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  1. Illusory Intelligences?John White - 2008 - Journal of Philosophy of Education 42 (3-4):611-630.
    Howard Gardner’s theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner’s intellectual development. (...)
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  • Towards a Richer Conception of Vocational Preparation.Gerard Lum - 2003 - Journal of Philosophy of Education 37 (1):1-15.
    This paper identifies the key assumptions underpinning current arrangements in vocational education and training (VET) in the UK. These assumptions, and the idea of vocational capability they denote, are rejected in favour of a more coherent conception—a conception centred not on the traditional dichotomy of ‘knowing how-knowing that’ but on what I refer to as the ‘constitutive understandings’ from which both practical and theoretical capabilities can be seen to derive. It is argued that an account of vocational capability in these (...)
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  • Embodied Reflection and the Epistemology of Reflective Practice.Elizabeth Anne Kinsella - 2007 - Journal of Philosophy of Education 41 (3):395-409.
    Donald Schön’s theory of reflective practice has been extensively referred to and has had enormous impact in education and related fields. Nonetheless, there continues to be tremendous conceptual and practical confusion surrounding interpretations of reflective practice and philosophical assumptions underlying the theory. In this paper, I argue that one of the original contributions of reflective practice is the theory’s attention to an embodied reflective dimension. In this regard, the influences of Michael Polanyi and Gilbert Ryle, within Donald Schön’s classic work, (...)
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  • Professions and Professionalism.R. S. Downie - 1990 - Journal of Philosophy of Education 24 (2):147-159.
    R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.
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  • An Aristotelian Theory of Moral Development.Bernadette M. Tobin - 1989 - Journal of Philosophy of Education 23 (2):195-211.
    Bernadette M Tobin; An Aristotelian Theory of Moral Development, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 195–211, https://doi.
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  • Why Panpsychism doesn't Help Us Explain Consciousness.Philip Goff - 2009 - Dialectica 63 (3):289-311.
    This paper starts from the assumption that panpsychism is counterintuitive and metaphysically demanding. A number of philosophers, whilst not denying these negative aspects of the view, think that panpsychism has in its favour that it offers a good explanation of consciousness. In opposition to this, the paper argues that panpsychism cannot help us to explain consciousness, at least not the kind of consciousness we have pre-theoretical reason to believe in.
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  • Defending Science from all of its Enemies and some of its Friends.Rom Harré - 2000 - Dialectica 54 (4):265-281.
    Recent debates about the values and virtues of the sciences have been marked by philosophical errors and misunderstandings among both the supporters and the critics of the value of science. Some authors, such as Wilson defending the ultimate value of science and Appleyard decrying the influence of scientific modes of thinking, both assume the positivistic stance to understanding science. Others, such as Dawkins, Maddox and Wolpert, come through as scientific realists, celebrating the power of science to reach beyond what can (...)
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  • Names and Illusions.Paolo Leonardi - 2003 - Dialectica 57 (2):165-176.
    Here, I defend the view that fictional narratives are illusionary and that fictional names are to be accounted metalinguistically, a blend of Walton's and Donnellan's theories. Besides, I offer a remedial semantic for sentences external to the story which connects those uses back to the text of the story and to the neighborhood of its retellings.
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  • The Virtue of Stoicism.John Russon - 2006 - Dialogue 45 (2):347-354.
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  • Body and the Arts: The Need for Somaesthetics.Ken-Ichi Sasaki - 2012 - Diogenes 59 (1-2):7-20.
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  • I—Knowing What You Believe.Quassim Cassam - 2011 - Proceedings of the Aristotelian Society 111 (1pt1):1-23.
    A familiar claim is that knowledge of our own thoughts, beliefs and other attitudes is normally immediate, that is, not normally based on observation, inference or evidence. One explanation of the possibility of immediate self‐knowledge turns on the transparency of the question ‘Do I believe that P?’ to the question ‘Is it the case that P?’ This paper explains why occurrent mental states such as passing thoughts do not fall within the purview of the transparency account and proposes a different (...)
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  • Three Views concerning Human Freedom.John Watkins - 1974 - Royal Institute of Philosophy Lectures 8:200-228.
