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.

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)

‘It worked there. Will it work here?’ We have to be able to identify the ‘it’ in that aphoristic question. Classifications of teaching methods belong in the social realm, where human intentions play a fundamental role in how phenomena are categorized. The social realm is characterized with the help of John Searle. Social phenomena are often open to interpretation, rather than definitive verdicts. The nature of the social limits the possibility of consistency in how teaching should be classified, which in (...) turn limits the viability of standard quantitative empirical research into effectiveness. Either classifications of teaching are very broad, which robs them of a researchable identity, or they are more specific, which can undermine their credentials as true teaching. So-called ‘Direct Instruction’ is a case in point. (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.

This article is an exploration of the differences between science and technology studies and the history of technology, taken as independent intellectual fields. The differences range from stylistic and professional, to matters of theory, narrative, and inference. These make true interdisciplinarity challenging, although scholars do bridge the disciplines. Both provide important resources for critical technological literacy by promoting historical thinking and by providing tools for exploring reflexivity by the social contextualization of scholarly activities and knowledge production in general.

Fringe science has been an important topic since the start of the revolution in the social studies of science that occurred in the early 1970s. The revolution was what Collins and Evans refer to as the "second wave of science studies," while this paper is best thought of as an exercise in "third wave science studies." The first wave was that period which reached its apogee in the aftermath of the Second World War when science was seen as unquestionably the (...) pre-eminent form of knowledge-making, and the role of philosophy and sociology was to understand how it was so and how societies could be arranged to nurture it best; the second wave was "social constructionism" which became folded into post-modernism in... (shrink)

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)

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)

Paul Roth claims that “interpretivists” in the philosophy of social sciences like Charles Taylor assume a positivist caricature of natural science to motivate their arguments against naturalism in the social sciences. Roth argues that not only is adopting the view of meaning relied upon by those he sometimes refers to as the “friends of understanding” unmotivated once the critique of positivism has been taken on board, he argues further that Quine has shown why this “meaning realism” is unavailable in principle. (...) Roth bolsters his use of Quine against interpretivists by referring to Kripke’s reading of Wittgenstein on rule-following. But McDowell has shown how Kripke overlooks an alternative reading of those remarks, which provides “interpretivists” with arguments against mainstream naturalism and which makes no use of anything resembling “meaning realism.” This opening for interpretivists is actually already present in Roth’s discussion of the distinction between “thin” and “thick” description. This suggests how mainstream naturalism itself might be rethought to accommodate interpretivism. (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)

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)

Social theory remains puzzled by the relation between practices and structures, or the link between ‘micro’ and ‘macro’. Grand theorists including Giddens and Bourdieu have gained distinction for their writings on these questions, trying to marry insights and concerns of a ‘micro’ sociological nature with traditional ‘macro’ structural questions including inequality, power relations, and social reproduction. These theorists arguably fail, however, in their attempts to move social theory beyond traditional dualisms. Relevant but neglected contributions from ethnomethodology are introduced and compared (...) to the work of Giddens and Bourdieu in an attempt to identify and outline an approach to practices and structures that more reliably avoids problems of dualism and reification, and at the same time offers an understanding of structures and their relations to practices that can be much more closely grounded in empirical studies. Key Words: micro-macro link • reification • ethnomethodology • Pierre Bourdieu • Jeff Coulter. (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 (individual and collective) 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)

Resumen En este artículo discutiré cuáles son los rasgos específicos que distinguen las ciencias frente a otras instituciones históricas. Repasaré varias filosofías que conciben las ciencias a partir de rasgos que son constitutivos, pero son genéricos: así ocurre cuando se entiende la ciencia como explicación, como comprensión, como conocimiento, como descripción, como representación, como construcción, como institución cultural, como experimentación y elaboración de hipótesis, como teoría, y como instrumento de dominio e intervención sobre parcelas de la realidad. Propondré ciertos rasgos (...) específicos de los teoremas y de los campos científicos que permiten distinguir las ciencias de otras formaciones históricas.In this paper, I will discuss what specific traits distinguish sciences from other historical institutions. First I will review several philosophies conceiving sciences having in mind constitutive, but generic, features. This is the case when sciences are understood as explanation, as comprehension, as knowledge, as description, as representation, as construction, as cultural institution, as experimentation and elaboration of hypotheses, as theory, and as instrument of domination and intervention on reality. I put forward certain specific traits of theorems and scientific fields that allow us to distinguish sciences from other historical formations. (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)

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.

