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  1. In the beginning was the word.J. E. R. Staddon - 1982 - Behavioral and Brain Sciences 5 (3):390-391.
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  • Inner and outer, psychology and Wittgenstein's painted curtain.Paul Standish - 2022 - Journal of Philosophy of Education 56 (1):115-123.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 115-123, February 2022.
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  • Can ‘sensibility’ be re-‘associated’? Reflections on T.S. Eliot and the possibility of educating for a sustainable environment.Andrew Stables - 2008 - Ethics and Education 3 (2):161-170.
    The paper considers T.S. Eliot's 'dissociation of sensibility' thesis, considering its philosophical value and attempting to defend it against published objections. While accepting some of the criticisms, it is argued that Eliot's argument is sound to a significant extent. Eliot's account retains explanatory power with regard to an enduring arts-science divide in schooling and, more broadly, in environmental ethics. In both these areas, educators can, and should, find greater synergies between arts and science, and theoria and praxis, despite continuing pressures (...)
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  • Appreciating the poverty of the stimulus in second language acquisition.Rex A. Sprouse - 1996 - Behavioral and Brain Sciences 19 (4):742-743.
    The most compelling evidence for Epstein et al.'s central thesis that adult second language acquisition is constrained by the innate cognitive structures that constrain native language acquisition would be evidence of poverty of the stimulus. Although there are studies that point to such evidence, Epstein et al.'s primary form of argumentation, targetlike performance by second-language acquiring adults, is much less convincing.
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  • Wittgenstein, Aspect Blindness, and White Supremacy.Stephanie Spoto - 2019 - Critical Philosophy of Race 7 (2):247-260.
    Wittgenstein's theory of aspect perception has been taken up by scholars interested in the ways that people take in and interpret visual stimuli. Within this field of inquiry, Wittgenstein proposes the notion of “aspect blindness,” the failure of a person to see a particular aspect or expression. An important turn in the use of Wittgenstein's aspect perception has not always been in the ways that deviating perspectives fail to “see” in the same way that the normative category “sees,” but in (...)
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  • Reply to Sullivan: Idealism and limits.Oliver Thomas Spinney - 2024 - Philosophical Investigations 47 (2):243-257.
    In this discussion I argue that Peter Sullivan is wrong to suggest that Wittgenstein's position in the Philosophical Investigations involves a commitment to transcendental idealism. I show that Sullivan's interpretation involves holding that transcendental idealism was employed by Wittgenstein in the attempt to combat a Platonist mythology. I show, through a detailed appraisal of Wittgenstein's discussion of samples, that Wittgenstein's approach to Platonism does not involve any such employment of transcendental idealism. I conclude that there is no such motivation as (...)
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  • The evolution of the language faculty: A paradox and its solution.Dan Sperber - 1990 - Behavioral and Brain Sciences 13 (4):756-758.
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  • Salvaging parts of the “classical theory” of categorization.Dan Sperber - 1986 - Behavioral and Brain Sciences 9 (4):668-668.
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  • Is there a problem about nonconceptual content?Jeff Speaks - 2005 - Philosophical Review 114 (3):359-98.
    In the past twenty years, issues about the relationship between perception and thought have largely been framed in terms of the question of whether the contents of perception are nonconceptual. I argue that this debate has rested on an ambiguity in `nonconceptual content' and some false presuppositions about what is required for concept possession. Once these are cleared away, I argue that none of the arguments which have been advanced about nonconceptual content do much to threaten the natural view that (...)
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  • Schauer's Anti‐Essentialism.Torben Spaak - 2016 - Ratio Juris 29 (2):182-214.
    In his new book, The Force of Law, Frederick Schauer maintains that law has no necessary properties, and that therefore jurisprudents should not assume that an inquiry into the nature of law has to be a search for such properties. I argue, however, that Schauer's attempt to show that legal anti-essentialism is a defensible position fails, because his one main argument is either irrelevant or else incomplete, depending on how one understands it, and because the other main argument is false.