    Ultimately, the only good reason for restricting the freedom of responsible adults is to protect other people's freedom, to increase the overall enjoyment of freedom.
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  • The Empiricist Account of Dispositions.R. S. Woolhouse - 1975 - Royal Institute of Philosophy Lectures 9:184-199.
    Besides the observable properties it exhibits and the actual processes it undergoes, a thing is full of threats and promises. The dispositions or capacities of a thing — its flexibility, its inflammability, its solubility — are no less important to us than its overt behaviour, but they strike us by comparison as rather ethereal. And so we are moved to inquire whether we can bring them down to earth; whether, that is, we can explain disposition terms without any reference to (...)
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  • Intentionality and Its Place in Nature.John R. Searle - 1984 - Synthese 61 (1):3-16.
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  • Provocation on belief: Part 6.Hugh Wilder - 1987 - Social Epistemology 1 (2):195-201.
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  • W ittgenstein on the Place of the Concept “Noticing an Aspect”.Janette Dinishak - 2013 - Philosophical Investigations 36 (4):320-339.
    Seeing aspects is a dominant theme in Wittgenstein's 1940s writings on philosophy of psychology. Interpreters disagree about what Wittgenstein was trying to do in these discussions. I argue that interpreting Wittgenstein's observations about the interrelations between “noticing an aspect” and other psychological concepts as a systematic theory of aspect‐seeing diminishes key lessons of Wittgenstein's explorations: these interrelations are enormously complicated and “noticing an aspect” resists neat classification. Further, Wittgenstein invites us to engage in his “placing activity,” and by doing so (...)
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  • Philosophical and Socio‐Cognitive Foundations for Teaching in Higher Education through Collaborative Approaches to Student Learning.Adrian Jones - 2011 - Educational Philosophy and Theory 43 (9):997-1011.
    This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being‐there and being‐aware (Da‐sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just (...)
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  • Sublime Heterogeneities in Curriculum Frameworks.Felicity Haynes - 2006 - Educational Philosophy and Theory 38 (6):769-786.
    To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing curricular frameworks by the continual demands for their revision., ) suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as ) suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche (...)
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  • Managerial Modes of Accountability and Practical Knowledge: Reclaiming the practical.Jane Green - 2004 - Educational Philosophy and Theory 36 (5):549-562.
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  • On the Non‐discursive Nature of Competence.Gerard Lum - 2004 - Educational Philosophy and Theory 36 (5):485-496.
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  • The Philosophy of the Subject: back to the future.Jim Mackenzie - 1998 - Educational Philosophy and Theory 30 (2):135-162.
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  • Knowing How: Essays on Knowledge, Mind, and Action, edited by JohnBengson and Marc A.Moffett. Oxford: Oxford University Press, 2011, xiv + 401 pp. ISBN 978‐0‐19‐538936‐4 hb £55.00. [REVIEW]Small Will - 2013 - European Journal of Philosophy 21 (S4):e18-e23.
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  • Jennifer Hornsby.Jennifer Hornsby - 2005 - Aristotelian Society Supplementary Volume 79 (1):107-130.
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  • II—Christopher Shields: The Peculiar Motion of Aristotelian Souls.Christopher Shields - 2007 - Aristotelian Society Supplementary Volume 81 (1):139-161.
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  • The Virtues of a Passionate Life: Erotic Love and “the Will to Power”*: ROBERT C. SOLOMON.Robert C. Solomon - 1998 - Social Philosophy and Policy 15 (1):91-118.
    I would like to defend a conception of life that many of us in philosophy practice but few of us preach, and with it a set of virtues that have often been ignored in ethics. In short, I would like to defend what philosopher Sam Keen, among many others, has called the passionate life. It is neither exotic nor unfamiliar. It is a life defined by emotions, by impassioned engagement and belief, by one or more quests, grand projects, embracing affections. (...)
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  • Imagery.Kenneth J. Bower - 1984 - Canadian Journal of Philosophy 14 (2):217-234.
