phenomenological study of the constitutive foundations of science. -/- The dissertation was presented in a two volume, double-language format for the convenience of French and English researchers. Each volume contains an analytical index. (shrink)

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 (...) relevance, my main goal is to show how his scientifically informed account of perception and cognition combats skepticism propagated by certain scientific visions, exacerbated by commonplace notions about mind, that jointly suggest that human beings lack genuine access to reality. (shrink)

According to the truth-conduciveness problem of coherentism, the coherence theory of justification can hardly show that coherentist justification is truth-conducive. This problem is generally conceived as the most recalcitrant problem with the coherence theory. The purpose of this paper is to show that it does not pose a serious problem for a certain version of coherentism, namely a Sellarsian explanatory coherence theory of justification combined with the deflationary theory of truth. On this version of coherentism, our epistemic goal is to (...) gradually improve our conceptual framework so as to maximize its explanatory coherence, and there is no substantial norm of truth independent of the norms of justification, so that we cannot evaluate the truth-conduciveness of a belief independently of the norms of justification. I argue that this version of coherentism can cope with the truth-conduciveness problem. (shrink)

One of the basic metatheoretical premises of pragma-dialectics is that “Argumentation has the general function of managing the resolution of disagreement.” From a Peircean perspective this is at best a partial truth. While it may be correct that in concrete, finite contexts, argumentation may function to manage the resolution of disagreement, in the long run argumentation will tend towards the Truth. Using Peirce as my compass, I will take argumentation to refer to the resolution function of thought contingently situated and (...) finitely understood. I will take argument to mean any structure or process which can serve as a real, compelling constraint upon thought in general. I will show that while the particular function of argumentation may be managing the resolution of disagreement, when situated within a Peircean-styled realism, argumentation will tend in the long run toward the Truth. I will end by showing that while argumentation may have a resolution function, its real measure and normative standard is growth rather than resolution per se. (shrink)

A menudo se asocia a Quine con los filósofos pragmatistas o al menos se le atribuye una posición consonante con el pragmatismo. En el presente ensayo examino la relación entre la obra de Quine y la de los pragmatistas clásicos: Peirce, James y Dewey. El recorrido por los escritos de Quine mostrará varias similitudes con la doctrina de los límites de la experiencia propuesta por James, y al mismo tiempo diferencias significativas con el naturalismo de Dewey y el pragmatismo de (...) Peirce. El balance de este recorrido es que aunque existen algunos elementos en común entre los pragmatistas clásicos y Quine,es imposible afirmar que haya existido un interés de parte de Quine de asumir como propias las tesis pragmatistas para desarrollarlas en direcciones novedosas. (shrink)

We owe most scientific knowledge to methods of inquiry that are never formally analyzed. The analysis of behavior does not call for hypothetico-deductive methods. Statistics, taught in lieu of scientific method, is incompatible with major features of much laboratory research. Squeezing significance out of ambiguous data discourages the more promising step of scrapping the experiment and starting again. As a consequence, psychologists have taken flight from the laboratory. They have fled to Real People and the human interest of “real life,” (...) to Mathematical Models and the elegance of symbolic treatments, to the Inner Man and the explanatory preoccupation with inferred internal mechanisms, and to Laymanship and its appeal to “common sense.” An experimental analysis provides an alternative to these divertissements.The “theories” to which objection is raised here are not the basic assumptions essential to any scientific activity or statements that are not yet facts, but rather explanations which appeal to events taking place somewhere else, at some other level of observation, described in different terms, and measured, if at all, in different dimensions. Three types of learning theories satisfy this definition: physiological theories attempting to reduce behavior to events in the nervous system; mentalistic theories appealing to inferred inner events; and theories of the Conceptual Nervous System offered as explanatory models of behavior. It would be foolhardy to deny the achievements of such theories in the history of science. The question of whether they are necessary, however, has other implications.Experimental material in three areas illustrates the function of theory more concretely. Alternatives to behavior ratios, excitatory potentials, and so on demonstrate the utility of rate or probability of response as the basic datum in learning. Functional relations between behavior and environmental variables provide an account of why learning occurs. Activities such as preferring, choosing, discriminating, and matching can be dealt with solely in terms of behavior, without referring to processes in another dimensional system. The experiments are not offered as demonstrating that theories are not necessary but to suggest an alternative. Theory is possible in another sense. Beyond the collection of uniform relationships lies the need for a formal representation of the data reduced to a minimal number of terms. A theoretical construction may yield greater generality than any assemblage of facts; such a construction will not refer to another dimensional system. (shrink)

