This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of ‘the good life’ is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...) responsibility is accepted and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. (shrink)

I analyse the case of three Japanese-Portuguese interpreters who have given support to technology transfer from a steel company in Japan to one in Brazil for more than thirty years. Their job requires them to be ‘interactional experts’ in steel-making. The Japanese–Portuguese interpreters are immersed in more than the language of steel-making as their job involves a great deal of ‘physical contiguity’ with steel-making practice. Physical contiguity undoubtedly makes the acquisition of interactional expertise easier. This draws attention to the lack (...) of empirical work on the exact way that the physical and the linguistic interact in the acquisition of interactional expertise, or any other kind of expertise.Keywords: Interactional expertise; Technology transfer; Interpreting; Physical contiguity; Linguistic socialization. (shrink)

Body theory is the work of historians, sociologists, philosophers, and other scholars in the past twenty to twenty-five years that explicitly focuses on the body, especially on sexuality and gender. The body is seen as an ideological surface on which history and politics inscribe their truths. It is, in short, a corporeal epistemology standing in opposition to all the old cognitive epistemologies (e.g., Descartes, Locke, and modern analytic thought as a whole). Régimes of power are known through the way they (...) oppress, manipulate, and construct the human body. Body theory includes the work of Michel Foucault, Thomas Laquer, and feminist scholars such as Hélène Cixous, Laura Mulvey, and Elaine Showalter. This work is carried on, by and large, in the methodological atmosphere of a constructivist notion of gender, sexuality, social ideas, and the self. (shrink)

Review Essay of Stephen P. Turner, Explaining the Normative, 2010.

En este escrito se analiza la significación y el uso filosófico que Wittgenstein dio en su pensamiento maduro al concepto de forma de vida. Así, aunque se señala que Wittgenstein sólo hizo uso de dicho concepto en el contexto de la justificación de la praxis lingüística como límite epistemológico, se enfatiza no obstante que en ese uso ya es posible vislumbrar una cierta concepción antropológica sobre los seres humanos como animales de conducta expresiva, intencional, simbólica, lingüística generadora de reglas y (...) amante de regularidades. El artículo acaba con un análisis del problema de la forma de vida de los animales y su relación con la forma de vida humana: en concreto se destaca el carácter lingüístico y cultural de la forma de vida humana, y se muestran los límites en la atribución a los animales no-humanos de los predicados mentales humanos. (shrink)

Two questions are central to the “rationality debate” in the philosophy of social science. First, should we acknowledge differences in basic norms of epistemic and agential rationality, or in the content of perceptual experience, as the “best explanation” of radical differences in belief and practice? Second, can genuine understanding be achieved between cultures and research traditions that so differ in their beliefs and practices? I survey a number of responses to these questions, and suggest that one of these, “dialogical optimism”, (...) while attractive, is in need of further clarification. Such clarification may be forthcoming if we attend to recent work by John McDowell. McDowell claims that perceptual experience, as our primary mode of epistemic access to the world, must be located within what Sellars termed the “space of reasons” if we are to make sense of our conception of ourselves as thinking creatures. I develop a reading of this claim in terms of a fundamental duality in human perceptual experience, and use this conception of experience to illuminate the dialogical optimist strategy in the rationality debate. (shrink)

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.

Response‐dispositional (RD) properties are standardly defined as those that involve an object's appearing thus or thus to some perceptually well‐equipped observer under specified epistemic conditions. The paradigm instance is that of colour or other such Lockean “secondary qualities”, as distinct from those—like shape and size—that pertain to the object itself, quite apart from anyone's perception. This idea has lately been thought to offer a promising alternative to the deadlocked dispute between hard‐line ‘metaphysical’ realists and subjectivists, projectivists, social constructivists, or hard‐line (...) anti‐realists. A chief source text is Plato's Euthyphro, where the issue is posed in ethical terms: do the gods infallibly approve virtuous acts on account of their divine moral omniscience or are virtuous acts just those the gods approve? Among the areas proposed as amenable to an RD approach are epistemology, ethics, political theory, and philosophy of mathematics. It is claimed that by making due allowance for the involvement of normalised or optimised human responses one can steer a course between the twin poles of an objectivist realism that places truth beyond our cognitive grasp and an epistemic conception that confines truth within the limits of humanly attainable proof, knowledge, or verification. Here I argue—on the contrary—that RD approaches can be shown to offer nothing more than a variant of the same old realist versus anti‐realist dilemma. That is, they work out either as a trivial (tautologous) claim that ‘truth’ simply equates with ‘best judgement’ in the ideal (quasi‐objective) limit or as the claim—advanced by anti‐realists like Michael Dummett—that we cannot form any adequate conception of objective (recognition‐transcendent) truths. After looking at this issue in various contexts of debate, I conclude that one useful (if pyrrhic) outcome is to demonstrate the non‐availability of any middle‐ground stance. We are left with the strictly unavoidable choice between a realist or objectivist approach and one that assimilates truth to the consensus of accredited best opinion. This latter amounts to a roundabout, elaborately qualified version of the anti‐realist case. (shrink)

