Results for 'Didactic of Philosophy'

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  1. Educating Judgment: Learning from the didactics of philosophy and sloyd.Birgit Schaffar & Camilla Kronqvist - 2017 - Revista Española de Educación Comparada 29:110–128.
    Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their (...)
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  2. The didactic, persuasive and scientific uses of illustrations after Descartes.Andrea Strazzoni - 2015 - Noctua 2 (1-2):432-480.
    The aim of this article is to unveil the ways of teaching new philosophical paradigms in Dutch Universities between Seventeenth and Eighteenth Century, by means of an analysis of the uses of illustrations in Cartesian and Newtonian natural-philosophical textbooks. This analysis allows to understand the overall functions of philosophical textbooks, where illustrations act as conceptual means, filling the gap between the premise of a theory and its actual contents; didactic means, aiming to help the reader in understanding scientific models (...)
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  3. Country Report: The Teaching of Philosophy in Singapore Schools.Steven Burik, Matthew Hammerton & Sovan Patra - 2020 - Journal of Didactics of Philosophy 4 (3):190-193.
    A country report describing the teaching of philosophy in Singapore's primary and secondary schools.
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  4. The shortcomings of the methodical approach in teaching philosophy and the human sciences.Adrian Costache - 2021 - Meta: Research in Hermeneutics, Phenomenology, and Practical Philosophy 13 (1):241-259.
    Romanian pedagogical theory rests on the assumption that any educational content can be taught and learned faster and better by recourse to a battery of teaching methods. In the present study we question that assumption and show that the methods generally recommended have no didactic merits when it comes to teaching philosophy and the human sciences. In order to prove that we commence by rendering manifest the origins, the specificity and the presuppositions of the teaching methods described in (...)
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  5. Country Report: The Teaching of Philosophy in Singapore Schools (Part 2).Daryl Ooi - 2021 - Journal of Didactics of Philosophy 5 (2):108-113.
    This country report provides an update on the status of Pre-University Philosophy education in Singapore.
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  6. The philosophy of human death: an evolutionary approach.Adam Świeżyński - 2009 - Warszawa / Warsaw: Wydawnictwo UKSW / CSWU Press.
    In Chapter 1 I discuss the basic problem which made me undertake the issue of human death. That problem was the dualism in the depiction of human nature which has not been fully overcome yet, the dualism which leads to the emergence of new difficulties in contemporary attempts at adequately solving the problem of human death. They include the separation of soul from the body in the moment of death, and the borderline between the moment of death and the moment (...)
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  7. An Introduction to the Philosophy of Language (German).Markus Schrenk & Albert Newen - 2008 - WBG.
    The Philosophy ofLanguage belongs to the foundations of philosophical reflexion. In this volume, its central problems and strategies are explained, and the nature of sentences and other elements of language are analysed. The didactical exposition of the most important schools and thinkers makes the volume particularly interesting for readers new to the subject.
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  8. PROPOSITIONAL KNOWLEDGE IN HIGH SCHOOL PHILOSOPHY CLASSES: BETWEEN DIDACTIC AND TEACHING.Jean Caldas - 2020 - Thaumàzein 13 (25):47 - 56.
    In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. (...)
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  9. The Ratio studiorum of the conventual Franciscans in the Baroque Age and the cultural-political background to the Scotist philosophy Cursus of Bartolomeo Mastri and Bonaventura Belluto.Marco Forlivesi - 2015 - Noctua 2 (1-2):253-384.
    During the century following the Council of Trent, two trends within Catholic religious orders matured: the first consisted in unifying and strengthening the Order’s culture by focussing on one author of reference; the other in elaborating a new way of presenting that author’s doctrines. In the case of the Friars Minor Conventuals, these trends were fostered in the second decade of the seventeenth century by the minister general of the Order, Giacomo Montanari, who promoted the idea that providing the Order (...)
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  10. Philosophical Problems in the Classroom. The Clash Strategy for Planning and Facilitating Dialogic Inquiry.Luca Zanetti - 2023 - Metodo. International Studies in Phenomenology and Philosophy 11 (1):321-351.
    The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which (...)