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  • Making up People: On Some Looping Effects of the Human Kind - Institutional Reflexivity or Social Control?Davide Sparti - 2001 - European Journal of Social Theory 4 (3):331-349.
    This paper is an account of the co-construction of categorical identity and personal identity among human beings. As people recognize themselves within a socially sanctioned categorical scheme, they reproduce that scheme, and hence institutional and personal reflexivity occur as a joint movement that, at the same time, can be seen as an exercise in social control. The inspirations for this account are lan Hacking's view about the distinctiveness of social kinds from natural kinds, and Dan Sperber's idea about cultural communication (...)
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  • Hallucinations and contextually generated interpretations.Nicholas P. Spanos - 1986 - Behavioral and Brain Sciences 9 (3):533-534.
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  • Embodied Cognition, Representationalism, and Mechanism: A Review and Analysis.Jonathan S. Spackman & Stephen C. Yanchar - 2014 - Journal for the Theory of Social Behaviour 44 (1):46-79.
    Embodied cognition has attracted significant attention within cognitive science and related fields in recent years. It is most noteworthy for its emphasis on the inextricable connection between mental functioning and embodied activity and thus for its departure from standard cognitive science's implicit commitment to the unembodied mind. This article offers a review of embodied cognition's recent empirical and theoretical contributions and suggests how this movement has moved beyond standard cognitive science. The article then clarifies important respects in which embodied cognition (...)
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  • Worlds, Models and Descriptions.John F. Sowa - 2006 - Studia Logica 84 (2):323-360.
    Since the pioneering work by Kripke and Montague, the term possible world has appeared in most theories of formal semantics for modal logics, natural languages, and knowledge-based systems. Yet that term obscures many questions about the relationships between the real world, various models of the world, and descriptions of those models in either formal languages or natural languages. Each step in that progression is an abstraction from the overwhelming complexity of the world. At the end, nothing is left but a (...)
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  • Behavior, theories, and the inner.Ernest Sosa - 1984 - Behavioral and Brain Sciences 7 (4):537-539.
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  • Rule-Following and Primitive Normativity.Ben Sorgiovanni - 2018 - Dialectica 72 (1):141-150.
    In her ‘Primitive Normativity and Scepticism about Rules’ (2011b), Hannah Ginsborg proposes a novel solution to Kripke’s sceptical challenge to factualists about meaning (those who think that there is some fact about what you mean or meant by your utterances). According to Ginsborg, the fact in virtue of which you mean, say, addition by ‘plus’ is the fact that ‘you are disposed to respond to a query about (say) “68 plus 57” with “125,” where, in responding in that way, you (...)
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  • On gradience and optionality in non-native grammars.Antonella Sorace - 1996 - Behavioral and Brain Sciences 19 (4):741-742.
    Epstein et al.'s “full access to Universal Grammar” position is conceptually and empirically problematic. Its shortcomings are illustrated through a brief discussion of the following issues: (1) initial versus final states of grammatical knowledge in a second language, (2) knowledge of gradience of grainmaticality, (3) optionality and retention in non-native grammars, and (4) the empirical measurement of syntactic knowledge.
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  • Virtue jurisprudence a virtue–centred theory of judging.Lawrence B. Solum - 2003 - Metaphilosophy 34 (1/2):178--213.
    “Virtue jurisprudence” is a normative and explanatory theory of law that utilises the resources of virtue ethics to answer the central questions of legal theory. The main focus of this essay is the development of a virtue–centred theory of judging. The exposition of the theory begins with exploration of defects in judicial character, such as corruption and incompetence. Next, an account of judicial virtue is introduced. This includes judicial wisdom, a form of phronesis, or sound practical judgement. A virtue–centred account (...)
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  • The Epistemological Problem of Other Minds and the Knowledge Asymmetry.Michael Sollberger - 2017 - European Journal of Philosophy 25 (4):1476-1495.