Why would anyone want there to be natural foundations for the social sciences? In a provocative essay exploring precisely that question, historian Chris Renwick uses an interwar debate featuring William Beveridge, Lancelot Hogben, and Friedrich Hayek to begin to imagine what might have been had such a program calling for biological knowledge to form the natural bases of the social sciences been realized at the London School of Economics. Yet perhaps Renwick grants too much attention to differences and “what-ifs” and (...) not enough to the historical question of “what happened” afterward. “Chickens and Eggs” offers an alternative view of this rather vexed question—one grounded in what happened, which suggests that Renwick’s concerns may be somewhat misplaced. (shrink)

In recent years, philosophers have used expressions of Wittgenstein’s (e.g. “language-games,” “form of life,” and “family resemblance”) in attempts to conceive of the discipline of philosophy in a broad, open, and perhaps global way. These Wittgenstein-inspired approaches indicate an awareness of the importance of cultural and historical diversity for approaching philosophical questions. While some philosophers have taken inspiration from Wittgenstein in embracing contextualism in philosophical hermeneutics, Wittgenstein himself was more instrumental than contextual in his treatment of other philosophers; his focus (...) in his writings was on his own philosophical problems. Does this mean that Wittgensteinian philosophy is a poor resource after all for comparative, cross-cultural, or globally-engaged philosophy (i.e. if it is properly Wittgensteinian)? In this article, I examine the relevance of Wittgenstein to contextually-sensitive philosophy through studies of his conceptions of history and culture, his interest in Spengler’s philosophy of history, and recent scholarship by Hans-Johann Glock and Hans Sluga on the place of contextualism in Wittgenstein’s analysis of philosophical problems. Ultimately, this article advances the view that there are strong resources in Wittgenstein’s philosophy for those seeking a more globally-engaged approach to the field. (shrink)

Wilfred Carr; Can Educational Research be Scientific?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 35–43, https://doi.org/10.1111.

In this paper I argue that the most prominent and familiar features of Wittgenstein’s rule following considerations generate a powerful argument for the thesis that most of our concepts are innate, an argument that echoes a Chomskyan poverty of the stimulus argument. This argument has a significance over and above what it tells us about Wittgenstein’s implicit commitments. For, it puts considerable pressure on widely held contemporary views of concept learning, such as the view that we learn concepts by constructing (...) prototypes. This should lead us to abandon our general default hostility to concept nativism and be much more sceptical of claims made on behalf of learning theories. (shrink)

The article shows how in Outline of a Theory of Practice Pierre Bourdieu relies on a kind of philosophical myth in his attempt to dispel structuralist accounts of action. Section 2 is a summary of Bourdieu’s use of the concept of habitus against intellectualism and structuralism. Schatzki’s criticism of Bourdieu from a purportedly Wittgensteinian perspective is also examined. Section 3 relates Bourdieu’s use of habitus to a debate between Hubert Dreyfus and John McDowell about the role of concepts in action. (...) Section 4 shows how McDowell’s rejection of foundationalist elements in Dreyfus’s account of action also raises problems for Bourdieu’s account of action. Diamond’s recent criticism of Winch is shown to have an interesting connection to this debate. (shrink)

