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This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...) |
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James was always interested in the problem of how our thoughts come to be about the world. Nevertheless, if one takes James to be trying to provide necessary and sufficient conditions for a thought's being about an object, counterexamples to his account will be embarrassingly easy to find. James, however, was not aiming for this sort of analysis of intentionality. Rather than trying to provide necessary and sufficient conditions for every case of a thought's being about an object, James focused (...) |
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One of the most powerful but elusive motifs in pragmatist philosophy is the idea that a liberal democracy should be understood as a community of inquirers. This paper offers a critical appraisal of a recent attempt to make sense of this intuition in the context of contemporary political theory, in what may be called pragmatist political liberalism . Drawing together ideas from Rawlsian political liberalism, epistemic democracy and pragmatism, proponents of PPL argue that the pragmatist conception of inquiry can provide (...) |
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An overview of a philosophical movement originating in the United States of America in the 19th century. |
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