    The traditional epistemological problem of other minds seeks to answer the following question: how can we know someone else's mental states? The problem is often taken to be generated by a fundamental asymmetry in the means of knowledge. In my own case, I can know directly what I think and feel. This sort of self-knowledge is epistemically direct in the sense of being non-inferential and non-observational. My knowledge of other minds, however, is thought to lack these epistemic features. So what (...)
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  • Anatomizing the rhinoceros.Elliott Sober - 1990 - Behavioral and Brain Sciences 13 (4):764-765.
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  • Sport and Life.Paul Snowdon - 2013 - Royal Institute of Philosophy Supplement 73:79-98.
    I am not an exponent of any sport at a level above the barely competent, unlike some other writers in this collection. Moreover, I have long since abandoned efforts at engaging in sport and now merely watch it, again with no special powers of analysis or understanding. But one's level of competence and understanding do not, fortunately, determine the importance in one's life of things, and sport has played a large, and I think largely enhancing, role in my life. So (...)
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  • Bringing Plurality Together: Common Sense, Thinking and Philosophy in Arendt.Itay Snir - 2015 - Southern Journal of Philosophy 53 (3):362-384.
    Arendt's concept of common sense has generally been misunderstood. It is almost exclusively interpreted in light of Kant's common sense, either as an espousal of the latter or as a distortion of it. This narrow reading of Arendtian common sense has led to a problem, as her uses of the concept do not always fit its Kantian understanding. This has led to accusing her of being inconsistent, or as holding on to several, incompatible concepts of common sense.This article argues that (...)
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  • Semanticity: Which way to turn?Andrew Sneddon - 2002 - Philosophia 29 (1-4):211-239.
    In "What Minds Can Do" (1997), Pierre Jacob argues for the cognitive turn in the philosophy of mind. He formulates this in contrast with the linguistic turn, which privileges linguistic semanticity over mental semanticity. Jacob argues that the order of privilege should be the other way around. I argue for a third option, which I call the ecological turn, which dissolves the bifurcation explored by Jacob.
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  • Grammars of “Onlife” Identities: Educational Re-significations.Alberto Sánchez-Rojo, Ángel García del Dujo, José Manuel Muñoz-Rodríguez & Arsenio Dacosta - 2021 - Studies in Philosophy and Education 41 (1):3-19.
    Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify (...)
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  • Rule following and rule reduction.William E. Smythe - 1982 - Behavioral and Brain Sciences 5 (2):343-344.
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  • Whither cross-cultural perception?Daniel W. Smothergill - 1989 - Behavioral and Brain Sciences 12 (1):93-94.
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  • Writing Up and Down: The Language of Educational Research.Richard Smith - 2020 - Journal of Philosophy of Education 54 (3):666-678.
    Journal of Philosophy of Education, EarlyView.
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  • The need for strict differentiation between eidetics and noneidetics.Gudmund Smith - 1979 - Behavioral and Brain Sciences 2 (4):617-618.
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  • The mental lives of zombies.Declan Smithies - 2012 - Philosophical Perspectives 26 (1):343-372.
    Could there be a cognitive zombie – that is, a creature with the capacity for cognition, but no capacity for consciousness? Searle argues that there cannot be a cognitive zombie because there cannot be an intentional zombie: on this view, there is a connection between consciousness and cognition that is derived from a more fundamental connection between consciousness and intentionality. However, I argue that there are good empirical reasons for rejecting the proposed connection between consciousness and intentionality. Instead, I argue (...)
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  • The long slide to happiness.Richard Smith - 2008 - Journal of Philosophy of Education 42 (3-4):559-573.
    The recent wave of interest in 'teaching happiness' is beset by problems. It consists of many different emphases and approaches, many of which are inconsistent with each other. If happiness is understood as essentially a matter of 'feeling good', then it is difficult to account for the fact that we want and value all sorts of things that do not make us particularly happy. In education and in life more broadly we value a wider diversity of goods. Such criticisms are (...)
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  • The Long Slide to Happiness.Richard Smith - 2008 - Journal of Philosophy of Education 42 (3-4):559-573.
