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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki, Tallinn University of Technology)
Assistant editors: Päivi Seppälä, Tarna Kannisto, Alessandra Basso
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  1. added 2015-01-28
    Desh Raj Sirswal (2014). Swami Vivekananda , Indian Youth and Value Education. In Atanu Mohapatra (ed.), Vivekananda and Contemporary Education in India: Recent Perspectives. Surendra Publications. 167-180.
    Swami Vivekananda (January 12, 1863 – July 4, 1902) is considered as one of the most influential spiritual educationist and thinker of India. He was disciple of Ramakrishna Paramahamsa and the founder of Ramakrishna Math and Ramakrishna Mission. He is considered by many as an icon for his fearless courage, his positive exhortations to the youth, his broad outlook to social problems, and countless lectures and discourses on Vedanta philosophy. For him, “Education is not the amount of information that is (...)
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  2. added 2015-01-26
    Ian Jarvie (2015). Pornography Stumps Analytic Philosophers of Art. Philosophy of the Social Sciences 45 (1):122-140.
    A book in which analytic philosophers examine the portrayal of sex in art and the possible artistic value of pornography proves a disappointment. Although a transcendental objection to pornographic art is rebutted, the papers employ barren philosophical methods that divert energy away from significant problems and into scholastic quibbles.
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  3. added 2015-01-24
    Laura D'Olimpio (2014). Thoughts on Film: Critically Engaging with Both Adorno and Benjamin. Educational Philosophy and Theory 48.
    There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a sub-category of Art proper, it is worth re-considering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. T. W. Adorno, for example, critiques film as ‘mass-cult’; mass produced culture which presents a ‘flattened’ version of (...)
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  4. added 2015-01-23
    Stacie Chappell, Dave Webb & Mark Edwards (2011). A Required GVV Ethics Course: Conscripting Ethical Conversations. Journal of Business Ethics Education 8 (1):308-319.
    Business schools around the globe are seeking effective ways of incorporating business ethics into their programs . Indications from both the market and accrediting bodies suggest best-practice programs will include ethics education. However, the debate continues as to whether meaningful learning is best achieved through stand-alone ethics experiences or via an integrated theme across the program of study . While many examples of required ethics-experiences can be found, to date, there is only one business school that we are aware of (...)
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  5. added 2015-01-23
    Richard L. Taylor (2011). Business Ethics: Case Studies and Selected Readings, 7th Edition. [REVIEW] Journal of Business Ethics Education 8 (1):395-399.
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  6. added 2015-01-22
    Richard Oxenberg, Philosopher Kings and the Kingdom of Ends: On Democracy's Need for a Moral-Civic Pedagogy.
    The Athenian statesman Pericles makes one of the first, and most eloquent, statements concerning the meaning of democracy in his funeral oration of 430 B.C.E.: "Our constitution is called a democracy because power is in the hands not of a minority but of the whole people. When it is a question of settling private disputes, everyone is equal before the law; when it is a question of putting one person before another in positions of public responsibility, what counts is. . (...)
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  7. added 2015-01-22
    Thomas Van Valey, David Hartmann, Wayne Fuqua, Andrew Evans, Amy Day Ing, Amanda Meyer, Karolina Staros & Chris Walmsley (forthcoming). The Process of Ethical Decision-Making: Experts Vs Novices. Journal of Academic Ethics:1-16.
    As one approach to examining the way ethical decisions are made, we asked experts and novices to review a set of scenarios that depict some important ethical tensions in research. The method employed was “protocol analysis,” a talk-aloud technique pioneered by cognitive scientists for the analysis of expert performance. The participants were asked to verbalize their normally unexpressed thought processes as they responded to the scenarios, and to make recommendations for courses of action. We found that experts spent more time (...)
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  8. added 2015-01-22
    Merlin B. Thompson (forthcoming). Authenticity in Education: From Narcissism and Freedom to the Messy Interplay of Self-Exploration and Acceptable Tension. Studies in Philosophy and Education:1-16.
    The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenticity by investigating its current interpretation (...)
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  9. added 2015-01-21
    Steven G. Medema (forthcoming). Economic Rebel in Retrospect. Journal of Economic Methodology:1-4.
    Mark Blaug's contributions to economics were many and significant. This essay provides a review of Mark Blaug: Rebel with Many Causes , edited by Marcel Boumans and Matthias Klaes, which collects papers from a set of conferences organized in Blaug's memory.
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  10. added 2015-01-21
    Attilia Ruzzene (forthcoming). The Limits of Inference Without Theory. Journal of Economic Methodology:1-6.
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  11. added 2015-01-18
    Mitchell Aboulafia (forthcoming). George Herbert Mead. In Bryan S. Turner (ed.), Encyclopedia of Social Theory. Wiley-Blackwell.
