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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki)
Assistant editors: Alessandra Basso, Päivi Seppälä, Tarna Kannisto
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  1. added 2016-09-24
    Nancy J. Matchett (2016). Review of Debating Procreation: Is It Wrong to Reproduce? [REVIEW] Teaching Philosophy 39 (2):243-47.
  2. added 2016-09-23
    Salvatore Italia (2016). A Janus‐Faced Approach to Learning. A Critical Discussion of Habermas' Pragmatic Approach. Journal of Philosophy of Education 50 (3).
    A realist approach to learning is what I propose here. This is based on a non-epistemic dimension whose presence is a necessary assumption for a concept of learning of a life-world as complementary to learning within a life-world. I develop my approach in opposition to Jürgen Habermas' pragmatic approach, which seems to lack of something from a realist point of view.
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  3. added 2016-09-23
    Salvatore Italia (2016). A Janus‐Faced Approach to Learning. A Critical Discussion of Habermas' Pragmatic Approach. Journal of Philosophy of Education 50 (3):n/a-n/a.
    A realist approach to learning is what I propose here. This is based on a non-epistemic dimension whose presence is a necessary assumption for a concept of learning of a life-world as complementary to learning within a life-world. I develop my approach in opposition to Jürgen Habermas' pragmatic approach, which seems to lack of something from a realist point of view.
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  4. added 2016-09-22
    James Bardis (2013). Poetry and Truth in the Tale of the Purple People Eater. Http://Www.Asdreams.Org/Conference-Recordings/ 2013.
    A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at Hankuk University of Foreign Studies, South Korea’s premier university for foreign languages and (...)
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  5. added 2016-09-22
    James Bardis, Poetry and Truth in the Tale of the Purple People Eater. Http://Www.Asdreams.Org/Conference-Recordings/.
    ABSTRACT: A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at one of East Asia’s premiere second languages university, and from teaching children (...)
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  6. added 2016-09-20
    Dion Rüsselbæk Hansen & Lars Frode Frederiksen (forthcoming). The ‘Crucified’ Leader: Cynicism, Fantasies and Paradoxes in Education. Studies in Philosophy and Education:1-17.
    In this paper we argue that transnational as well as national political demands and expectations on the educational field are contributing to produce four ideological-based educational leadership discourses in the literature. In order to conceptualize these discourses, we turn to the work of Schmidt and Zizek. On that basis we identify four dominant educational leadership discourses: a personhood-based discourse, a profession-based discourse, a standard-based discourse, and a resource-based discourse. These discourses have—as we will show—various consequences for the way we think (...)
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  7. added 2016-09-19
    Anna P. Y. Tsui & H. Y. Ngo (forthcoming). Social Predictors of Business Student Cheating Behaviour in Chinese Societies. Journal of Academic Ethics:1-16.
    Cheating is a serious issue among business students worldwide. However, research investigating the social factors that may help prevent cheating in Chinese higher education is rare. The present study examined two key social relationship factors of perceived teacher-student relationships and peer relationships by the students. It attempted to build a model which addressed the effects of two variables on Chinese business students’ cheating behaviour: the teacher’s approachability and the relationship goal of the students. Two important social influence factors were also (...)
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  8. added 2016-09-19
    Ada S. Jaarsma, Kyle Kinaschuk & Lin Xing (2016). Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially. Studies in Philosophy and Education 35 (5):445-461.
    Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay (...)
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  9. added 2016-09-19
    Zhasmina Tacheva (2016). Scholarship as a Vocation: Reflections on the Past and Future of Social Science. Emerging Perspectives: School of Management Review 1 (1):5-19.
    This essay seeks to expose readers from the social sciences to current debates in their fields, beyond the discussions of induction and deduction one learns about in a typical research methods course. It provides glimpses of social science from its dawn in 17th century empiricism, through the rise of postpositivism and antipositivism, to the infamous “science wars” in the 1990s, and expresses a hope for a broader and more inclusive future. Specifically, the paper compares the traditional positivist method of scientific (...)
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  10. added 2016-09-16
    Itay Snir & Yuval Eylon (forthcoming). Civic Republicanism and Education: Democracy and Social Justice in School. Studies in Philosophy and Education:1-16.