    The recent wave of interest in ‘teaching happiness’ is beset by problems. It consists of many different emphases and approaches, many of which are inconsistent with each other. If happiness is understood as essentially a matter of ‘feeling good’, then it is difficult to account for the fact that we want and value all sorts of things that do not make us particularly happy. In education and in life more broadly we value a wider diversity of goods. Such criticisms are (...)
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  • The homunculus at home.J. David Smith - 1995 - Behavioral and Brain Sciences 18 (4):697-698.
    In Gray's conjecture, mismatches in the subicular comparator and matches have equal prominence in consciousness. In rival cognitive views novelty and difficulty especially elicit more conscious modes of cognition and higher levels of self-regulation. The mismatch between Gray's conjecture and these views is discussed.
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  • The cogito circa ad 2000.David Woodruff Smith - 1993 - Inquiry: An Interdisciplinary Journal of Philosophy 36 (3):225 – 254.
    What are we to make of the cogito (cogito ergo sum) today, as the walls of Cartesian philosophy crumble around us? The enduring foundation of the cogito is consciousness. It is in virtue of a particular phenomenological structure that an experience is conscious rather than unconscious. Drawing on an analysis of that structure, the cogito is given a new explication that synthesizes phenomenological, epistemological, logical, and ontological elements. What, then, is the structure of conscious thinking on which the cogito draws? (...)
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  • Stiegler’s Rigour: Metaphors for a Critical Continental Philosophy of Technology.Dominic Smith - 2021 - Journal of Aesthetics and Phenomenology 8 (1):37-54.
    This essay claims that Stiegler’s sense of metaphor gives his work an overlooked rigour. Part one argues that La Faute d’Epiméthée’s key claim opens an e...
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  • ‘Snakes and Ladders’ – ‘Therapy’ as Liberation in Nagarjuna and Wittgenstein’s Tractatus.Joshua William Smith - 2021 - Sophia 60 (2):411-430.
    This paper reconsiders the notion that Nagarjuna and Wittgenstein’s Tractatus may only be seen as comparable under a shared ineffability thesis, that is, the idea that reality is impossible to describe in sensible discourse. Historically, Nagarjuna and the early Wittgenstein have both been widely construed as offering either metaphysical theories or attempts to refute all such theories. Instead, by employing an interpretive framework based on a ‘resolute’ reading of the Tractatus, I suggest we see their philosophical affinity in terms of (...)
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  • Popper and the Scepticisms of Evolutionary Epistemology, or, What Were Human Beings Made For?Michael Smithurst - 1995 - Royal Institute of Philosophy Supplement 39:207-223.
    There is a sort of scepticism, or, at least, epistemological pessimism, that is generated by appealing to Darwin's theory of evolution. The argument is that nature, that is the selective pressures of evolution, has clearly fitted us for certain sorts of learning and mundane understanding, directly beneficial in point of individual survival and chances for reproduction. Very likely then, it is argued, nature has not fitted us for arcane intellectual accomplishments remote from, or quite disconnected from, those ends. So, it (...)
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  • On dogs and children: judgements in the realm of meaning.Richard Smith - 2011 - Ethics and Education 6 (2):171-180.
    When we say that good parenting is an ethical and not a technical matter, what is the nature of the warrant we can give for identifying one way of parenting as good and another as bad? There is, of course, a general issue here about the giving of reasons in ethics. The issue may seem to arise with peculiar force in parenting since parenting casts our whole being into uncertainty: here, above all, it seems, we do not scrutinise our commitments (...)
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  • Metalinguistic ability and primary linguistic data.M. A. Sharwood Smith - 1996 - Behavioral and Brain Sciences 19 (4):740-741.
    The role of metalinguistic ability in L2 development is seriously underestimated. It may be seen both (1) as a means of initiating or boosting the flow of primary linguistic data and (2) as a generator of substitute knowledge (derived, but epistemologically distinct from domain-specific knowledge) that may compete with or compensate for perceived gaps in the learners current underlying competence. It cannot serve as a simple means of distinguishing the rival theoretical positions.
