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  1. From phrenology to the laboratory.Tom Quick - 2014 - History of the Human Sciences 27 (5):54-73.
    The claim that mind is an epiphenomenon of the nervous system became academically respectable during the 19th century. The same period saw the establishment of an ideal of science as institutionalized endeavour conducted in laboratories. This article identifies three ways in which the ‘physiological psychology’ movement in Britain contributed to the latter process: first, via an appeal to the authority of difficult-to-access sites in the analysis of nerves; second, through the constitution of a discourse internal to it that privileged epistemology (...)
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  • Kant the Naturalist.Robert B. Louden - 2020 - Journal of Transcendental Philosophy 1 (1):3-17.
    Kant is widely admired – and sometimes also widely criticized – as the founding father of transcendental philosophy. But in much of my own writing, I have been concerned with a very different Kant: an impure rather than a pure Kant, an a posteriori rather than an a priori Kant, a naturalistic rather than a transcendental Kant. This other Kant has often been overlooked by professional philosophers, and when not overlooked, he is often regarded as shallow and unoriginal. My aim (...)
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  • The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education.Daniel Tröhler - 2004 - Studies in Philosophy and Education 23 (5):367-391.
    History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the (...)
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  • Introduction: Do We Have Good Reasons to Commemorate Rousseau in 2012? [REVIEW]Daniel Tröhler - 2012 - Studies in Philosophy and Education 31 (5):431-434.
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