    The republican political tradition, which originated in Ancient Rome and picked up by several early-modern thinkers, has been revived in the last couple of decades following the seminal works of historian Quentin Skinner and political theorist Philip Pettit. Although educational questions do not normally occupy the center stage in republican theory, various theorists working within this framework have already highlighted the significance of education for any functioning republic. Looking at educational questions through the lens of freedom as non-domination has already (...)
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  11. added 2016-09-16
    J. P. Smit, Filip Buekens & Stan du Plessis (2016). Cigarettes, Dollars and Bitcoins – an Essay on the Ontology of Money. Journal of Institutional Economics 12 (2):327 - 347.
    What does being money consist in? We argue that something is money if, and only if, it is typically acquired in order to realise the reduction in transaction costs that accrues in virtue of agents coordinating on acquiring the same thing when deciding what thing to acquire in order to exchange. What kinds of things can be money? We argue against the common view that a variety of things (notes, coins, gold, cigarettes, etc.) can be money. All monetary systems are (...)
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  12. added 2016-09-16
    Dan Lowe (2016). Remembrance of Philosophy Classes Past: Why Cognitive Science Suggests That a Brief Recap Is the Best Way to Start Each Class Day. Teaching Philosophy 39 (3):279-289.
    In the past few decades there has been rapid progress in cognitive science with respect to how people learn. Indeed, it can be difficult to keep up with all of the recent findings, and it is sometimes unclear how these findings should influence day-to-day teaching in the philosophy classroom. But one simple way to use the insights of cognitive science in the philosophy classroom is to begin each class with a five-minute recap of the previous few lessons. Cognitive science suggests (...)
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  13. added 2016-09-16
    Nicholas Maxwell (2016). Two Great Problems of Learning: Science and Civilization. Rounded Globe.
    Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems (...)
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  14. added 2016-09-15
    Pablo Gilabert, El concepto de individuo social. Consideraciones sobre el pensamiento politico de Karl Marx y su fundamentacion ontológica (1997).
    This is a revised version of a Licenciatura Thesis (defended at the Universidad de Buenos Aires in 1997).
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  15. added 2016-09-15
    Sharon Jessop (forthcoming). Adorno: Cultural Education and Resistance. Studies in Philosophy and Education:1-15.
    In recent years, culture has become significantly politicized, or conspicuously de-politicized, in different parts of the UK, making its appearance in education policy of pivotal interest and ripe for critical attention. From the vantage point of Theodor Adorno’s work on the culture industry and his writings on the work of the teacher, I argue that cultural education is a site where something crucial and distinctive takes place. Within the Enlightenment tradition, critical self-reflection and resistance to heteronymous ways of thinking are (...)
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  16. added 2016-09-14
    Graham Priest, The Nature of Philosophy and its Place in the University.
    Inaugural lecture delivered at the University of Queensland, St Lucia, on 18 October 1989 by Professor Graham Priest, who held the Chair of Philosophy from 1988 to 2000.
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  17. added 2016-09-14
    James Arthur (forthcoming). The First Modern University: The University of Birmingham. British Journal of Educational Studies:1-18.
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  18. added 2016-09-14
    Michalinos Zembylas (forthcoming). The Contribution of Non-Representational Theories in Education: Some Affective, Ethical and Political Implications. Studies in Philosophy and Education:1-15.
    This paper follows recent debates around theorizations of ‘affect’ and its distinction from ‘emotion’ in the context of non-representational theories to exemplify how the ontologization of affects creates important openings of ethical and political potential in educators’ efforts to make productive interventions in pedagogical spaces. The ontological orientation provided by NRT has two important implications for educational theory and practice. First, it exposes the indeterminacy and inventiveness of affective capacities of bodies, illustrating how diverse socio-materials events are variously enrolled in (...)
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  19. added 2016-09-14
    Amanda Fulford (2016). Higher Education, Collaboration and a New Economics. Journal of Philosophy of Education 50 (3):371-383.
    In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the ‘collaborative commons’. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as ‘pro-sumers’. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking (...)
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  20. added 2016-09-14
    Steve Clarke, Russell Powell & Julian Savulescu (eds.) (2013). Religion, Intolerance and Conflict: A Scientific and Conceptual Investigation. Oxford University Press.
  21. added 2016-09-12
    Jacob Blumenfeld (2013). The Abolition of Time in Hegel's "Absolute Knowing". Idealistic Studies 43 (1):111-119.
