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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki, Tallinn University of Technology)
Assistant editors: Alessandra Basso, Päivi Seppälä, Tarna Kannisto
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  1. added 2015-04-25
    Mark E. Jonas (forthcoming). Rousseau on Sex-Roles, Education and Happiness. Studies in Philosophy and Education:1-17.
    Over the last decade, philosophers of education have begun taking a renewed interest in Rousseau’s educational thought. This is a welcome development as his ideas are rich with educational insights. His philosophy is not without its flaws, however. One significant flaw is his educational project for females, which is sexist in the highest degree. Rousseau argues that females should be taught to “please men…and make [men’s] lives agreeable and sweet.” The question becomes how could Rousseau make such strident claims, especially (...)
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  2. added 2015-04-25
    Sholom J. Kahn (1953). Science and Aesthetic Judgment: A Study in Taine's Critical Method. Journal of Philosophy 50 (20):621-622.
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  3. added 2015-04-24
    Patrick R. Frierson (2015). 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 49 (1).
    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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  4. added 2015-04-24
    Christopher Martin (2015). Should Students Have to Borrow? Autonomy, Wellbeing and Student Debt. Journal of Philosophy of Education 49 (1):n/a-n/a.
    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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  5. added 2015-04-23
    Dorit Alt & Yariv Itzkovich (forthcoming). Assessing the Connection Between Students’ Justice Experience and Perceptions of Faculty Incivility in Higher Education. Journal of Academic Ethics:1-14.
    IntroductionIncivility is defined as an interpersonal misconduct involving disregard for others and a violation of norms of respect . This phenomenon has been extensively investigated in workplaces . However, only a few studies have focused their attention on the academic setting, investigating both student and faculty general incivilities .While previous studies’ theoretical framework was mainly informed by organizational and psychosocial theories , this study suggests viewing incivility through the lens of justice psychology, which examines individual justice concerns . According to (...)
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  6. added 2015-04-23
    Daniel Little (forthcoming). Mechanisms and Method. Philosophy of the Social Sciences:0048393115580420.
    Causal mechanisms theory has provided an important contribution to the theory of social explanation. This article considers whether CMT also makes a contribution to improvement of social science methodology. Methodology serves as a guide to the construction of research questions and explanatory hypotheses. Research is guided by background assumptions about the ontology of the domain of investigation. CMT provides a valuable ontology for social science research. Furthermore, it provides a valuable research heuristic: “seek out the causal mechanisms that underlie an (...)
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  7. added 2015-04-22
    Leticia Arroyo Abad & Kareem Khalifa (forthcoming). What Are Stylized Facts? Journal of Economic Methodology:1-14.
    Economists use the term ‘stylized fact’ in many contexts, though the meaning of this phrase and the motivation for using such a concept is unclear. In this paper, we provide a philosophical analysis of stylized facts, which aims to be methodologically interesting and useful. While our framework applies to all principled uses of stylized facts, we illustrate its core features by applying it to Nicholas Kaldor's initial and exemplary use of stylized facts in growth economics.
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  8. added 2015-04-22
    David C. Ison (forthcoming). The Influence of the Internet on Plagiarism Among Doctoral Dissertations: An Empirical Study. Journal of Academic Ethics:1-16.
    Plagiarism has been a long standing concern within higher education. Yet with the rapid rise in the use and availability of the Internet, both the research literature and media have raised the notion that the online environment is accelerating the decline in academic ethics. The majority of research that has been conducted to investigate such claims have involved self-report data from students. This study sought to collect empirical data to investigate the potential influence the prevalence of the Internet has had (...)
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  9. added 2015-04-22
    Ramzi Mabsout (forthcoming). Abduction and Economics: The Contributions of Charles Peirce and Herbert Simon. Journal of Economic Methodology:1-26.
    A constantly changing social reality means economic theories, even if correct today, need to be constantly revised, updated, or abandoned. To maintain an up-to-date understanding of its subject matter, economists have to continuously assess their theories even those that appear to be empirically corroborated. Economics could gain from a method that describes and is capable of generating novel explanatory hypotheses. A pessimistic view on the existence of such a method was famously articulated by Karl Popper in TheLogic of Scientific Discovery. (...)