This article considers the social construction of mental toughness in line with prevailing social attitudes towards success and dominance in elite sport. Critical attention is drawn to the research literature which has sought to conceptualise mental toughness and the idealistic rhetoric and metaphor with which it has done so. The concept of mental toughness currently reflects an elitist ideal, constructed along the lines of the romantic narrative of the ‘Hollywood hero’ athlete. In contrast, the mental and moral virtues which should (...) form the basis of mental toughness are often neglected when an athlete ‘fails’. Currently, mental toughness exists as a characteristic used to describe successful athletes and is only applied in hindsight. Finally, we recommend that the morally problematic association of mental toughness (within the media, society, and the research community) with ultimate success needs to be removed in order to rescue the concept from the elitist discourses which currently surround and suffocate it. (shrink)

This paper examines the changing context for sexual images and the spaces that give law meaning. The details are evident in Congressional efforts to regulate sex on the Internet and the Supreme Court’s response as well as changing contexts for encountering forbidden images from the old stag films and peep shows to the local public library and sex sites on the web. The paper is part of a larger project on seeing law and the idea that Lady Justice is blind.

This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.

This article firstly criticizes Margaret Archer’s Morphogenetic Approach for being indecisive about the realist notion of emergence it proposes as well as for her inadequate account of structural conditioning. It is argued that critical realists’ conceptualizations of emergence cannot but lead to inconsistencies about the adequate placement of agents as parts of emergent entities. The inconsistencies to which these conceptualizations lead necessitate an anti-realist model of the constitution of societies which takes into account that social structures are existentially dependent upon (...) ideational elaboration. This alternative anti-realist theoretical perspective is provided by Ontogenesis, within the framework of which the realists’ idea of the ‘necessary and internal relations’ give their place to the ontological pervasiveness of the culturally shared imaginary schemata. Archer’s denial of a collective synchronic impact to social forms is implied in her analysis of morphogenetic cycles, according to which, structural elaboration post-dates social interaction; and this denial is also expressed in this very idea of emergent structures. Instead, for Ontogenesis, social forms are synchronically dependent on the collective impact of the differently socially placed agents, who have different interests and material resources, and whose interaction only becomes meaningful when drawing on these culturally shared imaginary schemata. (shrink)

Although the expression “form of life” and its plural “forms of life” occur only five times in Philosophical Investigations, and generally few times in his works, it is commonly agreed that this is one of the most relevant issues in Wittgenstein’s later philosophy. Starting from the analysis of the contexts in which Wittgenstein makes use of this concept, the paper focuses on the different interpretations that have been given in secondary literature, and proposes a classification based on two axes of (...) debate: the monistic versus pluralistic interpretation, and the empirical versus transcendental interpretation. After placing some well-known readings in the resulting scheme, an attempt will be made to offer an evolutionary reading of Wittgenstein’s own ideas about forms of life. It will be argued that the empirical and plural view that seems characteristic of his writings in the Thirties, slowly appears to turn towards a monistic view, sometimes with transcendental tones, although within a pragmatic perspective. This turn remains nevertheless rooted in Wittgenstein’s general attitude towards philosophy intended as a conceptual inquiry with clarifying and therapeutic aims. (shrink)

Overt racism and discrimination have been on the decline in the United States for at least two generations. Yet many American institutions continue to produce racial disparities. Sociologists and social critics have predominantly explained continuing disparities as results of continuing racism and discrimination, albeit in increasingly covert, anonymous forms; these critics suggest racism and discrimination have to be understood as historical, systemic problems operating at the level of institutions, culture, and society, even if overt forms are now rare. With increasing (...) reliance upon a proliferation of notions including “institutional racism,” “institutionalized discrimination,” and “glass ceilings,” however, scholars and critics alike have grown increasingly dependent upon statistical data on inequalities and institutional outcomes as grounds for theoretical and political inferences concerning collective motives or prejudices. In this crucial respect, insights from beyond studies of race and inequality, drawing especially on Wittgensteinian and Schutzian contributions to social thought, stand to illuminate the pragmatic, moral reasoning at work in the institutional racism argument and similar approaches. Such reflexive attention to a central conceptual resource of contemporary social criticism stands to bring attention back to the basic empirical and critical questions of how to study and engage with continuing inequalities in the post-civil rights era. These questions can certainly be addressed through theoretical stipulation and political claims-making, but a more viable conceptual and empiricalfoundation for both theory and criticism can be gained by attending more respectfully to foundational issues of meaning and interpretation in the human sciences and human relations. (shrink)

