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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 2015-03-04
    Till Grüne-Yanoff (forthcoming). A Cooperative Species: Human Reciprocity and its Evolution. Journal of Economic Methodology:1-6.
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  2. added 2015-03-01
    Terence Rajivan Edward, Taking the Concepts of Others Seriously.
    This paper assesses an argument against the representationalist tradition in anthropology: the tradition of reporting how a cultural group represents the world. According to the argument, anthropologists working within this tradition cannot take the concepts of those they study seriously. I defend the representationalist tradition against this argument.
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  3. added 2015-03-01
    Robert J. O'Hara (2006). Essay-Review of Christian's "Maps of Time: An Introduction to Big History". [REVIEW] International Studies in the Philosophy of Science 20 (1): 117–120.
  4. added 2015-02-28
    Safi Shams (forthcoming). Book Review: The Explanation of Social Action by John Levi Martin. [REVIEW] Philosophy of the Social Sciences:0048393115571910.
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  5. added 2015-02-28
    Robert J. O'Hara (1996). Mapping the Space of Time: Temporal Representation in the Historical Sciences. Memoirs of the California Academy of Sciences 20: 7–17.
    William Whewell (1794–1866), polymathic Victorian scientist, philosopher, historian, and educator, was one of the great neologists of the nineteenth century. Although Whewell's name is little remembered today except by professional historians and philosophers of science, researchers in many scientific fields work each day in a world that Whewell named. "Miocene" and "Pliocene," "uniformitarian" and "catastrophist," "anode" and "cathode," even the word "scientist" itself—all of these were Whewell coinages. Whewell is particularly important to students of the historical sciences for another word (...)
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  6. added 2015-02-28
    Robert J. O'Hara (1989). Systematics and the Study of Natural History, with an Estimate of the Phylogeny of the Living Penguins. Dissertation, Harvard University
    Chapter 1. Evolutionary biology is an historical science, and should be considered within the context of the philosophy of history, not the philosophy of science. Just as philosophers of history distinguish between chronicle and narrative history, I distinguish between evolutionary chronicle and narrative evolutionary history. Systematics estimates the evolutionary chronicle. Explanations of the events in the evolutionary chronicle are of the how-possibly, continuous series, and integrating types described by philosophers of history. Pre-evolutionary explanations of states are still widespread in "evolutionary" (...)
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  7. added 2015-02-28
    Robert J. O'Hara (1988). Homage to Clio, or, Toward an Historical Philosophy for Evolutionary Biology. Systematic Zoology 37 (2): 142–155.
    Discussions of the theory and practice of systematics and evolutionary biology have heretofore revolved around the views of philosophers of science. I reexamine these issues from the different perspective of the philosophy of history. Just as philosophers of history distinguish between chronicle (non-interpretive or non-explanatory writing) and narrative history (interpretive or explanatory writing), I distinguish between evolutionary chronicle (cladograms, broadly construed) and narrative evolutionary history. Systematics is the discipline which estimates the evolutionary chronicle. ¶ Explanations of the events described in (...)
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  8. added 2015-02-27
    Ivan Boldyrev & Alexey Ushakov (forthcoming). Adjusting the Model to Adjust the World: Constructive Mechanisms in Postwar General Equilibrium Theory. Journal of Economic Methodology:1-19.
    Economic methodologists most often study the relations between models and reality while focusing on the issues of the model's epistemic relevance in terms of its relation to the ‘real world’ and representing the real world in a model. We complement the discussion by bringing the model's constructive mechanisms or self-implementing technologies in play. By this, we mean the elements of the economic model that are aimed at ‘implementing’ it by envisaging the ways to change the reality in order to bring (...)
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  9. added 2015-02-26
    Terri S. Wilson & Doris A. Santoro (2015). Philosophy Pursued Through Empirical Research: Introduction to the Special Issue. Studies in Philosophy and Education 34 (2):115-124.
    Many scholars have pursued philosophical inquiry through empirical research. These empirical projects have been shaped—to varying degrees and in different ways—by philosophical questions, traditions, frameworks and analytic approaches. This issue explores the methodological challenges and opportunities involved in these kinds of projects. In this essay, we briefly introduce the nine projects featured in this issue and then address two key questions: First, how do these diverse contributors understand their empirical research as a mode of philosophical inquiry? And, second, what is (...)
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  10. added 2015-02-24
    Anne Pirrie (2015). Icarus Falling: Re‐Imagining Educational Theory. Journal of Philosophy of Education 49 (1).