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  10. added 2015-04-22
    I. C. Jarvie (1975). Cultural Relativism Again. Philosophy of the Social Sciences 5 (3):343.
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  11. added 2015-04-22
    I. C. Jarvie (1968). The Emergence of Social Anthropology From Philosophy. Philosophical Forum 1 (1):73.
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  12. added 2015-04-22
    I. C. Jarvie (1964). The Revolution in Anthropology. British Journal for the Philosophy of Science 15 (58):143-150.
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  13. added 2015-04-20
    Nikil Mukerji & Julian Nida-Rümelin (forthcoming). Economic Rationality and the Optimization Trap. St. Gallen Business Review 2015 (1).
    The theme of this issue of the St. Gallen Business Review is "Harmony". For this reason, we would like to discuss whether two aspects of our life- world are in harmony, namely economic optimization and morality. What is the relation between them? According to a widely shared view, which is one aspect of the doctrine of "mainstream economics", the functioning of an economic system does not require moral behaviour on the part of the individual economic agent. In what follows, we (...)
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  14. added 2015-04-19
    William Butchard & Robert D’Amico (forthcoming). Alone Together Why “Incentivization” Fails as an Account of Institutional Facts. Philosophy of the Social Sciences:0048393115581457.
    In two articles, Smits, Buekens, and du Plessis have argued that John Searle’s account of institutional facts suffers serious flaws and should be replaced with a reductive account they call “incentivization.” We argue against their view in two ways. First, the specific flaws they find in Searle are based on misunderstandings. Second, “incentivization,” as they present it, fails as a reduction of strict collective actions and, thus, cannot account for institutional facts such as money or property.
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  15. added 2015-04-18
    Larry Green & Kevin Gary (forthcoming). Pedagogy for a Liquid Time. Studies in Philosophy and Education:1-16.
    Sociologist Zygmunt Bauman characterizes our time as a time of “liquid modernity” . Rather than settled meanings, categories, and frames of reference Bauman contends that meaning is always in flux, open ended rather than closed. Given Bauman’s assessment, pedagogies that are directed towards finding, accepting, or imposing meaning come up short. They offer closed, ‘finished’ meanings instead of an examination of the ongoing, open ended, process of meaning making. What might a pedagogy for a liquid time look like? This is (...)
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  16. added 2015-04-18
    K. Brad Wray (2015). History of Epistemic Communities and Collaborative Research. In James D. Wright (ed.), International Encyclopedia of the Social & Behavioral Sciences, second edition, Vol. 7. Elsevier. 867-872.
    Studies of epistemic communities and collaborative research in the social sciences have deepened the understanding of how science works, and more specifically how the social dimensions of scientific practice both enable and impede social scientists in realizing their epistemic goals. Two types of studies of epistemic communities are distinguished: general theories of epistemic communities aim to construct accounts of theoretical change applicable to all social scientific specialties, whereas historical studies emphasize the contingencies that affect specific social scientific disciplines, subfields, or (...)
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  17. added 2015-04-18
    Marc Champagne (2015). Don’T Be an Ass: Rational Choice and its Limits. Reason Papers 37 (1):137-147.
  18. added 2015-04-17
    A. R. Radcliffe-Brown (1940). On Social Structure. Journal of the Royal Anthropological Institute of Great Britain and Ireland 70 (1).
    Advocates anthropology as a science focused on social structure.
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  19. added 2015-04-16
    Raphael Sassower (forthcoming). Book Review: Engaging Enemies: Hayek and the Left by Simon Griffiths. [REVIEW] Philosophy of the Social Sciences:0048393115579874.
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  20. added 2015-04-16
    Sharon Crasnow (forthcoming). Natural Experiments and Pluralism in Political Science. Philosophy of the Social Sciences:0048393115580266.
    Natural experiments are an increasingly popular research design in political science. This popularity raises a number of questions. First, what are natural experiments and why are they appealing? Second, what makes a good natural experiment? And finally, are natural experiments able to provide resources for knowledge production that other methodologies cannot or do not provide? Using Mary Morgan’s and Thad Dunning’s recent work on natural experiments, I offer answers to the first two questions and use the analysis to argue that (...)
