We discuss some implications of the Holocaust for moral philosophy. Our thesis is that morality became distorted in the Third Reich at the level of its social articulation. We explore this thesis in application to several front-line perpetrators who maintained false moral self-conceptions. We conclude that more than a priori moral reasoning is required to correct such distortions.

This paper examines Michael Oakeshott's ideas on the relation between political philosophy and normative thought. To this end, some of the most controversial concepts of his thought are considered in the context of the philosophical debates that developed after the success of analytic philosophy and, in particular, of Ayer's Language, Truth, and Logic. First, the paper argues that, in contrast to analytic and ordinary language thinkers, Oakeshott defends the legitimacy and the rationality of normative thinking. To this end, the importance (...) of the Oakeshottian concepts of tradition and moral practice is stressed, and the controversial notion of ‘pursuit of intimations’ is considered. Through a discussion of Oakeshott's unpublished notes, the relevance of Aristotle for the development of his thought is also highlighted. Second, the paper contends that Oakeshott sees political philosophy as a critical activity aiming at universal concepts. At the same time, the paper stresses the Oakeshottian distinction betw.. (shrink)

This article offers a Weberian perspective on philosophy's relationship to social science research in education. Two key areas where it can make an important contribution are discussed: methodology, and the clarification of value principles that necessarily frame inquiries. In relation to both areas, it is claimed that some researchers underestimate philosophy's contribution, while others exaggerate it. Thus, in methodological work, there are those who effectively suppress philosophical issues, producing ‘methodology-as-technique’; at the same time, others generate ‘methodology-as-philosophy’, often denying the possibility (...) of knowledge, the regulative ideal of truth, and the desirability of objectivity. It is argued that both these tendencies are counterproductive: neither enables research on education to flourish. In relation to the second area, it is shown that philosophy is needed to clarify the value principles that educational researchers use to frame their inquiries; but, at the same time, that it cannot provide a value framework to govern social science. The concept of equity is discussed as an example. In summary, it is argued that while philosophy plays an essential role in social and educational inquiry, there are important limits to its contribution. (shrink)

This article offers a Weberian perspective on philosophy's relationship to social science research in education. Two key areas where it can make an important contribution are discussed: methodology, and the clarification of value principles that necessarily frame inquiries. In relation to both areas, it is claimed that some researchers underestimate philosophy's contribution, while others exaggerate it. Thus, in methodological work, there are those who effectively suppress philosophical issues, producing ‘methodology-as-technique’; at the same time, others generate ‘methodology-as-philosophy’, often denying the possibility (...) of knowledge, the regulative ideal of truth, and the desirability of objectivity. It is argued that both these tendencies are counterproductive: neither enables research on education to flourish. In relation to the second area, it is shown that philosophy is needed to clarify the value principles that educational researchers use to frame their inquiries; but, at the same time, that it cannot provide a value framework to govern social science. The concept of equity is discussed as an example. In summary, it is argued that while philosophy plays an essential role in social and educational inquiry, there are important limits to its contribution. (shrink)

What today divides analytical from Continental philosophy? This paper argues that the present divide is not what it once was. Today, the divide concerns the styles in which philosophers deal with intellectual problems: solving them, pressing them, resolving them, or dissolving them. Using ‘the boundary problem’, or ‘the democratic paradox’, as an example, we argue for two theses. First, the difference between most analytical and most Continental philosophers today is that Continental philosophers find intelligible two styles of dealing with problems (...) that most analytical philosophers find unintelligible: pressing them and resolving them. Second, when it comes to a genuine divide in which not understanding the other side’s basic philosophical purposes combines with disagreement on fundamental questions of doctrine, the only such divide today is that between those analytical philosophers who tend to solve problems and those Continental philosophers who tend to press problems. It is among these subgroups that there is a real philosophical divide today. So the analytical–Continental divide is more a matter of style than of substance; but as we try to show, differences in style shape differences over substance. (shrink)