    This article offers a critique of the notion of ‘capacity building’ in educational theory. Are the intentions behind the latter enterprise as benign and altruistic as they first appear? How is the term ‘capacity building’ to be understood? The article presents a radical and daring alternative for re-invigorating educational research that foregrounds the ethical engagement of the researcher by exploring the expressive, cognitive and imaginative possibilities of language. Drawing on the Calvino's idea of the ‘lightness of thoughtfulness’, I suggest that (...)
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  11. added 2015-02-24
    Guoping Zhao (2015). The Cosmopolitan Turn and the Primacy of Difference. Journal of Philosophy of Education 49 (1):n/a-n/a.
    Cosmopolitanism is commonly understood as a universal norm—moral and political—in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the most common strategies is to give primacy to universal humanity and override difference; another recent strategy is (...)
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  12. added 2015-02-24
    Tammy Harel Ben‐Shahar (2015). Distributive Justice in Education and Conflicting Interests: Not as Bad as You Think. Journal of Philosophy of Education 49 (1):n/a-n/a.
    The importance of education and its profound effect on people's life make it a central issue in discussions of distributive justice. However, promoting distributive justice in education comes at a price: prioritising the education of some, as is often entailed by the principles of justice, inevitably has negative effects on the education of others. As a result, all theories of distributive justice in education face the challenge of balancing their requirements with conflicting interests. This article aims to contribute to developing (...)
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  13. added 2015-02-24
    Christopher Winch (2015). Innatism, Concept Formation, Concept Mastery and Formal Education. Journal of Philosophy of Education 49 (1):n/a-n/a.
    This article will consider the claim that the possession of concepts is innate rather than learned. Innatism about concept learning is explained through consideration of the work of Fodor and Chomsky. First, an account of concept formation is developed. Second the argument against the claim that concepts are learned through the construction of a learning paradox developed by Fodor is considered. It is argued that, despite initial plausibility, the learning paradox is not, in fact, a paradox at all as it (...)
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  14. added 2015-02-20
    J. Agassi (forthcoming). Einstein's Philosophy Politely Shelved. Philosophy of the Social Sciences:0048393115571251.
    Einstein considered fallibilist methodology obvious and metaphysics the challenging heuristic of physics. This philosophy is a minority view in academic philosophy. Most commentators on Einstein reject it and either refuse to ascribe it to him or declare it an impediment to his researches, his own opinion to the contrary notwithstanding.
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  15. added 2015-02-20
    G. J. Lobo (forthcoming). A Critique of Hindriks' Reconstructing Searle's Making the Social World. Philosophy of the Social Sciences:0048393115571250.
    This article is a response to Frank Hindriks’ “Restructuring Searle’s Making the Social World.”.
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  16. added 2015-02-20
    Raymond Aaron Younis (2014). On Thinking (and Measurement). In R. Scott Webster Steven A. Stolz (ed.), Measuring up in education. PESA. 255-267.
    We do indeed “live and work in a time when the issues facing education, many of which have been with us for a considerable period, are being approached primarilythrough measurement – classroom assessment, research methods, standardized testing, international comparisons”. It is also true that “we do not often stop to consider what counts – and alternatively, what doesn’t count – in a climate where measuring up to a standard is the name of the game. At a deeper level, we rarely (...)
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  17. added 2015-02-20
    Raymond Aaron Younis (2011). Internationalization, Blended Learning, Diverse Cultures. International Journal of Arts and Sciences 4 (8):2011.
  18. added 2015-02-20
    Raymond Aaron Younis (2008). Between Dialectic, Eristic and Deconstruction : Of Socratic Methods and Higher Education in the 21st Century. Studies in Learning, Evaluation, Innovation and Development 5 (4):51-62.
  19. added 2015-02-20
    Raymond Aaron Younis (2008). The Idols of the Tower. In The Ownership and Dissemination of Knowledge. PESA. 1-15.
  20. added 2015-02-20
    Raymond Aaron Younis, Aristotle's Lantern. Selected Papers From the Philosophy of Education Society of Great Britain Conference New College Oxford 2007.
    Though there is much interest nowadays in "aporias" there is relatively little research on the relation between these aporias and deconstruction, and further, between these two and the philosophy of education. First, it will be argued here that a sufficient understanding of the aporias must preserve the complexity of Aristotle’s own understanding and explications, or in other words, must avoid the reductive approaches one sometimes finds in some recent commentaries on studies of Aristotle’s aporias. Second, it will be argued that (...)
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  21. added 2015-02-20
    Raymond Aaron Younis (2006). Language Games, Postmodernism and Deconstruction. In M. Freund M. O’Loughlin & J. Mackenzie (eds.), Politics, Business and Education: the Aims of Education in the Twenty First Century. PESA.
