The ArgumentScience consists in progress by innovation. Scientists, however, are committed to all kinds of traditions that persist or recur in society regardless of intellectual and institutional changes. Merton's thesis about the origins of the scientific revolution in seventeenth-century England offers a sociohistorical confirmation of this revisionist view: the emergence of a highly rational scientific method out of the religious-ethical sentiments of the English Puritans implies that scientific knowledge does indeed grow out of – and not really against – customary (...) modes of thought.In tracing the intellectual origins of this view back to the religious controversy between Protestants and Catholics, the essay demonstrates that the essential conflict between them with regard to natural science stemmed from their antagonistic conceptions of tradition and its function in the production of genuineknowledge– of religious as well as of natural affairs. Whereas the Protestants believed only in those truths that are immediately revealed by God to each man through his reason, the Catholics adhered to truths that are related to men or “made” by them through culture and history. (shrink)

Robert H. Holden, in ‘The Public University's Unbearable Defiance of Being’ (2009, Educational Philosophy and Theory, 41:5, pp. 575–591) argues that the public university ought to welcome the infusion of relevant beliefs, including religious ones, in carrying out its research and teaching responsibilities. In this paper, I examine whether he has shown that some opinions are suppressed, whether he has shown that other views are hegemonic, the central argument that lies behind his thinking, and then consider the educational consequences of (...) his position. (shrink)

Wolves have a special resonance in many human cultures. To appreciate fully the wide variety of views on wolves, we must attend to the scientific, social, and ethical discourses that frame our understanding of wolves themselves, as well as their relationships with people and the natural world. These discourses are a configuration of ideas, language, actions, and institutions that enable or constrain our individual and collective agency with respect to wolves. Scientific discourse is frequently privileged when it comes to wolves, (...) on the assumption that the primary knowledge requirements are matters of ecology, cognitive ethology, and allied disciplines. Social discourse about wolves implicitly challenges this privilege and provides a rich array of social perspectives on human-wolf relations. Ethical discourse has until recently lagged behind the other two. So too, ethicists are increasingly challenging the adequacy of scientific and social discourse. They do so by calling attention to the value-laden character of all discourse, and the unavoidable ethical questions that confront us as we learn to share the landscape with large predators like wolves. (shrink)

In this paper we position ourselves against idealist presuppositions so frequent in the humanities and social sciences, and, particularly, in communication theory. We argue that a realist approach to the study of communication avoiding such implausible assumptions is not only possible, but has already been exemplified in proposals that take communication to be a phenomenon with a biological origin. We argue that this sort of perspective can account for the variety of communicative functions we encounter in human experience, including the (...) ones involving senses. (shrink)

Even though the philosophy of common sense is not justifi able as such, the assump- tion upon which it rests, namely that there are things which we are not in position to doubt is correct. The reason why Thomas Reid was unable to bring this assumption out in a justifi able manner is that his views, both on knowledge and nature, are to be considered dogmatic. American pragmatists such as Charles Sanders Peirce and John Dewey on the other hand, may (...) be seen as offering us a ‘critical’ and post-Darwinian philosophy of common sense. (shrink)

It is curious why a secular pragmatist like Richard Rorty would capitalize on the religiously-laden concept of redemption in his recent writings. But more than being an intriguing idea in his later work, this essay argues that redemption plays a key role in the historical development of Rorty’s thought. It begins by exploring the paradoxical status of redemption in Rorty’s oeuvre. It then investigates an overlooked debate between Rorty, Dreyfus and Taylor that first endorses the concept. It then contrasts Rorty’s (...) notions of essentialism and edification to link redemption to self-transformation. After providing a historical legitimation to the idea of redemption, the essay reconstructs Rorty’s modern version of the concept. Redemption for Rorty centers on human relationships and not religion or philosophy; it is also pluralist and liberal in character. Finally, it concludes that Rorty uses redemption—a primary component of religious language—to capture the salvific force of religion. This power is redirected toward the protection of secular, democratic hopes, which are demanding and fragile by nature. (shrink)

After more than a century of its development, philosophers working in the analytic tradition have recently begun to consider its history as an object of philosophical investigation.1 This development, particularly significant in the context of a tradition of inquiry that has often conceived of its own problems as ahistorical, is salutary in that it offers to show what, within the tradition, remains rich and vital for philosophy today, as well as to extract the significant theoretical and doctrinal results that can (...) be considered to have been achieved in its itinerary so far. The appearance of a comprehensive, two-volume consideration of the history of analytic philosophy in the twentieth century, written by one of the tradition’s leading contemporary practitioners, is therefore cause for excitement. And Scott Soames’ two-volume Philosophical Analysis in the Twentieth Century is, by any measure, an impressive work. Running to almost 900 pages, it assembles careful, meticulous and detailed expositions and analyses of the arguments and positions of a wide variety of thinkers within the analytic tradition, evaluating the extent of their insight and suggesting implications for philosophical thought today. The analysis is uniformly lucid and clearly written, offering the student of the analytic tradition an indispensable source of arguments she may want to consider in her own work, as well as, in its own argumentation, a suggestive model of at least one way of doing analytic philosophy. Over the course of his reconstructive and evaluative analysis, Soames considers the views and arguments of early analytic philosophers like Russell and Moore, logical positivists like Ayer and.. (shrink)