The Linda paradox is a key topic in current debates on the rationality of human reasoning and its limitations. We present a novel analysis of this paradox, based on the notion of verisimilitude as studied in the philosophy of science. The comparison with an alternative analysis based on probabilistic confirmation suggests how to overcome some problems of our account by introducing an adequately defined notion of verisimilitudinarian confirmation.

Although culturally prominent modernist influences account for much of Skinner's early behaviorism, the subsequent changes in his views are appropriately considered as postmodern and are indebted to other sources. These changes are strikingly apparent in his 1945 publication. "The Operational Analysis of Psychological Terms." In that publication. Skinner introduced a probabilistic three-term contingency for verbal behavior with an expanded contextualism and an increased emphasis on consequence with a clear alignment to pragmatism. Instead of reaffirming the mechanistic and necessitarian values of (...) modernism that he had previously embraced, Skinner was aligning himself with the postmodern values of pragmatism and selectionism. (shrink)

The aim of this paper is make a contribution to the ongoing search for an adequate concept of the a priori element in scientific knowledge. The point of departure is C.I. Lewis’s account of a pragmatic a priori put forward in his "Mind and the World Order" (1929). Recently, Hasok Chang in "Contingent Transcendental Arguments for Metaphysical Principles" (2008) reconsidered Lewis’s pragmatic a priori and proposed to conceive it as the basic ingredient of the dynamics of an embodied scientific reason. (...) The present paper intends to further elaborate Chang’s account by relating it with some conceptual tools from cognitive semantics and certain ideas that first emerged in the context of the category-theoretical foundations of mathematics. (shrink)

The Aesthetic Field develops an account of aesthetic experience that distinguishes four mutually interacting factors: the creative factor represented primarily by the artist; the appreciative one by the viewer, listener, or reader; the objective factor by the art object, which is the focus of the experience; and the performative by the activator of the aesthetic occurrence. Each of these factors both affects all the others and is in turn influenced by them, so none can be adequately considered apart from them. (...) Thus aesthetic appreciation, for example, has creative, objective, and performative aspects. This situation of four factors, together with social, cultural, technological, and historical influences on them, is called the aesthetic field. Although the factors are theoretically distinguishable, they are experienced as a unity. It is important, therefore, not to confound the theoretical explanation of aesthetic experience with the experience, itself. The aesthetic field has important implications for understanding the various individual arts, new developments in the arts, and the critical appraisal of the arts. Moreover, the concept transforms traditional issues in aesthetics. (shrink)

This paper will appeal a recent argument for the indeterminacy of translation to show not that meaning is indeterminate, but rather that assertion cannot be explained in terms of an independent grasp of the concept of truth. In particular, it will argue that if we try to explain assertion in terms of truth rather than vice versa, we ultimately will not be able to make sense of the difference between assertion and denial. This problem with such 'semantic' accounts of assertion (...) then illustrates why we need not worry about the purported argument for indeterminacy. (shrink)

Analytic debates about truth are wide-ranging, but certain key themes tend to crop up time and again. The three themes that we will examine in this paper are (i) the nature and behaviour of the ordinary concept of truth, (ii) the meaning of discourse about truth, and (iii) the nature of the property truth. We will start by offering a brief overview of the debates centring on these themes. We will then argue that cross-linguistic experimental philosophy has an indispensable yet (...) underappreciated role to play in all of these debates. Recognising the indispensability of cross-linguistic experimental philosophy should compel philosophers to significantly revise the ways in which they inquire about truth. It should also prompt analytic philosophers more generally to consider whether similar revisions might be necessary elsewhere in the field. (shrink)

