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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki, Tallinn University of Technology)
Assistant editors: Päivi Seppälä, Alessandra Basso, Tarna Kannisto
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  1. added 2014-11-25
    Mordechai Gordon (forthcoming). Between Remembering and Forgetting. Studies in Philosophy and Education:1-15.
    This essay seeks to add to a growing body of literature in philosophy of education that focuses on issues of historical consciousness and remembrance and their connections to moral education. In particular, I wish to explore the following questions: What does it mean to maintain a tension between remembering and forgetting tragic historical events? And what does an ethical stance that seeks to maintain this tension provide us? In what follows, I first describe two contemporary approaches to cultivating historical consciousness (...)
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  2. added 2014-11-25
    Ariel Sarid (2014). Reconciling Divisions in the Field of Authentic Education. Journal of Philosophy of Education 48 (4):n/a-n/a.
    The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards ‘care’ in the authenticity literature, and; c) the well-worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through Charles Taylor's distinction between (...)
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  3. added 2014-11-25
    Michael Hand (2014). Towards a Theory of Moral Education. Journal of Philosophy of Education 48 (4):519-532.
    In this inaugural lecture, delivered at the University of Birmingham in January 2014, I sketch the outline of a theory of moral education. The theory is an attempt to resolve the tension between two thoughts widely entertained by teachers, policy-makers and the general public. The first thought is that morality must be learned: children must come to see what morality requires of them and acquire the motivation to submit to its authority. The second thought is that morality is controversial: there (...)
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  4. added 2014-11-25
    Christian Morbabito & Michel Vandenbroeck (2014). Equality of Opportunities, Divergent Conceptualisations and Their Implications for Early Childhood Care and Education Policies. Journal of Philosophy of Education 48 (4):n/a-n/a.
    This article aims to explore the relations between equality of opportunity and early childhood. By referring to the work of contemporary philosophers, i.e. Rawls, Sen, Dworkin, Cohen and Roemer, we argue for different possible interpretations, based on political discussions, concerning how to operationalize equality of opportunities. We represent these diverging options on a continuum, ranging from Responsibility-oriented Equality of Opportunity (REOp) and Circumstances-oriented Equality of Opportunity (CEOp). We then analyse how early childhood care and education policies can be constructed in (...)
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  5. added 2014-11-25
    John White (2014). The Secular and the Religious: Is There Nothing Between Them? A Reply to Yong‐Seok Seo. Journal of Philosophy of Education 48 (4):533-538.
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  6. added 2014-11-25
    Vasco D'Agnese (2014). The Inner (and Unavoidable?) Violence of Reason: Re‐Reading Heidegger Via Education. Journal of Philosophy of Education 48 (4).
    Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thus, on who is able to set (...)
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  7. added 2014-11-25
    Ruyu Hung (2014). To Be As Not To Be: In Search of an Alternative Humanism in the Light of Early Daoism and Deconstruction. Journal of Philosophy of Education 48 (4).
    Humanism and humanistic education have been recognised as an issue of the utmost importance, whether in the East or in the West. Underpinning the Eastern and Western humanism is a common belief that there is an essence or essences of humanness. In the Confucian tradition, the core of humanity lies in the idea of ‘ren’; in the Platonic tradition, ‘rationality’. For some critics, this belief may lead to violence as much as justice. One way to be aware of the danger (...)
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  8. added 2014-11-25
    Yusef Waghid & Paul Smeyers (2014). Re‐Envisioning the Future: Democratic Citizenship Education and Islamic Education. Journal of Philosophy of Education 48 (4):539-558.
    In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state (often dictatorships), and blind (...)
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  9. added 2014-11-25
    Adam J. Greteman & Steven K. Wojcikiewicz (2014). The Problems with the Future: Educational Futurism and the Figural Child. Journal of Philosophy of Education 48 (4):559-573.
    This article contributes to work on temporality in education. Challenging the future-oriented focus in contemporary education, the authors question how ideas and assumptions regarding the future—centred on the Child—can set narrow boundaries around children in schools. In carrying out this task, we employ the work of Lee Edelman and John Dewey to examine the educational ramifications of the focus on the future, which we call ‘educational futurism’. The argument seeks specifically to explore how educational futurism imposes limits on educational discourse (...)
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  10. added 2014-11-25
    Yi‐Lin Chen (2014). A Situationist Lesson for Character Education: Re‐Conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones. Journal of Philosophy of Education 48 (4).
    Inspired by the debate about character between situationism and virtue ethics, I argue that John Doris's idea, ‘local trait’, offers a fresh insight into contemporary character education. Its positive variant, ‘local virtue’, signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical (...)
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  11. added 2014-11-22
    Brendan Bartram (forthcoming). Emotion as a Student Resource in Higher Education. British Journal of Educational Studies:1-18.
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  12. added 2014-11-20
    C. Mantzavinos (2010). Der Beitrag Erich Hoppmanns. In Viktor Vanberg (ed.), Evolution und Freiheitlicher Wettbewerb. Erich Hoppmann und die aktuelle Diskussion.
