ABSTRACTThis article deals with the recent interest shown by critical realists in the study of generative mechanisms in sociology and proposes stronger integration of hermeneutics into this theoretical approach. There are important differences between realism and hermeneutics. While realism strives to overcome the extremes of empiricism and interpretivism with a new version of naturalism, hermeneutics bases its explanations of society on research into meanings. The question is whether underlining these differences is useful for social theory. On the one hand, underestimating (...) hermeneutics makes it difficult for realists to recognize fully the role that processes of understanding play in generating social change. On the other hand, hermeneutical arguments in sociology idealistically identify being with interpreted being. The concept of generative hermeneutics is designed to help to build an alliance between realism and hermeneutics, since one-sided overemphasis on mechanistic logic devaluates the study of social interaction pursued by interpretative sociology. (shrink)

This article criticizes a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. I criticize this standpoint by reconstructing a case of educational research. As I argue, the case I analyze indicates that the arguments in support of interpretivism are contradicted by what social researchers can actually achieve. I conclude (...) that the interpretivistic claims lack support and that the general separation claim appears as problematic. (shrink)

Deanna Kuhn's theory of informal argumentation (1991) evaluates arguments according to a theory/evidence model where subjects first articulate a theory and then must provide critical testing of alternatives on the basis of evidence. Using this model, Kuhn reports that many subjects fail to supply adequate evidence for their 'theories' and are often unable or unwilling to generate alternatives. In this paper an account of practical reasoning is provided that suggests an alternate interpretation for Kuhn's subjects' poor perfonnance. It is argued (...) that treating practical arguments as failed theoretical justifications causes Kuhn to misrepresent the contribution of many of her subjects' arguments. (shrink)

Woodward’s interventionist theory of causation is beset by a problem of circularity: the analysis of causes is in terms of interventions, and the analysis of interventions is in terms of causes. This is not in itself an argument against the correctness of the analysis. But by requiring us to have causal knowledge prior to making any judgements about causation, Woodward’s theory does make it mysterious how we can ever start acquiring causal knowledge. We present a solution to this problem by (...) showing how the interventionist notion of causation can be rationally generated from a more primitive agency notion of causation. The agency notion is easily and non-circularly applicable, but fails when we attempt to capture causal relations between non-actions. We show that the interventionist notion of causation serves as an appropriate generalisation of the agency notion. Furthermore, the causal judgements based on the latter generally remain true when rephrased in terms of the former, which allows one to use the causal knowledge gained by applying the agency notion as a basis for applying Woodward’s interventionist theory. We then present an overview of relevant empirical evidence from developmental psychology which shows that our proposed rational reconstruction lines up neatly with the actual development of causal reasoning in children. This gives additional plausibility to our proposal. The article thus provides a solution to one of the main problems of interventionism while keeping Woodward’s analysis intact. (shrink)

This paper questions the relevance of distinguishing acts and omissions in moral argument. It responds to an article by McLachlan, published in this issue of the Journal of Medical Ethics .1 I argue that McLachlan fails to establish that there is a moral difference between active and passive euthanasia and that he instead merely asserts that the difference exists. I suggest that McLachlan’s paper relies on a false commitment to general rules that do not apply in every case. Furthermore, I (...) question the lack of a moral framework provided in his argument. Finally, I briefly argue why some omissions may well be considered equivalent to some actions. I conclude that until McLachlan demonstrates that it would be wrong, we should focus on agency and responsibility, rather than seek to derive normative conclusions from contrasts between active and passive causes.In bioethical debates relating to euthanasia and associated end-of-life issues, commentators dispute the relevance of distinctions between so-called active and passive euthanasia. As a general means of assisting analysts in their studies of different practices, a taxonomy that distinguishes active and passive euthanasia can be useful, principally as we can not usefully argue about these matters unless we are clear about what our arguments touch upon.2 Although it seems to have become received wisdom from ethicists of quite conflicting views that moral propriety can not hang merely on whether a situation obtains because of an agent’s action or inaction, there continue to be defences of the act/omission distinction.3 4 In his paper,1 McLachlan has attempted to add support to those who argue that the distinction between active and passive euthanasia is a moral one. Here I respond to McLachlan’s paper, arguing that in it he fails to do more …. (shrink)

The causal theory of reasons holds that acting for a reason entails that the agents action was caused by his or her beliefs and desires. While Donald Davidson (1963) and others effectively silenced the first objections to the theory, a new round has emerged. The most important recent attack is presented by Jonathan Dancy in Practical Reality (2000) and subsequent work. This paper will defend the causal theory against Dancy and others, including Schueler (1995), Stoutland (1999, 2001), and Ginet (2002).Dancy (...) observes that our reasons are neither psychological states nor causes, and that our reasons can be both motivating and normative. I argue that these observations are fully compatible with the causal theory. According to the reductive version I develop for both cognitive and optative reasons, what it is for an action to be done for a reason is for certain beliefs and desires to cause the action in a particular way. Our reasons for action are the objects of some of those beliefs and desires. The causal process has two stages. This theory explains not only Dancys observations, but also many other facts about reasons that alternative theories leave unexplained. I argue against Schueler and others that the non-appetitive desires entailed by acting for reasons are no less distinct and independent causal factors than the beliefs entailed. I go on to rebut arguments that the relation between psychological states and actions cannot be causal because it is non-empirical, rational, normative, or non-deterministic, and that explanations in terms of psychological causes are incompatible with explanations in terms of reasons. (shrink)