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  21. added 2015-04-16
    Antonella Carassa & Marco Colombetti (forthcoming). Interpersonal Communication as Social Action. Philosophy of the Social Sciences:0048393115580265.
    We compare a number of influential approaches to human communication with the aim of understanding what it means for interpersonal communication to be a form of social action. In particular, we discuss the large-scale social normativity advocated by speech act theory, the view of communication as small-scale social interaction proper of Gricean approaches, and the intimate connection between communication and cooperation defended by Tomasello. We then argue in favor of a small-scale view of communication capable of accounting for the normative (...)
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  22. added 2015-04-15
    H. Orri Stefánsson & Richard Bradley (forthcoming). How Valuable Are Chances? Philosophy of Science.
  23. added 2015-04-15
    Trevor Hedberg (2015). Evidentialism and the Will to Believe, by Scott Aikin. Teaching Philosophy 38 (2):246-250.
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  24. added 2015-04-15
    Christopher Star (2015). The Roman Search for Wisdom, by Michael K. Kellogg. Teaching Philosophy 38 (2):254-256.
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  25. added 2015-04-15
    Richard Greene (2015). A Critical Introduction to Skepticism, by Allan Hazlett. Teaching Philosophy 38 (2):243-246.
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  26. added 2015-04-15
    Paul Nedelisky (2015). Properties, by Douglas Edwards. Teaching Philosophy 38 (2):250-254.
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  27. added 2015-04-15
    Robert L. Gray (2015). Philosophy: Traditional and Experimental Readings, Ed. Fritz Allhoff, Ron Mallon, and Shaun Nichols. Teaching Philosophy 38 (2):240-243.
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  28. added 2015-04-15
    Geoff Georgi (2015). Philosophy of Language: An Introduction, by Chris Daly. Teaching Philosophy 38 (2):237-239.
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  29. added 2015-04-15
    Dennis M. Weiss (2015). Recent Texts in Philosophy of Law. Teaching Philosophy 38 (2):221-234.
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  30. added 2015-04-15
    Clint Tibbs (2015). Exploring Philosophy: An Introductory Anthology, 5th Edition, Edited by Steven M. Cahn. Teaching Philosophy 38 (2):257-259.
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  31. added 2015-04-15
    Christopher Buford (2015). The First Sense: A Philosophical Study of Human Touch, by Matthew Fulkerson. Teaching Philosophy 38 (2):235-237.
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  32. added 2015-04-14
    Nikil Mukerji & Christoph Schumacher (forthcoming). Is the Minimum Wage Ethically Justifiable? An Order-Ethical Answer. In Christoph Luetge & Nikil Mukerji (eds.), Order Ethics: An Ethical Framework for the Social Market Economy. Springer.
    Is the minimum wage ethically justifiable? In this chapter, we attempt to answer this question from an order-ethical perspective. To this end, we develop two simple game theoretical models for different types of labour markets and derive policy implications from an order-ethical viewpoint. Our investigation yields a twofold conclusion. Firstly, order ethicists should prefer a tax-funded wage subsidy over minimum wages, if they assume that labour markets are perfectly competitive. Secondly, order ethics suggests that the minimum wage can be ethically (...)
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  33. added 2015-04-14
    Nikil Mukerji & Christoph Schumacher (forthcoming). Order Ethics, Economics and Game Theory. In Christoph Luetge & Nikil Mukerji (eds.), Order Ethics: An Ethical Framework for the Social Market Economy. Springer.
    We offer a concise introduction to the methodology of order-ethics and highlight how it connects aspects of economic theory and, in particular, game theory with traditional ethical considerations. The discussion is conducted along the lines of five basic propositions, which are used to characterize the methodological approach of order ethics.
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  34. added 2015-04-14
    C. Andreou (1998). James R. Wible, The Economics of Science: Methodology and Epistemology as If Economics Really Mattered. International Studies in the Philosophy of Science 12 (3):281.