This article examines the learning of a scientific procedure, and its connection to the greater scientific community through the notion of Wittgensteinian rules. The analysis reveals this connection by demonstrating that learning in interaction is largely grounded in rule-based community descriptions and judgments rather than any inner process. This same analysis also demonstrates that learning processes are particularly suited for such an analysis because rules and concomitant phenomena comprise a significant portion of any learning interaction. This analysis further reveals the (...) elucidating merit of Wittgensteinian rules, their relation to community and the concept of practice, and promotes the efficacy of participant-generated rule-formulations as analytic descriptors. (shrink)

In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning: That the locus of learning processes lies hidden inside the mind/brain, and also that this putatively hidden phenomenon causes learned actions. I attempt this dissolution through conceptual argument and data analysis, first by contrasting the use of the concept ‘learning’ in ordinary and scientific interaction, followed by a Wittgenstein-inspired conversation analysis of a micro-longitudinal case of learning interaction — a biochemist teaching lab techniques to (...) a technician — in order to demonstrate that learning processes are inherently social. I conclude that the scientific view of learning processes as hidden is misconceived through its misuse of the concept “learning”. The empirical results demonstrate that learning processes are indeed public and manifest in an indefinite number of forms, and whatever may be found in the brain associated with learning are concomitant factors, not learning itself. (shrink)

Compatibilists regard subsumption under certain sorts of deterministic psychological laws as sufficient for free will. As _bona fide_ laws, their existence poses problems for the thesis of the unalterability of laws, a cornerstone of the Consequence Argument against compatibilism. The thesis is challenged, although a final judgment must wait upon resolution of controversies about the nature of laws. Another premise of the Consequence Argument affirms the supervenience of mental states on physical states, a doctrine whose truth would not undermine the (...) autonomy of psychological laws, a condition of free will. Requirements for compatibilist acceptance of physicalism are described. (shrink)

It is a challenge in teaching early modern philosophy to balance historical faithfulness to the arguments and concerns of early modern philosophers and interpreting them as relevant to the kinds of thinking that contemporary undergraduate students find plausible. Early modern philosophy is unique, however, in applying modern scientific method directly to problems concerning nonphysical aspects of reality that our contemporary scientific thought, and with it mainstream contemporary culture, no longer find amenable in their own, independent right to reliable reasoned approaches. (...) At the same time, early modern philosophy often also takes seriously purely conceptual or logically consequential thought in the investigation of these topics, as our mainstream contemporary culture does not. This kind of thought, we argue, is distinctive of philosophy in general and appropriate to nonphysical aspects of reality. Early modern philosophy, then, offers a bridge between the kind of reasoned, objective thought our mainstream culture finds plausible and thought about nonphysical reality or, in general, the thought that characterizes philosophy. (shrink)

This article argues that there is ultimately a very close convergence between prominent conceptions of being in mainstream Anglo‐American philosophy and mainstream postmodern Continental philosophy. One characteristic idea in Anglo‐American or analytic philosophy is that we establish what is meaningful and so what we can say about what is, by making evident the limits of sense or what simply cannot be meant. A characteristic idea in Continental philosophy of being is that being emerges through contrast and interplay with what it (...) is not, with what has no being at all and so is beyond sense. The two traditions consequently conceive being in significantly related ways. As a result, what the Continental tradition gets at with “the meaning of being as such and in general,” and how it gets at it, has much in common with what the Anglo‐American tradition gets at, and how it gets at it, by establishing “what can be meaningfully said.”. (shrink)

This paper responds to Richard Joyce’s argument for a moral error theory. Joyce claims that our moral discourse purports to speak of something objective in that it presupposes the existence of non-institutional, categorical reasons for action. Given this, he argues that a proper vindication of our moral discourse would be one carried out from a point of view that is objective inasmuch as it is external to the ‘institution of morality’. And since our moral discourse cannot be vindi- cated from (...) that external point vantage point, it follows that that discourse is fundamentally flawed. My critique of Joyce’s argument goes to his appeal to an external point of view from which to assess the legitimacy of our moral discourse. I argue that our moral talk is intelligible only in the context of the understanding we inhabit as moral agents. Hence, the external vantage point that Joyce identifies is a point of view from which moral claims are deprived of the conditions in which they make sense. I therefore reject Joyce’s claim that our moral discourse is conceptually non-institutional: whilst morality is committed to categorical reasons, these reasons are ‘institutional’ insofar they are intelligible only from within the institution of morality. (shrink)

