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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 2015-05-22
    Danny Frederick, Critical Comments on Matthew McCaffrey’s ‘Economic Policy and Entrepreneurship: Alertness or Judgment?’ in The Next Generation of Austrian Economics: Essays in Honor of Joseph T. Salerno, Ed. Per Bylund and David Howden, Pp. 183-99.
    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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  2. added 2015-05-22
    Sharon Todd (forthcoming). Education Incarnate. Educational Philosophy and Theory:1-13.
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  3. added 2015-05-22
    David R. Cole (forthcoming). Educational Non-Philosophy. Educational Philosophy and Theory:1-14.
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  4. added 2015-05-22
    Jaume Aurell (2015). Making History by Contextualizing Oneself: Autobiography as Historiographical Intervention. History and Theory 54 (2):244-268.
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  5. added 2015-05-22
    Mordechai Gordon (2015). On the Dangers of Antiquarian Investigations: Nietzsche, the Excesses of History, and the Power of Forgetting. Educational Philosophy and Theory 47 (7):704-714.
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  6. added 2015-05-22
    Nai-Cheng Kuo (2015). Understanding the Philosophical Foundations of Disabilities to Maximize the Potential of Response to Intervention. Educational Philosophy and Theory 47 (7):647-660.
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  7. added 2015-05-22
    Martin Nosál (2015). 4. The Gadamerian Approach to the Relation Between Experience and Language. History and Theory 54 (2):195-208.
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  8. added 2015-05-22
    Rosa Hong Chen (2015). Pedagogy Without Pedagogy: Dancing with Living, Knowing and Morale. Educational Philosophy and Theory 47 (7):688-703.
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  9. added 2015-05-22
    Isaac Ariail Reed (2015). Can There Be a Bourdieusian Theory of Crisis? On Historical Change and Social Theory. History and Theory 54 (2):269-276.
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  10. added 2015-05-22
    Zoltán Boldizsár Simon (2015). 3. The Expression of Historical Experience. History and Theory 54 (2):178-194.
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  11. added 2015-05-22
    Zoltán Boldizsár Simon & Jouni-Matti Kuukkanen (2015). 1. Introduction: Assessing Narrativism. History and Theory 54 (2):153-161.
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  12. added 2015-05-22
    Sardar M. Anwaruddin (2015). Pedagogy of Ignorance. Educational Philosophy and Theory 47 (7):734-746.
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  13. added 2015-05-22
    David D. Roberts (2015). Assessing the Italian Contribution to Historiography and Political Thought. History and Theory 54 (2):287-305.
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  14. added 2015-05-22
    Peter Fenves (2015). From Nietzsche's Philosophy of History to Kant's-and Back. History and Theory 54 (2):277-286.
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  15. added 2015-05-22
    Jouni-Matti Kuukkanen (2015). 6. Why We Need to Move From Truth-Functionality to Performativity in Historiography. History and Theory 54 (2):226-243.
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  16. added 2015-05-22
    Eugen Zeleňák (2015). 5. Two Versions of a Constructivist View of Historical Work. History and Theory 54 (2):209-225.
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  17. added 2015-05-21
    Mar Rosàs Tosas (forthcoming). Educational Leadership Reconsidered: Arendt, Agamben, and Bauman. Studies in Philosophy and Education:1-17.
    In this paper we claim educational leadership as an autonomous discipline whose goals and strategies should not mirror those typical of business and political leadership. In order to define the aims proper to educational leadership we question three common assumptions of what it is supposed to carry out. First, we turn to Hannah Arendt and her contemporary critics to maintain that education aims at opening up exceptions within the normal course of events rather than simply preserving it. This way, education (...)
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  18. added 2015-05-21
    Oren Ergas (2015). The Deeper Teachings of Mindfulness‐Based ‘Interventions’ as a Reconstruction of ‘Education. Journal of Philosophy of Education 49 (2):203-220.
    While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides (...)
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  19. added 2015-05-21
    Edward Sarath (2015). Improvisation and Meditation in the Academy: Parallel Ordeals, Insights, and Openings. Journal of Philosophy of Education 49 (2):311-327.