The recent appearance of generative artificial intelligence (AI) platforms has been seen by many as disruptive for education. In this paper I attempt to locate the source of tension between educational goals and new information technologies including AI. I argue that this tension arises from new conceptions of epistemic agency that are incompatible with educational aims. I describe three competing theories of epistemic agency which I refer to as Makers, Managers, and Inforgs. I contend that educators are correct in maintaining (...) the first of these, which is rooted in the educational theories of Locke and Dewey, as their main educational purpose. Competing theories do not serve the goals of learners, even as they must prepare for life in a very different epistemic environment. (shrink)

The main aim of this paper is to analyze Susan Stebbing’s views on the nature of clarity in the 1930s. I limit myself to this period because it allows for a contrast between her sophisticated and significant views on what I call ‘the standard conception of clarity’ with her view on ‘democratic clarity’ developed in her (1939) book, *Thinking to Some Purpose*. I contextualize her views with some alternative characterizations of clarity on offer among other early analytic philosophers (including brief (...) discussions of Carnap, Quine, Price, and Nagel). While my focus is on Stebbing, I show, thereby, that in the great age of clarification in early analytic philosophy there were was no clarity or consensus on the nature of clarity. This helps illuminate some of the by now well-known difficulties in treating analytic philosophy as a unified project. The other pay-off of my approach should be the start of taxonomy of the kinds of clarity in early analytic philosophy. (shrink)

The paper presents a detailed interpretation of Edgar Wind’s Experiment and Metaphysics, a unique work on the philosophy of physics which broke with the Neo-Kantian tradition under the influence of American pragmatism. Taking up Cassirer’s interpretation of physics, Wind develops a holistic theory of the experiment and a constructivist account of empirical facts. Based on the concept of embodiment which plays a key role in Wind’s later writings on art history, he argues, however, that the outcomes of measurements are contingent. (...) He then proposes an anti-Kantian conception of a metaphysics of nature. For him, nature is an unknown totality which manifests itself in discrepancies between theories and experiment, and hence the theory formation of physics can increasingly approximate the structure of nature. It is shown that this view is ambiguous between a transcendental, metaphysical realism in Kant’s sense and an internal realism in Putnam’s sense. Wind’s central claim is that twentieth century physics offers new options for resolving Kant’s cosmological antinomies. In particular, he connected quantum indeterminism with the possibility of human freedom, a connection that Cassirer sharply opposed. (shrink)

At the close of Philosophy and the Mirror of Nature Richard Rorty lays out a contrast between what he calls 'systematic' and 'edifying' philosophical anthropologies. Whereas the systematic philosopher aims to speak for the ages, the edifying philosopher addresses herself to issues of her day, often by way of shattering conventional idols. Rorty sees these two approaches as mutually exclusive. The aim of this paper is to defend a conception of philosophy as both systematic and edifying in the relevant senses. (...) I first respond to Rorty's argument that Wilfrid Sellars' account of picturing, as an isomorphic relation between the world and states of the central nervous system, involves an illicit 'mind as mirror' metaphor. I then lay out some of the philosophical anthropology that motivates Sellars' account of picturing, and I connect this anthropology to philosophical and scientific work undertaken in Europe and America in the nineteenth and early twentieth centuries. On this basis I argue that we are left with a (systematic) project handed down to us by earlier generations, and that in taking up this project we are in the (edifying) business of creating new ways of thinking about ourselves as part of the natural world. (shrink)

Although some authors hold that natural kinds are necessarily relative to disciplinary domains, many authors presume that natural kinds must be absolute, categorical features of the reality —often assuming that without even mentioning the alternative. Recognizing both possibilities, one may ask whether the difference especially matters. I argue that it does. Looking at recent arguments about natural kind realism, I argue that we can best make sense of the realism question by thinking of natural kindness as a relation that holds (...) between a category and a domain. (shrink)