John Horton has argued for an associative theory of political obligation in which such obligation is seen as a concomitant of membership of a particular polity, where a polity provides the generic goods of order and security. Accompanying these substantive claims is a methodological thesis about the centrality of the phenomenology of ordinary moral consciousness to our understanding of the problem of political obligation. The phenomenological strategy seems modest but in some way it is far-reaching promising to dissolve some long-standing (...) problems of political theory. However, it fails at just the point at which a theory of political obligation is needed, namely when individuals question the grounds of their political obligation. A principle of obligation is needed to provide individuals with a reason for compliance with authoritative social rules when the exercise of that obligation is irksome. It is at this point that we need to invoke the idea of society as an implicit social contract, in which obligations are seen as stemming from those terms that it would be in the interests of individuals to agree in a social contract. This is consistent with the method of reflective equilibrium. (shrink)

Arguing that our attachment to Aristotelian modes of discourse makes a revision of their conceptual foundations long overdue, the author proposes the consideration of unacknowledged factors that play a central role in argument itself. These are in particular the subjective imprint and the dynamics of argumentation. Their inclusion in a four-dimensional framework and the focus on thesis validity allow for a more realistic view of our discourse practice. Exhaustive analyses of fascinating historical and contemporary arguments are provided. These range from (...) Columbus’s advocacy of the Western Passage to India, over the trial of King Louis XVI during the French Revolution, to today’s highly charged controversies surrounding euthanasia and embryo research. Excavating foundational issues such as the purpose of argument itself and the contested role of argument as a generator of knowledge, the book culminates in a discussion of the relationship between rationality and reasonableness and criticizes the restrictions of ‘rational’ argument relying on fixed logical, economic or cultural criteria that in reality are mutable. Here, a true, open argument requires the infusion of Paul Lorenzen’s principle of ‘transsubjectivity’, which recognizes but transcends the partiality of the individual and which can be seen in the pragmatic and expanding consensus that humanity can control itself to safeguard the future of a fragile, damaged world. (shrink)

History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history departments, we fail to provide an adequate justification for an education in history. The doctrine that history is an exercise in disciplined knowledge, a specific way of knowing, is weakened by (...) disciplinary disquietude and dissimilitude. Three features impress themselves upon all who inquire into the past. In the learning and teaching of history, these three features assume a distinct structural shape. First, colligation consists in grouping the events and concepts to be studied according to their shared purposes. Second, historical distance, intimately tied up with tradition and collective memory, provides the means for identifying a past separate from the present to be studied in its own right. Third, reconstruction describes the process of supplying individual content to the general categories illuminated by the earlier stages. To work knowingly in this structure of historical inquiry offers no solutions to the problems of historical thinking, it is to work productively within these problems. (shrink)

The essay discusses Donald Davidson’s concept of anomalous monism in the framework of Husserlian phenomenology. It develops in four stages. Section 1 is devoted to a critical presentation of the argument for anomalous monism. Section 2 succinctly examines those Husserlian notions that best provide the ground for a discussion parallel to Davidson’s. In Sect. 3, the aporetic status of “mental causation” is analyzed by providing a genetic-phenomenological account of efficient causation. Section 4 draws some general conclusions concerning the kind of (...) efficaciousness that must be attributed to consciousness and discusses the sense in which anomalous monism can be defended in a phenomenological framework, but not in a naturalistic one. (shrink)

Professor Dowding has written an interesting and stimulating book on the relevance (R) of general philosophical insights for the conduct of political science enquiry. In this paper, I challenge his positive analysis due to the relevance (R) difficulty. The social sciences have to struggle with a set of philosophical questions, but they hardly belong to general ontological or epistemological theories.

The paper is a critical discussion of Sneddon’s recent proposal to revive ascriptivism in philosophy of action. Despite his declarations, Sneddon fails in his central task of giving an account of the distinction between actions and mre happenings. His failure is due to three major problems. First, the account is based on a misconceived methodology of “type” necessary and “token” sufficient conditions. Second, the “type” necessary condition he proposed is so weak that the connection that obtains between action and responsibility (...) also obtains between action and lack of responsibility. Third, neither the idea of responsibility nor the idea of defeating conditions is elucidated sufficiently to play any role in understanding what it is to be an action. (shrink)

A scientific mathematical law is causal if and only if it is a process law that contains a time derivative. This is the intrinsic criterion for causal laws we propose. A process is a space-time line along which some properties are conserved or vary. A process law contains a time variable, but only process laws that contain a time derivative are causal laws. An effect is identified with what corresponds to a time derivative of some property or magnitude in a (...) process law, whereas the other terms correspond to the cause(s). According to our criterion, causes are simultaneous with their effects and causality has no temporal direction. Several examples from natural and social disciplines support the applicability of our criterion to all scientific laws. Various objections to our proposal are presented and refuted. The merits our intrinsic theory of causality vis-à-vis the Salmon–Dowe conserved quantity theory are discussed. (shrink)