    Hume said that to have a memory image of some individual, x, is to perceive a ‘faint copy’ of some prior perception of x. This classical view of memory images includes three distinct claims: Images and percepts are mental entities which serve as objects for a ‘direct’ or ‘non-inferential’ perception. A memory image of some individual, x, shares numerous properties with some prior perception of x.
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  • Being Coloured and Looking Coloured.Keith Allen - 2009 - Canadian Journal of Philosophy 39 (4):647-670.
    Intuitively, there is an intimate connection between being coloured and looking coloured. As Strawson memorably remarked, it is natural to assume that ‘colours are visibilia or they are nothing’. But what exactly is the nature of this relationship?A traditionally popular view of the relationship between being coloured and looking coloured starts from the common place that the character of our perceptual experience changes as the conditions in which an object is perceived vary. For instance, our experience changes when we view (...)
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  • Do Motives Matter?Robert E. Goodin - 1989 - Canadian Journal of Philosophy 19 (3):405-419.
    Among moralists and social critics of several stripes, it is not enough that the right thing be done: they also insist that it be done, and be seen to be done, for the right reasons. They are anxious to know whether we are sending food to starving Africans out of genuinely altruistic concern, or merely to clear domestic commodity markets, for one particularly topical example. Or, for another example, critics of the Brandt Commission’s plea for increased foreign aid more generally (...)
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  • Introspection and the Elementary Acts of Mind.William Seager - 2000 - Dialogue 39 (1):53-76.
    RésuméFred Dretske a développé, à titre de composante de sa théorie de la conscience, une théorie de I'introspection. Celle-ciprésente une plausibilityé indépendante, elle résiste à des objections qui affectent nombre d'autres théories et elle suggère des liens très féconds dans plusieurs domaines de la science cognitive. La version qu'en donne Dretske est restreinte à la connaissance introspective des états perceptuels. Mon objectif ici est d'étendre la théorie à tous les états mentaux. Le mécanisme qui est fondamental dans cette approche est (...)
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  • Stockholders Versus Stakeholders: Implications for Business Ethics.Lindsay Dawson - 2009 - Philosophy of Management 7 (3):3-12.
    This paper analyses the arguments for two competing ethical models of business. On the one hand there are theorists like Milton Friedman who claim that the sole social responsibility of business leaders is to maximise stockholder profits. On the other, there are those who argue that a business has ethical responsibilities to many stakeholders: employees, stockholders, retailers, customers, and so on. I argue that a business has ethical responsibility over those functions and purposes over which it has the most autonomous (...)
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  • What Is the Relation Between an Experience, the Subject of the Experience, and the Content of the Experience?Galen Strawson - 2003 - Philosophical Issues 13 (1):279-315.
    This version of this paper has been superseded by a substantially revised version in G. Strawson, Real Materialism and Other Essays (OUP 2008) I take 'content' in a natural internalist way to refer to occurrent mental content. I introduce a 'thin' or ‘live’ notion of the subject according to which a subject of experience cannot exist unless there is an experience for it to be the subject of. I then argue, first, that in the case of a particular experience E, (...)
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  • Ideology and Knowledge-How.Michael Kremer - 2016 - Theoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 31 (3):295-311.
    In work culminating in Know How (2009), Jason Stanley argues, against Gilbert Ryle, that knowledge-how is a species of knowledge-that. In How Propaganda Works (2015), Stanley portrays this work as undermining a “flawed ideology” supporting elitist valuations of intellectual work and workers. However, the link between Stanley’s two philosophical projects is weak. Ryle’s distinction between knowledge-how and knowledge-that lacks the political consequences foreseen by Stanley. Versions of “intellectualism” have as much potential to align with hierarchical political systems as do versions (...)
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  • The Problem of Other Cultures.F. Allan Hanson & Rex Martin - 1973 - Philosophy of the Social Sciences 3 (3):191-208.
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  • Intentional concepts in cognitive neuroscience.Samuli Pöyhönen - 2014 - Philosophical Explorations 17 (1):93-109.
