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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki, Tallinn University of Technology)
Assistant editors: Alessandra Basso, Tarna Kannisto, Päivi Seppälä
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  1. added 2014-07-25
    Barry Smith & Achille C. Varzi (1997). Fiat and Bona Fide Boundaries: Towards an Ontology of Spatially Extended Objects. In Spatial Information Theory. International Conference COSIT ‘97. Springer. 103–119.
    Human cognitive acts are directed towards objects extended in space of a wide range of different types. What follows is a new proposal for bringing order into this typological clutter. The theory of spatially extended objects should make room not only for the objects of physics but also for objects at higher levels, including the objects of geography and of related disciplines. It should leave room for different types of boundaries, including both the bona fide boundaries which we find in (...)
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  2. added 2014-07-23
    Nathaniel Sharadin (forthcoming). How You Can Reasonably Form Expectations When You're Expecting. Res Philosophica.
    L.A. Paul has argued that an ordinary, natural way of making a decision -- by reflecting on the phenomenal character of the experiences one will have as a result of that decision -- cannot yield rational decision in certain cases. Paul's argument turns on the (in principle) epistemically inaccessible phenomenal character of certain experiences. In this paper I argue that, even granting Paul a range of assumptions, her argument doesn't work to establish its conclusion. This is because, as I argue, (...)
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  3. added 2014-07-19
    Mattia Gallotti & John Michael (eds.) (2014). Perspectives on Social Ontology and Social Cognition. Springer.
    Perspectives on Social Ontology and Social Cognition brings together contributions discussing issues arising from theoretical and empirical research on social ontology and social cognition. It is the first comprehensive interdisciplinary collection in this rapidly expanding area. The contributors draw upon their diverse backgrounds in philosophy, cognitive science, behavioral economics, sociology of science and anthropology. -/- Based largely on contributions to the first Aarhus-Paris conference held at the University of Aarhus in June 2012, the book addresses such questions as: If the (...)
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  4. added 2014-07-18
    Bruce Maxwell & Héloïse Côté (2011). Introduction (Dossier Philosophie et théories de l’éducation). Les Ateliers de l'Éthique / the Ethics Forum 6 (1):16-17.
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  5. added 2014-07-18
    Ingrid Robeyns (2011). Trois modèles « éducatifs » : droit, potentialité et capital humain. Les Ateliers de l'Éthique / the Ethics Forum 6 (1):18-29.
    Dans cet article, j’analyse trois logiques normatives qui peuvent fonder les politiques éducatives en portant une attention particulière aux questions liées aux spécificités des sexes. Ces trois modèles éducatifs sont la théorie du capital humain, le discours du droit et l’approche des potentialités. D’abord, je décris cinq rôles que l’éducation peut jouer. Ensuite, j’analyse les trois modèles pouvant fonder les politiques éducatives. La théorie du capital humain pose un certain nombre de problèmes parce qu’elle s’avère économiciste, fragmentée et essentiellement instrumentaliste. (...)
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  6. added 2014-07-18
    Mathieu Gagnon (2011). Penser la question des rapports aux savoirs en éducation: clarification et besoin de recherches conceptuelles. Les Ateliers de l'Éthique / the Ethics Forum 6 (1):30-42.
    Ce texte examine la question des rapports aux savoirs par la mise en évidence d’enjeux conceptuels, auxquels se rapportent des enjeux éducatifs et éthiques. À cet égard, l’auteur propose un essai de classification et d’organisation par le recours, notamment, à quatre types de rapports aux savoirs.
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  7. added 2014-07-18
    Sarah DesRoches (2011). (Re)Inserting The Subjective “I”: Globalization, Neo-Liberalism & Student Agency In Post-Secondary Education. Les Ateliers de l'Éthique / the Ethics Forum 6 (1):78-84.
    In an increasingly globalized world, post-secondary education is being reduced to instrumental and economic ends; a significant effect of this is that student agency is undermined. Students are incited to perform neo-liberal values that subvert their willingness (and potentially their ability) to think of their post-secondary experience as anything other than professional training. Neo-liberal values do inhibit individuality and agency within a post-secondary context; however, from a Foucaultian perspective, the dominant discourse can never squelch the possibility of alternative discourses from (...)
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  8. added 2014-07-17
    Brian Epstein (2015). How Many Kinds of Glue Hold the Social World Together? In Mattia Gallotti & John Michael (eds.), Social Ontology and Social Cognition.