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  11. A Contextualist Approach to Teaching Antisemitism in Philosophy Class.Elisabeth Widmer - 2022 - Journal of Didactics of Philosophy 6 (1).
    This paper argues for a ‘contextualist’ approach to teaching antisemitism in philosophy class. The traditional ‘systematic’ approach emphasizes recognizing and dismantling antisemitic aspects in canonical philosophical texts. The introduced contextualist approach broadens the perspective, treating philosophy as a continuous debate embedded in cultural realities. It focuses on historical controversies rather than isolated arguments, includes the voice and the perspectives of the oppressed, and so has the potential to broaden traditional philosophical canons. In the second half of the paper, (...)
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  12.  72
    Critical Elucidation of Concepts as a Philosophical Competence.Alexander Brödner - 2023 - Journal of Didactics of Philosophy 7.
    The starting point of this article is the didactic question of the relationship between conceptual knowledge and competencies in the education of philosophy and ethics. Against the background of the philosophical debate on the conception of concepts, a conception of concepts as abilities is outlined. With this conception, in a first step, the disjunction between conceptual knowledge on the one hand and competencies on the other hand is dissolved. In a second step, a learningtheoretical framework of the formation (...)
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  13. The Embryo in Ancient Rabbinic Literature: Between Religious Law and Didactic Narratives: An Interpretive Essay.Etienne Lepicard - 2010 - History and Philosophy of the Life Sciences 32 (1):21-41.
    At a time when bioethical issues are at the top of public and political agendas, there is a renewed interest in representations of the embryo in various religious traditions. One of the major traditions that have contributed to Western representations of the embryo is the Jewish tradition. This tradition poses some difficulties that may deter scholars, but also presents some invaluable advantages. These derive from two components, the search for limits and narrativity, both of which are directly connected with the (...)
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  14. Signs of Reality - the Idea of General Bildung by J. A. Comenius.Eetu Pikkarainen - 2012 - In Pauli Siljander, Ari Kivelä & Ari Sutinen (eds.), Theories of Bildung and Growth: Connections and Controversies between Continental Educational Thinking and American Pragmatism. Sense Publishers. pp. 19-30.
    Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the (...)
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  15. Signs of Reality - the Idea of General Bildung by J. A. Comenius.Eetu Pikkarainen - 2012 - In Pauli Siljander, Ari Kivelä & Ari Sutinen (eds.), Theories of Bildung and Growth: Connections and Controversies between Continental Educational Thinking and American Pragmatism. Sense Publishers. pp. 19-30.
    Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the (...)
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  16. The Foundation of Early Modern Science: Metaphysics, Logic and Theology.Andrea Strazzoni - 2015 - Rotterdam: Erasmus University Rotterdam-Ridderprint BV.
    The present study defines the function of the foundation of science in early modern Dutch philosophy, from the first introduction of Cartesian philosophy in Utrecht University by Henricus Regius to the acceptance of Newtonian physics by Willem Jacob ‘s Gravesande. My main claim is that a foundation of science was required because the conceptual premises of new ways in thinking had to be justified not only as alternatives to the established philosophical paradigms or as an answer to the (...)
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  17. Argument Identification: The Problem of Non-Argumentative Phenomena.Matthias Holweger - forthcoming - Teaching Philosophy.
    A major part of philosophical work is engagement with argumentative texts. Engaging with an argumentative text involves correctly identifying the arguments presented in this text. In the context of teaching philosophy in school, the difficulty of correctly identifying arguments in philosophical texts is often underestimated. In this paper, I focus on one specific problem with argument identification that has been neglected in philosophy didactics thus far: the problem that there are many non-argumentative phenomena in an argumentative text that (...)
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  18. Seeing the World More Clearly: Strategies for unleashing the full moral potential of thought experiments in the Philosophy Classroom.Dominik Balg - 2022 - Journal of Didactics of Philosophy 6:1-17.
    In this paper, I discuss the effects of using thought experiments for the purpose of conceptual clarification on students’ hermeneutical abilities. On the one hand, by providing opportunities to explore the scope of normatively loaded concepts, thought experiments can effectively help students to interpret their social and moral reality more adequately, which in some cases might even help to reduce existing hermeneutical injustices. On the other hand, given their notorious susceptibility to distorting factors that are philosophically irrelevant, they can also (...)
