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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. Larry Biesenthal (1978). Natural Rights and Natural Assets. Philosophy of the Social Sciences 8 (2):153-171.
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  2. Nadia Chernyak, Tamar Kushnir, Katherine M. Sullivan & Qi Wang (2013). A Comparison of American and Nepalese Children's Concepts of Freedom of Choice and Social Constraint. Cognitive Science 37 (7):1343-1355.
    Recent work has shown that preschool-aged children and adults understand freedom of choice regardless of culture, but that adults across cultures differ in perceiving social obligations as constraints on action. To investigate the development of these cultural differences and universalities, we interviewed school-aged children (4–11) in Nepal and the United States regarding beliefs about people's freedom of choice and constraint to follow preferences, perform impossible acts, and break social obligations. Children across cultures and ages universally endorsed the choice to follow (...)
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  3. Lucy A. Cumyn, Pedagogical Reflection in Statistics Instruction.
    Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on (...)
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  4. Dave Elder-Vass (2015). Disassembling Actor-Network Theory. Philosophy of the Social Sciences 45 (1):100-121.
    One of the strikingly iconoclastic features of actor-network theory is its juxtaposition of the claim to be a realist perspective with denials that supposedly natural phenomena existed before scientists “made them up.” This paper explains and criticizes such arguments in the work of Bruno Latour. By combining referent and reference in the concept of assemblages, Latour provides a superficially viable way to reconcile these apparently incompatible claims. This paper will argue, however, that this conflation of referent and reference leads Latour’s (...)
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  5. P. K. Feyerabend (1978). Reply to Tibbetts and Hattiangadi. Philosophy of the Social Sciences 8 (2):184-186.
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  6. Sherry L. Field, Michelle Bauml, Ron W. Wilhelm & Joelle Jenkins (2012). Folk Dress, Fiestas, and Festivals. Journal of Social Studies Research 36 (1):22-46.
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  7. Maurice A. Finocchiaro (1989). Siegel on Critical Thinking. Philosophy of the Social Sciences 19 (4):483-492.
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  8. Paul G. Fitchett (2012). A Profile of Twenty-First Century Secondary Social Studies Teachers. Journal of Social Studies Research 34 (2):229-265.
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  9. A. Fives (2013). Non-Coercive Promotion of Values in Civic Education for Democracy. Philosophy and Social Criticism 39 (6):577-590.
    This article explores the values that should be promoted in civic education for democracy and also how the promotion of values can be non-coercive. It will be argued that civic education should promote the values of reasonableness, mutual respect and fairness, but also that only public, political reasons count in attempting to justify the content of civic education. It will also be argued that the content of civic education may legitimately be broader than this, including but not restricted to the (...)
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  10. Sharon Ford & Robert Karabinus (1994). A Comparison of Elementary Student Attitudes of Select Racial, Religious and Ethnic Groups Over a Two Year Period. Journal of Social Studies Research 18.
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  11. L. C. Fore & M. J. Biermann (1998). We'll Teach Shining Shoes: School Divisions Response to State-Mandated Standards. Journal of Social Studies Research 22:28-34.
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  12. Andrew L. Forrest & Allyson J. Weseley (2007). To Vote or Not to Vote? An Exploration of the Factors Contributing to the Political Efficacy and Intent to Vote of High School Students. Journal of Social Studies Research 31 (1):3-11.
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  13. Bridget Fowler (2007). The Obituary as Collective Memory. Routledge Advances in Sociology.
    The first serious academic study of obituaries, this book focuses on how societies remember.
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  14. Steve Fuller (2011). Humanity 2. Palgrave Macmillan.
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  15. Steve Fuller (2000). In Search of an Alternative Sociology of Philosophy: Reinstating the Primacy of Value Theory in Light of Randall Collins's Reflexivity and Embeddedness in the History of Ethical Philosophies: The Sociology of Philosophies. Philosophy of the Social Sciences 30 (2):246-256.
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  16. Steve Fuller (1995). The Voices of Rhetoric and Politics in Social Epistemology: For a Critical-Rationalist Multiculturalism. Philosophy of the Social Sciences 25 (4):512-522.
    Although Wes Shrum advertised my critics as representing quite distinct points of view, they nevertheless managed to converge on a set of concerns that revolve around the meanings of "rhetoric," "politics," and "multiculturalism" in the project of social epistemology. Either the critics were not chosen correctly or the book under discussion is quite obviously flawed! Rather than make that Hobson's choice, I will address my critics' concerns in a way that I hope will prove illuminating to other normatively oriented theorists (...)
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  17. Steve Fuller (1991). Truth in Interpretation: The Case of Psychoanalysis. Philosophy of the Social Sciences 21:146.
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  18. R. Fumagalli (2014). Neural Findings and Economic Models: Why Brains Have Limited Relevance for Economics. Philosophy of the Social Sciences 44 (5):606-629.