The paper argues that dreams consist partly in an awareness or experience of the conceptual fabric of our existence. Since what we mean by reality is intimately tied to the concepts given in our experience, dreams are therefore also partly an awareness of the fabric of what we mean by being itself and in general, that is, by objective as well as subjective reality. Further, the paper argues that this characteristic of dreams accounts for several other, more specific aspects of (...) dreams and their possible interpretation, and that it allows us to see how these aspects are related to each other. These more specific aspects are the peculiar types of conceptual or logical relations and transitions that occur within dreams, dreams’ distinctive feeling texture, and some dimensions of the grounds and nature of suitable methods of interpreting dreams. (shrink)

Anthropologists, through participant observation, play a large role in creating the very locus of their research: socio-cultural context. Challenges to the social-scientific ‘objectivity’ of this process draw strength from historical precedent, and serve a vital role in the larger anthropological project of confronting, as both critic and product of Western thought, its inherent tensions. In this paper, I focus on two types of epistemological bias that construct and reinforce the validity of objective knowledge: objectivism and literalism. An analysis of ethnographic (...) treatments of the philosophical concerns of metaphor theory and phenomenology of the senses illustrates both the difficulty and utility of taking on the epistemological underpinnings of social science. (shrink)

In this article I describe the analytic approach adopted by Peters, his colleagues and followers of the ?London line? in the 1960s and 1970s and argue that, even in those times, other approaches to philosophy of education were being valued and practised. I show that Peters and his colleagues later became aware of the need for philosophy of education to become aware of and take in hand a new set of agendas and address the list of substantive issues inherent in (...) the contexts and political considerations beginning to impinge on education in the 1980s and beyond. I argue that there is much to be said for adopting a postempiricist problem-solving approach and point to the ways in which an evolutionary epistemology may be usefully applied to many of the problems of modern educational discourse. But I also seek to show how the abiding axiological concerns of Peters may still serve as the substantive background and definition of the value emphasis of the aims and directions in which philosophers of education are currently still working. (shrink)

In this article, cognitivism is understood as the view that the engine of human action is the intentional, dispositional, or other mental capacities of the brain or the mind. Cognitivism has been criticized for considering the essence of human action to reside in its alleged source in mental processes at the expense of the social surroundings of the action, criticism that has often been inspired by Ludwig Wittgenstein's later philosophy. This article explores the logical extent of the critique of cognitivism, (...) arguing that by positing collectively shared knowledge of criteria as the engine of human action many such critiques themselves display latent cognitivism. (shrink)

When philosophers discuss the possibility of machines making scientific discoveries, they typically focus on discoveries in physics, biology, chemistry and mathematics. Observing the rapid increase of computer-use in science, however, it becomes natural to ask whether there are any scientific domains out of reach for machine discovery. For example, could machines also make discoveries in qualitative social science? Is there something about humans that makes us uniquely suited to studying humans? Is there something about machines that would bar them from (...) such activity? A close look at the methodology of interpretive social science reveals several abilities necessary to make a social scientific discovery, and one capacity necessary to possess any of them is imagination. For machines to make discoveries in social science, therefore, they must possess imagination algorithms. (shrink)

This paper makes three points. First, empathy cannot be considered an epistemic basis for qualitative research and evaluation. Second, it is, however, a valuable method for understanding the private meanings of words and deeds. Third, this method is not completely reliable for purposes of what Popper called refutation, but is useful in what he dubbed scientific conjecture or the generation of theory. Basic researchers will need to take the necessary steps to subject empathetic hunches to critical examination. However, owing to (...) the exigencies of action settings and decision-making, disciplined conjectures are sometimes the most that evaluators can hope to record. (shrink)

Philosophy of the Social Sciences, Volume 52, Issue 3, Page 150-174, June 2022. This article offers a reassessment of the main import of Peter Winch’s philosophy of the social sciences. Critics argue that Winch presented a flawed methodology for the social sciences, while his supporters deny that Winch’s work is about methodology at all. Contrary to both, the author argues that Winch deals with fundamental questions about methodology, and that there is something substantial to learn from his account. Winch engages (...) methodological questions without being committed to social ontology. Instead, Winch’s work on methodology is best described as a descriptive metaphysics of social inquiry. This alternative reading clarifies the close link between Winch’s argument for the autonomy of the social sciences and R. G. Collingwood’s philosophy of history. (shrink)