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  • Lost for Words? Gadamer and Benjamin on the Nature of Language and the 'Language' of Nature.Mick Smith - 2001 - Environmental Values 10 (1):59-75.
    Language is commonly regarded as an exclusively human attribute and the possession of the word has long served to demarcate culture from nature. This is often taken to imply that nature is incapable of meaningful expression, that any meaning it acquires is merely bestowed upon it by humanity. This anthropic logocentrism seriously undermines those forms of 'environmental advocacy' which claim to find and speak of the meaning and value of nature perse. However, shorn of their own anthropocentric presuppositions, the expressivist (...)
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  • Hermeneutics and the culture of birds: The environmental allegory of 'easter island'.Mick Smith - 2005 - Ethics, Place and Environment 8 (1):21 – 38.
    It has become commonplace to interpret 'Easter Island' in terms of an environmental allegory, a Malthusian morality tale of the consequences of over-exploitation of limited natural resources. There are, however, ethical dangers in treating places and peoples allegorically, as moralized means (lessons) to satisfy others' edificatory ends. Allegory reductively appropriates the past, presenting a specific interpretation as 'given' (fixed) and exemplary, wrongly suggesting that meanings and morals, like islands, are there to be 'discovered' ready-formed. Gadamer's hermeneutics suggests an alternative understanding (...)
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  • Family life and opportunities for deception.Peter K. Smith - 1988 - Behavioral and Brain Sciences 11 (2):264-264.
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  • Category differences/automaticity.Edward E. Smith - 1986 - Behavioral and Brain Sciences 9 (4):667-667.
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  • Citizens, Denizens and the Res Publica: Environmental Ethics, Structures of Feeling and Political Expression.Mick Smith - 2005 - Environmental Values 14 (2):145 - 162.
    Environmental ethics should be understood as a radical project that challenges the limits of contemporary ethical and political expression, a limit historically defined by the concept of the citizen. This dominant model of public being, frequently justified in terms of a formal or procedural rationally, facilitates an exclusionary ethos that fails to properly represent our concerns for the non-human world. It tends to regard emotionally mediated concerns for others as a source of irrational and subjective distortions in an otherwise rationally (...)
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  • Belief and Self‐Knowledge: Lessons From Moore's Paradox.Declan Smithies - 2016 - Philosophical Issues 26 (1):393-421.
    The aim of this paper is to argue that what I call the simple theory of introspection can be extended to account for our introspective knowledge of what we believe as well as what we consciously experience. In section one, I present the simple theory of introspection and motivate the extension from experience to belief. In section two, I argue that extending the simple theory provides a solution to Moore’s paradox by explaining why believing Moorean conjunctions always involves some degree (...)
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  • Alternatives to radical behaviorism.Terry L. Smith - 1995 - Behavioral and Brain Sciences 18 (1):143-144.
    Operant psychologists are looking for alternatives to radical behaviorism. Rachlin offers teleological behaviorism, but it may pose as many difficulties as radical behaviorism. There is, however, a less drastic way to defend Rachlin's thesis of It portrays operant principles as relating distal efficient causes to behavioral effects.
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  • Adaptation and satisficing.John Maynard Smith - 1983 - Behavioral and Brain Sciences 6 (3):370-371.
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  • Education, educational research, and the 'grammar' of understanding: a response to David Bridges.Paul Smeyers - 2009 - Ethics and Education 4 (2):125-129.
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  • Are blind babies delayed in achieving social understanding?Carol Slater - 1996 - Behavioral and Brain Sciences 19 (1):141-142.
    Barresi & Moore's account predicts that infants deprived of visual input will be delayed in achieving social understanding, a hypothesis that receives some support from studies of language use. by blind children. It is proposed that recently developed false belief and appearance/reality tasks be used to explore this issue further. Three possibly distracting conceptual issues are also discussed.
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  • How do we satisfy our goals?Paul G. Skokowski - 1994 - Behavioral and Brain Sciences 17 (2):224-224.
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  • Theoretical contingencies.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):541-546.
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