    This article examines parallel challenges and avenues for progress I have observed in my efforts to introduce improvisation in classical music studies, and meditation in music and overall academic settings. Though both processes were once central in their respective knowledge traditions—improvisation in earlier eras of European classical music, meditation and contemplative disciplines in Western philosophy—as well as being globally prominent, they nonetheless occupy marginalised roles in the contemporary academy. Other parallels include the challenges and benefits inherent in the interplay between (...)
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  20. added 2015-05-21
    Sharon Todd & Oren Ergas (2015). Introduction. Journal of Philosophy of Education 49 (2):163-169.
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  21. added 2015-05-21
    Robert Hattam & Bernadette Baker (2015). Technologies of Self and the Cultivation of Virtues. Journal of Philosophy of Education 49 (2):255-273.
    In this article we engage with and against Foucault's provocation to think about diagrams of subjectivation. With Foucault we take up his meditation on spirituality and propose a Buddhist alternative to Greco-Roman technologies of self. Against Foucault's notion of an ‘arts of existence’ we suggest instead ‘cultivation of virtue’, drawing on, as an example, a famous Buddhist meditation on compassion. We conclude the article by proposing rethinking doctoral supervision in terms of a cultivation of virtue.
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  22. added 2015-05-21
    Sharon Todd (2015). Experiencing Change, Encountering the Unknown: An Education in ‘Negative Capability’ in Light of Buddhism and Levinas. Journal of Philosophy of Education 49 (2):240-254.
    This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self , known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient nature of (...)
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  23. added 2015-05-21
    Tom Culham (2015). Reuniting Virtue and Knowledge. Journal of Philosophy of Education 49 (2):294-310.
    Einstein held that intuition is more important than rational inquiry as a source of discovery. Further, he explicitly and implicitly linked the heart, the sacred, devotion and intuitive knowledge. The raison d’être of universities is the advance of knowledge; however, they have primarily focused on developing student's skills in working with rational knowledge. Given the paucity of attention to virtue and our intuitive abilities this article briefly explores the philosophical meaning of intuition and the role intuition plays in scientific discovery. (...)
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  24. added 2015-05-21
    Claudia Eppert, Daniel Vokey, Tram Truong Anh Nguyen & Heesoon Bai (2015). Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education. Journal of Philosophy of Education 49 (2):274-293.
    Radical personal and systemic social transformation is urgently needed to address world-wide violence and inequality, pervasive moral confusion and corruption, and the rapid, unprecedented global destruction of our environment. Recent years have seen an embrace of intersubjectivity within discourse on educational transformation within academia and the public sphere. As well, there has been a turn toward contemplative education initiatives within North American schools, colleges and universities. This article contends that these turns might benefit from openness to the ontologies, epistemologies, and (...)
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  25. added 2015-05-21
    David Lewin (2015). Heidegger East and West: Philosophy as Educative Contemplation. Journal of Philosophy of Education 49 (2):221-239.
    Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the (...)
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  26. added 2015-05-21
    Terry Hyland (2015). On the Contemporary Applications of Mindfulness: Some Implications for Education. Journal of Philosophy of Education 49 (2):170-186.
    Interest in the Buddhist concept of mindfulness has burgeoned over the last few decades as a result of its application as a therapeutic strategy in mind-body medicine, psychotherapy, psychiatry, education, leadership and management, and a wide range of other theoretical and practical domains. Although many commentators welcome this extension of the range and application of mindfulness—drawing parallels between ancient contemplative traditions and modern secular interpretations—there has been very little analysis of either the philosophical underpinnings of this phenomenon or of its (...)
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  27. added 2015-05-21
    Aislinn O'Donnell (2015). Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction. Journal of Philosophy of Education 49 (2):187-202.
    Over the last decade, there has been a considerable expansion of mindfulness programmes into a number of different domains of contemporary life, such as corporations, schools, hospitals and even the military. Understanding the reasons for this phenomenon involves, I argue, reflecting upon the nature of contemporary capitalism and mapping the complexity of navigating new digital technologies that make multiple and accelerated solicitations upon attention and our affective lives. Whilst acknowledging the benefits of mindfulness practice, this article argues that it is (...)
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  28. added 2015-05-21
    John White (2014). Who Needs Examinations? A Story of Climbing Ladders and Dodging Snakes. Institute of Education Press.
