This article was first published in 1982 in Educational Analysis (4, 75–91) and republished in 1998 (Hirst, P. H., & White, P. (Eds.), Philosophy of education: Major themes in the analytic tradition, Vol. 1, Philosophy and education, Part 1, pp. 61–78. London: Routledge). I was then a lecturer in philosophy of education at Sheffield University teaching the subject to Master’s students on both full- and part-time programmes. My first degree was in philosophy, read under D. W. Hamlyn and David Cooper (...) and, given their interests, inevitably emphasized the philosophy of language, in particular the work of Wittgenstein in this field. When I subsequently turned my attention to the philosophy of education it seemed obvious to me that there were serious problems with Professor Peters’ approach to language, and I had particular difficulties with his approach to criteria, meaning theory and what seemed an odd interpretation of a transcendental argument. This article thus set out to show that the then dominant form of philosophy of education seemed not to take account of developments in the philosophy of language that preceded Professor Peters’ early work by at least a decade and which cast serious doubt on the enterprise as it was then understood. As the articles in the 1998 collection indicate, I was not alone in thinking there was something amiss, although at the time I seemed to be ploughing a somewhat lonely furrow. In revisiting this early article some 30 years after it was first published I have found to my surprise that there is little I would now change, although I have been forcibly reminded of the very lively discussions Professor Peters and I had over these issues. The fact that there is little I would now add to, or subtract from, my critique is in itself a telling comment on the enduring and influential legacy of the approach to the philosophy of education that Professor Peters championed so powerfully. (shrink)

I finished my undergraduate degree at Monash University and joined Charles Hamblin’s seminar at the University of NSW in March, 1968. Phil Staines from the University of Newcastle joined at the same time, and Vic Dudman was an established member. Hamblin’s book Fallacies would be published in 1970, but the seminar discussions rarely concerned fallacies. This may have been because Hamblin had been working for so long and so closely with those ideas that he was now ready to turn elsewhere. (...) But I shall argue that the book was only part of a much broader program, other parts of which occupied us in the seminars. Hamblin never explicitly discussed the writing of Fallacies with me, and what follows is an attempt to explain how the book fitted into his overall project as a logician, drawn from his published works and from what I remember of his contributions to the seminar. (shrink)

Karl Popper's methodology highlights our scientific ignorance: hence the need to institutionalize open‐mindedness through controlled experiments that may falsify our fallible theories about the world. In his endorsement of “piecemeal social engineering,” Popper assumes that the social‐democratic state and its citizens are capable of detecting social problems, and of assessing the results of policies aimed at solving them, through a process of experimentation analogous to that of natural science. But we are not only scientifically but politically ignorant: ignorant of the (...) facts that underpin political debate, which are brought to our attention by theories that, as Max Weber emphasized, can be tested only through counterfactual thought experiments. Public‐opinion and political‐psychology research suggest that human beings are far too unaware, illogical, and doctrinaire to conduct the rigorous theorizing that would be necessary to make piecemeal social engineering work. F.A. Hayek realized that the public could not engage, specifically, in piecemeal economic regulation but failed to draw the conclusion that this was due to a specific type of political ignorance: ignorance of economic theory. (shrink)

This paper is a study of the decisions that researchers take during the execution of a research plan: their researcher discretion. Flexible research methods are generally seen as undesirable, and many methodologists urge to eliminate these so-called ‘researcher degrees of freedom’ from the research practice. However, what this looks like in practice is unclear. Based on twelve months of ethnographic fieldwork in two end-of-life research groups in which we observed research practice, conducted interviews, and collected documents, we explore when researchers (...) are required to make decisions, and what these decisions entail.An abductive analysis of this data showed that researchers are constantly required to further interpret research plans, indicating that there is no clear division between planning and plan execution. This discretion emerges either when a research protocol is underdetermined or overdetermined, in which case they need to operationalise or adapt the plans respectively. In addition, we found that many of these instances of researcher discretion are exercised implicitly. Within the research groups it was occasionally not clear which topic merited an active decision, or which action could retroactively be categorised as one.Our ethnographic study of research practice suggests that researcher discretion is an integral and inevitable aspect of research practice, as many elements of a research protocol will either need to be further operationalised or adapted during its execution. Moreover, it may be difficult for researchers to identify their own discretion, limiting their effectivity in transparency. (shrink)

This chapter explores a species of false modesty, false intellectual humility, which is defined as affected or pretended intellectual humility concealing intellectual arrogance. False intellectual humility is situated in a virtue epistemological framework, where it is contrasted with intellectual humility, understood as excellence in self-attribution of intellectual weakness. False intellectual humility characteristically takes the form of insincere expressions of ignorance or uncertainty – as when dogmatically committed conspiracy theorists insist that they just want to know what’s going on – and, (...) in such cases, false intellectual humility is a kind of false skepticism or false fallibilism. In connection with this, the chapter further explores the relationship between the concepts of intellectual humility, skepticism, and fallibilism. A distinction can be drawn between the virtues of intellectual humility, skepticism, and fallibilism, but the traditional association of skepticism and fallibilism with intellectual humility is vindicated by the fact that the virtues of intellectual humility, skepticism, and fallibilism overlap. (shrink)

Karl Popper lamented the prevalence of dogmatic argument in philosophy and commended the kind of critical argument that is found in the sciences. David Miller criticises the uncritical nature of so-called critical thinking because of its attachment to dogmatic arguments. I expound and clarify Popper’s distinction between critical and dogmatic arguments and the background to it. I criticise some errors in Miller’s discussion. I reaffirm the need for philosophers to eschew dogmatic arguments in favour of critical ones.