    In the history of interpretations of Hegel, how one reads the chapter on ‘Absolute Knowing’ in the Phenomenology of Spirit deter­mines one’s whole perspective. In fact, Marx’s only comments on the Phenomenology concern this final chapter, taking it as the very “secret” of Hegel’s philosophy. But what is the secret hidden within the thicket of this impenetrable prose? My suggestion is that it turns on a very specific meaning of the “abolition of time” that Hegel describes in the very last (...)
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  22. added 2016-09-11
    Thaddeus Metz, The Implications of Afro-Communal Values for Development.
    I consider whether there are values intrinsic to development theory and practice that are dubious in light of a characteristically African ethic. In particular, I focus on what a certain philosophical interpretation of the sub-Saharan value of communion entails for appraising development, drawing two major conclusions. One is that a majority of the criticisms that have been made of development by those sympathetic to African values are weak; I argue that, given the value of communion, development should not be rejected (...)
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  23. added 2016-09-11
    Pablo Gilabert (1998). Relaciones Sociales, Conflicto e Historia. Una Interpretación de 'Dialéctica' en Marx. In Maria Luisa Femenias (ed.), Cuatro Concepciones de la Dialéctica. Editorial Universitaria de La Plata 117-146.
  24. added 2016-09-11
    Alison Wylie (1994). The Trouble With Numbers: Workplace Climate Issues in Archeology. Archeological Papers of the American Anthropological Association 5 (1):65-71.
    My aim here is to focus attention on a shift, over the last decade, in how gender inequity in understood in North American academic settings, and to draw out some implications for the analysis of the status of women in archaeology.
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  25. added 2016-09-11
    Alison Wylie (1992). The Interplay of Evidential Constraints and Political Interests: Recent Archaeological Research on Gender. American Antiquity 57 (1):15.
    In the last few years, conference programs and publications have begun to appear that reflect a growing interest, among North American archaeologists, in research initiatives that focus on women and gender as subjects of investigation. One of the central questions raised by these developments has to do with their "objectivity" and that of archaeology as a whole. To the extent that they are inspired by or aligned with explicitly political (feminist) commitments, the question arises of whether they do not themselves (...)
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  26. added 2016-09-10
    Nicholas Maxwell (2005). A Revolution for Science and the Humanities. Dialogue and Universalism 15 (1):29-57.
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in the aims and methods (...)
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  27. added 2016-09-10
    Mahesh Ananth (2001). Review of Explaining Culture. Philosophy of the Social Sciences 31 (4):563-571.
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  28. added 2016-09-08
    David Ludwig (forthcoming). The Objectivity of Local Knowledege. Lessons From Ethnobiology. Synthese.
    This article develops an account of local epistemic practices on the basis of case studies from ethnobiology. I argue that current debates about objectivity often stand in the way of a more adequate understanding of local knowledge and ethnobiological practices in general. While local knowledge about the biological world often meets criteria for objectivity in philosophy of science, general debates about the objectivity of local knowledge can also obscure their unique epistemic features. In modification of Ian Hacking’s suggestion to discuss (...)
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  29. added 2016-09-08
    William S. Lewis (2016). Althusser’s Scientism and Aleatory Materialism. Décalages 2 (1):1-72.
    This paper argues that the reading of Althusser which finds a pronounced continuity in his conception of the relations among science, philosophy, and politics is the correct one, this essay will begin with an examination of Althusser’s “scientism.” The meaning of this term (one that differs slightly from contemporary usages) will be specified before showing how and in what way Althusser’s political philosophy between 1960 and 1980 can be described as “scientistic.” The next section details the important political role Althusser (...)
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  30. added 2016-09-07
    Altug Yalcintas & Selcuk I. Sirin (2016). Research Ethics Education in Economics. Review of Social Economy 74 (1):53 - 74.
    In this paper, we report the findings from the data we collected from a survey in order to measure how common research ethics education in economics is. We have found out that (1) research ethics is taught in only a very few economics departments around the globe; (2) topics related to research ethics are not taught in courses on economics and ethics; and (3) the number of papers published in specialised peer-reviewed journals on economics education is only a tiny fraction (...)
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  31. added 2016-09-07
    Altug Yalcintas & Wible James R. (2016). Scientific Misconduct and Research Ethics in Economics. Review of Social Economy 74 (1):1-6.
    Considered here are matters relating to the responsible conduct of research in economics and science in the United States for the last forty years. In science there was a “late 20th century wave” of scientific misconduct and then a “millennial wave”. For economics in the former era, episodes of honest error and replication failure occurred. Recently plagiarism and data manipulation have been reported. Overall few economists seem to fabricate data, but falsification of data, replication failure, and plagiarism occur. Furthermore, replication (...)
