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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki)
Assistant editors: Alessandra Basso, Päivi Seppälä, Tarna Kannisto
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  1. added 2016-08-24
    Robert A. Wilson (forthcoming). Thinking About Relations: Strathern, Sahlins, and Locke on Anthropological Knowledge. Anthropological Theory.
    John Locke is known within anthropology primarily for his empiricism, his views of natural laws, and his discussion of the state of nature and the social contract. Marilyn Strathern and Marshall Sahlins, however, have offered distinctive, novel, and broad reflections on the nature of anthropological knowledge that appeal explicitly to a lesser-known aspect of Locke’s work: his metaphysical views of relations. This paper examines their distinctive conclusions – Sahlins’ about cultural relativism, Strathern’s about relatives and kinship – both of which (...)
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  2. added 2016-08-24
    David Kennedy (forthcoming). Anarchism, Schooling, and Democratic Sensibility. Studies in Philosophy and Education:1-18.
    This paper seeks to address the question of schooling for democracy by, first, identifying at least one form of social character, dependent, after Marcuse, on the historical emergence of a “new sensibility.” It then explores one pedagogical thread related to the emergence of this form of subjectivity over the course of the last two centuries in the west, and traces its influence in the educational counter-tradition associated with philosophical anarchism, which is based on principles of dialogue and social reconstruction as (...)
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  3. added 2016-08-24
    Robert A. Wilson (2016). Kinship Past, Kinship Present. American Anthropologist 118 (3).
    In this article, I reconsider bio-essentialism in the study of kinship, centering on David Schneider’s influential critique that concluded that kinship was “a non-subject” (1972:51). Schneider’s critique is often taken to have shown the limitations of and problems with past views of kinship based on biology, genealogy, and reproduction, a critique that subsequently led those reworking kinship as relatedness in the new kinship studies to view their enterprise as divorced from such bio-essentialist studies. Beginning with an alternative narrative connecting kinship (...)
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  4. added 2016-08-20
    Heidi Gauder & Fred W. Jenkins (forthcoming). The Research Skills of Undergraduate Philosophy Majors in Advance. Teaching Philosophy.
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  5. added 2016-08-19
    Lukasz Hardt (2016). Between Isolations and Constructions: Economic Models as Believable Worlds. Poznan Studies in the Philosophy of the Sciences and the Humanities 106.
    As the title of this essay suggests, my concern is with the issue of what are economic models. However, the goal of the paper is not to offer an in-depth study on multiple approaches to modelling in economics, but rather to overcome the dichotomical divide between conceptualizing models as isolations and constructions. This is done by introducing the idea of economic models as believable worlds, precisely descriptions of mechanisms that refer to the essentials of the modelled targets. In doing so (...)
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  6. added 2016-08-19
    J. P. Smit, Filip Buekens & Stan du Plessis (2016). Cigarettes, Dollars and Bitcoins – an Essay on the Ontology of Money. Journal of Institutional Economics 12 (2):327 - 347.
    What does being money consist in? We argue that something is money if, and only if, it is typically acquired in order to realise the reduction in transaction costs that accrues in virtue of agents coordinating on acquiring the same thing when deciding what thing to acquire in order to exchange. What kinds of things can be money? We argue against the common view that a variety of things (notes, coins, gold, cigarettes, etc.) can be money. All monetary systems are (...)
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  7. added 2016-08-17
    Amanda Fulford (2016). Higher Education, Collaboration and a New Economics. Journal of Philosophy of Education 50 (3):371-383.
    In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the ‘collaborative commons’. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as ‘pro-sumers’. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking (...)
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  8. added 2016-08-17
    Anders Schinkel, Doret J. de Ruyter & Aharon Aviram (2016). Education and Life's Meaning. Journal of Philosophy of Education 50 (3):398-418.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
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  9. added 2016-08-17
    Christopher Martin (2016). Should Students Have to Borrow? Autonomy, Wellbeing and Student Debt. Journal of Philosophy of Education 50 (3):351-370.