  22. added 2015-02-19
    K. Vela Velupillai & Stefano Zambelli (forthcoming). Simulation, Computation and Dynamics in Economics. Journal of Economic Methodology:1-27.
    Computation and Simulation have always played a role in economics – whether it be pure economic theory or any variant of applied, especially policy-oriented, macro- and microeconomics or what has increasingly come to be called empirical or experimental economics. Computations and simulations are also intrinsically dynamic. This triptych – computation, simulation and dynamic – is given natural foundations, mainly as a result of developments in the mathematics underpinnings in the potentials of computing, using digital technology. A running theme in this (...)
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  23. added 2015-02-19
    Mitsutoshi Takayanagi (forthcoming). The Perfection of the Teacher Through the Pursuit of Happiness: Cavell’s Reading of J. S. Mill. Studies in Philosophy and Education:1-12.
    Drawing upon Nel Noddings’ contention that, if children are to be happy in schools, their teachers should also be happy, this paper tries to explore a way in which the obviously intimate but seemingly conflicting connections between students’ and teachers’ happiness can be understood from the viewpoint of Stanley Cavell’s reading of J. S. Mill. Mill’s conceptions of desire and pleasure are examined as a means of liberating the above connection from existing prioritization: that is, teachers’ or students’ happiness comes (...)
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  24. added 2015-02-19
    Herner Saeverot (forthcoming). Revitalising Bildsamkeit? Studies in Philosophy and Education:1-16.
    In the book Forgotten Connections. On Culture and Upbringing, originally from 1983, the late German educator Klaus Mollenhauer interprets Johann Friedrich Herbart’s educational concept of Bildsamkeit, i.e., the ability and willingness to be educated. Furthermore, Mollenhauer conceives Bildsamkeit as growing out of a primitive state towards a cultivated life. The Danish thinker Søren Kierkegaard, however, conceives the Christian concept of ‘primitiveness’ as a growing in the opposite direction, i.e., as a growing out of a cultivated state towards a primitive one, (...)
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  25. added 2015-02-19
    Timo Miettinen (forthcoming). David Carr, Experience and History: Phenomenological Perspectives on the Historical World. Husserl Studies:1-6.
    In the field of philosophy of history, the problem of historical representation has become one of the central points of interest during the past few decades. Through the publication of Hayden White’s influential Metahistory , Louis Mink’s studies of the narrative form, and recent openings in the so-called “new philosophy of history” , we have witnessed a new interest in the questions of narrativity and emplotment—that is, the ways in which historical knowledge is constructed through the creative activity of the (...)
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  26. added 2015-02-18
    Jacob Owensby (1985). Dilthey's Critical Foundation for the Human Sciences as Proposed in the "Einleitung in Die Geisteswissenschaften". Dissertation, Emory University
    In this dissertation I reconstruct Wilhelm Dilthey's Critique of Historical Reason as the solution to the epistemological-ontological problems raised in the Einleitung in die Geisteswissenschaften . It is my contention that the solutions to these problems are internally related by their devotion to the task of providing an analysis of the structure and development of the life-nexus, i.e. the I-World relationship as given in lived experience. Accordingly, I present Dilthey's structural and developmental analysis of the life-nexus as a foundation for (...)
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  27. added 2015-02-17
    Predrag Krstić (forthcoming). Three Naive Questions: Addressed to the Modern Educational Optimism. Studies in Philosophy and Education:1-16.
    This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...)
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  28. added 2015-02-14
    Tatum S. Adiningrum (2015). Reviewing Plagiarism: An Input for Indonesian Higher Education. Journal of Academic Ethics 13 (1):107-120.
    In the midst of international opportunities available to academics and students, plagiarism keeps plaguing the Indonesian higher education sector. This paper reports the findings from an Australian Alumni Reference Group activity which took place in Jakarta, Indonesia, in May 2013. An exploratory survey on plagiarism was conducted with Australian Award Alumni to capture their perceptions and opinions on the incidence of plagiarism and plagiarism prevention in higher education institutions in Indonesia. The survey was then followed up with a series of (...)
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  29. added 2015-02-12
    William Griffith (1991). Review Article. [REVIEW] Economics and Philosophy 7 (1):119-122.
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  30. added 2015-02-12
    Ann Garry (1989). AIDS: Ethics and Public Policy. [REVIEW] Teaching Philosophy 12 (1):59-61.
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  31. added 2015-02-12
    Lisa H. Newton (1983). Ethics: An Examination of Contemporary Moral Problems. [REVIEW] Teaching Philosophy 6 (1):63-63.