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  13. added 2014-11-20
    C. Mantzavinos (2008). On Don Ross's Defense of Neoclassical Economics. Journal of Economic Methodology 15 (3).
  14. added 2014-11-20
    C. Mantzavinos (2007). Zur Verteidigung des Institutionenökonomisch-Evolutionären Wettberbsleitbildes. ORDO 58.
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  15. added 2014-11-20
    C. Mantzavinos (2006). The Institutional-Evolutionary Antitrust Model. European Journal of Law and Economics 22.
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  16. added 2014-11-20
    C. Mantzavinos (2006). The Role of Definitions in Institutional Analysis. In Frank Daumann, C. Mantzavinos & Stefan Okruch (eds.), Wettbewerb im Gesundheitswesen. Konzeptionen und Felder ordnungsökonomischen Denkens.
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  17. added 2014-11-18
    Gert Biesta (forthcoming). Freeing Teaching From Learning: Opening Up Existential Possibilities in Educational Relationships. Studies in Philosophy and Education:1-15.
    In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for teaching to aim for. I (...)
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  18. added 2014-11-17
    José Gómez Di Vicenzo (2011). Desencantamiento y Revolución: Conocimiento y Sociedad En la Modernidad. Universidad Nacional de San Martín.
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  19. added 2014-11-17
    Célia Frazão Soares Linhares & Ana Lúcia Coelho Heckert (eds.) (2011). Portinari E a Cultura Brasileira: Um Convite à Educação a Contrapelo. Editora da Uff.
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  20. added 2014-11-16
    Nina C. Heckler & David R. Forde (forthcoming). The Role of Cultural Values in Plagiarism in Higher Education. Journal of Academic Ethics:1-15.
    Student plagiarism is a rampant practice and major concern in higher education. How students perceive the overarching American cultural values and their impact on the practice will inform educators and help them to better combat the practice. It is also valuable for educators to know whether the students perceive the practice to be part of the dominant culture, currently, on college campuses. This study reports perceptions of plagiarism by students in an introductory sociology course. Open-ended questions explored perceptions of extent, (...)
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  21. added 2014-11-16
    Brian Skyrms (2014). Social Dynamics. Oup Oxford.
    Brian Skyrms applies adaptive dynamics (of cultural evolution and individual learning) to social theory, investigating altruism, spite, fairness, trust, division of labor, and signaling. Correlation is seen to be fundamental. Spontaneous emergence of social structure and of signaling systems are examined in the context of learning dynamics.
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  22. added 2014-11-16
    Guangyuan Yu (2013). Jing Ji Xue Wen Ti de Zhe Xue Tan Xi. Ke Xue Chu Ban She.
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  23. added 2014-11-16
    Zhen Sun (2013). Shi Jie Jing Ji Zou Xiang He Fang?: Dian Liang Ru Xue de Ming Deng. Taiwan da Xue Chu Ban Zhong Xin.
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  24. added 2014-11-16
    Jürgen Ritsert (2012). Theorie Praktischer Probleme: Marginalien Zum Gemeinspruch: "Das Mag in der Theorie Richtig Sein, Taugt Aber Nicht für Die Praxis". Springer Vs.
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  25. added 2014-11-16
    George Melvyn Ella (2012). The Practical Divinity of Universal Learning: John Durie's Educational Pansophism. Verlag für Kultur Und Wissenschaft (Culture and Science Publ.) Dr. Thomas Schirrmacher.
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  26. added 2014-11-13
    Tal Gilead (2014). Education and the Rationale of Cost–Benefit Analysis. British Journal of Educational Studies 62 (4):373-391.
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  27. added 2014-11-13
    Alison Wrench & Robyne Garrett (2014). New Directions in Social Theory, Education and Embodiment. British Journal of Educational Studies 62 (4):468-470.
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  28. added 2014-11-13
    Maria Erss, Rain Mikser, Erika Löfström, Aino Ugaste, Vadim Rõuk & Juta Jaani (2014). Teachers' Views of Curriculum Policy: The Case of Estonia. British Journal of Educational Studies 62 (4):393-411.
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  29. added 2014-11-13
    Lee Jerome (2014). Student Teachers in School Practice: An Analysis of Learning Opportunities. British Journal of Educational Studies 62 (4):470-471.
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  30. added 2014-11-13
    Bill Bailey & Lorna Unwin (2014). Continuity and Change in English Further Education: A Century of Voluntarism and Permissive Adaptability. British Journal of Educational Studies 62 (4):449-464.
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  31. added 2014-11-13
    David Mallows (2014). Learning Trajectories, Violence and Empowerment Amongst Adult Basic Skills Learners. British Journal of Educational Studies 62 (4):473-475.
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  32. added 2014-11-13
    Peter Brett (2014). Sustainable School Transformation: An Inside-Out School Led Approach. British Journal of Educational Studies 62 (4):475-476.
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  33. added 2014-11-13
    Liam Gearon (2014). Leadership and Religious Schools: International Perspectives and Challenges. British Journal of Educational Studies 62 (4):465-466.
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  34. added 2014-11-13
    Michael Carpenter Harris (2014). Civility, Religious Pluralism, and Education. British Journal of Educational Studies 62 (4):471-473.