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  12. added 2015-01-17
    Daniel Hicks & John Milanese (forthcoming). The Logic Game in Advance. Teaching Philosophy.
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  13. added 2015-01-14
    Robert Colter & Joseph Ulatowski (forthcoming). Freeing Meno's Slave Boy in Advance. Teaching Philosophy.
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  14. added 2015-01-13
    Brendan Hogan (forthcoming). Pragmatic Hegemony: Questions and Convergence. Journal of Speculative Philosophy 29 (1).
  15. added 2015-01-13
    W. Scott Clifton (forthcoming). Preserving the Natural Order of Learning in Advance. Teaching Philosophy.
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  16. added 2015-01-13
    Dennis Earl (forthcoming). The Four-Sentence Paper in Advance. Teaching Philosophy.
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  17. added 2015-01-13
    Brendan Hogan (2008). The Imaginative Character of Pragmatic Inquiry. Cognitio Estudos 5 (2).
    John Dewey’s lifelong labor to articulate an alternative account of logic from -/- the ‘abstract thought’ predominant in discussions of logic culminates in his 1938 Logic: the -/- theory of inquiry. In this text Dewey argues that all inquiry involves the instantiation of a general -/- pattern of inquiry. Articulating the role of imagination in the general pattern of inquiry is crucial -/- to illuminating the practical character and theoretical scope of this activity. Specifically, the -/- agency of the inquirer (...)
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  18. added 2015-01-12
    Brendan Hogan (2014). Criticism and Pragmatic Philosophy of Social Science. In José Manuel Bermudo (ed.), Figuras de la dominación. ISBN: 978-84-15212-22-5. Horsori.
  19. added 2015-01-11
    Casper Løwenstein (2015). Erfaring og sprog. Studier I Pædagogisk Filosofi 3 (1):1-26.
    The article examines the relation between experience and language. By drawing on the work of Heidegger and others, its objective is to defend the idea that experience is protolinguistic: language begins and works within experience itself. Through a study of different traits in experience – e.g. movement, negativity, trying, being marked, changing –, the investigation challenges scientific, metaphysical, and everyday conceptions of experience as well as the idea of language as system and communication, and it suggests a widening of the (...)
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  20. added 2015-01-11
    Dag Nome (2015). Mobbing - et forsøk på nye teoretiske perspektiv. Studier I Pædagogisk Filosofi 3 (1):40-54.
    This article discusses the understanding of bullying and how it first appears as a phenomenon in early childhood. Empirical research on the social life of young children indicates a capacity for empathy that is independent of social learning. Based upon Merleau-Ponty`s philosophy of the body and Levinas’s existentialist notion of the origin of morality, the article emphasize empathy and the sense of responsibility as a fundamental event in our initial encounter with one another – not learned competence based on cognitive (...)
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  21. added 2015-01-11
    Knut Ove Æsøy (2015). Om Fortuna - metafysikk i pedagogikken? Studier I Pædagogisk Filosofi 3 (1):27-39.
    This essay is an attempt to participate in a discussion about metaphysics today. I claim that metaphysic now seems silenced or taken for granted. Machiavelli’s idea of fortuna or fate represents question and perception that cannot be recognized empirically. My aim is to place Machiavelli into an ongoing discussion about the distinction between nature and culture and perception of reality as organic or harmonic. As part of this, I will discuss fortuna’s place in modern research based teacher education, which places (...)
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  22. added 2015-01-11
    Asger Sørensen (2015). Montevideo: ALFE 2, Puchet og Genis. Pædagogisk filosofi 1. Studier I Pædagogisk Filosofi 3 (1):96-99.
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  23. added 2015-01-11
    Morten Timmermann Korsgaard & Stig Skov Mortensen (2015). Positioning Theory som pædagogisk teori – Til et forsvar for en svag pædagogik. Studier I Pædagogisk Filosofi 3 (1):55-70.
    The article addresses the emerging framework of ‘positioning theory’, which has become influential in educational theory. We will present the central concepts and ideas of ‘positioning theory’ and subsequently how they are being used to contribute to educational theory. We will focus on an article by Svend Brinkmann where he uses ‘positioning theory’ as the foundation for moral education. Seemingly, Brinkmann uses ‘positioning theory’ rather uncritically in an attempt to ‘strengthen’ the educational process by introducing fixed categorisations and concepts to (...)
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  24. added 2015-01-11
    Rafeeq Hasan (2015). Frihed og lykke i Rousseaus retfærdiggørelse af staten. Studier I Pædagogisk Filosofi 3 (1):71-94.