    Proponents of neuroeconomics often argue that better knowledge of the human neural architecture enables economists to improve standard models of choice. In their view, these improvements provide compelling reasons to use neural findings in constructing and evaluating economic models. In a recent article, I criticized this view by pointing to the trade-offs between the modeling desiderata valued by neuroeconomists and other economists, respectively. The present article complements my earlier critique by focusing on three modeling desiderata that figure prominently in economic (...)
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  19. Ruanda Garth McCullough & Michelle Fry (2013). Every Community has a Story: The Impact of the Bilingual History Fair on Teaching and Student Learning. Journal of Social Studies Research 37 (3):151-165.
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  20. Lasse Gerrits & Peter Marks (forthcoming). The Evolution of Wright's (1932) Adaptive Field to Contemporary Interpretations and Uses of Fitness Landscapes in the Social Sciences. Biology and Philosophy:1-21.
    The concepts of adaptation and fitness have such an appeal that they have been used in other scientific domains, including the social sciences. One particular aspect of this theory transfer concerns the so-called fitness landscape models. At first sight, fitness landscapes visualize how an agent, of any kind, relates to its environment, how its position is conditional because of the mutual interaction with other agents, and the potential routes towards improved fitness. The allure of fitness landscapes is first and foremost (...)
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  21. Duane M. Giannangelo (1989). The Whatever Factor: Geographic Literacy of Teachers. Journal of Social Studies Research 13 (2):34-39.
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  22. Anastasios Giannaras & Fred Eidlin (1996). Plato and K. R. Popper: Toward a Critique of Plato's Political Philosophy. Philosophy of the Social Sciences 26 (4):493-508.
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  23. Nicholas F. Gier (1980). Wittgenstein and Forms of Life. Philosophy of the Social Sciences 10 (3):241-258.
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  24. Michael A. Gilbert (1994). Multi-Modal Argumentation. Philosophy of the Social Sciences 24 (2):159-177.
    The main stream of formal and informal logic as well as more recent work in discourse analysis provides a way of understanding certain arguments that particularly lend themselves to rational analysis. I argue, however, that these, and allied modes of analysis, be seen as heuristic models and not as the only proper mode of argument. This article introduces three other modes of argumen tation that emphasize distinct aspects of human communication, but that, at the same time, must be considered for (...)
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  25. A. C. Gilmore (1996). Creation Science and Evolution in the Public Schools. Journal of Social Studies Research 20:12-15.
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  26. David Theo Goldberg (1990). Racism and Rationality: The Need for a New Critique. Philosophy of the Social Sciences 20 (3):317-350.
    Two classes of argument, logical and moral, are usually offered for the general assumption that racism is inherently irrational. The logical arguments involve accusations concerning stereotyping (category mistakes and empirical errors resulting from overgeneralization) as well as inconsistencies between attitudes and behavior and inconsistencies in beliefs. Moral arguments claim that racism fails as means to well-defined ends, or that racist acts achieve ends other than moral ones. Based on a rationality-neutral definition of racism, it is argued in this article that (...)
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  27. L. J. Goldstein (1986). Book Reviews : History as a Science: The Philosophy of R. G. Collingwood. By W. J. Van der Dussen. The Hague, Boston and London: Martinus Nijhoff, 1981. Pp. XV + 480. $47.00. [REVIEW] Philosophy of the Social Sciences 16 (2):267-269.
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  28. José Gómez Di Vicenzo (2011). Desencantamiento y Revolución: Conocimiento y Sociedad En la Modernidad. Universidad Nacional de San Martín.
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  29. Trudy Govier & Wilhelm Verwoerd (2002). Trust and the Problem of National Reconciliation. Philosophy of the Social Sciences 32 (2):178-205.
    The authors propose a conception of national reconciliation based on the building or rebuilding of trust between parties alienated by conflict. It is by no means obvious what reconciliation between large groups of people amounts to in practice or how it should be understood in theory. Lack of conceptual clarity can be illustrated with particular reference to postapartheid South Africa, where reconciliation between whites and blacks was a major goal of the Mandela government and the Truth and Reconciliation Commission. The (...)
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  30. Jill M. Gradwell (2010). Using Sources to Teach History for the Common Good: A Case of One Teacher's Purpose. Journal of Social Studies Research 34 (1):59-76.
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  31. Kevin M. Graham (2002). Race and the Limits of Liberalism. Philosophy of the Social Sciences 32 (2):219-239.
    This review essay considers three prominent recent works in the philosophy of race: Mills's The Racial Contract, Outlaw's On Race and Philosophy, and McGary's Race and Social <span class='Hi'>Justice</span>. Each of these books has played an important role in convincing social and political philosophers to take race more seriously as a category for theoretical analysis rather than simply as a subject related to certain applied moral and political problems such as affirmative action. Each of these works also wrestles with the (...)