    The orthodox view on higher education financing is that students should bear some of the costs of attending and, where necessary, meet that cost through debt financing. New economic realties, including protracted economic slowdown and increasing austerity of the state with respect to the public funding of goods and services has meant that the same generation who have to borrow the most in order to attend face significantly fewer employment prospects upon graduation. In this context, is the current approach of (...)
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  10. added 2016-08-17
    E. Jayne White (2016). A Philosophy of Seeing: The Work of the Eye/‘I’ in Early Years Educational Practice. Journal of Philosophy of Education 50 (3):474-489.
    The work of the eye has a powerful influence across culture and philosophy—not least in Goethe's approach to understanding. Aligned to aesthetic appreciation, seeing has the potential to offer an authorial gift of ‘other-ness’ when brought to bear on evaluative relationships. Yet this penetrating gaze might also be seen as limiting when put to work in the services of ‘other’. From the subtle sideways glance, to the lingering gaze of lovers, a look can mean many things. But the eye does (...)
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  11. added 2016-08-17
    Eric Dayton (2016). On the Spiritual Dimension of Education: Finding a Common Ground. Journal of Philosophy of Education 50 (3):432-447.
    Questions about the place of spirituality in publicly funded schools are made difficult in a multicultural secular society. I discuss the work of Paulus Geheeb and Rabindranath Tagore, two great 20th century educational innovators, to offer, by way of an argument from analogy with the social importance of moral education, a common ground for spiritual education.
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  12. added 2016-08-17
    Michael Fordham (2016). Teachers and the Academic Disciplines. Journal of Philosophy of Education 50 (3):419-431.
    Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ (...)
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  13. added 2016-08-17
    Patrick R. Frierson (2016). Making Room for Children's Autonomy: Maria Montessori's Case for Seeing Children's Incapacity for Autonomy as an External Failing. Journal of Philosophy of Education 50 (3):332-350.
    This article draws on Martha Nussbaum's distinction between basic, internal, and external capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence (...)
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  14. added 2016-08-17
    John White (2016). Moral Education and Education in Altruism: Two Replies to Michael Hand. Journal of Philosophy of Education 50 (3):448-460.
    This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in that he applies the theory outlined in the (...)
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  15. added 2016-08-17
    Michalinos Zembylas (2016). Foucault and Human Rights: Seeking the Renewal of Human Rights Education. Journal of Philosophy of Education 50 (3):384-397.
    This article takes up Foucault's politics of human rights and suggests that it may constitute a point of departure for the renewal of HRE, not only because it rejects the moral superiority of humanism—the grounding for the dominant liberal framework of international human rights—but also because it makes visible the complexities of human rights as illimitable and as strategic tools for new political struggles. Enriching human rights critiques has important implications for HRE, precisely because these critiques prevent the dominance of (...)
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  16. added 2016-08-17
    Pinhas Luzon (2016). The Eros of Counter Education. Journal of Philosophy of Education 50 (3):461-473.
    Erotic Counter Education is the educational position of the late Ilan Gur- Ze'ev. In ECE Gur-Ze'ev combines two opposing positions in the philosophy of education, one teleological and anti-utopian, the other teleological and utopian. In light of this unique combination, I ask what mediates between these two poles and suggest that the answer lies in the concept of eros. Following a preliminary presentation of the concept of eros in ECE, I define it as a form of transcendental cognition that distinguishes (...)
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  17. added 2016-08-15
    Katherine Thomson-Jones (forthcoming). How to Teach Philosophy of Film in Advance. Teaching Philosophy.
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  18. added 2016-08-14
    Dana Delibovi (forthcoming). Four Volumes in the Philosophy of Education in Advance. Teaching Philosophy.
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  19. added 2016-08-14
    Alison Wylie (2013). Interdisciplinary Practice. In William Rathie, Michael Shanks, Timothy Webmoor & Christopher Witmore (eds.), Archaeology in the Making: Conversations Through a Discipline. Routledge 93-121.
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  20. added 2016-08-14
    Alison Wylie (2009). What’s Feminist About Gender Archaeology? In Que(e)rying Archaeology: Proceedings of the 36th Annual Chacmool Conference. University of Calgary Archaeology Association 282-289.