In this paper I take up the question of whether Wilfrid Sellars has a notion of non-conceptual perceptual content. The question is controversial, being one of the fault lines along which so-called left and right Sellarsians diverge. In the paper I try to make clear what it is in Sellars' thought that leads interpreters to such disparate conclusions. My account depends on highlighting the importance of Sellars' little discussed thesis that perception involves a systematic form of mis-categorization, one where perceivers (...) mistake their sensory states to be properties of physical objects. I argue that the counterpart color and shape attributes of these states, which become ‘point of viewish’ when organized by the productive imagination, provides perceptual experience with its non-conceptual representational content. I then argue that this content is not a form of the mythical Given because one can only have a non-conceptual point of view on an object when an object is introduced into one's perceptual experience through the conceptual mis-taking of one's sensory states. So, while Sellars has a notion of non-conceptual representational content, it can only be salient in the context of a perceptual act that is conceptual overall. (shrink)

In recent years, a renascent form of pragmatism has developed which argues that a satisfactory pragmatic position must integrate into itself the concepts of truth and objectivity. This New Pragmatism, as Cheryl Misak calls it, is directed primarily against Rorty's neo-pragmatic dismissal of these concepts. For Rorty, the goal of our epistemic practices should not be to achieve an objective view, one that tries to represent things as they are 'in themselves,' but rather to attain a view of things that (...) can gain as much inter-subjective agreement as possible. In Rorty's language, we need to replace the aim of objectivity with that of solidarity. While the New Pragmatists agree with Rorty's 'humanist' and .. (shrink)

The contribution examines Goodman’s conception of philosophy, in particular his remark that his project can be understood as a «critique of worldmaking». It is argued that, despite dealing with epistemological questions, the general theory of symbols and worldmaking does not answer them. Rather, it can be conceived as a practical conception comparable to Kant’s critique of reason or to Wittgenstein’s critique of language games, i. e. , as a philosophy of world orientation. It is claimed that Goodman himself could not (...) articulate this dimension of his position appropriately as he kept using the language of epistemology. Yet many aspects of his thinking become much clearer if they are interpreted within a non-epistemological frame. (shrink)

In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as represented by published articles and special issues (by (...) analysis of disciplinary approaches, key topics, research methodologies and age-related educational levels) and to examine the international and gender-related development of the journal and the influence of its contributors (by analysis of first authors and editorial board members). The findings identify important concerns, key research topics and neglected areas in moral education and development. Analysis offers an insight into the contribution of JME as the main international interdisciplinary journal in this field, to the history of moral education, to theory and practice and in the changing socio-cultural contexts of the past 40 years. Discussion of the findings is offered, limitations are acknowledged and implications for future directions for the journal considered. (shrink)

The purposes of this paper are twofold: first, I wish to correct a systematic bias in Husserlian transcendental phenomenology. This bias is in favor of intuition of essences of meaning and against the intuition of essences of sensation. This bias is explained as a product of Husserl's mind-body dualism. Second, I suggest the possibility of a neurophenomenology from a biogenetic structural point of view. This neurophenomenology merges the knowledge of essences derived from mature contemplation with knowledge of the structures of (...) experience derived from neuroanthropology. After addressing these two issues I proceed to describe the sensorium from a neurophenomenological perspective, and the constituent element of perception, the dot. I hypothesize fat experience arises in the dialogue between prefrontal cortical processes and sensorial processes, that experience is constituted within a field of sensorial dots that arise and dissolve in temporal frames. I conclude that Husserl's view of the phenomenology of time is essentially correct and is both in keeping with findings from current neurophysiology, and amenable to a modem scientific view of consciousness and to many of the religious traditions encountered by ethnographers. The implications of a neurophenomenology for the anthropological study of consciousness are suggested. (shrink)

As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, especially internal to the learner. This opens (...) up the possibility of viewing the disciplinary nature of philosophy of education as congenial to other humanities like literature or religious studies, rather than to social sciences as usually considered. (shrink)

This paper concerns a fundamental dispute in ontology between the “Foundational Ontologist”, who believes that there is only one correct way of characterizing what there is, and the ontological “Skeptic”, who believes that there are viable alternative characterizations of what there is. I examine in detail an intriguing recent proposal in Dorr (2005), which promises to yield (i) a way of interpreting the Skeptic by means of a counterfactual semantics; and (ii) a way of converting the Skeptic to a position (...) within Foundational Ontology, viz., that of Nihilism (according to which nothing composes anything and the world consists of mereological simples); this alleged conversion crucially turns on a novel notion of “metaphysical analyticity”. I argue that both components of Dorr’s proposal are problematic in central ways: as a result, the Foundational Ontologist gains an indirect argument against the coherence of the Skeptic’s position; and the non-Nihilist Foundational Ontologist may feel confirmed in his doubts towards the Nihilist outlook. (shrink)

This paper describes and assesses a number of dispositions which are instrumental in allowing us to take on the opinions of others unselfconsciously. It is argued that these dispositions are in fact reliable in the environments in which they tend to come into play. In addition, it is argued that agents are, by their own lights, justified in the beliefs they arrive at as a result of these processes. Finally, these processes are argued to provide a basis for rejecting the (...) claim that fixation of belief is radically holistic. (shrink)

My concern in what follows is to give a comparative report on some important lectures held at the Hegel-Kongreß 1981 in Stuttgart. In discussing the views of Quine, Hacking, Davidson, Putnam and Habermas I want to confront them with some details of Rorty's recent critique of our philosophical tradition. At last I try to give a tentative answer whether there is an end or a turning-point for current analytical philosophy.