    In recent years, theorists have debated how we introduce new social objects and kinds into the world. Searle, for instance, proposes that they are introduced by collective acceptance of a constitutive rule; Millikan and Elder that they are the products of reproduction processes; Thomasson that they result from creator intentions and subsequent intentional reproduction; and so on. In this chapter, I argue against the idea that there is a single generic method or set of requirements for doing so. Instead, there (...)
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  9. added 2014-07-17
    Brian Epstein (2015). The Ant Trap: Rebuilding the Foundations of the Social Sciences. Oxford.
    We live in a world of crowds and corporations, artworks and artifacts, legislatures and languages, money and markets. These are all social objects — they are made, at least in part, by people and by communities. But what exactly are these things? How are they made, and what is the role of people in making them? In The Ant Trap, Brian Epstein rewrites our understanding of the nature of the social world and the foundations of the social sciences. Epstein explains (...)
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  10. added 2014-07-17
    Brian Epstein (2014). What is Individualism in Social Ontology? Ontological Individualism Vs. Anchor Individualism. In Finn Collin & Julie Zahle (eds.), Rethinking the Individualism/Holism Debate: Essays in the Philosophy of Social Science.
    Individualists about social ontology hold that social facts are “built out of” facts about individuals. In this paper, I argue that there are two distinct kinds of individualism about social ontology, two different ways individual people might be the metaphysical “builders” of the social world. The familiar kind is ontological individualism. This is the thesis that social facts supervene on, or are exhaustively grounded by, facts about individual people. What I call anchor individualism is the alternative thesis that facts about (...)
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  11. added 2014-07-17
    Brian Epstein (2013). Social Objects Without Intentions. In Anita Konzelmann Ziv & Hans Bernhard Schmid (eds.), Institutions, Emotions, and Group Agents: Contributions to Social Ontology. 53-68.
    It is often seen as a truism that social objects and facts are the product of human intentions. I argue that the role of intentions in social ontology is commonly overestimated. I introduce a distinction that is implicit in much discussion of social ontology, but is often overlooked: between a social entity’s “grounds” and its “anchors.” For both, I argue that intentions, either individual or collective, are less essential than many theorists have assumed. Instead, I propose a more worldly – (...)
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  12. added 2014-07-14
    Gal Kober (2008). On The Relative Repugnance of Kidney Markets. In Proceedings of the International Applied Ethics Conference, Hokkaido University, Sapporo, Japan, 21-23 November 2008. Center for Applied Ethics and Philosophy (CAEP) Hokkaido University. 153-164.
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  13. added 2014-07-02
    Chrisoula Andreou (2007). There Are Preferences and Then There Are Preferences. In Barbara Montero and Mark D. White (ed.), Economics and the Mind.
  14. added 2014-06-28
    Francesco Guala (forthcoming). The Role of Experiments in Economics: Reply to Jones. Economics and Philosophy:1-9.
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  15. added 2014-06-28
    Matthew T. Nowachek (forthcoming). Kierkegaard as Pedagogue in Advance. Teaching Philosophy.
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  16. added 2014-06-28
    James DiGiovanna (forthcoming). Knowledge, Understanding, and Pedagogy in Advance. Teaching Philosophy.
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  17. added 2014-06-28
    Benjamin A. Rider (forthcoming). Socratic Philosophy for Beginners? In Advance. Teaching Philosophy.
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  18. added 2014-06-28
    Hub Zwart (forthcoming). What Is Nature? In Advance. Teaching Philosophy.
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  19. added 2014-06-28
    Julien Danhier & Émilie Martin (2014). Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities. British Journal of Educational Studies 62 (2):171-189.
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  20. added 2014-06-28
    Andrew Skourdoumbis (2014). Teacher Effectiveness: MakingTheDifference to Student Achievement? British Journal of Educational Studies 62 (2):111-126.
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  21. added 2014-06-28
    Shirley Lawes (2014). The Routledge International Handbook of Learning. Edited by Peter Jarvis and Mary Watts. British Journal of Educational Studies 62 (2):210-212.
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  22. added 2014-06-28
    Ewan Wright & Moosung Lee (2014). Elite International Baccalaureate Diploma Programme Schools and Inter-Cultural Understanding in China. British Journal of Educational Studies 62 (2):149-169.