American legal realism is commonly treated as a theory-pariah. The article exposes certain reasons explaining such a treatment. Generally, it seems that such an attitude is a result of many misunderstandings of realist aims and ambitions, some of which pertain to the theoretical status of legal realism and its relation to so called general jurisprudential theories, such as legal positivism. In the first part of the article I explain generally what these aims were and how one should see these relations. (...) In the second part I briefly analyze B. Leiter’s famous claim that legal realism is conceptually dependent on hard legal positivism (as a general theory of law). The critique of this claim opens the possibility for some alternative understanding of legal realism. (shrink)

For two ideally rational agents, does learning a finite amount of shared evidence necessitate agreement? No. But does it at least guard against belief polarization, the case in which their opinions get further apart? No. OK, but are rational agents guaranteed to avoid polarization if they have access to an infinite, increasing stream of shared evidence? No.

The work done in the philosophy of modeling by Vaihinger (1876), Craik (1943), Rosenblueth and Wiener (1945), Apostel (1960), Minsky (1965), Klaus (1966) and Stachowiak (1973) is still almost completely neglected in the mainstream literature. However, this work seems to contain original ideas worth to be discussed. For example, the idea that diverse functions of models can be better structured as follows: in fact, models perform only a single function – they are replacing their target systems, but for different purposes. (...) Another example: the idea that all of cognition is cognition in models or by means of models. Even perception, reflexes and instincts (animal and human) can be best analyzed as modeling. The paper presents an analysis of the above-mentioned work. (shrink)

Given the role consensus is supposed to play in the social aspects of inquiry and deliberation, it is important that we may always identify a consensus as the basis of joint inquiry and deliberation. However, it turns out that if we think of an agent revising her beliefs to reach a consensus, then, on the received view of belief revision, AGM belief revision theory, certain simple and compelling consensus positions are not always available.

The paper seeks to answer two new questions about truth and scientific change: What lessons does the phenomenon of scientific change teach us about the nature of truth? What light do recent developments in the theory of truth, incorporating these lessons, throw on problems arising from the prevalence of scientific change, specifically, the problem of pessimistic meta-induction?

Characteristic of neo-pragmatism is a commitment to deflationism about semantic properties, and inferentialism about conceptual content. It is usually thought that deflationism undermines the distinction between realistic discourses and others, and that the neo-pragmatists, unlike the classical pragmatists, cannot recognize that truth is a norm of belief and inquiry. I argue, however, that the distinction between realistic discourses and others can be maintained even in the face of a commitment to deflationism, and that deflationists can recognize that truth is a (...) norm of belief and inquiry. If deflationism is true, realistic discourses, it turns out, are those that are inferentially integrated with a large body of other commitments, whereas those that call for an anti-realist treatment are inferentially isolated. Now, Grimm has persuasively argued that inquiry aims at achieving understanding, and that to understand something is, roughly, to grasp a large body of inferential connections in which it features. So, if he is right, realistic discourses are those in which the aim of inquiry can be achieved. This fact, together with an inferential theory of conceptual content, will, I argue, allow neo-pragmatists to recognize truth as a norm of belief and inquiry, despite their commitment to deflationism. (shrink)

La tesis central de este trabajo es que la tradicional tensión entre substancia y procedimiento socava las estabilidad de la justificación de la concepción liberal más extendida de la legitimidad (la Democracia Deliberativa). Dicha concepciones enfrentan problemas serios a la hora de articular de manera consistente dos dimensiones que parecen ir naturalmente asociadas a la idea de legitimidad: la dimensión procedimental, vinculada a la equidad del procedimiento, y la dimensión epistémica, asociada a la corrección de los resultados. En este trabajo (...) sostengo que a) esa tensión surge de la adopción de una concepción epistemológica social de tipo "veritativo-consecuencialista; b) es posible manejar dicha tensión mediante el remplazo de la epistemología subyacente por una concepción epistemológica social de tipo procedimentalista de orientación pragmatista y c) dicha operación orienta el diseño institucional en una dirección experimentalista. (shrink)

