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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 2015-07-06
    Terence Rajivan Edward, Cartesian Dualism and the Study of Cultural Artefacts.
    This paper evaluates an argument according to which many anthropologists commit themselves to Cartesian dualism, when they talk about meanings. This kind of dualism, it is argued, makes it impossible for anthropologists to adequately attend to material artefacts. The argument is very original but it is also vulnerable to a range objections.
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  2. added 2015-07-04
    Matteo Bianchin (forthcoming). Simulation and the We-Mode. A Cognitive Account of Plural First Persons. Philosophy of the Social Sciences:0048393115580267.
    I argue that a capacity for mindreading conceived along the line of simulation theory provides the cognitive basis for forming we-centric representations of actions and goals. This explains the plural first personal stance displayed by we-intentions in terms of the underlying cognitive processes performed by individual minds, while preserving the idea that they cannot be analyzed in terms of individual intentional states. The implication for social ontology is that this makes sense of the plural subjectivity of joint actions without making (...)
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  3. added 2015-07-01
    Michael Fordham (2015). Teachers and the Academic Disciplines. Journal of Philosophy of Education 49 (2):n/a-n/a.
    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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  4. added 2015-07-01
    Anders Schinkel, Doret J. Ruyter & Aharon Aviram (2015). Education and Life's Meaning. Journal of Philosophy of Education 49 (2):n/a-n/a.
    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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  5. added 2015-07-01
    Michalinos Zembylas (2015). Foucault and Human Rights: Seeking the Renewal of Human Rights Education. Journal of Philosophy of Education 49 (2):n/a-n/a.
    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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  6. added 2015-06-30
    Simon Keller (2015). Motives to Assist and Reasons to Assist: The Case of Global Poverty. Journal of Practical Ethics 3 (1):37-63.
    The principle of assistance says that the global rich should help the global poor because they are able to do so, and at little cost. The principle of contribution says that the rich should help the poor because the rich are partly to blame for the plight of the poor. This paper explores the relationship between the two principles and offers support for one version of the principle of assistance. The principle of assistance is most plausible, the paper argues, when (...)
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  7. added 2015-06-27
    Vasco D’Agnese (forthcoming). Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side. Studies in Philosophy and Education:1-20.
    In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciously managed by the subject (...)
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  8. added 2015-06-27
    Matt S. Whitt (forthcoming). Other People’s Problems: Student Distancing, Epistemic Responsibility, and Injustice. Studies in Philosophy and Education:1-18.
    In classes that examine entrenched injustices like sexism or racism, students sometimes use “distancing strategies” to dissociate themselves from the injustice being studied. Education researchers argue that distancing is a mechanism through which students, especially students of apparent privilege, deny their complicity in systemic injustice. While I am sympathetic to this analysis, I argue that there is much at stake in student distancing that the current literature fails to recognize. On my view, distancing perpetuates socially sanctioned forms of ignorance and (...)
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  9. added 2015-06-27
    Jack Russell Weinstein (forthcoming). Adam Smith and the Educative Critique: A Response to My Commentators. Studies in Philosophy and Education:1-10.
    This paper is both a response to the four reviewers in a special symposium on my book Adam Smith’s Pluralism and a substantive discussion of philosophy of education. In it, I introduce what I call “the educative critique,” a mode of analysis similar to Marxist, feminist, or postcolonial critiques, but focusing on the educative role of a text. I argue that choosing education as a theme is itself a solution to interpretive difficulties, not an add-on that only concerns pedagogues and (...)
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  10. added 2015-06-27
    Eric Bredo (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-5.
    Aspects of Adam Smith’s thought are introduced to help evaluate Weinstein’s reconsideration. Where Newton sought universal principles to explain planetary movement, Smith sought universal principles to explain human conduct. His theory of moral sentiments considered the role of sympathetic responses to others, and the resulting desire to harmonize responses in differing relationships, as a motive for moral thinking and conduct. His theory of reasoning explored the roles of pleasure, surprise, and wonder in sequential phases of thinking. Weinstein finds the pluralism (...)