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  23. added 2014-06-28
    Ansgar Allen (2014). Meritocratic Education and Social Worthlessness. By K. Lampert. British Journal of Educational Studies 62 (2):225-226.
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  24. added 2014-06-28
    Alan Floyd (2014). Leading Professional Practice in Education. Edited by C. Wise, P. Bradshaw and M. Cartwright. British Journal of Educational Studies 62 (2):209-210.
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  25. added 2014-06-28
    Frank Hardman (2014). Teacher Education in Sub-Saharan Africa: Closer Perspectives. Edited by Rosarii Griffin. British Journal of Educational Studies 62 (2):217-219.
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  26. added 2014-06-28
    Daniel Kilburn, Melanie Nind & Rose Wiles (2014). Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods? British Journal of Educational Studies 62 (2):191-207.
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  27. added 2014-06-28
    Douglas Bourn (2014). Education Quality and Social Justice in the Global South: Challenges for Policy, Practice and Research. Edited by L. Tikly and A. M. Barrett. [REVIEW] British Journal of Educational Studies 62 (2):221-223.
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  28. added 2014-06-28
    Kathryn Paige (2014). Living on the Edge: Rethinking Poverty, Class and Schooling. By John Smyth and Terry Wrigley. British Journal of Educational Studies 62 (2):216-217.
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  29. added 2014-06-28
    Geerte Savenije, Carla van Boxtel & Maria Grever (2014). Sensitive 'Heritage' of Slavery in a Multicultural Classroom: Pupils' Ideas Regarding Significance. British Journal of Educational Studies 62 (2):127-148.
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  30. added 2014-06-28
    Anna Vignoles (2014). Widening Participation in Higher Education: Casting the Net Wide?Edited by T. Hinton-Smith. British Journal of Educational Studies 62 (2):212-213.
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  31. added 2014-06-28
    Sandra Cooke & David Carr (2014). Virtue, Practical Wisdom and Character in Teaching. British Journal of Educational Studies 62 (2):91-110.
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  32. added 2014-06-28
    Robin Simmons (2014). The Great Reversal: Young People, Education and Employment in a Declining Economy.By Martin Allen and Patrick Ainley. British Journal of Educational Studies 62 (2):219-221.
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  33. added 2014-06-28
    Kathleen M. Quinlan (2014). Everything for Sale? The Marketisation of UK Higher Education. By Roger Brown with Helen Carasso. British Journal of Educational Studies 62 (2):223-225.
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  34. added 2014-06-28
    Annie Haight (2014). The Identities and Practices of High Achieving Pupils: Negotiating Achievement and Peer Cultures. By B. Francis, C. Skelton and B. Read. [REVIEW] British Journal of Educational Studies 62 (2):213-215.
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  35. added 2014-06-25
    Michael Tiboris (2014). What's Wrong With Undermatching? Journal of Philosophy of Education 48 (2).
    ‘Undermatched’ is the name education researchers have given to the surprisingly large number of students who attend post-secondary institutions which are less selective than their academic credentials would permit, or who simply fail to even apply for college when they are qualified to do so. At first, this might seem like an obviously bad trend, especially as rates of undermatching are much higher among students from low-income backgrounds. This article argues, however, that individual cases of undermatching are sometimes morally acceptable (...)
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  36. added 2014-06-23
    Michael A. Peters (forthcoming). Rhizomatic America and Arborescent Culture: Towards a New Philosophy of Dance. Educational Philosophy and Theory:1-7.
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  37. added 2014-06-23
    Vanessa Carbonell (forthcoming). How to Put Prescription Drug Ads on Your Syllabus in Advance. Teaching Philosophy.
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  38. added 2014-06-21
    Peter Gardner (2014). Hand's Academy Challenge: Some Starter Questions. Journal of Philosophy of Education 48 (2):n/a-n/a.
    Michael Hand has recently challenged certain religious organisations that run Academies in the United Kingdom to devise and pursue their own faith-based curricula in their schools. In this short article I examine some of the problems Hand's challenge might encounter, including whether religious conceptions of worthwhile activities and of human flourishing can be as devoid of religious beliefs as Hand would seem to wish and whether his challenge can be met.
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  39. added 2014-06-21
    Neil Hopkins (2014). The Democratic Curriculum: Concept and Practice. Journal of Philosophy of Education 48 (2):n/a-n/a.
    Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored (...)