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  19. (1 other version)Life and Works of Giovanni Vailati.Paola Cantù & De Zan Mauro - 2009 - In Cantù Paola & De Zan Mauro (eds.), Life and Works of Giovanni Vailati. Stanford: CSLI Publications.
    The paper introduces Vailati’s life and works, investigating Vailati’s education, the relation to Peano and his school, and the interest for pragmatism and modernism. A detailed analysis of Vailati’s scientific and didactic activities, shows that he held, like Peano, a a strong interest for the history of science and a pluralist, anti-dogmatic and anti-foundationalist conception of definitions in mathematics, logic and philosophy of language. Vailati’s understanding of mathematical logic as a form of pragmatism is not a faithful interpretation (...)
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  20. El enfoque histórico filosófico y la didáctica de la ciencia – A 60 años de la publicación de La estructura de las revoluciones científicas.Ginnobili Santiago - 2022 - Revista De Educación En Biología 25 (2):3-21.
    En este trabajo reflexionaré acerca de las relaciones entre la filosofía y la didáctica de la ciencia, centrándome en especial en las ideas de Thomas Kuhn. Estas relaciones resultan bastante complejas, pues, las preocupaciones didácticas y de comunicación pública de la ciencia se encuentran en el centro de los objetivos de la filosofía de la ciencia de comienzos de siglo XX así como del contexto de escritura de La estructura de las revoluciones científicas. Por otro lado, el enfoque de Kuhn (...)
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  21. Natural law at the University of Pisa : from the Ius Civile teachings to the establishment of the first chair of Ius Publicum in 1726.Emanuele Salerno - 2024 - In Elisabetta Fiocchi Malaspina & Gabriella Silvestrini (eds.), Natural law and the law of nations in Eighteenth and Nineteenth-Century Italy. Boston: Brill/Nijhoff. pp. 17-49.
    This chapter describes the process of institutionalization of natural law at the University of Pisa, essential to interpreting the conditions in which the first public law chair of Italy was founded. The study of legal education in the late seventeenth and early eighteenth century will allow a more in-depth understanding of both the development of natural law in teaching practice throughout the long eighteenth century, and the features of the two processes of reception, respectively for educational and political purposes. In (...)
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  22.  84
    Learning from Negativity of Experience in School Moral Education.Dariusz Stepkowski - 2024 - Theology and Philosophy of Education 3 (1):32-38.
    The paper attempts to answer the questions of what learning from negativity of experience perspective is and if it could become the right way of teaching and learning morality at school. It consists of three sections. The first one explains the fundamental distinction between negative moral experiences and negativity of moral experience. In the second section, the author’s attention focuses on the possibility of didactic application of teaching and learning from negativity of experience. The last section contains J. F. (...)
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  23. The Aporetic Structure of Philosophical Problems.Wolfgang Barz - 2019 - Journal of Didactics of Philosophy 3 ((1)):5-18.
    The central idea of this essay is that philosophical thinking revolves around aporetic clusters, i.e., sets of individually plausible, but collectively inconsistent propositions. The task of philosophy is to dissolve such clusters, either by showing that the propositions in question, contrary to first impression, are compatible with each other, or by showing that it is permissible to abandon at least one of the propositions involved. This view of philosophical problems not only provides a very good description of well-understood philosophizing, (...)
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  24. Scientific-Philosophical Base of Darwin's and Wallace's Theory of Evolution.Klaus Fröhlich - 2023 - Science and Philosophy 11 (1):158-178.
    If Darwin's and Wallace's theory of evolution is reduced to "eat and be eaten" misunderstanding and rejection arise. From a didactic point of view, a scientific and philosophical examination of the theory is necessary. It can create understanding and acceptance. Epistemologically, the theory of evolution describes a cognition and innovation process that corresponds to scientific working methods. The philosophical analysis shows that ethical behaviour emerges in evolution. The basic concept of this article is the assumption of the unity of (...)