    Political philosophers tend to think that Rousseau is significant because his contractarianism anticipates Kant. However, reading Rousseau in this way requires us to ignore his frequent and emphatic appeals to the role of happiness as collective flourishing in establishing the rational authority of justice. I offer a reading of Rousseau’s political theory which accounts for this eudaimonistic aspect of his thought. I argue that for Rousseau, as for Kant, obligations are structured by the autonomous willing of agents who bind themselves (...)
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  25. added 2015-01-10
    Deborah Kerdeman (2015). Education, Dialogue, and Hermeneutics. Educational Theory 65 (1):86-93.
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  26. added 2015-01-10
    Karen Graves (2015). LGBTQ Youth and Education: Policies and Practices. Educational Theory 65 (1):79-85.
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  27. added 2015-01-10
    Mark E. Jonas (2015). Education for Epiphany: The Case of Plato's Lysis. Educational Theory 65 (1):39-51.
    While a great deal has been written on Plato's Lysis in philosophy and philology journals over the last thirty years, nothing has been published on Lysis in the major Anglo-American philosophy of education journals during that time. Nevertheless, this dialogue deserves attention from educators. In this essay, Mark Jonas argues that Lysis can serve as a model for educators who want to move their students beyond mere aporia, but also do not want to dictate answers to students. Although the dialogue (...)
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  28. added 2015-01-10
    David I. Waddington (2015). Dewey and Video Games: From Education Through Occupations to Education Through Simulations. Educational Theory 65 (1):1-20.
    Critics like Leonard Waks argue that video games are, at best, a dubious substitute for the rich classroom experiences that John Dewey wished to create and that, at worst, they are profoundly miseducative. Using the example of Fate of the World, a climate change simulation game, David Waddington addresses these concerns through a careful demonstration of how video games can recapture some of the lost potential of Dewey's original program of education through occupations. Not only do simulation games realize most (...)
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  29. added 2015-01-10
    Jordan Fullam (2015). “Listen Then, or, Rather, Answer”: Contemporary Challenges to Socratic Education. Educational Theory 65 (1):53-71.
    The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato's dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière's educational thought to an analysis of the relationship between dialectic and stultification in Plato's Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière's work to (...)
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  30. added 2015-01-10
    Aaron Schutz & Marie G. Sandy (2015). Friendship and the Public Stage: Revisiting Hannah Arendt's Resistance to “Political Education”. Educational Theory 65 (1):21-38.
    Hannah Arendt's essays about the 1957 crisis over efforts of a group of youth, the “Little Rock Nine,” to desegregate a high school in Little Rock, Arkansas, reveal a tension in her vision of the “public.” In this article Aaron Schutz and Marie Sandy look closely at the experiences of the youth desegregating the school, especially those of Elizabeth Eckford, drawing upon them to trace a continuum of forms of public engagement in Arendt's work. This ranges from arenas of “deliberative (...)
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  31. added 2015-01-10
    Karl D. Hostetler (2015). Learning to Flourish: A Philosophical Exploration of Liberal Education. Educational Theory 65 (1):94-101.
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  32. added 2015-01-10
    Judith Suissa (2015). Seducing Souls: Education and the Experience of Human Well‐Being. Educational Theory 65 (1):73-78.
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  33. added 2015-01-08
    Samuel V. Bruton & John R. Rachal (forthcoming). Education Journal Editors’ Perspectives on Self-Plagiarism. Journal of Academic Ethics:1-13.
    The perspectives of academic journal editors regarding self-plagiarism were examined by means of an online survey in which 277 editors of education journals participated. Following the survey, a sub-sample of 14 editors were interviewed. A substantial majority of editors were found to be in accord with the most recent edition of the Publication Manual of the APA in believing that re-use of long, verbatim passages or tables, figures and images from an author’s previously published work without appropriate citation is unethical, (...)
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  34. added 2015-01-07
    Barry Smith (1990). The Question of Apriorism. Austrian Economics Newsletter:1-5.
    We defend a view according to which Austrian economics rests on what can most properly be called an Aristotelian methodology. This implies a realist perspective, according to which the world exists independently of our thinking and reasoning activities; an essentialist perspective, according to which the world contains certain simple essences or natures which may come together in law-like ways to form more complex static and dynamic wholes, and an apriorist perspective, according to which given essences and essential structures are intelligible, (...)
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  35. added 2015-01-06
    A. Gourevitch (forthcoming). Liberty and its Economies. Politics, Philosophy and Economics:1470594-14564507.
    The revival of classical liberal thought has reignited a debate about economic freedom and social justice. Classical liberals claim to defend expansive economic freedom, while their critics wish to restrict this freedom for other values. However, there are two problems with the role ‘economic freedom’ plays in this debate: inconsistency in the use of the concept and indeterminacy with respect to its definition. Inconsistency in the use of the concept ‘freedom’ has mistakenly made a certain kind of ‘left-wing’ critique of (...)