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  40. added 2014-06-21
    Nicholas Everitt (2014). Critical Review of Mary Midgley's Intelligent Design Theory and Other Ideological Problems. Journal of Philosophy of Education 48 (2):n/a-n/a.
    Mary Midgley's pamphlet Intelligent Design Theory and Other Ideological Problems has been a widely read contribution to discussions of the place of creationism in schools. In this critique of her account, I outline Midgley's view of the relations between science and religion, her claims about what material can legitimately appear in science lessons, and her account of the nature of religion. I argue that she is mistaken in all three areas, and show that her most plausible reply to these criticisms (...)
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  41. added 2014-06-21
    Rebecca Adami & Marie Hållander (2014). Testimony and Narrative as a Political Relation: The Question of Ethical Judgment in Education. Journal of Philosophy of Education 48 (2):n/a-n/a.
    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in (...)
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  42. added 2014-06-19
    J. Klett (forthcoming). Sound on Sound: Situating Interaction in Sonic Object Settings. Sociological Theory.
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  43. added 2014-06-19
    T. Piiroinen (forthcoming). For "Central Conflation": A Critique of Archerian Dualism. Sociological Theory.
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  44. added 2014-06-19
    K. McClelland (forthcoming). Cycles of Conflict: A Computational Modeling Alternative to Collins's Theory of Conflict Escalation. Sociological Theory.
    In a new theory of conflict escalation, Randall Collins (2012) engages critical issues of violent conflict and presents a compellingly plausible theoretical description based on his extensive empirical research. He also sets a new challenge for sociology: explaining the time dynamics of social interaction. However, despite heavy reliance on the quantitative concept of positive feedback loops in his theory, Collins presents no mathematical specification of the dynamic relationships among his variables. This article seeks to fill that gap by offering a (...)
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  45. added 2014-06-19
    M. Goldman & S. Pfaff (forthcoming). Reconsidering Virtuosity: Religious Innovation and Spiritual Privilege. Sociological Theory.
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  46. added 2014-06-19
    M. Norton (forthcoming). Mechanisms and Meaning Structures. Sociological Theory.
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  47. added 2014-06-16
    Ronald Bogue (2014). Review of Inna Semetsky, The Edusemiotics of Images: Essays on the Art–Science of Tarot. [REVIEW] Studies in Philosophy and Education 33 (5):563-569.
    For well over a decade Inna Semetsky has been at the forefront of an effort to introduce the thought of Gilles Deleuze into educational philosophy and theory. In her (2006) book, Deleuze, Education and Becoming, she set forth a sophisticated reading of Deleuze that drew enlightening parallels between his work and that of John Dewey and his Pragmatist predecessors. In Re-Symbolization of the Self (2011), she linked Deleuze to a very different tradition—that of Jungian psychology—and argued for the integration of (...)
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  48. added 2014-06-16
    Jeroen Van Bouwel (2004). Questioning Structurism as a New Standard for Social Scientific Explanations. Graduate Journal of Social Science 1 (2):204-226.
    As the literature on Critical Realism in the social sciences is growing, it is about time to analyse whether a new, acceptable standard for social scientific explanations is being introduced. In order to do so, I will discuss the work of Christopher Lloyd, who analysed contributions of social scientists that rely on (what he called) a structurist ontology and a structurist methodology, and advocated a third option in the methodological debate between individualism and holism. I will suggest modifications to three (...)
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  49. added 2014-06-14
    Jeroen Van Bouwel (2014). Explanatory Strategies Beyond The Individualism/Holism Debate. In Julie Zahle & Finn Collin (eds.), Rethinking the Individualism-Holism Debate. Springer. 105-119.
    Starting from the plurality of explanatory strategies in the actual practice of socialscientists, I introduce a framework for explanatory pluralism – a normative endorsement of the plurality of forms and levels of explanation used by social scientists. Equipped with thisframework, central issues in the individualism/holism debate are revisited, namely emergence,reduction and the idea of microfoundations. Discussing these issues, we notice that in recentcontributions the focus has been shifting towards relationism, pluralism and interaction, awayfrom dichotomous individualism/holism thinking and a winner-takes-all approach. (...)
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  50. added 2014-06-12
    Bryan R. Warnick & D. Spencer Smith (2014). The Controversy Over Controversies: A Plea for Flexibility and for “Soft‐Directive” Teaching. Educational Theory 64 (3):227-244.
    A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...)
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