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  25. The First Principle in the Later Fichte : The (Not) "Surprising Insight" in the Fifteenth Lecture of the 1804 Wissenschaftslehre.Michael Lewin - 2024 - In Benjamin D. Crowe & Gabriel Gottlieb (eds.), Fichte's 1804 Wissenschaftslehre: essays on the "Science of knowing". Albany: State University of New York Press. pp. 61-78.
    How surprising is the insight, that being equals I in the 15th lecture of the Doctrine of Science 1804/II? It might have been indeed an unexpected turn for his contemporaries in Berlin listening to Fichte for the first time, but should it be surprising for us, having at least since 2012 (the year the last volume of [Gesamtausgabe] appeared) access to all his published and unpublished works? I want to propose a way of reading Fichte, which bypasses two popular and (...)
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  26. Metodologias para o Ensino de Lógica em Libras: Notas sobre o desenvolvimento de uma aula de Lógica para o projeto IFSP FILOLIBRAS.Rafael Testa, Lucimar Bizio & João Antonio de Moraes - 2022 - CLE E-Prints 20 (3).
    Resumo -/- A partir da experiência de produção de uma videoaula de Lógica em Libras (Testa, Moraes, Bizio e Caló, 2021) para o IFSP FILOLIBRAS, inserida no contexto do projeto ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (Moraes e Bizio, 2021), levantamos algumas questões relativas ao arcabouço teórico do projeto. Após introduzirmos as motivações do projeto, explicamos como sua metodologia foi tratada no contexto da aula de Lógica, expondo as principais dificuldades (...)
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  27. Ibn Ḥazm on Heteronomous Imperatives and Modality. A Landmark in the History of the Logical Analysis of Norms.Shahid Rahman, Farid Zidani & Walter Young - 2022 - London: College Publications, ISBN 978-1-84890-358-6, pp. 97-114., 2021.: In C. Barés-Gómez, F. J. Salguero and F. Soler (Ed.), Lógica Conocimiento y Abduccción. Homenaje a Angel Nepomuceno..
    The passionate and staunch defence of logic of the controversial thinker Ibn Ḥazm, Abū Muḥammad ʿAlī b. Aḥmad b. Saʿīd of Córdoba (384-456/994-1064), had lasting consequences in the Islamic world. Indeed, his book Facilitating the Understanding of the Rules of Logic and Introduction Thereto, with Common Expressions and Juristic Examples (Kitāb al-Taqrīb li-ḥadd al-manṭiq wa-l-mudkhal ilayhi bi-l-alfāẓ al-ʿāmmiyya wa-l-amthila al-fiqhiyya), composed in 1025-1029, was well known and discussed during and after his time; and it paved the way for the studies (...)
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  28. On the practice of integrated STEM education as “poiesis”.Sarıtaş Davut, Özcan Hasan & Adúriz-Bravo Agustín - 2023 - Stem Education Review 1:1-15.
    The value of science partly lies on the development of useful products for humanity’s needs, but basic sciences cannot be said the “protagonists” of their obtention. Human history shows that these processes occur as a result of interactions between science and technology, mathematics, and engineering, as well as ethics and aesthetics. This network of disciplinary relationships facilitating the impact of scientific knowledge on human lives is at the center of discussions in the field of Science, Technology, Engineering, and Mathematics (STEM) (...)
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  29. The power of "Mimesis" and the "Mimesis" of power: Plato's concept of imitation and his judgment on the value of poetry and the arts.Santiago Juan-Navarro - 2007 - Studium 13:97-108.
    For Plato mimesis is the appearance of the external image of things. In his view, the reality was not to be found in the world of objects but in the realm of ideas. Therefore, Plato sees the arts as an occupation that is inferior to science and philosophy, but that is also a potential source of corruption. His concept of imitation, although it evolved over time, led him to take an increasingly dogmatic and intolerant position regarding artistic creation. His (...)
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  30. Philosophizing with AI: happiness.Daniel Durante - manuscript
    A few years ago, I wrote a short text illustrating a problematic situation regarding the judgment of whether a particular fictional person, Bento, led a happy life or not. I frequently use this text in my introductory classes as a didactic resource to explain the nature of philosophy, its role in our understanding of the world, and to demonstrate its main challenge: the aporetic nature of philosophical questions. These questions do not yield unanimous or incontrovertible solutions; they always (...)