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  35. added 2015-04-13
    Jennifer Minarcik & Ana J. Bridges (forthcoming). Psychology Graduate Students Weigh In: Qualitative Analysis of Academic Dishonesty and Suggestion Prevention Strategies. Journal of Academic Ethics:1-20.
    The current qualitative study investigated prevalence and types of academic integrity violations in psychology graduate students and solicited student recommendations for how academic institutions, professors, and peers may act to discourage or prevent its occurrence. Students were recruited through email lists and asked to participate in an online study with a series of open-ended questions assessing integrity violations and prevention recommendations. Results revealed academic integrity violations were relatively infrequent and most were of relatively low severity . Common antecedents to integrity (...)
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  36. added 2015-04-13
    C. Delisle Burns (1917). R. M. MacIver, Community: A Sociological Study: Being an Attempt to Set Out the Nature and Fundamental Laws of Social Life. [REVIEW] Hibbert Journal 16:175.
    An attempt to state the general laws derived from many subsidiary studies of social life in religion, politics, economics, psychology and the rest.
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  37. added 2015-04-11
    Richard Kilminster (forthcoming). How Has a Post-Philosophical Sociology Become Possible? A Response to Philip Walsh. Philosophy of the Social Sciences:0048393115579160.
    This article responds to Philip Walsh’s defence : 179-200) of the traditional Lockean “underlaborer” conception of the role of philosophy against Norbert Elias’s sociology of knowledge. The article argues, contra Walsh, that the “post-philosophical” status of sociology is already a historical fait accompli. The author challenges Walsh’s contention that Elias’s perspectival sociological theory of knowledge is fatally flawed by its improper use of the concept of process as a central principle. The response concludes that Walsh’s article is a formidable mobilization (...)
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  38. added 2015-04-10
    Doris A. Santoro & Samuel D. Rocha (forthcoming). Review of Gert J.J. Biesta, The Beautiful Risk of Education. [REVIEW] Studies in Philosophy and Education:1-6.
    In The Beautiful Risk of Education, Gert Biesta displays his gift for engaging generously with the thought of others to illuminate what makes education educational, that is, the value in maintaining the complexity and risk involved in a dialogic approach to education. As Biesta puts it, “[education] is therefore, again, a dialogical process. This makes the educational way the slow way, the difficult way, the frustrating way, and so we might say, the weak way” . Such a view of education (...)
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  39. added 2015-04-10
    John Wettersten (forthcoming). Book Reviews: What People Believe When They Say What People Believe by Todd Jones. Philosophy of the Social Sciences:0048393115579158.
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  40. added 2015-04-10
    Sheldon Richmond (forthcoming). Book Review: Understanding the Tacit by Stephen P. Turner. [REVIEW] Philosophy of the Social Sciences:0048393115579157.
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  41. added 2015-04-10
    Kathleen K. Molnar (forthcoming). Students’ Perceptions of Academic Dishonesty: A Nine-Year Study From 2005 to 2013. Journal of Academic Ethics:1-16.
    Students from a small, private, religious college and a large, public university completed questionnaires asking their perceptions of academic dishonesty at their institution. The questionnaires used a 5-point Likert scale to determine whether the students felt it was acceptable to cheat for a specific reason such as plagiarizing or copying homework both using and not using technology. Between fall 2005 and fall 2013, 1792 usable questionnaires were collected using similar methodology, questionnaires and respondents to control for possible extraneous variables. An (...)
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  42. added 2015-04-10
    Paul K. Miller & Tom Grimwood (forthcoming). Mountains, Cones, and Dilemmas of Context The Case of “Ordinary Language” in Philosophy and Social Scientific Method. Philosophy of the Social Sciences:0048393115579668.
    The order of influence from thesis to hypothesis, and from philosophy to the social sciences, has historically governed the way in which the abstraction and significance of language as an empirical object is determined. In this article, an argument is made for the development of a more reflexive intellectual relationship between ordinary language philosophy and the social sciences that it helped inspire. It is demonstrated that, and how, the social scientific traditions of ethnomethodology and conversation analysis press OLP to re-consider (...)
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  43. added 2015-04-08
    Christopher Naughton (forthcoming). A Reflection on Bakhtin’s ‘Epic and Novel’ in the Context of Early Childhood Student Teachers’ Practicum. Studies in Philosophy and Education:1-9.