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  36. added 2015-01-06
    Johan E. Gustafsson (2015). Review of Karin Enflo, Measures of Freedom of Choice. [REVIEW] Theoria 81 (1):87–92.
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  37. added 2015-01-06
    James A. Chamberlain (2014). Bending Over Backwards: Flexibility, Freedom, and Domination in Contemporary Work. Constellations 21 (4):n/a-n/a.
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  38. added 2014-12-30
    James Clifford & George E. Marcus (eds.) (1986). Writing Culture: The Poetics and Politics of Ethnography. University of California Press.
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  39. added 2014-12-30
    Claude Lévi-Strauss (1969). The Elementary Structures of Kinship. Beacon Press.
    'At last one of the most famous generalizing works in anthropology by the field's most stimulating and controversial contemporary figure has been translated, beautifully, and with the enlightening preface of the second French edition.
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  40. added 2014-12-30
    E. E. Evans-Pritchard (1961). Anthropology and History. Manchester University Press.
    ANTHROPOLOGY AND HISTORY In 1950 I delivered the Marett Lecture at Oxford1. In it I said that I regarded social anthropology as being closer to certain kinds of history than to the natural sciences. I will not say that there was a storm of  ...
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  41. added 2014-12-29
    David Wong (2014). Integrating Philosophy with Anthropology in an Approach to Morality. Anthropological Theory 14 (3).
    Philosophy and anthropology need to integrate their accounts of what a morality is. I identify three desiderata that an account of morality should satisfy: (1) it should recognize significant diversity and variation in the major kinds of value, (2) it should specify a set of criteria for what counts as a morality, and (3) it should indicate the basis for distinguishing between more or less justifiable moralities, or true and false moralities. I will discuss why these three desiderata are hard (...)
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  42. added 2014-12-24
    P. M. S. Hacker (1992). Developmental Hypotheses and Perspicuous Representations: Wittgenstein on Frazer's Golden Bough. Iyyun 41:277-299.
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  43. added 2014-12-24
    Dan Sperber (1985). On Anthropological Knowledge. Cambridge University Press.
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  44. added 2014-12-23
    Giuseppina D'Oro (2013). Understanding Others: Cultural Anthropology with Collingwood and Quine. Journal of the Philosophy of History 7 (3):326-345.
  45. added 2014-12-22
    Sune Frølund (2015). Naturviden - en naturfilosofisk undersøgelse og kritik af vidensbegreber I naturvidenskab. Studier I Pædagogisk Filosofi 1:1-216.
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  46. added 2014-12-22
    Andreas Dorschel (2010). Die Idee des Konservatoriums. In Laurenz Lütteken (ed.), Mendelssohns Welten. Bärenreiter. 89-108.
  47. added 2014-12-22
    Andreas Dorschel (2003). Das ‘Urteil der Geschichte’. Über ‘historische Gerechtigkeit’ in der Wertung musikalischer Werke. Österreichische Musikzeitschrift 58 (2):6-17.
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  48. added 2014-12-20
    Emily L. McClung & Joanne Kraenzle Schneider (forthcoming). A Concept Synthesis of Academically Dishonest Behaviors. Journal of Academic Ethics:1-11.
    Over the last several decades there has been an increase in the amount of research conducted concerning academically dishonest behaviors at the undergraduate level. However, this research and subsequent interventions are based on the assumptions that there exists a clear understanding of what constitutes academic dishonesty. In an attempt to address this gap in the current literature, a concept synthesis of students’ perceptions of academic behavior was completed. The end result was 18 categories of potentially dishonest academic behaviors. Definitions and (...)
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  49. added 2014-12-19
    Christian List, Social Choice Theory. Stanford Encyclopedia of Philosophy.
    Social choice theory is the study of collective decision processes and procedures. It is not a single theory, but a cluster of models and results concerning the aggregation of individual inputs (e.g., votes, preferences, judgments, welfare) into collective outputs (e.g., collective decisions, preferences, judgments, welfare). Central questions are: How can a group of individuals choose a winning outcome (e.g., policy, electoral candidate) from a given set of options? What are the properties of different voting systems? When is a voting system (...)
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  50. added 2014-12-18
    Lamartine de Hollanda Cavalcanti Neto (2014). Eficácia do belo na educação segundo a Psicologia Tomista. Instituto Lumen Sapientiae.
    This book aims to examine the contributions that beauty (pulchrum in Latin) can offer to the educational activity, focusing on the subject from the point of view of Thomistic Psychology. For this, comes to answering some previous criterial and methodological objections to recall thereafter the main points of that psychological conception. The book presents what this conception understands as human powers, their interaction and dynamism, the role of emotions in the latter, and the processes arising from such interaction. In succession, (...)
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