In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.

This reissue of an American philosophical classic includes a new preface by Cavell, in which he discusses the work's reception and influence. The work fosters a fascinating relationship between philosophy and literature both by augmenting his philosophical discussions with examples from literature and by applying philosophical theories to literary texts. Cavell also succeeds in drawing some very important parallels between the British analytic tradition and the continental tradition, by comparing skepticism as understood in Descartes, Hume, and Kant with philosophy of (...) language as practiced by Wittgenstein and Austin. (shrink)

This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.

This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.

In the fiftieth anniversary of this book’s first release, Winch’s argument remains as crucial as ever. Originally published in 1958, _The Idea of a Social Science and Its Relation to Philosophy_ was a landmark exploration of the social sciences, written at a time when that field was still young and had not yet joined the Humanities and the Natural Sciences as the third great domain of the Academy. A passionate defender of the importance of philosophy to a full understanding of (...) 'society' against those who would deem it an irrelevant 'ivory towers' pursuit, Winch draws from the works of such thinkers as Ludwig Wittgenstein, J.S. Mill and Max Weber to make his case. In so doing he addresses the possibility and practice of a comprehensive 'science of society'. (shrink)

This paper sets out Peter Winch's central ideas about the nature of the social sciences, and reappraises their potential for educational research. It is argued that the dichotomy between ‘reasons’ and ‘causes’ has done much harm, and that the important matter of understanding ‘what is real for us’ has recently been neglected. Winch's philosophy suggests a more adequate framework for educational research: one that embraces a pluralistic interpretive position, accommodating various methods and various kinds of understanding of the social, and (...) that views educational science as involving opportunity for reflection and a degree of distance from the world of practice, yet at the same time as essentially part of the political debate about education. (shrink)

This paper sets out Peter Winch’s central ideas about the nature of the social sciences, and reappraises their potential for educational research. It is argued that the dichotomy between ‘reasons’ and ‘causes’ has done much harm, and that the important matter of understanding ‘what is real for us’ has recently been neglected. Winch’s philosophy suggests a more adequate framework for educational research: one that embraces a pluralistic interpretive position, accommodating various methods and various kinds of understanding of the social, and (...) that views educational science as involving opportunity for reflection and a degree of distance from the world of practice, yet at the same time as essentially part of the political debate about education. (shrink)

The view that matters of fact and matters of value are categorically distinct, and that any credible account of ethics must begin from an acknowledgement of that distinction, has been a constant topic of debate in analytical moral philosophy throughout the twentieth century. It is not, however, as simple as it may at first appear to establish an uncontroversial articulation of the view under discussion, because in the course of the debate's evolution that view has been defined in a number (...) of very different and not obviously equivalent ways. (shrink)

In Cavell (1994), the ability to follow and produce Austinian examples of ordinary language use is compared with the faculty of perfect pitch. Exploring this comparison, I clarify a number of central and interrelated aspects of Cavell's philosophy: (1) his way of understanding Wittgenstein's vision of language, and in particular his claim that this vision is "terrifying," (2) the import of Wittgenstein's vision for Cavell's conception of the method of ordinary language philosophy, (3) Cavell's dissatisfaction with Austin, and in particular (...) his claim that Austin is not clear about the nature and possible achievements of his own philosophical procedures, and (4) Cavell's notion that the temptation of skepticism is perennial and incurable. Cavell's reading of Wittgenstein is related to that of John McDowell. Like McDowell, Cavell takes Wittgenstein to be saying that the traditional attempt to justify our practices from an external standpoint is misguided, since such detachment involves losing sight of those conceptual and perceptual capacities in terms of which a practice is understood by its engaged participants. Unlike McDowell, however, Cavell consistently rejects the idea that philosophical clearsightedness can or should free us from that fear of groundlessness which motivates the traditional search for external justification. (shrink)

Stanley Cavell, one of America's most distinguished philosophers, has written an invaluable companion volume to Walden, a seminal book in our cultural heritage. This expanded edition includes two essays on Emerson.

pt. 1. The proposition and its sense.--pt. 2. On logic and mathematics.

The 'postmodern condition,' in which instrumentalism finally usurps all other considerations, has produced a kind of intellectual paralysis in the world of education. The authors of this book show how such postmodernist thinkers as Derrida, Foucault, and Lyotard illuminate puzzling aspects of education, arguing that educational theory is currently at an impasse. They postulate that we need these new and disturbing ideas in order to "think again" fruitfully and creatively about education.

This timely book addresses concerns about educational and moral standards in a world characterised by a growing nihilism.

Stanley Cavell has been a brilliant, idiosyncratic, and controversial presence in American philosophy, literary criticism, and cultural studies for years. Even as he continues to produce new writing of a high standard -- an example of which is included in this collection -- his work has elicited responses from a new generation of writers in Europe and America. This collection showcases this new work, while illustrating the variety of Cavell's interests: in the "ordinary language" philosophy of Wittgenstein and Austin, in (...) film criticism and theory, in literature, psychoanalysis, and the American transcendentalism of Ralph Waldo Emerson and Henry David Thoreau. The collection also reprints Richard Rorty's early review of Cavell's magnum opus, The Claim of Reason (1979), and it concludes with Cavell's substantial set of responses to the essays, a highlight of which is his engagement with Rorty. (shrink)

These lectures by one of the most influential and original philosophers of the twentieth century constitute a sustained argument for the philosophical basis of romanticism, particularly in its American rendering. Through his examination of such authors as Emerson, Thoreau, Poe, Wordsworth, and Coleridge, Stanley Cavell shows that romanticism and American transcendentalism represent a serious philosophical response to the challenge of skepticism that underlies the writings of Wittgenstein and Austin on ordinary language.

As Aristotle stated, scientific explanation is based on deductive argument--yet, Wesley C. Salmon points out, not all deductive arguments are qualified explanations. The validity of the explanation must itself be examined. _Four Decades of Scientific Explanation_ provides a comprehensive account of the developments in scientific explanation that transpired in the last four decades of the twentieth century. It continues to stand as the most comprehensive treatment of the writings on the subject during these years. Building on the historic 1948 essay (...) by Carl G. Hempel and Paul Oppenheim, "Studies in the Logic of Explanation,” which introduced the deductive-nomological model on which most work on scientific explanation was based for the following four decades, Salmon goes beyond this model's inherent basis of describing empirical knowledge to tells us “not only _what,_ but also _why_.” Salmon examines the predominant models in chronological order and describes their development, refinement, and criticism or rejection. _Four Decades of Scientific Explanation_ underscores the need for a consensus of approach and ongoing evaluations of methodology in scientific explanation, with the goal of providing a better understanding of natural phenomena. (shrink)