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  31. Nature of Philosophy.Mudasir A. Tantray & Ateequllah Dar - 2016 - International Journal Of Humanities and Social Studies 2 (12):39-42.
    The aim of this paper is to examine the nature, scope and importance of philosophy in the light of its relation to other disciplines. This work pays its focus on the various fundamental problems of philosophy, relating to Ethics, Metaphysics, Epistemology Logic, and its association with scientific realism. It will also highlight the various facets of these problems and the role of philosophers to point out the various issues relating to human issues. It is widely agreed that (...) as a multi-dimensional subject that shows affinity to others branches of philosophy like, Philosophy of Science, Humanities, Physics and Mathematics, but this paper also seeks, a philosophical nature towards the universal problems of nature. It evaluates the contribution and sacrifices of the great sages of philosophers to promote the clarity and progress in the field of philosophy. (shrink)
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  32. Spinoza and the Philosophy of Science: Mathematics, Motion, and Being.Eric Schliesser - 1986, 2002
    This chapter argues that the standard conception of Spinoza as a fellow-travelling mechanical philosopher and proto-scientific naturalist is misleading. It argues, first, that Spinoza’s account of the proper method for the study of nature presented in the Theological-Political Treatise (TTP) points away from the one commonly associated with the mechanical philosophy. Moreover, throughout his works Spinoza’s views on the very possibility of knowledge of nature are decidedly sceptical (as specified below). Third, in the seventeenth-century debates over proper methods in (...)
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  33. Review of Philosophy in a New Century by John Searle (2008).Michael Starks - 2017 - Philosophy, Human Nature and the Collapse of Civilization Michael Starks 3rd Ed. (2017).
    Before commenting on the book, I offer comments on Wittgenstein and Searle and the logical structure of rationality. The essays here are mostly already published during the last decade (though some have been updated), along with one unpublished item, and nothing here will come as a surprise to those who have kept up with his work. Like W, he is regarded as the best standup philosopher of his time and his written work is solid as a rock and groundbreaking throughout. (...)
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  34. Reorientations of Philosophy in the Age of History: Nietzsche’s Gesture of Radical Break and Dilthey’s Traditionalism.Johannes Steizinger - 2017 - Studia Philosophica: Swiss Journal of Philosophy 76:223-243.
    In this paper, I examine two exemplary replies to the challenge of history that played a crucial role in the controversies on the nature and purpose of philosophy during the so-called long 19th century. Nietzsche and Dilthey developed concepts of philosophy in contrast with one another, and in particular regarding their approach to the history of philosophy. While Nietzsche advocates a radical break with the history of philosophy, Dilthey emphasizes the continuity with the philosophical tradition. I (...)
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  35. Technology in the Age of Innovation: Responsible Innovation as a New Subdomain Within the Philosophy of Technology.Lucien Schomberg & Vincent Blok - 2019 - Philosophy and Technology 34 (2):309–323.
    Praised as a panacea for resolving all societal issues, and self-evidently presupposed as technological innovation, the concept of innovation has become the emblem of our age. This is especially reflected in the context of the European Union, where it is considered to play a central role in both strengthening the economy and confronting the current environmental crisis. The pressing question is how technological innovation can be steered into the right direction. To this end, recent frameworks of Responsible Innovation (RI) focus (...)
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  36. Susanne Langer and the American Development of Analytic Philosophy.Sander Verhaegh - 2022 - In Jeanne Peijnenburg & Sander Verhaegh (eds.), Women in the History of Analytic Philosophy. Cham: Springer. pp. 219-245.
    Susanne K. Langer is best known as a philosopher of culture and student of Ernst Cassirer. In this chapter, however, I argue that this standard picture ignores her contributions to the development of analytic philosophy in the 1920s and 1930s. I reconstruct the reception of Langer’s first book *The Practice of Philosophy*—arguably the first sustained defense of analytic philosophy by an American philosopher—and describe how prominent European philosophers of science such as Moritz Schlick, Rudolf Carnap, and Herbert (...)