Philosophical accounts of "action" standardly take an action to be a doing which _satisfies some description that is semantically related to the content of a propositional attitude of the subject's which _explains why that doing occurred. Causal theories of action require that the explanation in question must involve the causation of action-doings by propositional attitudes (typically intentions, volitions, or combinations of belief and desire). I argue that there are actions whose status, as such, cannot be acknowledged by any causal theory, (...) since no such theory can allow that they fulfill the satisfaction condition. (shrink)

This research offers a new perspective by reframing the positivist-interpretive debate as a distinction between the functional outcomes of research: explanation and understanding. Based on an older and well-established literature in philosophy, this distinction can reinvigorate important differences in research outcomes that have been lost. Understanding or “subjective meaning” is connected to the intentionality, thoughts, and motivations of the human subjects under study. From this perspective, understanding is the type of knowledge gained from determining the meanings, categories, and symbols humans (...) attach to actions, knowledge, and systems. In contrast, explanation is achieved by subsuming individual instantiations of the phenomenon under broad general laws, or identifying causal mechanisms that support antecedent-consequent pairs. Researchers can proactively use the understanding-explanation distinction as a heuristic to create new lines of research questions based on what has not been explained or understood rather than on which ontology or methodology has not been used. (shrink)

In the current advent of technological innovation allowing for precise neural manipulations and copious data collection, it is hardly questioned that the explanation of behavioral processes is to be chiefly found in neural circuits. Such belief, rooted in the exhausted dualism of cause and effect, is enacted by a methodology that promotes “necessity and sufficiency” claims as the goal-standard in neuroscience, thus instructing young students on what shall reckon as explanation. Here we wish to deconstruct and explicate the difference between (...) what is done, what is said, and what is meant by such causal circuit explanations of behavior. Well-known to most philosophers, yet ignored or at least hardly ever made explicit by neuroscientists, the original grand claim of “understanding the brain” is imperceptibly substituted by the methodologically sophisticated task of empirically establishing counterfactual dependencies. But for the 21st century neuroscientist, after so much pride, this is really an excess of humility. I argue that to upgrade intervention to explanation is prone to logical fallacies, interpretational leaps and carries a weak explanatory force, thus settling and maintaining low standards for intelligibility in neuroscience. To claim that behavior is explained by a “necessary and sufficient” neural circuit is, at best, misleading. In that, my critique is indeed mainly negative. Positively, I briefly suggest some available alternatives for conceptual progress, such as adopting circular causality, searching for principles of behavior, and embracing process philosophy. Overall, if the goal of neuroscience is to understand the relation between brain and behavior then, in addition to excruciating neural studies, we will need a strong theory of behavior and a solid foundation to establish their relation. (shrink)

This article elaborates on the relationship between structuralism (and to some extent post-structuralism), hermeneutics and pragmatism, starting from what I comprehend as the inherent dilemma articulated in the policy documents concerning the emerging knowledge economy: the tension between innovation and adaptation. In the first section, I delineate a horizon of understanding for my presentation by defining the particular societal transformations in the historical context where the question of creativity and innovation has become of strategic importance. Then, in the second section, (...) I suggest a diagnosis of the new and predominant flexible organization of knowledge within the context of the new creative economy. The third section is a short interlude, where the philosophical implications of these societal transformations are being disclosed, together with the challenges that influence the agenda for a discussion about a constructive philosophical contribution. In the last two sections, I introduce a particular kind of hermeneutical perspective into the discussion by a close reading of one of Paul Ricoeur’s major works from the mid 1970s, here distinctively interpreted as a profound investigation into the micro-mechanisms of the epistemology of creativity. Thus, by the configuration of a hermeneutics of creativity and innovation from these philosophical resources, my intention is to disclose the ontological implications of innovation as well as the anthropological prerequisites for a conception of creativity “with a human face.”. (shrink)

1. Perhaps it was the overpowering historico-philological research of the Renaissance and Baroque, with its barely manageable erudition and abundance, that provoked Descartes and Malebranche's inve...

The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational psychology is analyzed as a case in point. It will be shown that Thorndike’s positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault’s history of the human sciences reveals that there (...) are multiple historical temporalities involved in Thorndike’s educational psychology. This allows a new critical angle to be taken on positivist educational research. The question concerning the contexts of empirical education turns to examining the way the conditions of possibility for scientific knowledge in education involve practices of contextualization as well as paradoxical and self-defeating elements. (shrink)

The turn from deterministic to probabilistic explanations has been used to argue that social science does not explain human action in ways that are incompatible with free will, since, according to some accounts of probabilism, causal factors merely influence actions without determining them. I argue that the notion of nondetermining causal influence is a multifaceted and problematic idea, which notably is unclear about whether the probability is objective or subjective, whether it applies to individual occurrences or merely to sets of (...) occurrences, and whether it is possible for an occurrence to be "almost determined.". (shrink)