We will look critically at three essays by Cora Diamond concerning Peter Winch's views on the possibility of communication and criticism between language-games. We briefly present our understanding of Winch's approach to philosophy. Then, we argue that Diamond misidentifies Winch's views, taking them to imply language-game relativism or linguistic idealism. When she does raise valid criticisms against language-game relativism, her critical points mainly coincide with things that Winch has already stressed in his own work. That leaves us with the question (...) what their real disagreement amounts to. Finally, we suggest that at the bottom of Diamond's objections lies her failure to appreciate Winch's insights about the place of logic in human intercourse. (shrink)

Questions about the relationship between linguistic competence and expertise will be examined in the paper. Harry Collins and others distinguish between ubiquitous and esoteric expertise. Collins places considerable weight on the argument that ordinary linguistic competence and related phenomena exhibit a high degree of expertise. His position and ones which share close affinities are methodologically problematic. These difficulties matter because there is continued and systematic disagreement over appropriate methodologies for the empirical study of expertise. Against Collins, it will be argued (...) that the term ‘expertise’ should be reserved for expertise (esoteric experts) and exclude everyday performance (ubiquitous experts). Wittgensteinian ideas will be employed to maintain that it is mistaken and misleading to derive substantive conclusions about the epistemology of expertise from ordinary linguistic competence and vice versa. Significant attention will be devoted to the notion of following a rule with particular reference to the intelligibility of tacit rule following. A satisfactory theoretical approach to expertise should not involve making important claims about ordinary linguistic competence. (shrink)

According to the theory of dispositions here defended, to have a disposition is to have some (non-dispositional) property that enters into a law of a certain form. The theory does not have the crucial difficulty of the singular material implication account of dispositions, but at the same time avoids the unfortunate notion of 'reduction sentences'. It is further argued that no dispositional explanation is one of the covering-law type; but the theory shows how, for any dispositional explanation! To construct a (...) potential explanation of the covering-law type. The theory can also be applied fruitfully to human behavior, especially with respect to the issues of reasons and causes and of' rational' explanation. The success of the applicability of this theory of dispositions is further evidence of its adequacy. (shrink)

The heritage of transcendental philosophy, and more specifically its viability when it comes to the problematic of the philosophy of social sciences, has been a key point of dissensus between Jürgen Habermas and Karl-Otto Apel. Whereas Apel has explicitly aimed at a transcendental-pragmatic transformation of philosophy, Habermas has consequently insisted that his formal pragmatics, and the theory of communicative action which is erected upon it, radically de-transcendentalizes the subject. In a word, the disagreement concerns whether transcendental entities have any substantial (...) role to play in philosophical discourse and social-scientific explanations. My aim is to reconstruct how Apel establishes a connection between transcendentals, qua the ideal communicative community and the possibility of non-objectifying self-reflection. As I shall demonstrate, the principles that transcendental pragmatics sees as underlying social actions are not to be understood in a strictly judicial way, as “supernorms.” Rather, they should be conceptualized and used as a means for action regulation and mutual action coordination. Against this backdrop, I show that the concept of the ideal community provides the necessary underpinnings for Habermas’ schema of validity claims and the project of reconstructive sciences. (shrink)

Divided into eight sections, each with introductory essays, the selections offer rich and detailed insights into a diverse multinational philosophical landscape. Revealed in this pathbreaking work is the way in which traditional philosophical issues related to ethics, metaphysics, and epistemology, for instance, take on specific forms in Africa's postcolonial struggles. Much of its moral, political, and social philosophy is concerned with the turbulent processes of embracing modern identities while protecting ancient cultures.