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  37. The Dangers of Re-colonization: Possible Boundaries Between Latin American Philosophy and Indigenous Philosophy from Latin America.Jorge Sanchez-Perez - 2023 - Comparative Philosophy 14 (2).
    The field of Latin American philosophy has established itself as a relevant subfield of philosophical inquiry. However, there might be good reasons to consider that our focus on the subfield could have distracted us from considering another subfield that, although it might share some geographical proximity, does not share the same historical basic elements. In this paper, I argue for a possible and meaningful conceptual difference between Latin American Philosophy and Indigenous philosophy produced in Latin America. First, (...)
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  38. Dogwhistles, Political Manipulation, and Philosophy of Language.Jennifer Saul - 2018 - In Daniel Fogal, Daniel W. Harris & Matt Moss (eds.), New Work on Speech Acts. Oxford University Press. pp. 360–383.
    This essay explores the speech act of dogwhistling (sometimes referred to as ‘using coded language’). Dogwhistles may be overt or covert, and within each of these categories may be intentional or unintentional. Dogwhistles are a powerful form of political speech, allowing people to be manipulated in ways they would resist if the manipulation was carried outmore openly—often drawing on racist attitudes that are consciously rejected. If philosophers focus only on content expressed or otherwise consciously conveyed they may miss what is (...)
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  39. Role of Philosophy to Examine Values of Traditional Societies and Modern Societies: An Ethi￾cal Study.Mudasir Ahmad Tantray - 2017 - International Journal of Society and Humanities 10 (1):21-28.
    This paper clarifies the significance of philosophy for traditional societies and modern societies and their evolution. In this paper ethics is the mainstream philosophy which studies and analyses the values of both the traditional societies and modern ones. This paper is only the ethical study of the traditional values and modern values. There are three ways to philosophize societies as traditional and modern: Ethical perspective, economical and theological, but this paper deals only with the ethical approach. Philosophers from (...)
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  40. Philosophy of science in the public interest: Useful knowledge and the common good.Rose-Mary Sargent - unknown
    The standard of disinterested objectivity embedded within the US Data Quality Act (2001) has been used by corporate and political interests as a way to limit the dissemination of scientific research results that conflict with their goals. This is an issue that philosophers of science can, and should, publicly address because it involves an evaluation of the strength and adequacy of evidence. Analysis of arguments from a philosophical tradition that defended a concept of useful knowledge (later displaced by Logical Empiricism) (...)
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  41. (1 other version)Mental time travel and the philosophy of memory.André Sant'Anna - 2018 - Unisinos Journal of Philosophy 1 (19):52-62.
    The idea that episodic memory is a form of mental time travel has played an important role in the development of memory research in the last couple decades. Despite its growing importance in psychology, philosophers have only begun to develop an interest in philosophical questions pertaining to the relationship between memory and mental time travel. Thus, this paper proposes a more systematic discussion of the relationship between memory and mental time travel from the point of view of philosophy. I (...)
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  42. How Philosophy of Mind Can Shape the Future.Susan Schneider & Pete Mandik - 2017 - In Amy Kind (ed.), Philosophy of Mind in the Twentieth and Twenty-First Centuries: The History of the Philosophy of Mind, Volume 6. New York: Routledge. pp. 303-319.
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  43. Metascientific views: Challenge and opportunity for philosophy of biology in practice.Emanuele Serrelli - 2017 - Acta Philosophica 26 (1):65-82.
    In this paper I take evolutionary biology as an example to reflect on the role of philosophy and on the transformations that philosophy is constantly stimulated to do in its own approach when dealing with science. I consider that some intellectual movements within evolutionary biology (more specifically, the various calls for 'synthesis') express metascientific views, i.e., claims about 'what it is to do research' in evolutionary biology at different times. In the construction of metascientific views I see a (...)
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  44. (2 other versions)On the benefits of philosophy as a way of life in a general introductory course.Jake Wright - 2020 - Metaphilosophy 51 (2-3):435-454.