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  11. added 2015-06-24
    Andrea M. Hawkman, Antonio J. Castro, Linda B. Bennett & Lloyd H. Barrow (forthcoming). Where is the Content?: Elementary Social Studies in Preservice Field Experiences. Journal of Social Studies Research.
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  12. added 2015-06-24
    Koshy Tharakan (2006). Consciousness and Society: In Defence of a Phenomenological Approach to Social Reality. In A. V. Afonso (ed.), Consciousness, Society and Values. Indian Institute of Advanced Study. 129-146.
    With the advent of Postmodernism, the recent discussions in Continental thought has called into question the philosophy of the Subject, particularly the Cartesian “cogito” and the related method of reflection. One of the important ramifications of these questioning of the reflective subject is to do with the phenomenological doctrine of intentionality of consciousness. Recently, David Carr, himself a phenomenologist, has advanced a serious objection to the phenomenological approach to social reality. In what follows, I will be attempting a defence of (...)
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  13. added 2015-06-24
    Koshy Tharakan (2004). Understanding Polls and Predictions. Seminar (539).
  14. added 2015-06-24
    Koshy Tharakan (2004). Paradox of Method: Suresh Chandra on Social Scientific Research. In R. C. Pradhan (ed.), Philosophy of Suresh Chandra. Indian Council of Philosophical Research. 270-282.
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  15. added 2015-06-23
    Alexander M. Sidorkin (forthcoming). Campbell’s Law and the Ethics of Immensurability. Studies in Philosophy and Education:1-12.
    The paper examines “Campbell’s Law”: “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” The examination of measurability leads to explaining the reason for existence of a class of unmeasurable phenomena. The author describes a kind of habitus in which a strong taboo against measuring must exist by necessity, not by (...)
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  16. added 2015-06-22
    Igor Jasinski & Tyson E. Lewis (forthcoming). The Educational Community as In-Tentional Community. Studies in Philosophy and Education:1-13.
    This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children , which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper (...)
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  17. added 2015-06-18
    David R. Morrow (2015). Wants and Needs in Mitigation Policy. Climatic Change 130 (3):335–345.
    Disagreements about morally appropriate mitigation policies arise in part from implicit disagreements about the nature and moral significance of needs. One key question is what, if anything, distinguishes “needs” from “mere wants.” One approach, prominent in economics and implemented in existing integrated assessment models of climate change, rejects a hard distinction between needs and wants. An alternative approach, prominent in the philosophical literature on needs, identifies needs with the requirements for autonomous agency, which is the capacity to set and pursue (...)
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  18. added 2015-06-17
    Winston C. Thompson (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-4.
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  19. added 2015-06-16
    Panu Raatikainen (2015). Ymmärtäminen ja selittäminen ihmistieteissä. Kasvatus 46:281-286.
  20. added 2015-06-13
    Mary S. Morgan (forthcoming). Moving Forward on Models. Journal of Economic Methodology:1-5.
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  21. added 2015-06-11
    Belinda Kenny, Michelle Lincoln & Felicity Killian (forthcoming). Ethics Cases: Do They Elicit Different Levels of Ethical Reasoning? Journal of Academic Ethics:1-17.
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  22. added 2015-06-09
    Gert Biesta (2015). An Appetite for Transcendence: A Response to Doris Santoro’s and Samuel Rocha’s Review of The Beautiful Risk of Education. Studies in Philosophy and Education 34 (4):419-422.
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  23. added 2015-06-08
    Stephanie Collins (2014). Are 'Coalitions of the Willing' Moral Agents? Ethics and International Affairs 28 (1):online only.
    In this reply to an article of Toni Erskine's, I argue that coalitions of the willing are moral agents. They can therefore bear responsibility in their own right.
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  24. added 2015-06-04
    Aris Spanos (forthcoming). Revisiting Haavelmo's Structural Econometrics: Bridging the Gap Between Theory and Data. Journal of Economic Methodology:1-26.