The linguistic turn is a central aspect of Richard Rorty’s philosophy, informing his early critiques of foundationalism in Philosophy and the Mirror of Nature and subsequent critiques of authoritarianism in Contingency, Irony, and Solidarity. It is argued that we should interpret the linguistic turn as a methodological suggestion for how philosophy can take a non-foundational perspective on normativity. It is then argued that although Rorty did not succeed in explicating normativity without foundations (or authority without authoritarianism), we should take seriously (...) the ambition motivating his project. But taking that ambition seriously may require reconsidering the linguistic turn. (shrink)

This paper discusses the phenomena of performativity and aestheticization and their implications for education. The forces of performativity pose a threat to music and the other arts, even though some advocators try to justify music education by appealing to their alleged performative results. At first sight, aestheticization seems to accord much better with music education but closer analysis of this many‐sided phenomenon also yields negative points: superficiality often reigns, overfeeding leads to anaesthesia, and the aesthetic itself is often controlled by (...) economic performativity. Even so, it is argued, the prospects of music education may not be as sombre as postmodern philosophy suggests. (shrink)

Abstract: Pragmatism involves simultaneous commitments to modes of inquiry that are philosophical and historical. This article begins by demonstrating this point as it is evidenced in the historicist pragmatisms of William James and John Dewey. Having shown that pragmatism focuses philosophical attention on concrete historical processes, the article turns to a discussion of the specific historiographical commitments consistent with this focus. This focus here is on a pragmatist version of historical inquiry in terms of the central historiographical categories of the (...) object of historical inquiry and mode of historical periodization. After describing the basic historiographical consequences of pragmatism's historicism, the article moves to a discussion of the philosophical results of this historicism. The focus here is on the role that historical inquiry can play in the general philosophical perspective of pragmatism as well as on some recent texts that exemplify the dual pragmatist commitment to philosophy and history. (shrink)

The paper is aimed at discussing two interpretations of pragmatism in a broader framework of general rules of philosophical interpretation. J. Habermas' and R. Rorty's uses of pragmatism are considered in detail and confronted with general assumptions of pragmatic philosophy. It is shown that in both cases the original ideas of pragmatism are changed in order to fit the philosophies of interpreters. The paper ends with discussion of a possibility of applying the rule of interpretative charity and dialogue to philosophical (...) analyses. Key Words: communication • dialogue • interpretation • postmodernism • pragmatism • tradition • transcendentalism. (shrink)

This paper motivates and defends “Rortian realism,” a position that is Rortian in respect of its underlying philosophical theses but non-Rortian in terms of the lessons it draws from these for cultural politics. The philosophical theses amount to what the paper calls Rorty's “anti-representationalism”, arguing that AR is robust to critique as being anti-realist, relativist, or sceptical, invoking Rorty's historicism/ethnocentrism as part of the defence. The latter, however, creates problems for Rorty in so far as his reformative views on the (...) nature of philosophical and academic activity are meant to be foisted on an academy that ex hypothesi holds views different from these. The paper suggests we can motivate a different conception of the consequences of AR more amenable to the academy: Rortian realism, a view that makes greater concessions to realism and a kind of scientific naturalism than Rorty would like, but that for those very reasons is more likely to allow AR to prevail. (shrink)

This essay discusses critically the ways in which different metaphors employed to illustrate the practices of knowledge production and knowledge acquisition as well as scientific and scholarly research shape our understanding of the academic form of life. The essay examines the metaphors of knowledge and their role in academia by means of philosophical analysis and a rhetorical analysis of language, thereby defending the core values of academic freedom. It focuses on two pairs of metaphors highly relevant to the tensions characteristic (...) of contemporary academic work: verticality and horizontality, on the one hand, and change and stability, on the other. The entanglement of perspectives from philosophy and historical rhetoric serves a metaphilosophical goal here: to show that our philosophical understanding of the nature of inquiry will be considerably enhanced if we seriously, and with both historical and literary sensibilities, study the metaphors we use in characterizing our epistemic and cognitive projects. (shrink)

Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...) of moral development is fully justified, though it does not occur via invariant stages. Rather, each child is an emergent self-organising organism in which development is highly variable, dynamic and often non-linear. By viewing each child as a self-organising being and adopting the notion that moral development is dynamic and emergent from the predilection to value, the paper points towards a new account of moral development that opens up new avenues for educational research and moral education in schools. (shrink)