    In this article, I develop an account of the use of intentional predicates in cognitive neuroscience explanations. As pointed out by Maxwell Bennett and Peter Hacker, intentional language abounds in neuroscience theories. According to Bennett and Hacker, the subpersonal use of intentional predicates results in conceptual confusion. I argue against this overly strong conclusion by evaluating the contested language use in light of its explanatory function. By employing conceptual resources from the contemporary philosophy of science, I show that although the (...)
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  • Dispositional Pluralism.Jennifer McKitrick - 2009 - In McKitrick Jennifer (ed.), Debating Dispositions: Issues in Metaphysics, Epistemology and Philosophy of Mind. Walter de Gruyter. pp. 186-203.
    In this paper, I make the case for the view that there are many different kinds of dispositions, a view I call dispositional pluralism. The reason I think that this case needs to be made is to temper the tendency to make sweeping generalization about the nature of dispositions that go beyond conceptual truths. Examples of such generalizations include claims that all dispositions are intrinsic, essential, fundamental, or natural.! In order to counter this tendency, I will start by noting the (...)
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  • On the relationship between speech acts and psychological states.Seungbae Park - 2014 - Pragmatics and Cognition 22 (3):340-351.
    This paper defends a theory of speech act that I call concurrentism. It consists of the following three theses. 1. We believe, ceteris paribus, that other people’s speech acts concur with their beliefs. 2. Our speech acts, ceteris paribus, concur with our beliefs. 3. When our speech acts deviate from our beliefs, we do not, ceteris paribus, declare the deviations to other people. Concurrentism sheds light on what the hearer believes when he hears an indicative sentence, what the speaker believes (...)
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  • Modal predicates.John Maier - 2016 - Linguistics and Philosophy 39 (6):443-457.
    I propose a semantics for a class of English predicates characteristically associated with possibility. The central idea is that such predicates are typically associated with an ordering source, and that differences among them are due to differences in their ordering sources. The ‘dispositional predicates’ that have been central to philosophical discussions are shown to be derivable as a special case from this more general class.
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  • Belief isn’t voluntary, but commitment is.Nicholas Tebben - 2018 - Synthese 195 (3):1163-1179.
    To be committed to the truth of a proposition is to constrain one’s options in a certain way: one may not reason as if it is false, and one is obligated to reason as if it is true. Though one is often committed to the truth of the propositions that one believes, the states of belief and commitment are distinct. For historical reasons, however, they are rarely distinguished. Distinguishing between the two states allows for a defense of epistemic deontology against (...)
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  • The Metaphysics of Degrees.René Woudenberg & Rik Peels - 2018 - European Journal of Philosophy 26 (1):46-65.
    Degree-sentences, i.e. sentences that seem to refer to things that allow of degrees, are widely used both inside and outside of philosophy, even though the metaphysics of degrees is much of an untrodden field. This paper aims to fill this lacuna by addressing the following four questions: [A] Is there some one thing, such that it is degree sensitive? [B] Are there things x, y, and z that stand in a certain relation to each other, viz. the relation that x (...)
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  • John Locke, ‘Hobbist’: of sleeping souls and thinking matter.Liam P. Dempsey - 2017 - Canadian Journal of Philosophy 47 (4):454-476.
    In this paper, I consider Isaac Newton’s fevered accusation that John Locke is a ‘Hobbist.’ I suggest a number of ways in which Locke’s account of the mind–body relation could plausibly be construed as Hobbesian. Whereas Newton conceives of the human mind as an immaterial substance and venerates it as a finite image of the Divine Mind, I argue that Locke utterly deflates the religious, ethical, and metaphysical significance of an immaterial soul. Even stronger, I contend that there is good (...)
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  • No State A Priori Known to Be Factive is Mental.Elia Zardini - 2016 - Philosophical Issues 26 (1):462-492.
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  • Practical Perception and Intelligent Action.John Bengson - 2016 - Philosophical Issues 26 (1):25-58.
    Perceiving things to be a certain way may in some cases lead directly to action that is intelligent. This phenomenon has not often been discussed, though it is of broad philosophical interest. It also raises a difficult question: how can perception produce intelligent action? After clarifying the question—which I call the question of “practical perception”—and explaining what is required for an adequate answer, I critically examine two candidate answers drawn from work on related topics: the first, inspired by Hubert Dreyfus's (...)