    This short book is an interdisciplinary critique of conventional school examinations for older secondary students. -/- Chapter 1 is about their multiple shortcomings. -/- Chapter 2 asks why they have existed for so long, given that their deficiencies have been well-known for a century and more. It suggests that one factor in the UK has been their value to upper echelons of society as stepping stones to interesting careers; and documents attempts since 1900 to prevent other parts of society from (...)
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  29. added 2015-05-21
    Michael Reiss & John White (2013). An Aims-Based Curriculum: The Significance of Human Flourishing for Schools. Institute of Education Press.
    An Aims-based Curriculum spells out a ground-breaking alternative to the familiar school curriculum constructed around a number of largely academic subjects. Its starting point is not subjects, but what schools should be for. It argues that aims are not to be seen as high-sounding principles that can be easily ignored: they are the lifeblood of everything a school does. -/- The book begins with general aims to do with equipping each learner to lead a personally fulfilling life, and to help (...)
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  30. added 2015-05-19
    Francesco Di Iorio (forthcoming). Cognitive Autonomy and Methodological Individualism. Springer.
    ABOUT THIS BOOK: -/- – Links methodological individualism with the enactive paradigm of cognitive science -/- – Uses the theory of the mind as a complex self-organizing system to defend the interpretative approach of methodological individualism -/- – Criticizes the idea that the hermeneutical approach and scientific explanation are two alternative approaches, thus defending the unity of science -/- – Focuses on the non-atomistic variant of methodological individualism -/- OVERVIEW: -/- Unlike psychologistic paradigms, the non-atomistic variant of methodological individualism discussed (...)
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  31. added 2015-05-16
    Liliana Doganova (forthcoming). Economic Models as Exploration Devices. Journal of Economic Methodology:1-5.
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  32. added 2015-05-16
    Ian Jarvie (2015). Book Review: Learn to Write Badly. How to Succeed in the Social Sciences by Michael Billig. [REVIEW] Philosophy of the Social Sciences 45 (3):385-391.
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  33. added 2015-05-16
    Frank Hindriks (2015). Deconstructing Searle’s Making the Social World. Philosophy of the Social Sciences 45 (3):363-369.
    Hindriks argued that Searle’s theory of institutions suffers from a number of problems pertaining to the notions of constitutive rule, status function, Status Function Declaration, deontic power, and human right. Lobo argues that these criticisms are not sufficiently charitable. In response, it is argued here that the problems that were identified earlier are sufficiently severe to call for substantial revisions of the theory.
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  34. added 2015-05-14
    Josef Mensik (forthcoming). Mathematics and Economics: The Case of Menger. Journal of Economic Methodology:1-12.
    Carl Menger's methodology describes reality as neatly organized, being constructed additively from strictly regular simple elements called pure types. Such a conception of the world's structure seems to invite mathematical treatment. Yet, his economics is not a mathematical one, and he even explicitly rejected mathematical approach to economics. This apparent puzzle is explained by Menger's failure to deliver in his methodological writings a realistic portrayal of what he was actually doing in his economics. His implicit ambition to retain the full (...)
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  35. added 2015-05-14
    Daniel M. Hausman (forthcoming). Much Ado About Models. Journal of Economic Methodology:1-6.
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  36. added 2015-05-13
    Seamus Mulryan & Stephanie Mackler (2015). The Existential Significance of Cinema in Educational Administration. Journal of Aesthetic Education 49 (2):1-19.
    This article considers the ramifications of the persistently negative representations of educational administrators in popular film and television. It begins with the argument that Hollywood’s pejorative portrayals of principals not only reflect something about what it already means to be an educational administrator, but they also serve a pedagogical role in creating educational administrators. While some scholarship in film studies and cultural studies aptly describe representations of educational administrators, much of this work relies on implicit philosophical assumptions that this article (...)
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  37. added 2015-05-12
    S. M. Amadae & Daniel Lempert (forthcoming). The Long-Term Viability of Team Reasoning. Journal of Economic Methodology:1-17.
    Team reasoning gives a simple, coherent, and rational explanation for human cooperative behavior . This paper investigates the robustness of team reasoning as an explanation for cooperative behavior, by assessing its long-run viability. We consider an evolutionary game theoretic model in which the population consists of team reasoners and ‘conventional’ individual reasoners. We find that changes in the ludic environment can affect evolutionary outcomes, and that in many circumstances, team reasoning may thrive, even under conditions that, at first glance, may (...)