SummaryTake the following version of scientific realism: we have good reason to believe that (some of the) current scientific theories tell us something specific about the underlying, i.e. unobservable, structures of the world, for instance that there are electrons with a certain electric charge, or that there are viruses that cause certain diseases. Popper, the rationalist, would not have adhered to the proposed formulation of scientific realism in terms of the rationality of existential beliefs concerning unobservables. Popper did not believe (...) in belief. According to Van Fraassen, the empiricist, one may yet have a rational existential belief concerning unobservables, given a liberal notion of rationality of belief. In this paper I will investigate to what extent a reassessment of both Popper’s rejection of the rationality of belief and Van Fraassen’s reformulation of the rationality of belief, points towards a new and pragmatist dissolution of the ‘problem of scientific realism’. (shrink)

Kelly’s work was formed and developed in the context of the American philosophical movement known as pragmatism. The major figures to which this tradition is attributed are Charles S. Peirce, William James and John Dewey. In Personal Construct Psychology, Dewey was acknowledged by Kelly and by subsequent writers as perhaps his most important influence. It has recently become increasingly apparent, however that Peirce was a much more pervasive and crucial influence on James and Dewey than has previously been recognized. Kelly (...) did not mention Peirce but a close reading of the two writers reveals a remarkable correspondence and relationship between their two bodies of work. To set these two thinkers side by side proves to be an interesting and productive exercise. In this paper, after introducing Peirce and examining the relationship between him and Dewey, Kelly’s basic philosophical assumptions, as outlined at the beginning of Volume 1 of the Psychology of Personal Constructs, are used as a framework for exploring their similarities and differences. The result is an enrichment of our understanding of Kelly’s philosophy which allows us to make links with many different subsequent thinkers’ ideas and provides a basis for exploring the psychological aspects of the two men’s work. The latter forms the subject of Part II of this series which is in preparation. (shrink)

Purpose The role of entrepreneurship as a major engine for innovation, economic growth and job creation has made policymakers argue for infusing entrepreneurship into all levels of education. It is argued that citizens must develop their entrepreneurial skills in order to cope with our increasingly globalized, fast-paced and uncertain world. Making the leap of faith from entrepreneurship into education is however rife with challenges and failures. Most attempts have resulted in isolated initiatives impacting only a small number of interested students (...) on higher levels of education. Common challenges to wider adoption are lack of definitional clarity around what exactly signifies “entrepreneurial” education, impeding organizational structures, lack of resources, assessment difficulties and fear of capitalism. To address these challenges, the purpose of this thesis is to articulate and qualify a tentatively new educational philosophy grounded in entrepreneurship, allowing teachers to use value creation as a stepping stone between entrepreneurship and education when attempting to infuse entrepreneurship into education. Result An educational philosophy grounded in entrepreneurship has been defined in this thesis as letting students learn through creating value for others, giving teachers prescriptive advice on what, how and why issues in education. This is inherently entrepreneurial in its reliance on a widespread view of entrepreneurship as being about new value creation for others and constituted by a set of teachable entrepreneurial methods. The resulting process is rich with interaction between people and triggers a multitude of emotional learning events, allowing for more engaged students and deeper learning of entrepreneurial as well as subject specific knowledge, skills and attitudes. Method The tentatively new educational philosophy proposed here was developed through an abductive five-year action research process of constant iterations between theory and practice. A total of nine empirical studies on all levels of education were drawn from, involving a few hundred primary, secondary, tertiary and continuing education teachers, around 2000 students and around 100 different educational institutions in three European countries. Two main action research cycles were conducted, each spanning 3-4 years in time. Theory from entrepreneurship and education guided the research, as well as theory from fields such as psychology, philosophy, anthropology, economics and methodology. A number of methodological developments were made in the research process, such as a new “proxy” theory of assessing entrepreneurial education, a mobile app based experience sampling informed interview technique and analytical frameworks for key emotional events and entrepreneurial competencies. Novelty This is the first attempt that has been made to propose an educational philosophy grounded in entrepreneurship. Questions explored in order to qualify it included why educational philosophy is important when infusing entrepreneurship into education and what is new with an educational philosophy grounded in entrepreneurship. Compared to existing educational philosophies such as traditional, progressive and experiential education, it can contribute with a purposeful movement between often unconnected and opposing philosophical positions rather than being yet another flag on the philosophical playing field of education. Whether this makes it an entirely new educational philosophy or merely a novel combination of established ones remains to be determined. Limitations Some important challenges and limitations with the proposed educational philosophy have emerged. It could be viewed as too excluding to view entrepreneurial education as being solely about education that includes value creation attempts. Asking students to focus on knowledge that can be useful for others could also be viewed as an overly utilitarian emphasis. The interdisciplinary challenge of bridging the two very different scholarly fields of education and entrepreneurship was also shown to be significant. It remains to be seen whether value creation as a stepping stone will allow scholars and practitioners to keep their feet dry when attempting to infuse entrepreneurship into education. (shrink)