Yhteiskuntatieteiden ja humanististen tieteiden, tai lyhyemmin, ihmistieteiden, asema tieteiden joukossa on monien kiistojen kohteena. Ihmistieteiden ja luonnontieteiden välistä suhdetta koskevassa keskustelussa on perinteisesti ollut vastakkain kaksi kantaa: Toinen näkökanta on painottanut, että sama yleinen tieteellinen menetelmä soveltuu niin luontoon kuin ihmiseenkin ja että ollakseen tieteellisiä ihmistieteiden on täytettävä samat tieteellisyyden kriteerit kuin luonnontieteidenkin. Toinen on korostanut ihmistieteiden olemuksellista erilaisuutta luonnontieteisiin verrattuna, koska ne noudattavat erityistä ymmärtävää menetelmää.

Humanist thought has long considered the nature of creativity in workers but the dominant framework for conceptualising creativity, rooted in psychological theory, has provided inadvertent limits on who might be considered creative at work. This is because creativity is commonly defined through the recognition of produced and valued novelty. This definition obscures all that is unrecognised, unrealised, unexercised, and currently in potential from being considered as creativity. Given that creativity can sometimes exist in potential, and that some workers have their (...) creativity actively prevented from being recognised, researching and understanding the unrecognised creative person can be seen as an important goal for humanist scholars. The goal of this paper then is to unpick the contradiction between unrecognised creativity and dominant definitions of creativity in order to enable a deeper understanding of creativity at work. The paper proceeds with an immanent critique of the dominant framework and its definition of creativity, before proposing a critical realist inspired ontology of creativity, including an augmented definition of creativity. The consequences of this research for understanding creativity in organisations are briefly reflected upon. (shrink)

l. THE GENERAL PROBLEM OF EPISTEMOLOGY There is a philosophical issue that surely precedes all other possible questions. It concerns the very possibility of our thinking about some thing to some purpose. Short of this no philosophy, theory or research would be possible. But it is not immediately clear that we are assured that what purports to be effective thought, and cognition is such in reality. What guarantee is there for instance that when one is under the impression that one (...) is thinking that "the cat is on the mat" it is in fact the case that one is thinking this? One could not be thinking at all, only having a misleading mystic experience. And then even if one was thinking, one might not be really thinking of the cat being on the mat, but only that one wishes there was a cat, and wonders whether if there was it would be on the mat, and yet the subjective impression was that one was thinking: "The cat is on the mat". Then one might in some way try to think 'the cat is on the mat. ' yet be mistaken in that there aren't any material objects at all, and all one does is to inventory god's perceptions. And so on, and so on! These are of course the kind of problem that the layman habitually views with disdainful alarm. (shrink)

Guthrie contends that religion can best be understood as systematic anthropomorphism - the attribution of human characteristics to nonhuman things and events. Religion, he says, consists of seeing the world as human like. He offers a fascinating array of examples to show how this strategy pervades secular life and how it characterizes religious experience.

Lately, philosophers of mathematics have been exploring the notion of mathematical explanation within mathematics. This project is supposed to be analogous to the search for the correct analysis of scientific explanation. I argue here that given the way philosophers have been using “ explanation,” the term is not applicable to mathematics as it is in science.

This paper takes a conceptual look at cosmopolitanism and the related issue of what it means to be human in order to arrive at an alternative conceptual framework which is free from empiricist assumptions. With reference to a discussion on Homer’s Iliad , the author develops a ‘humanist’ model of discerning humanity. This model is then compared and contrasted with Martha Nussbaum’s version of cosmopolitanism. The notion of ‘aspect-seeing’ discussed by Wittgenstein in the second part of the Philosophical Investigations is (...) also examined in order to shed light on what it involves to discern humanity. Finally, racism is discussed from the philosophical perspective elaborated in order to highlight its distinctive conceptual features. It is hoped that this paper can refocus our attention on important issues concerning the basis of what it means to see human beings as human beings. (shrink)

Although Longino and Solomon are interested in what social conditions will produce better science, neither philosopher has provided a sufficient analysis of the social character of science. For instance, neither considers the social character of discovery as well as that of justification, or that an individual scientist’s social status and social relations may be important for understanding her role in both processes. The contributors to Schmitt’s volume are interested in whether the terms that refer to social entities can be reduced (...) to or eliminated in favor of terms referring to individuals. Their analyses, which proceed largely by testing their intuitions against imaginary examples, could benefit from paying more attention to actual social science and real-world social problems. Ideally, these social metaphysicians should be engaged with philosophers of science in a joint effort to investigate whether a social account of scientific knowledge can explain something that an individualist account leaves out. (shrink)