    The objective of the paper is threefold. First, to argue that some of Haavelmo's methodological ideas and insights have been neglected because they are largely at odds with the traditional perspective that views empirical modeling in economics as an exercise in curve-fitting. Second, to make a case that this neglect has contributed to the unreliability of empirical evidence in economics that is largely due to statistical misspecification. The latter affects the reliability of inference by inducing discrepancies between the actual and (...)
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  25. added 2015-06-03
    Ken Binmore (forthcoming). Life and Death. Economics and Philosophy:1-23.
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  26. added 2015-05-30
    Erik Angner (forthcoming). How Economists Work and Think. Journal of Economic Methodology:1-2.
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  27. added 2015-05-30
    David Bell (2015). Katsushika Hokusai and a Poetics of Nostalgia. Educational Philosophy and Theory 47 (6):579-595.
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  28. added 2015-05-30
    Elizabeth M. Grierson (2015). ACCESS: Critical Perspectives on Communication, Cultural and Policy Studies Incorporated with EPAT. Educational Philosophy and Theory 47 (6):541-545.
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  29. added 2015-05-30
    Kirsten Locke (2015). Activating Built Pedagogy: A Genealogical Exploration of Educational Space at the University of Auckland Epsom Campus and Business School. Educational Philosophy and Theory 47 (6):596-607.
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  30. added 2015-05-30
    Linda Daley (2015). Rendering Visible: Painting and Sexuate Subjectivity. Educational Philosophy and Theory 47 (6):608-621.
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  31. added 2015-05-30
    Nuala Gregory (2015). All Things Out of Rule. Educational Philosophy and Theory 47 (6):563-578.
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  32. added 2015-05-30
    Elizabeth M. Grierson (2015). Professor Jonathan Ngarimu Mane-Wheoki. Educational Philosophy and Theory 47 (6):539-540.
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  33. added 2015-05-30
    Elizabeth Grierson (2015). Activating Aesthetics: Working with Heidegger and Bourdieu for Engaged Pedagogy. Educational Philosophy and Theory 47 (6):546-562.
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  34. added 2015-05-28
    Thaddeus Metz (2015). Ubuntu and the Value of Self-Expression in the Mass Media. Communicatio 41 (4).
    In this article I consider what the implications of ubuntu, interpreted as an African moral philosophy, are for self-expression as a value that the mass media could help to promote. In contrast to the natural hunches that self-expression is merely a kind of narcissism or makes sense for only individualist cultures to prize, I argue that an attractive construal of ubuntu entails that self-expression can play an important communitarian role. The mass media can be obligated to enable people to express (...)
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  35. added 2015-05-27
    Christian List & Franz Dietrich, Reason-Based Choice and Context-Dependence: An Explanatory Framework.
    We introduce a “reason-based” framework for explaining and predicting individual choices. It captures the idea that a decision-maker focuses on some but not all properties of the options and chooses an option whose motivationally salient properties he/she most prefers. Reason-based explanations allow us to distinguish between two kinds of context-dependent choice: the motivationally salient properties may (i) vary across choice contexts, and (ii) include not only “intrinsic” properties of the options, but also “context-related” properties. Our framework can accommodate boundedly rational (...)
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  36. added 2015-05-27
    Graciela Kuechle & Diego Rios (forthcoming). Optimization-Based Explanations. Philosophy of the Social Sciences:0048393115586999.
    This article argues that evolutionary models based on selection validate, under appropriate conditions, the relevance of optimality as an explanatory mechanism in rational choice theory. The reason is that these frameworks share the mechanism that drives the results, namely, optimization, even if they situate it at different levels. The consequences of our argument are twofold. First, it resolves the tension between those predictions of rational choice theory that are accurate and the evidence showing that individuals seldom optimize. Second, it relativizes (...)
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  37. added 2015-05-27
    Jonny Anomaly (forthcoming). Trust, Trade, and Moral Progress. Social Philosophy and Policy 33.
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  38. added 2015-05-26
    John Marsh (2015). Bleak, Bleaker, Bleakest. Educational Theory 65 (3):325-331.