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  32. added 2015-02-11
    Sheldon Richmond (2015). Book Review: Natural Categories and Human Kinds: Classification in the Natural and Social Sciences by Muhammad Ali Khalidi. [REVIEW] Philosophy of the Social Sciences 45 (2):283-288.
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  33. added 2015-02-09
    Guy Axtell, Philosophical Implications of Dual Process Theory.
    A further exploration of philosophical implications of ecological rationality and dual-process theories. Topics include the reasons-responsiveness of automaticity and heuristic/T1 processing; DPT as a response to epistemic situationism; implications for character epistemology of substantial individual differences shown in T2 critical reasoning dispositions; and connections to work on more effective pedagogy for developing critical reasoning skills and dispositions.
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  34. added 2015-02-09
    Colleen Halupa & Doris U. Bolliger (2015). Student Perceptions of Self-Plagiarism: A Multi-University Exploratory Study. Journal of Academic Ethics 13 (1):91-105.
    The purpose of this study was to assess student perceptions of self-plagiarism. Students at three university campuses offering graduate and undergraduate classes in a residential and online format were queried; 284 students responded. Overwhelmingly, students perceived they owned their own previous published works and over half reported they believed self-plagiarism should not be considered an academic honesty offense. Most faculty members did not provide information about self-plagiarism to their students. Only about one-fourth of the students reported recycling parts of an (...)
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  35. added 2015-02-07
    Paul A. Roth (1995). MURRAY G. MURPHEY, "Philosophical Foundations of Historical Knowledge". [REVIEW] History and Theory 34 (3):231.
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  36. added 2015-02-07
    Raymond Martin (1995). Forum" on Joyce Appleby, Lynn Hunt, and Margaret Jacob, "Telling the Truth About History. [REVIEW] History and Theory 34 (4):320.
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  37. added 2015-02-07
    John A. Armstrong (1994). Liah Greenfeld, "Nationalism: Five Roads to Modernity". [REVIEW] History and Theory 33 (1):79.
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  38. added 2015-02-07
    J. L. Gorman (1994). C. A. J. COADY, "Testimony: A Philosophical Study". [REVIEW] History and Theory 33 (2):230.
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  39. added 2015-02-07
    Haskell Fain (1993). Geoffrey Hawthorn, "Plausible Worlds: Possibility and Understanding in History and the Social Sciences". [REVIEW] History and Theory 32 (1):83.
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  40. added 2015-02-07
    David Carr (1993). Elizabeth Deeds Ermarth, "Sequel to History: Postmodernism and the Crisis of Historical Time". [REVIEW] History and Theory 32 (2):179.
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  41. added 2015-02-07
    Liah Greenfeld (1993). JACOB L. TALMON, "Myth of the Nation and Vision of Revolution: Ideological Polarization in the Twentieth Century". [REVIEW] History and Theory 32 (3):339.
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  42. added 2015-02-07
    Martin Jay (1993). On Fredric Jameson, "Postmodernism, or, the Cultural Logic of Late Capitalism". [REVIEW] History and Theory 32 (3):296.
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  43. added 2015-02-07
    Larry Shiner (1993). Linda Orr, "Headless History: Nineteenth-Century French Historiography of the Revolution". [REVIEW] History and Theory 32 (1):90.
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  44. added 2015-02-07
    Michael S. Roth (1993). Francis Fukuyama, "the End of History and the Last Man". [REVIEW] History and Theory 32 (2):188.
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  45. added 2015-02-07
    David Konstan (1992). Arnaldo Momigliano, "the Classical Foundations of Modern Historiography". [REVIEW] History and Theory 31 (2):224.
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  46. added 2015-02-07
    Leon J. Goldstein (1992). Leon Pompa, "Human Nature and Historical Knowledge: Hume, Hegel and Vico". [REVIEW] History and Theory 31 (1):56.
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  47. added 2015-02-07
    Aviezer Tucker (1992). Essais Hérétiques Sur la Philosophie de L'Histoire. By Jan Patocka. Translated by Erika Abrams. [REVIEW] History and Theory 31 (3):355.
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  48. added 2015-02-07
    Paul A. Roth (1992). Raymond Martin, "the Past Within Us: An Empirical Approach to Philosophy of History". [REVIEW] History and Theory 31 (2):200.
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  49. added 2015-02-07
    Richard H. King (1992). FREEDOM. Freedom in the Making of Western Culture, Volume 1. By Orlando Patterson. [REVIEW] History and Theory 31 (3):326.
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  50. added 2015-02-07
    Theodore H. Von Laue (1992). Robert Bossard, "Die Gesetze Von Politik Und Krieg: Grundzüge Einer Allgemeinen Geschichtswissenschaft". [REVIEW] History and Theory 31 (2):230.
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1 — 50 / 613