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  32. S. G. Grant (1995). Teaching History: Curricular Views From California and the United Kingdom. Journal of Social Studies Research 19:16-27.
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  33. Leslie Green (1989). Book Review: Making Sense of Human Rights: Philosophical Reflections on the Universal Declaration of Human Rights. [REVIEW] Philosophy of the Social Sciences 19 (4):516-518.
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  34. Eric Griffin-Shelley (2000). Is There an Addiction to Sex and Love? Philosophy of the Social Sciences 30 (3):451-479.
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  35. A. D. Griffith (1995). Teacher Behaviours in Social Studies Classrooms: Some Caribbean Findings. Journal of Social Studies Research 19 (1):53-58.
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  36. Morwenna Griffiths (2013). Critically Adaptive Pedagogical Relations: The Relevance for Educational Policy and Practice. Educational Theory 63 (3):221-236.
    In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report's considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (...)
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  37. J. W. Grove (1995). Karl Popper, in Search of a Better World: Lectures and Essays From Thirty Years. Routledge, London and New York, 1992. Pp. X, 245. £25.00. Karl Popper, a World of Propensities. Thoemmes, Bristol, 1990. Pp. IX, 51. £5.99 (Paper). John R. Wettersten, the Roots of Critical Rationalism. Rodopi, Amsterdam and Atlanta, Ga, 1992. Pp. 254. $68.97. [REVIEW] Philosophy of the Social Sciences 25 (3):376-383.
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  38. Andreas Gruschka (2013). Negativ Opdragelse Og Negation Af Opdragelse. Émiles Aktualitet I Forhold Til En Kritisk Teori Om Pædagogik. Studier I Pædagogisk Filosofi 2 (1):21-33.
    Rousseau's exposition of negative education in Émile is explored through its relation to the concept of a negative theory of education developed by the author as a continuation of some crucial insights of early critical theory. Thus, the essay elaborates different aspects of negation and negativity in relation to educational theory and practice. The author defends thereby the actuality of Rousseau's philosophy of education for a critical understanding of the modern phenomenon of educationalization.
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  39. Adolf G. Gundersen (1994). Research Traditions and the Evolution of Cold War Nuclear Strategy: Progress Doesn't Make Perfect. Philosophy of the Social Sciences 24 (3):291-319.
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  40. Qiuyong Guo (2010). She Hui Ke Xue Fang Fa Lun. Wu Nan Tu Shu Chu Ban Gong Si.
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  41. R. Gutierrez & B. R. Subedi (2003). A Survey Instrument That Measures the Predisposition Toward Supporting Collective Decision Making Among High School Students. Journal of Social Studies Research 27 (1):28-35.
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  42. M. E. Haas (1997). World War II in Today's High Schools. Journal of Social Studies Research 21:34-43.
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  43. M. E. Haas & N. E. Hoffman (1995). Elementary Pre-Service Teachers and Economic Lessons: An Analysis of Learning From Self-Evaluated Audio Tapes. Journal of Social Studies Research 19:3-11.
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  44. Jürgen Habermas & Christian Lenhardt (1973). A Postscript to Knowledge and Human Interests. Philosophy of the Social Sciences 3 (1):157-189.
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  45. Ian Hacking (2001). Bunge and Hacking on Constructivism. Philosophy of the Social Sciences 31 (3):424-453.
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  46. Malachi Haim Hacohen (1996). Karl Popper in Exile: The Viennese Progressive Imagination and the Making of the Open Society. Philosophy of the Social Sciences 26 (4):452-492.
    This article explores the impact of Popper's exile on the formation of The Open Society. It proposes homelessness as a major motif in Popper's life and work. His emigration from clerical-fascist Austria, sojourn in New Zealand during World War II, and social isolation in postwar England constituted a permanent exile. In cosmopolitan philosophy, he searched for a new home. His unended quest issued in a liberal cosmopolitan vision of scientific and political communities pursuing truth and reform. The Open Society was (...)
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  47. Carole L. Hahn (1986). Are Teachers Prejudiced Against Students Writing on Non-Traditional Topics for Their Gender? Journal of Social Studies Research 10 (1):31-39.
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  48. Carole L. Hahn (1985). The Diffusion Of An Innovation: A Case Study Of One Social Studies Program. Journal of Social Studies Research 9 (2):26-39.
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  49. Jon N. Hale (2012). The Freedom Schools, the Civil Rights Movement, and Refocusing the Goals of American Education. Journal of Social Studies Research 35 (2):259-276.
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  50. Michael Halewood (2011). A. Anthem Press.
    A culture of thought : the bifurcation of nature -- Introducing Whitehead's philosophy : the lure of Whitehead -- "A thorough-going realism": Whitehead on cause and conformation -- The value of existence -- Societies, the social, and subjectivity -- Language and the body : from signification to symbolism -- This nature which is not one -- Capitalism, process, and abstraction.
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