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  21. added 2016-08-14
    Alison Wylie (2007). Introduction: Doing Archaeology as a Feminist. Journal of Archaeological Method and Theory 14 (3).
  22. added 2016-08-14
    Alison Wylie (2006). Afterword: On Waves. In Pamela L. Geller & Miranda K. Stockett (eds.), Feminist Anthropology: Past, Present, and Future. University of Pennsylvania Press 167-176.
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  23. added 2016-08-14
    Alison Wylie (2003). On Ethics. In Larry Zimmerman, Karen D. Vitelli & Julie Hollowell-Zimmer (eds.), Handbook on Ethical Issues in Archaeology. Altamira Press 3-16.
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  24. added 2016-08-14
    Alison Wylie (2001). Reflections on the Work of the SAA Committee for Ethics in Archaeology. Canadian Journal of Archaeology 24 (2):151-156.
  25. added 2016-08-14
    Alison Wylie (2001). Archaeology and Philosophy of Science. In N. J. Smelser & Paul B. Baltes (eds.), International Encyclopedia of the Social and Behavioral Sciences. Pergamon 614-617.
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  26. added 2016-08-14
    Alison Wylie (2000). Philosophy From the Ground Up: An Interview with Alison Wylie. Assemblages 5.
    Alison Wylie is one of the few full-time academic philosophers of the social and historical sciences on the planet today. And fortunately for us, she happens to specialise in archaeology! After emerging onto the archaeological theory scene in the mid-1980s with her work on analogy, she has continued to work on philosophical questions raised by archaeological practice. In particular, she explores the status of evidence and ideals of objectivity in contemporary archaeology: how do we think we know about the past? (...)
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  27. added 2016-08-14
    Alison Wylie (2000). Foreword. In Kurt E. Dongoske, Mark Aldenderfer & Karen Doehner (eds.), Working Together: Native Americans and Archaeologists. Society for American Archaeology
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  28. added 2016-08-14
    Alison Wylie (1998). Philosophy of Archaeology. In Edward Craig (ed.), Encyclopedia of Philosophy. Routledge 354-359.
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  29. added 2016-08-14
    Roberto Casati, Barry Smith & Achille Varzi (1998). Ontological Tools for Geographic Representation. In Nicola Guarino (ed.), Formal Ontology in Information Systems. IOS Press 77-85.
    This paper is concerned with certain ontological issues in the foundations of geographic representation. It sets out what these basic issues are, describes the tools needed to deal with them, and draws some implications for a general theory of spatial representation. Our approach has ramifications in the domains of mereology, topology, and the theory of location, and the question of the interaction of these three domains within a unified spatial representation theory is addressed. In the final part we also consider (...)
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  30. added 2016-08-14
    Alison Wylie (1998). Feminism and Social Science. In Edward Craig (ed.), Encyclopedia of Philosophy. Routledge 588-593.
  31. added 2016-08-14
    Alison Wylie (1997). Review of M. Bunge, Finding Philosophy in Social Science. University of Toronto Quarterly 67 (1):121-124.
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  32. added 2016-08-14
    Alison Wylie (1997). Review of K.D. Vitelli (Ed.), Archaeological Ethics. Public Archaeology Review 4 (2):17-23.
  33. added 2016-08-14
    Alison Wylie (1997). Contextualizing Ethics: Comments on ‘Ethics in Canadian Archaeology’ by Robert Rosenswig. Canadian Journal of Archaeology 21:115-120.
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  34. added 2016-08-13
    Anna-Lill Drugge (forthcoming). How Can We Do It Right? Ethical Uncertainty in Swedish Sami Research. Journal of Academic Ethics:1-17.
    Research related to indigenous peoples in Sweden and elsewhere has a history marked by discriminatory practice and unequal research processes. Sweden has still not been very visible in terms of openly debating, developing and implementing ethical strategies specifically suited for indigenous research. The present study explores how research ethics is discussed among scholars within the Sami research field in contemporary Sweden. Fifty-six research proposals deriving from eight different research institutions and 160 individual researchers are analyzed, discovering how scholars relate to (...)