In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...) from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. To this end we offer comparisons and contrasts between Camus and the pragmatist educational discourse centred on communities of philosophical inquiry (or, more broadly, collaborative philosophical inquiry). In particular we focus on the phenomenology of inquiry, namely, that “inquiry must begin with a problem, question, or doubt and must aim at a solution or resolution, both of which are genuinely felt—something in which the inquirer actually has a stake” (Gregory & Granger, 2012: 13). We conclude that what Camus calls lucidity has implications for the notion of reconstruction, prominent in Dewey’s thoughts on education, and central to Lipman’s focus on philosophy functioning educationally. (shrink)

The work has two parts. The first part is about Peirce and his ideas about the continuum. There are considered the connection of his theory of continuity with his loic and his philosophy. In the second part Peirce's ideas are compared with models of todays logic and mathematics. There is considerd constructive mathematics, the logic of perception from Bell, Blau's Logic of reflection and a model of Myrvold. Then there is developed a new model.

It has become apparent that the debate between scientific realists and constructive empiricists has come to a stalemate. Neither view can reasonably claim to be the most rational philosophy of science, exclusively capable of making sense of all scientific activities. On one prominent analysis of the situation, whether we accept a realist or an anti-realist account of science actually seems to depend on which values we antecedently accept, rather than our commitment to “rationality” per se. Accordingly, several philosophers have attempted (...) to argue in favour of scientific realism or constructive empiricism by showing that one set of values is exclusively best, for anyone and everyone, and that the downstream choice of the philosophy of science which best serves those values is therefore best, for anyone and everyone. These efforts, however, seem to have failed. In response, I suggest that philosophers of science should suspend the effort to determine which philosophy of science is best for everyone, and instead begin investigating which philosophy of science is best for specific people, with specific values, in specific contexts. I illustrate how this might be done by briefly sketching a single case study from the history of science, which seems to show that different philosophies of science are better at motivating different forms of scientific practice. (shrink)

There is good reason to suppose that our best physical theories, quantum mechanics and special relativity, are false if taken together and literally. If they are in fact false, then how should they count as providing knowledge of the physical world? One might imagine that, while strictly false, our best physical theories are nevertheless in some sense probably approximately true. This paper presents a notion of local probable approximate truth in terms of descriptive nesting relations between current and subsequent theories. (...) This notion helps explain how false physical theories might nevertheless provide physical knowledge of a variety that is particularly salient to diachronic empirical inquiry. (shrink)

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry (...) that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments. (shrink)

In this paper, I want to focus on the question whether Hegel's philosophy shares its main characteristics with pragmatism. I will answer this question affirmatively. In the first part, I sketch the understanding of pragmatism that allows me to call Hegel a pragmatist. In the second part, I turn to the specific project of Hegel's Phenomenology and try to substantiate the claim that Hegel is a pragmatist in this sense. I end with a discussion about the limits of my thesis (...) in the third part of my paper. (shrink)