    It is common in early childhood education , for student teachers to be asked to reflect on incidents or scenarios that occur while on practicum and relate their reflections to theory. This process of identification and corroboration, demonstrates the student’s familiarity with the dominant developmental narratives within which ECE is situated. The pressure on students to conform to prescribed theory and the local narratives of the practicum context can, however, make it difficult for them to question both the texts they (...)
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  44. added 2015-04-07
    Michelle Bauml (forthcoming). Is It Cute or Does It Count? Learning to Teach for Meaningful Social Studies in Elementary Grades. Journal of Social Studies Research.
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  45. added 2015-04-07
    Karin Murris (forthcoming). The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education:1-16.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...)
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  46. added 2015-04-07
    Carsten Petersen Pallesen (2015). Den uendelige parrhesi – teologiske eftertanker i anledning af en religionspædagogisk ph.d.-afhandling. Studier I Pædagogisk Filosofi 3 (2):87-114.
    The article examines the role of narrative discourse in religious education and communication as represented in Kirsten M. Andersen’s Kantian approach. In Hegel’s Lutheran perspective figurative thinking is deconstructed in forms of interpretive narrative, the topos of the speculative Good Friday. On this account the words of Jesus should be understood as an unprecedented revolutionary parrhesia . Hegel’s pervasive awareness of the linguistic mediation, translation and appropriation anticipates the role of language and communication in hermeneutics and deconstruction. The proposed alternative (...)
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  47. added 2015-04-07
    Peter Borum (2015). En bergsoniansk pædagogik? Studier I Pædagogisk Filosofi 3 (2):61-86.
    Taking as a point of departure three basic assumptions in Henri Bergson – that consciousness forms part of a pragmatic and of a refl exive circuit; that the formation of bodily habits and of contents of consciousness has an irreducible morphogenetical duration; that a basic asymmetry subsists between the given and the non-given, between knowledge and non-knowledge – some consequences of this asymmetry are sketched out: that learning is rythmical, that knowledge and ability are stratified, that the creative process is (...)
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  48. added 2015-04-07
    Øyvind Lyngseth (2015). Strygerspillets fænomenologi. Studier I Pædagogisk Filosofi 3 (2):35-60.
    What characterizes the relationship between the reflexive/derivative/analytic and the unthematized/prior/immersed interpretative engagement with a string instrument in praxis? In this article, the phenomenological investigation of this relationship brings into light some unclear aspects of Heidegger’s discrimination between the ‘ready-to-hand’ and the ‘present-at-hand’ distinction in Being and Time. Furthermore, this analysis provides the background for some fundamental and extremely important nomenological instrumental-pedagogical reflections, which have not been adequately addressed in previous or current instrumental-pedagogical literature. Hence, this article examines some basic phenomenological (...)
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  49. added 2015-04-07
    Kasper Hertz Jansen (2015). Æstetiske forudsætninger for Oplysningen hos Kant. Studier I Pædagogisk Filosofi 3 (2):21-34.
    Immanuel Kant's ‘Critique of Judgment’ is often read either in terms of art appreciation or teleology. In this paper however, the object is to examine the ‘Critique of Judgment’, especially the concepts of the Beautiful and the Sublime, in relation to the Kantian version of the Enlightenment. The main theses in the paper are as following: That Beauty can provide us with the sensuous experience of the possibility of the moral law and that the Sublime can provide us with the (...)
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  50. added 2015-04-07
    Martin Blok Johansen & Ole Morsing (2015). En sværm af skyer, som skal tænkes” – en diskussion af kultur, kunst og æstetik. Studier I Pædagogisk Filosofi 3 (2):1-20.
    These days there are many different understandings and definitions of the term aesthetics. Sometimes it is regarded as identical to the pleasing or the sensual, other times it has a more workaday meaning, being associated with e.g. a well-stocked lunch table. The common denominator, however, is that aesthetics is understood as something that can be recorded in the real world, having been assigned an independent existence. The concept has thus undergone ‘ontological dumping’, by which we understand that an analytical concept (...)
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