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  39. added 2015-05-26
    Jaime Ahlberg (2015). Eric Shyman, Beyond Equality in the American Classroom: The Case for Inclusive Education. Educational Theory 65 (3):351-357.
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  40. added 2015-05-26
    Daniel P. Liston (2015). Neo‐Marxism and Schooling. Educational Theory 65 (3):239-243.
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  41. added 2015-05-26
    Paul Warmington (2015). Dystopian Social Theory and Education. Educational Theory 65 (3):265-281.
    In this article Paul Warmington examines the dystopian analyses pervading recent work by David Blacker, John Marsh, and Pauline Lipman. Their unsettling depictions of education under late capitalism bear witness to irreversible economic and environmental malaise, the colonization of education by neoliberalism, and the unsustainability of faith in education as the driver of economic security and social mobility. In reality, our education systems are now barely able to mask the fact that increasing numbers of people are being fitted for dispensability, (...)
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  42. added 2015-05-26
    Mike Cole (2015). Economic Reductionism, Formulaic Responses, and Pushing Allies Away? A Response to Some Comments on Marxism and Educational Theory: Origins and Issues. Educational Theory 65 (3):333-339.
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  43. added 2015-05-26
    Pauline Lipman (2015). Capitalism, Race, and the Role of Schools in Social Transformation: A Response. Educational Theory 65 (3):341-349.
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  44. added 2015-05-26
    Kevin Murray & Daniel P. Liston (2015). Schooling in Capitalism: Navigating the Bleak Pathways of Structural Fate. Educational Theory 65 (3):245-264.
    In this review essay Kevin Murray and Dan Liston examine three texts in what this symposium has deemed the recent resurgence in neo-Marxist accounts of schooling: David Blacker's The Falling Rate of Learning and the Neoliberal Endgame, Mike Cole's Marxism and Educational Theory, and John Marsh's Class Dismissed. Murray and Liston argue that Blacker, Cole, and Marsh provide a much-needed structural delineation of schooling in capitalist society. All three works have substantial merit and are in need of minor adjustments. Blacker's (...)
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  45. added 2015-05-26
    Clayton Pierce (2015). Mapping the Contours of Neoliberal Educational Restructuring: A Review of Recent Neo‐Marxist Studies of Education and Racial Capitalist Considerations. [REVIEW] Educational Theory 65 (3):283-298.
    In this article Clayton Pierce reviews three books representative of the recent neo-Marxist literature on education: David Blacker's The Falling Rate of Learning and the Neoliberal Endgame, John Marsh's Class Dismissed: Why We Cannot Teach or Learn Our Way out of Inequality, and Pauline Lipman's The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. His analysis of these books focuses on how each author remains consistent or advances traditional Marxist interpretations of the role of (...)
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  46. added 2015-05-26
    Michael W. Apple (2015). Reframing the Question of Whether Education Can Change Society. Educational Theory 65 (3):299-315.
    Among the most important questions critical educators can ask today are the following: Can schools play a role in making a more just society possible? If not, why not? If so, what can they do? These questions provide the basis for this article by Michael Apple, as well as for the books under discussion here. The books by David Blacker, John Marsh, Mike Cole, and Pauline Lipman discussed in this essay are either Marxist, have been influenced by Marxist and socialist (...)
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  47. added 2015-05-26
    David Blacker (2015). An Optimistic Response. Educational Theory 65 (3):317-324.
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  48. added 2015-05-22
    Danny Frederick, Entrepreneurship: Alertness, Judgment and Conjecture.
    I criticise, from a critical rationalist perspective, Israel Kirzner's notion of entrepreneurial alertness and Matthew McCaffrey's endorsement of Joseph Salerno's rival account of entrepreneurial judgment.
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  49. added 2015-05-22
    David R. Cole (forthcoming). Educational Non-Philosophy. Educational Philosophy and Theory:1-14.
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  50. added 2015-05-22
    Sharon Todd (forthcoming). Education Incarnate. Educational Philosophy and Theory:1-13.
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