    Philosophy as a way of life (PWOL) places investigations of value, meaning, and the good life at the center of philosophical investigation, especially of one’s own life. I argue PWOL is compatible with general introductory philosophy courses, further arguing that PWOL-based general introductions have several philosophical and pedagogical benefits. These include the ease with which high impact practices, situated skill development, and students’ ability to ‘think like a disciplinarian’ may be incorporated into such courses, relative to more traditional (...)
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  45. The psychology of philosophy: Associating philosophical views with psychological traits in professional philosophers.David B. Yaden & Derek E. Anderson - 2021 - Philosophical Psychology 34 (5):721-755.
    Do psychological traits predict philosophical views? We administered the PhilPapers Survey, created by David Bourget and David Chalmers, which consists of 30 views on central philosophical topics (e.g., epistemology, ethics, metaphysics, philosophy of mind, and philosophy of language) to a sample of professional philosophers (N = 314). We extended the PhilPapers survey to measure a number of psychological traits, such as personality, numeracy, well-being, lifestyle, and life experiences. We also included non-technical ‘translations’ of these views for eventual use (...)
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  46. Psychological underpinnings of philosophy.Steven James Bartlett - 1989 - Metaphilosophy 20 (3-4):295-305.
    A description of the psychological profile of the philosophical personality. ●●●●● -/- 2022 UPDATE: The approach of this paper has been updated and developed further in Chapters 1 and 2 of the author’s 2021 book _Critique of Impure Reason: Horizons of Possibility and Meaning_. The book is available both in a printed edition (under ISBN 978-0-578-88646-6 from Barnes & Noble, Amazon, and other booksellers) and an Open Access eBook edition (available through Philpapers under the book’s title and other philosophy (...)
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  47. Filosofía TV. Problemas y propuestas en torno al uso de la comunicación audiovisual para la enseñanza de la filosofía, a partir de un caso concreto.Miguel Angel Quintana Paz & Paulo Conde Gómez - 2006 - Comunicación y Pluralismo 1:243-259.
    Philosophy has rendered a close attention to audiovisual communication in recent times, but this interest has not always had a parallel in the attention that television has paid to philosophical themes. Nevertheless, some examples of television approaches to philosophy have reached a quite remarkable level of quality. This paper will focus on one of such instances (the DVD Gadamer. Memoria de un siglo, produced by the Spanish Open National University). By means of an analysis of its main virtues (...)
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  48. Review of ‘Philosophy in a New Century’ by John Searle (2008) (review revised 2019).Michael Starks - 2019 - In The Logical Structure of Human Behavior. Las Vegas, NV USA: Reality Press. pp. 425-444.
    Before commenting on the book, I offer comments on Wittgenstein and Searle and the logical structure of rationality. The essays here are mostly already published during the last decade (though some have been updated), along with one unpublished item, and nothing here will come as a surprise to those who have kept up with his work. Like W, he is regarded as the best standup philosopher of his time and his written work is solid as a rock and groundbreaking throughout. (...)
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  49. The concept of ‘transcendence’ in modern Western philosophy and in twentieth century Hindu thought.Ferdinando Sardella - 2016 - Argument: Biannual Philosophical Journal 6 (1):93-106.
    ‘Transcendence’ has been a key subject of Western philosophy of religion and history of ideas. The meaning of transcendence, however, has changed over time. The article looks at some perspectives o ered by the nineteenth and the twentieth century Anglo‐American and con‐ tinental European philosophers of religion and presents their views in relation to the concept of transcendence formulated by the Bengali Hindu traditionalist Bhaktisiddhanta Sarasvati (1874–1937). The questions raised are what transcendence in the philosophy of religion is, (...)
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  50. Teaching Ethics Without Confusing Questions - Illustrated By the Example of Schopenhauer's Ethics.Matthias Holweger - 2023 - Journal of Didactics of Philosophy 7:1-17.
    Like many other philosophical disciplines, ethics is sometimes highly abstract. And many key notions of the discipline are vague, ambiguous or both. Abstractness, vagueness, and ambiguity invite confusion. My objective in this paper is to draw attention to a serious problem that, despite being widespread, has so far remained largely unrecognized: the confusion of different questions in teaching ethics. This confusion occurs, for example, when a philosopher’s viewpoint is presented as an answer to one question, but in fact, the philosopher (...)
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