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  1. Intentional explanations and radical theories of education.Michael Dale - 1990 - Studies in Philosophy and Education 10 (3):179-194.
    In this paper I argue that Marxist studies of schools have overlooked the power of intentional explanations to explain schooling practices and policies. This oversight is at least in part due to many radical analyses failing to distinguish between explaining the acquisition and persistence of beliefs and determining the social consequences that follow from acting on beliefs. I further contend that radical researchers examining schooling practices must develop a more rigorous and refined conception of capitalist class interests.
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  • Through the agents' minds: Cognitive mediators of social action.Cristiano Castelfranchi - 2000 - Mind and Society 1 (1):109-140.
    Thesis: Macro-level social phenomena are implemented through the (social) actions and minds of the individuals. Without an explicit theory of the agents' minds that founds, agents' behavior we cannot understand macro-level social phenomena, and in particular how they work. AntiThesis: Mind is not enough: the theory of individual (social) mind and action is not enough to explain several macro-level social phenomena. First, there are pre-cognitive, objective social structures that constrain the actions of the agents; second, there are emergent, unaware or (...)
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