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  32. added 2016-09-07
    Ned Jackson, E. Ann Kaplan, Michael Sprinker & Robert Paul Resch (1996). The First Death of Louis Althusser or Totality's RevengeThe Future Lasts Forever: A Memoir. Aw Olivier Corpet _aw Yann Moulier Boutang _aw Richard Veasey _tw Louis Althusser: Une Biographie. Volume 1: La Formation du Mythe . _aw Yann Moulier Boutang _tw Althusser: A Critical Reader. _aw Gregory Elliot Tw The Althusserian Legacy.Althusser and the Renewal of Marxist Social Theory. [REVIEW] History and Theory 35 (1):131.
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  33. added 2016-09-07
    David Carr & Donald Arnstine (1996). Democracy and the Arts of Schooling. British Journal of Educational Studies 44 (4):444.
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  34. added 2016-09-07
    Joyce Goodman & J. Roland Martin (1996). Changing the Educational Landscape: Philosophy, Women, and Curriculum. British Journal of Educational Studies 44 (2):221.
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  35. added 2016-09-07
    Chris Lorenz & R. J. B. Bosworth (1996). Explaining Auschwitz and Hiroshima: History Writing and the Second World War 1945-1990. History and Theory 35 (2):234.
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  36. added 2016-09-07
    Mustafa Emirbayer, Jeff Goodwin & Nikki R. Keddie (1996). Symbols, Positions, Objects: Toward a New Theory of Revolutions and Collective ActionDebating Revolutions. History and Theory 35 (3):358.
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  37. added 2016-09-07
    Christina Crosby & Teresa Brennan (1996). History After Lacan. History and Theory 35 (2):217.
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  38. added 2016-09-07
    Susan Dunn & Stephen Bann (1996). Romanticism and the Rise of History. History and Theory 35 (3):384.
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  39. added 2016-09-07
    Malachi Haim Hacohen, Leonard Krieger & M. L. Brick (1996). Leonard Krieger: Historicization and Political Engagement in Intellectual HistoryIdeas and Events: Professing History. History and Theory 35 (1):80.
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  40. added 2016-09-07
    Stanley Rosen & Carl Page (1996). Philosophical Historicism and the Betrayal of First Philosophy. History and Theory 35 (3):401.
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  41. added 2016-09-07
    Berel Lang & Steven T. Katz (1996). The Holocaust in Historical Context. Vol. 1: The Holocaust and Mass Death Before the Modern Age. History and Theory 35 (3):375.
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  42. added 2016-09-07
    John J. Compton & Joseph Margolis (1996). The Flux of History and the Flux of Science. History and Theory 35 (2):224.
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  43. added 2016-09-07
    Mark Bevir, Wolfgang Natter, Theodore R. Schatzki & John Paul Jones Iii (1996). Objectivity and Its Other. History and Theory 35 (3):391.
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  44. added 2016-09-07
    F. John Taylor, Richard Edwards, Ann Hanson, Peter Raggatt & Nick Small (1996). Boundaries of Adult LearningThe Learning Society. British Journal of Educational Studies 44 (4):465.
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  45. added 2016-09-07
    Denis Shemilt, Lloyd Kramer, Donald Reid & William L. Barney (1996). Learning History in America: Schools, Cultures, and Politics. History and Theory 35 (2):252.
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  46. added 2016-09-07
    David Kerr & David C. A. Bradshaw (1996). Bringing Learning to Life: The Learning Revolution, the Economy and the Individual. British Journal of Educational Studies 44 (1):116.
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  47. added 2016-09-07
    Richard Buel Jr & John Keegan (1995). A History of Warfare. History and Theory 34 (1):90.
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  48. added 2016-09-07
    Gill Nicholls & Daphne Johnson (1995). Research Methods in Educational Management. British Journal of Educational Studies 43 (3):345.
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  49. added 2016-09-07
    Cecilia Miller & Leon Pompa (1995). Vico: A Study of the "New Science.". History and Theory 34 (1):132.
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  50. added 2016-09-07
    Reynaud De La Bat Smit, John E. Smith & Glyn Richards (1995). Quasi-Religions: Humanism, Marxism and NationalismThemes in Comparative Religion. British Journal of Educational Studies 43 (2):240.
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