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  35. added 2016-08-13
    M. Gregory Oakes (forthcoming). Understanding Understanding in Advance. Teaching Philosophy.
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  36. added 2016-08-13
    Esteban J. Beltrán Ulate (2017). Los desafíos éticos del discurso político-educativo costarricense en el periodo 2006-2010, basados en el pensamiento dialógico de Martin Buber y el planteamiento de alteridad de Emmanuel Levinas. Revista Educación 41 (1):1-25.
    El presente reporte de investigación muestra, de manera sintética, los resultados de una pesquisa presentada en el 2012 para optar por el grado de Licenciatura en Docencia en la Universidad Estatal a Distancia. La exploración de los desafíos éticos en el contexto educativo costarricense desde el planteamiento de Martin Buber y Emmanuel Lévinas es lo que pretende formular la presente investigación, procurando aportar al diálogo nacional el insumo de un elemento filosófico innovador, tenor de un impulso en futuros planteamientos educativos (...)
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  37. added 2016-08-11
    Cyril Hédoin (forthcoming). Sen’s Criticism of Revealed Preference Theory and its ‘Neo-Samuelsonian Critique’: A Methodological and Theoretical Assessment. Journal of Economic Methodology:1-25.
    This paper evaluates how Amartya Sen’s critique of revealed preference theory stands against the latter’s contemporary, ‘neo-Samuelsonian’ version. Neo- Samuelsonians have argued that Sen’s arguments against RPT are innocuous, in particular once it is acknowledged that RPT does not assume away the existence of motivations or other latent psychological or cognitive processes. Sen’s claims that preferences and choices need to be distinguished and that external factors need to be taken into account to analyze the act of choice then appear to (...)
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  38. added 2016-08-11
    Steve Fleetwood (forthcoming). The Critical Realist Conception of Open and Closed Systems. Journal of Economic Methodology:1-28.
    The critical realist conception of open and closed systems is not about systems: it is about regularities in the flux of events and states of affairs. It has recently been criticised on the grounds that critical realists should take on board ideas about the general nature of systems; recognise that genuinely open social systems would be impossible; avoid polarities or dualisms where either there are event regularities and open systems, or there are no event regularities and closed systems and accept (...)
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  39. added 2016-08-11
    Carsten Herrmann-Pillath (forthcoming). Constitutive Explanations in Neuroeconomics: Principles and a Case Study on Money. Journal of Economic Methodology:1-22.
    So far, the methodological debate about neuroeconomics rarely refers to original methodological positions in the neurosciences. I confront one of the most influential ones, the constitutive explanations or mechanism approach, with methodological claims that directly relate the economic model of choice with neuronal embodiments, represented by Glimcher’s influential work. Constitutive explanations are composite and non-reductionist, therefore allow for recognizing complex causal interactions between basal neuronal phenomena and cognitive structures, also involving external symbolic media. I demonstrate the power of this methodology (...)
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  40. added 2016-08-09
    Jennifer Morton (2016). Unequal Classrooms: Higher Education and Online Learning. Philosophical Inquiry in Education 23 (2):97-133.
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  41. added 2016-08-09
    Jennifer Morton (2016). School Assignment Lotteries: What Should We Take for Granted? In Meira Levinson and Jacob Fay (ed.), Dilemmas of Educational Justice: Cases and Commentaries. Harvard Education Press
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  42. added 2016-08-07
    Marion Bowl (2016). The Coming of Age for FE? Reflections on the Past and Future Role of Further Education Colleges in England. Edited by Ann Hodgson. British Journal of Educational Studies 64 (3):409-411.
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  43. added 2016-08-06
    Ada S. Jaarsma, Kyle Kinaschuk & Lin Xing (2016). Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially. Studies in Philosophy and Education 35 (5):445-461.
    Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay (...)
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  44. added 2016-08-06
    Manuela Fernández Pinto (2016). Economics Imperialism in Social Epistemology: A Critical Assessment. Philosophy of the Social Sciences 46 (5):443-472.