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  35. added 2014-11-13
    George Koutsouris (2014). Inclusion and Homophily: An Argument About Participatory Decision-Making and Democratic School Management. British Journal of Educational Studies 62 (4):413-430.
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  36. added 2014-11-13
    Sue Robson (2014). Self-Regulation and Early School Success. British Journal of Educational Studies 62 (4):478-480.
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  37. added 2014-11-13
    Vincent Willis (2014). The Resegregation of Schools: Education and Race in the Twenty-First Century. British Journal of Educational Studies 62 (4):466-468.
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  38. added 2014-11-13
    Elke Weik (2014). The Market for Academic Knowledge: Its Historical Emergence and Inherent Tensions. British Journal of Educational Studies 62 (4):431-447.
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  39. added 2014-11-13
    Paul Adams (2014). Self-Determined Learning: Heutagogy in Action. British Journal of Educational Studies 62 (4):476-478.
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  40. added 2014-11-09
    Pedro Karczmarczyk (2013). Althusser and Wittgenstein: Ideology and Therapeutical Analysis of Language. Rethinking Marxism. A Journal of Economics, Culture and Society 25 (4):534-548.
    This paper focuses on the convergence of the positions of Wittgenstein and Althusser. The discussion on the political implications of Wittgenstein?s thought has revolved around the possibility (or impossibility) of taking his ideas as standpoints for a critical view of the social dimension, around its legitimacy, reach and strength. However, translating Wittgenstein?s thoughts into an Althusserian materialistic position leads to an understanding of the critiques within the former?s work that does not hinge on their warranty as a point of view, (...)
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  41. added 2014-11-09
    Pedro Karczmarczyk (2013). Discurso y Subjetividad: Michel Pêcheux Hacia Una Teoría de Las Garantías Ideológicas. Décalages. An Althusser Studies Journal 1 (3):1-25.
    En su célebre artículo sobre la ideología y los aparatos ideológicos de estado, Althusser indicaba que las evidencias por las cuales una palabra “designa una cosa” o “posee una significación” se ubicaban, junto con la evidencia de ser sujetos, al nivel de los efectos ideológicos fundamentales. Por otra parte, Althusser destacaba la carencia de una teoría de la garantía ideológica. Con la primera observación, Althusser se limitaba a señalar un paralelo, sin establecer una conexión. Con la segunda, llegaba a fijar (...)
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  42. added 2014-11-09
    Pierluigi Barrotta & Tiziano Raffaelli (1998). Epistemologia ed economia: il ruolo della filosofia nella storia del pensiero economico. UTET Libreria.
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  43. added 2014-11-07
    Nick Hopwood, Donna Rooney, David Boud & Michelle Kelly (forthcoming). Simulation in Higher Education: A Sociomaterial View. Educational Philosophy and Theory:1-14.
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  44. added 2014-11-07
    Welby Ings (forthcoming). The Authored Voice: Emerging Approaches to Exegesis Design in Creative Practice PhDs. Educational Philosophy and Theory:1-14.
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  45. added 2014-11-06
    Terry Nardin (2014). Book Review: A Companion to Michael Oakeshott. [REVIEW] Philosophy of the Social Sciences 44 (6):839-843.
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  46. added 2014-11-06
    Rajesh Sampath (2014). Book Review: Rawls Explained: From Fairness to Utopia. [REVIEW] Philosophy of the Social Sciences 44 (6):843-847.
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  47. added 2014-11-06
    Sheldon Richmond (2014). Book Review: Why Things Matter to People: Science, Values and Ethical Life. [REVIEW] Philosophy of the Social Sciences 44 (6):837-839.
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  48. added 2014-11-05
    D. Wade Hands (forthcoming). Normative Ecological Rationality: Normative Rationality in the Fast-and-Frugal-Heuristics Research Program. Journal of Economic Methodology:1-15.
    The purpose of this paper is to examine the normative interpretation of the fast-and-frugal research program and in particular to contrast it with the normative reading of rational choice theory and behavioral economics. The ecological rationality of fast-and-frugal heuristics is admittedly a form of normative naturalism (Gigerenzer and Sturm 2012) ? it derives what agents ?ought? to do from that which ?is? ecologically rational ? and the paper will examine how this differs from the normative rationality associated with rational choice (...)
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  49. added 2014-10-25
    Yair Levy (forthcoming). Brennan, Eriksson, Goodin, and Southwood, 'Explaining Norms' (OUP 2013). [REVIEW] Mind.
  50. added 2014-10-25
    Yair Levy (2014). Money Pumps, Diachronic and Synchronic. Journal of Ethics and Social Philosophy:XX.
    The Money Pump argument is designed to demonstrate the irrational flaw of having cyclic preferences, by showing how the irrational agent is vulnerable to exploitation. The argument faces some longstanding objections, which point out how one may avoid the threat of exploitation without resolving the associated irrationality. Recently a new, synchronic version of Money Pump has been put forward which promises to undercut those standard objections. However, I argue that the synchronic Money Pump cannot deliver on its promise: parallel objections (...)
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