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  • Skills, knowledge and expertise in sport.Gunnar Breivik - 2016 - Sport, Ethics and Philosophy 10 (3):217-221.
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  • On phenomenological and logical characteristics of skilled behaviour in sport: cognitive and motor intentionality.Vegard Fusche Moe - 2016 - Sport, Ethics and Philosophy 10 (3):251-268.
    In this paper, I discuss phenomenological and logical characteristics of skilled behaviour in sport. The paper comprises two parts. The first describes phenomenological characteristics of skilled behaviour through Timothy Gallwey’s two playing modes and Maurice Merleau-Ponty’s distinction between abstract and concrete movement. The second logical part introduces the concept of intentionality and the distinction Sean Kelly makes between cognitive and motor intentionality. I discuss how this distinction fits the phenomenological characteristics established in the first part of the paper. My argument (...)
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  • Empathy’s blind spot.Jan Slaby - 2014 - Medicine, Health Care and Philosophy 17 (2):249-258.
    The aim of this paper is to mount a philosophical challenge to the currently highly visible research and discourse on empathy. The notion of empathetic perspective-shifting—a conceptually demanding, high-level construal of empathy in humans that arguably captures the core meaning of the term—is criticized from the standpoint of a philosophy of normatively accountable agency. Empathy in this demanding sense fails to achieve a true understanding of the other and instead risks to impose the empathizer’s self-constitutive agency upon the person empathized (...)
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  • Why Moral Principles?Joe Mintoff - 2016 - Mind 125 (500):1133-1159.
    Jonathan Dancy challenges moral generalists to come up with a picture of moral thought and judgment which requires a provision of principles that cover the ground. The aim of this paper is to provide a response to Dancy's challenge. I argue that reasonable moral thought requires us to explain ourselves when we have reason to doubt our moral judgment about some particular case, that any such explanation commits us to a general moral principle over some domain of discussion and that (...)
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  • Powerful properties and the causal basis of dispositions.Max Kistler - 2013 - In Alexander Bird, Brian David Ellis & Howard Sankey (eds.), Properties, Powers and Structures: Issues in the Metaphysics of Realism. New York: Routledge. pp. 119--137.
    Many predicates are dispositional. Some show this by a suffix like "-ible", -uble", or "-able": sugar is soluble in water, gasoline is flammable. Others have no such suffix and don't wear their dispositionality on their sleeves. Yet part of what it is to be solid is to be disposed to resist deformation, and part of what it is to be red is to appear red to normal human observers in normal lighting conditions. However, there is no agreement as to whether (...)
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  • Learning Network Management.Andrea Reupold - unknown
    Social networks are regarded as powerful resources that have available novel solutions, innovative ideas and can create new pathways. Networks exist as informal webs of affiliation between individuals and also as ties between organisations in the form of professional networks. These different forms of networks have in common that there is a social structure that connects particular agents with each other and enables the flow of information and knowledge between them. Thus, in creating new ties and connecting already existing networks/individuals/organisations, (...)
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  • Epistemic and non-Epistemic Theories of Remembering.Steven James - 2016 - Pacific Philosophical Quarterly:109-127.
    Contemporary memory sciences describe processes that are dynamic and constructive. This has led some philosophers to weaken the relationship between memory and epistemology; though remembering can give rise to epistemic success, it is not itself an epistemic success state. I argue that non-epistemic theories will not do; they provide neither necessary nor sufficient conditions for remembering that p. I also argue that the shortcomings of the causal theory are epistemic in nature. Consequently, a theory of remembering must account for both (...)
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  • Mind, State, and Metaphor.Richard Floyd - 2016 - Metaphilosophy 47 (3):406-424.
    This article examines the post-Ryle developments in philosophy of mind and psychology, in particular tracing the emergence of the concept of a mental state. The climate immediately following the large-scale rejection of Descartes seems rather hostile to the idea of mental properties as internal states that cause behaviour. In this context, the emergence of the reificatory view of mental states is quite surprising, and it appears to stem from Putnam's adoption of the Turing machine as a model for human psychology. (...)
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