"Explanation and Understanding" (1971) by Georg Henrik von Wright is a modern classic in analytic hermeneutics, and in the philosophy of the social sciences and humanities in general. In this work, von Wright argues against naturalism, or methodological monism, i.e. the idea that both the natural sciences and the social sciences follow broadly the same general scientific approach and aim to achieve causal explanations. Against this view, von Wright contends that the social sciences are qualitatively different from the natural sciences: (...) according to his view, the natural sciences aim at causal explanations, whereas the purpose of the social sciences is to understand their subjects. In support of this conviction, von Wright also puts forward a version of the so-called logical connection argument. -/- Von Wright views scientific explanation along the lines of the traditional covering law model. He suggests that the social sciences, in contrast, utilize what he calls “practical syllogism” in understanding human actions. In addition, von Wright presents in this work an original picture on causation: a version of the manipulability theory of causation. -/- In the four decades following von Wright’s classic work, the overall picture in in the philosophy of science has changed significantly, and much progress has been made in various fronts. The aim of the contribution is to revisit the central ideas of "Explanation and Understanding" and evaluate them from this perspective. The covering law model of explanation and the regularity theory of causation behind it have since then fallen into disfavor, and virtually no one believes that causal explanations even in the natural sciences comply with the covering law model. No wonder then that covering law explanations are not found in the social sciences either. Ironically, the most popular theory of causal explanation in the philosophy of science nowadays is the interventionist theory, which is a descendant of the manipulability theory of von Wright and others. However, this theory can be applied with no special difficulties in both the natural sciences and the social sciences. -/- Von Wright’s logical connection argument and his ideas concerning practical syllogisms are also critically assessed. It is argued that in closer scrutiny, they do not pose serious problems for the view that the social sciences too provide causal explanations. In sum, von Wright’s arguments against naturalism do not appear, in today’s perspective, particularly convincing. (shrink)

Philosophy strives to give us a firmer hold on our concepts. But what about their hold on us? Why place ourselves under the sway of a concept and grant it the authority to shape our thought and conduct? Another conceptualization would carry different implications. What makes one way of thinking better than another? This book develops a framework for concept appraisal. Its guiding idea is that to question the authority of concepts is to ask for reasons of a special kind: (...) reasons for concept use, which tell us which concepts to adopt, adhere to, or abandon, thereby shoring up—or undercutting—the reasons for action and belief that guide our deliberations. Traditionally, reasons for concept use have been sought either in timeless rational foundations or in concepts’ inherent virtues, such as precision and consistency. Against this, the book advances two main claims: that we find reasons for concept use in the conceptual needs we discover when we critically distance ourselves from a concept by viewing it from the autoethnographic stance; and that sometimes, concepts that conflict, or exhibit other vices such as vagueness or superficiality, are just what we need. By considering not what concepts are absolutely best, but what concepts we now need, we can reconcile ourselves to the contingency of our concepts, determine the proper place of efforts to tidy up thought, and adjudicate between competing conceptions of things,—even things as contested as liberty or free will. A needs-based approach separates helpful clarification from hobbling tidy-mindedness, and authoritative definition from conceptual gerrymandering. (shrink)

This chapter argues that several aspects of Bernard Williams’s style, methodology, and metaphilosophy can be read as evolving dialectically out of Wittgenstein’s own. After considering Wittgenstein as a stylistic influence on Williams, especially as regards ideals of clarity, precision, and depth, Williams’s methodological debt to Wittgenstein is examined, in particular his anthropological interest in thick concepts and their point. The chapter then turns to Williams’s explicit association, in the 1990s, with a certain form of Wittgensteinianism, which he called ‘Left Wittgensteinianism’. (...) It is shown how this is not a sudden conversion, but the direct product of Williams’s longstanding critical engagement with Wittgenstein’s methodology and metaphilosophy: Williams arrives at this position by envisaging a Wittgensteinianism that thinks in concrete sociohistorical terms, embraces genuine explanation, and relinquishes its insistence on the purity of philosophy. When properly understood, moreover, this critique turns out to be continuous with Williams’s advocacy of a conception of philosophy as a humanistic discipline. Finally, it is shown that Williams inherits from Wittgenstein a certain understanding of how philosophy can help us to live, in particular the therapeutic ambition to liberate us from distortions in our self-understanding by assembling reminders. (shrink)

Die Einleitung unseres Kapitels bietet eine grundsäzliche Charakterisierung der Soziologie und zeichnet einige wichtige historische Entwicklungslinien der Philosophie der Soziologie (PdS) nach. Im Hauptteil werden zentrale ontologische sowie ausgewählte explanatorische Themen der PdS vorgestellt. Im Schlussteil sollen einige aktuelle Diskussionen umrissen werden.

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)

The Politics of Military Force uses discourse theory to examine the dynamics of discursive change that made participation in military operations possible against the background of German antimilitarist culture. Once considered a strict taboo, so-called out-of-area operations have now become widely considered by German policymakers to be without alternative. The book argues that an understanding of how certain policies are made possible (in this case, military operations abroad and force transformation), one needs to focus on processes of discursive change that (...) result in different policy options appearing rational, appropriate, feasible, or even self-evident. Drawing on Essex School discourse theory, the book develops a theoretical framework to understand how discursive change works, and elaborates on how discursive change makes once unthinkable policy options not only acceptable but even without alternative. Based on a detailed discourse analysis of more than 25 years of German parliamentary debates, The Politics of Military Force provides an explanation for: (1) the emergence of a new hegemonic discourse in German security policy after the end of the Cold War (discursive change), (2) the rearticulation of German antimilitarism in the process (ideational change/norm erosion) and (3) the resulting making-possible of military operations and force transformation (policy change). In doing so, the book also demonstrates the added value of a poststructuralist approach compared to the naive realism and linear conceptions of norm change so prominent in the study of German foreign policy and International Relations more generally. (shrink)

Annotation A challenge to our perception of how cultures and ideals are formed, this book shows that while structural ideals allow people to co-operate as they work toward goals - their own or those of their community - these images of perfection, so easily accepted as the unalterable structure of our society, can be changed, and are changed by individuals.