This paper argues that essential features of Feyerabend's philosophy, namely his radicalization of critical rationalism and his turn to relativism, could be understood better in the light of his engagement with early Greek thought. In contrast to his earlier, Popperian views he came to see the Homeric worldview as a genuine alternative, which was not falsified by the Presocratics. Unlike socio–psychological and externalist accounts my reading of his published and unpublished material suggests that his alternative reconstruction of the ancient beginnings (...) of the Western scientific tradition motivate and justify his moderate Protagorean relativism. (shrink)

This article evaluates Karl Popper's contribution to analytic philosophy, and outlines some of the contradictions in his work which make it difficult to locate in any particular tradition. In particular, the article investigates Popper's own claims to be a member of the rationalist tradition. Although Popper described himself as a member of this tradition, his definition of it diverged quite radically from that offered by other supporters of rationalism, like, for example, Mach, Carnap, and the logical positivists of the Vienna (...) Circle. The reason for this was that Popper believed the rationalist tradition, if it were to remain coherent and relevant, needed to overcome the dilemma posed by Hume's problem of induction. Popper believed that this problem rendered conventional understandings of rationalism, science, and inductive reasoning incoherent. This article suggests that Popper's principal contribution to modern philosophy was to reconfigure the rationalist tradition in such a way as to circumvent the problem of induction while preserving the rationalist commitment to reason, rational debate, and objective knowledge. Popper's reconfiguration of the epistemological bases of the rationalist tradition challenged dominant understandings of rationalist and analytic philosophy, and may be appropriately understood as part of a wider move among philosophers like Quine and Putnam to challenge conventional understandings of analytic philosophy, and of what philosophy itself could and could not achieve. It also informed a vision of social and political life (and of the social and political sciences) as rooted in principles of freedom, equality, and rational debate, but which cannot be fit within the traditional ideological landscape. (shrink)

The present paper is an attempt to explore the impact of Karl Popper's ideas on the views of a number of intellectual groups in post-revolutionary Iran. Throughout the text, we have tried to make use of original sources and our own personal experiences. The upshot of the arguments of the paper is that the Viennese philosopher has made a long-lasting impression on the intellectual scene of present-day Iran in that even those socio-political groups which are not in favour of his (...) ideas, especially his model of critical rationalism, have felt the urgent need to make themselves familiar with them. Moreover, many of Popper's ideas have directly or indirectly influenced the thinking of the decision-makers in Iran since 1978. (shrink)

EDITOR’S ABSTRACTIn this article, Huang discusses the process whereby the concept of democracy was translated into the Chinese context during the transitional period of modern China. He asserts that while democracy was rooted in a pessimistic conception of human nature and epistemology in the West, Chinese intellectuals rather tended toward an optimistic view of both, a fact that brought them closer to the Rousseauian tradition of democratic thought. However, Huang also sees signs of a Millianism with Chinese characteristics in the (...) thought of Yan Fu and Liang Qichao. (shrink)

I summarise Robert Audi's 'Moral Perception.' I concede that there is such a thing as moral perception. However, moral perceptions are culturally-relative, which refutes Audi’s claims that moral perception may ground moral knowledge and that it provides inter-subjectively accessible grounds which make ethical objectivity possible. Audi's attempt to avoid the refutation tends to convert rational disputes into ad hominem ones. I illustrate that with the example of the ethics of prostitution.

The aim of the paper is to clarify the concept of scientific ignorance: what is it, what are its sources, and when is it epistemically detrimental for science. I present a taxonomy of scientific ignorance, distinguishing between intrinsic and extrinsic sources. I argue that the latter can create a detrimental epistemic gap, which have significant epistemic and social consequences. I provide three examples from medical research to illustrate this point. To conclude, I claim that while some types of scientific ignorance (...) are inevitable and even desirable, other types of scientific ignorance are epistemically and ethically flawed and should be prevented. (shrink)

Reflections on the contrast between the titles of Popper’s Objective Knowledge and Polanyi’s Personal Knowledge led Haack to explore how Polanyi’s ideas might be used to correct some of the distortions caused by Popper’s refusal to allow any role in epistemology to the knowing subject, and thus to throw light on such questions as the relations between the knower and the known, between epistemology and psychology and sociology of knowledge, and between subjectivity and objectivity. Key words: epistemology; philosophy of science; (...) Karl Popper; Michael Polanyi; knowing subjects; personal judgment. (shrink)