    Expanding on recent philosophical contributions to the conceptual and normative framework of scientific imperialism, I examine whether the economics approach to social epistemology can be considered a case of economics imperialism and determine whether economics’ explanatory expansionism appropriately contributes to this philosophical subfield or not. I argue first that the economics approach to social epistemology counts as a case of economics imperialism under a broad conception of the term, and second that we have good reasons to doubt the appropriateness of (...)
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  45. added 2016-08-06
    Jovan Babić (2014). Reciprocal Illumination: Epistemological Necessity or Ontological Destiny? Some Preliminary Remarks. Rivista di Estetica 57:143-154.
    This paper explores two different but intimately linked concepts. First, there is "reciprocal illumination," or the relation of interdependence of the object of knowledge and its subject. Second is the "irreversibility" which characterizes the process of applying constitutive rules, which causes institutional facts to become facts, and to be even stricter and more epistemologically constant than brute facts.
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  46. added 2016-08-04
    S. Andrew Schroeder (forthcoming). Value Choices in Summary Measures of Population Health. Public Health Ethics:phw032.
    Summary measures of health, such as the quality-adjusted life year and disability-adjusted life year, have long been known to incorporate a number of value choices. In this paper, though, I show that the value choices in the construction of such measures extend far beyond what is generally recognized. In showing this, I hope both to improve the understanding of those measures by epidemiologists, health economists and policy-makers, and also to contribute to the general debate about the extent to which such (...)
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  47. added 2016-08-04
    Steven Fesmire (2016). Democracy and the Industrial Imagination in American Education. Education and Culture 32 (1):53-61.
    Media fact-checkers promptly corrected Marco Rubio when he called for more vocational education during the November 2015 GOP presidential debate: “Welders make more money than philosophers,” he said. “We need more welders than philosophers.” It was widely pointed out in response to Senator Rubio’s remark that, on average, those who major in philosophy at a college or university tend to have higher salaries than professional welders. But this point, despite its utility for promoting philosophy as an academic major, is a (...)
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  48. added 2016-08-02
    Robert A. Wilson (2016). Kinship Past, Kinship Present: Bio-Essentialism in the Study of Kinship. American Anthropologist 118 (3).
    In this article, I reconsider bio-essentialism in the study of kinship, centering on David Schneider’s influential critique that concluded that kinship was “a non-subject” (1972:51). Schneider’s critique is often taken to have shown the limitations of and problems with past views of kinship based on biology, genealogy, and reproduction, a critique that subsequently led those reworking kinship as relatedness in the new kinship studies to view their enterprise as divorced from such bio-essentialist studies. Beginning with an alternative narrative connecting kinship (...)
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  49. added 2016-07-30
    Nikolaus Fogle & Georg Theiner (forthcoming). The ‘Ontological Complicity’ of Habitus and Field: Was Bourdieu an ‘Externalist’? In Duncan Pritchard, Orestis Palermos & Adam Carter (eds.), Socially Extended Epistemology. Oxford University Press
    Our aim in this chapter is to contribute to a greater appreciation of Bourdieu’s work within debates on embodied, extended and distributed cognition, grouped under the general heading of externalism (Rowlands 2003, Carter et al. 2014). We seek to draw out several pertinent elements of Bourdieu’s theory of social practice, and show how they variously resonate with, enrich, or problematize key externalist theses. We begin with an overview of the main elements of Bourdieu’s theoretical enterprise, in order to provide essential (...)
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  50. added 2016-07-30
    Ali Kara, José I. Rojas-Méndez & Mehmet Turan (forthcoming). Ethical Evaluations of Business Students in an Emerging Market: Effects of Ethical Sensitivity, Cultural Values, Personality, and Religiosity. Journal of Academic Ethics:1-29.
    Business ethics has become a very important concern in global business and understanding the effects of various factors on ethical judgments continues to attract research and practitioner attention. Using the Multidimensional Ethics Scale with its five generally accepted philosophical constructs, and vignettes developed by Cohen et al., current study investigates the relationship between cultural values, personality, religiosity and the ethical sensitivity of business students. We focus on a rapidly emerging country, Turkey, whose economic environment is similar to that of the (...)
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