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  38. added 2015-05-12
    Elizabeth R. Hinde (2015). Geography Matters: Teacher Beliefs About Geography in Today׳s Schools. Journal of Social Studies Research 39 (2):55-62.
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  39. added 2015-05-12
    Rebecca G. W. Mueller & Lauren M. Colley (2015). An Evaluation of the Impact of End-of-Course Exams and ACT-QualityCore on U.S. History Instruction in a Kentucky High School. Journal of Social Studies Research 39 (2):95-106.
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  40. added 2015-05-12
    Katy Swalwell, Anthony M. Pellegrino & Jenice L. View (2015). Teachers׳ Curricular Choices When Teaching Histories of Oppressed People: Capturing the U.S. Civil Rights Movement. Journal of Social Studies Research 39 (2):79-94.
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  41. added 2015-05-12
    Jeremy Hilburn & Brad M. Maguth (2015). Spatial Citizenship Education: Civic Teachers׳ Instructional Priorities and Approaches. Journal of Social Studies Research 39 (2):107-118.
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  42. added 2015-05-12
    Cory Wright-Maley (2015). Beyond the “Babel Problem”: Defining Simulations for the Social Studies. Journal of Social Studies Research 39 (2):63-77.
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  43. added 2015-05-11
    Olle Blomberg (forthcoming). Shared Intention and the Doxastic Single End Condition. Philosophical Studies:1-22.
    What is required for several agents to intentionally φ together? I argue that each of them must believe or assume that their φ-ing is a single end that each intends to contribute to. Various analogies between intentional singular action and intentional joint action show that this *doxastic single end condition* captures a feature at the very heart of the phenomenon of intentional joint action. For instance, just as several simple actions are only unified into a complex intentional singular activity if (...)
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  44. added 2015-05-11
    Anton Froeyman (2015). Never the Twain Shall Meet? How Narrativism and Experience Can Be Reconciled by Dialogical Ethics. History and Theory 54 (2):162-177.
    In this article, I question the unspoken assumption in historical theory that there is a trade-off between language or narrative, on the one hand, and experience or presence, on the other. Both critics and proponents of historical experience seem to presuppose that this is indeed the case. I argue that this is not necessarily true, and I analyze how the opposition between language and experience in historical theory can be overcome. More specifically, I identify the necessary conditions for a philosophy (...)
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  45. added 2015-05-11
    Froeyman (2014). Hermeneutics, Life and Dialogue. A Sketch of a Buberian Dialogue with the Past. Journal of the Philosophy of History 8 (3).
    In this paper, I formulate an existentialist view on the dialogue with the past, based on the philosophy of Martin Buber. This view is meant to supplement the traditional, hermeneutical view on the dialogue with the past. In the first part of this paper, I argue that the traditional hermeneutic view on the dialogue with the past is somewhat restricted. In the work of people such as Schleiermacher, Dilthey or even Gadamer, dialogue is always regarded as a primarily cognitive event, (...)
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  46. added 2015-05-10
    Guoping Zhao (forthcoming). Singularity and Community: Levinas and Democracy. Educational Philosophy and Theory:1-14.
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  47. added 2015-05-10
    Clarence W. Joldersma (forthcoming). The Temporal Transcendence of the Teacher as Other. Educational Philosophy and Theory:1-12.
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  48. added 2015-05-10
    Raşit Çelik (forthcoming). A Politically Liberal Conception of Formal Education in a Developing Democracy. Educational Philosophy and Theory:1-11.
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  49. added 2015-05-10
    Hilary Dack, Stephanie van Hover & David Hicks (forthcoming). Try Not to Giggle If You Can Help It”: The Implementation of Experiential Instructional Techniques in Social Studies Classrooms. Journal of Social Studies Research.
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  50. added 2015-05-10
    Florian Lüddecke (forthcoming). Philosophically Rooted Educational Authenticity as a Normative Ideal for Education: Is the International Baccalaureate’s Primary Years Programme an Example of an Authentic Curriculum? Educational Philosophy and Theory:1-16.
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