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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki, Tallinn University of Technology)
Assistant editors: Tarna Kannisto, Päivi Seppälä, Alessandra Basso
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  1. added 2014-07-02
    Chrisoula Andreou (2007). There Are Preferences and Then There Are Preferences. In Barbara Montero and Mark D. White (ed.), Economics and the Mind.
  2. added 2014-06-28
    Francesco Guala (forthcoming). The Role of Experiments in Economics: Reply to Jones. Economics and Philosophy:1-9.
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  3. added 2014-06-28
    Hub Zwart (forthcoming). What Is Nature? In Advance. Teaching Philosophy.
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  4. added 2014-06-28
    James DiGiovanna (forthcoming). Knowledge, Understanding, and Pedagogy in Advance. Teaching Philosophy.
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  5. added 2014-06-28
    Matthew T. Nowachek (forthcoming). Kierkegaard as Pedagogue in Advance. Teaching Philosophy.
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  6. added 2014-06-28
    Benjamin A. Rider (forthcoming). Socratic Philosophy for Beginners? In Advance. Teaching Philosophy.
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  7. added 2014-06-28
    Andrew Skourdoumbis (2014). Teacher Effectiveness: MakingTheDifference to Student Achievement? British Journal of Educational Studies 62 (2):111-126.
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  8. added 2014-06-28
    Ansgar Allen (2014). Meritocratic Education and Social Worthlessness. By K. Lampert. British Journal of Educational Studies 62 (2):225-226.
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  9. added 2014-06-28
    Frank Hardman (2014). Teacher Education in Sub-Saharan Africa: Closer Perspectives. Edited by Rosarii Griffin. British Journal of Educational Studies 62 (2):217-219.
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  10. added 2014-06-28
    Kathryn Paige (2014). Living on the Edge: Rethinking Poverty, Class and Schooling. By John Smyth and Terry Wrigley. British Journal of Educational Studies 62 (2):216-217.
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  11. added 2014-06-28
    Annie Haight (2014). The Identities and Practices of High Achieving Pupils: Negotiating Achievement and Peer Cultures. By B. Francis, C. Skelton and B. Read. [REVIEW] British Journal of Educational Studies 62 (2):213-215.
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  12. added 2014-06-28
    Sandra Cooke & David Carr (2014). Virtue, Practical Wisdom and Character in Teaching. British Journal of Educational Studies 62 (2):91-110.
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  13. added 2014-06-28
    Kathleen M. Quinlan (2014). Everything for Sale? The Marketisation of UK Higher Education. By Roger Brown with Helen Carasso. British Journal of Educational Studies 62 (2):223-225.
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  14. added 2014-06-28
    Geerte Savenije, Carla van Boxtel & Maria Grever (2014). Sensitive 'Heritage' of Slavery in a Multicultural Classroom: Pupils' Ideas Regarding Significance. British Journal of Educational Studies 62 (2):127-148.
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  15. added 2014-06-28
    Robin Simmons (2014). The Great Reversal: Young People, Education and Employment in a Declining Economy.By Martin Allen and Patrick Ainley. British Journal of Educational Studies 62 (2):219-221.
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  16. added 2014-06-28
    Ewan Wright & Moosung Lee (2014). Elite International Baccalaureate Diploma Programme Schools and Inter-Cultural Understanding in China. British Journal of Educational Studies 62 (2):149-169.
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  17. added 2014-06-28
    Douglas Bourn (2014). Education Quality and Social Justice in the Global South: Challenges for Policy, Practice and Research. Edited by L. Tikly and A. M. Barrett. [REVIEW] British Journal of Educational Studies 62 (2):221-223.
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  18. added 2014-06-28
    Julien Danhier & Émilie Martin (2014). Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities. British Journal of Educational Studies 62 (2):171-189.
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  19. added 2014-06-28
    Daniel Kilburn, Melanie Nind & Rose Wiles (2014). Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods? British Journal of Educational Studies 62 (2):191-207.
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  20. added 2014-06-28
    Shirley Lawes (2014). The Routledge International Handbook of Learning. Edited by Peter Jarvis and Mary Watts. British Journal of Educational Studies 62 (2):210-212.
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  21. added 2014-06-28
    Anna Vignoles (2014). Widening Participation in Higher Education: Casting the Net Wide?Edited by T. Hinton-Smith. British Journal of Educational Studies 62 (2):212-213.
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  22. added 2014-06-28
    Alan Floyd (2014). Leading Professional Practice in Education. Edited by C. Wise, P. Bradshaw and M. Cartwright. British Journal of Educational Studies 62 (2):209-210.
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  23. added 2014-06-25
    Michael Tiboris (2014). What's Wrong With Undermatching? Journal of Philosophy of Education 48 (2).
    ‘Undermatched’ is the name education researchers have given to the surprisingly large number of students who attend post-secondary institutions which are less selective than their academic credentials would permit, or who simply fail to even apply for college when they are qualified to do so. At first, this might seem like an obviously bad trend, especially as rates of undermatching are much higher among students from low-income backgrounds. This article argues, however, that individual cases of undermatching are sometimes morally acceptable (...)
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  24. added 2014-06-23
    Vanessa Carbonell (forthcoming). How to Put Prescription Drug Ads on Your Syllabus in Advance. Teaching Philosophy.
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  25. added 2014-06-23
    Michael A. Peters (forthcoming). Rhizomatic America and Arborescent Culture: Towards a New Philosophy of Dance. Educational Philosophy and Theory:1-7.
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  26. added 2014-06-21
    Peter Gardner (2014). Hand's Academy Challenge: Some Starter Questions. Journal of Philosophy of Education 48 (2):n/a-n/a.
    Michael Hand has recently challenged certain religious organisations that run Academies in the United Kingdom to devise and pursue their own faith-based curricula in their schools. In this short article I examine some of the problems Hand's challenge might encounter, including whether religious conceptions of worthwhile activities and of human flourishing can be as devoid of religious beliefs as Hand would seem to wish and whether his challenge can be met.
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  27. added 2014-06-21
    Neil Hopkins (2014). The Democratic Curriculum: Concept and Practice. Journal of Philosophy of Education 48 (2):n/a-n/a.
    Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored (...)
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  28. added 2014-06-21
    Nicholas Everitt (2014). Critical Review of Mary Midgley's Intelligent Design Theory and Other Ideological Problems. Journal of Philosophy of Education 48 (2):n/a-n/a.
    Mary Midgley's pamphlet Intelligent Design Theory and Other Ideological Problems has been a widely read contribution to discussions of the place of creationism in schools. In this critique of her account, I outline Midgley's view of the relations between science and religion, her claims about what material can legitimately appear in science lessons, and her account of the nature of religion. I argue that she is mistaken in all three areas, and show that her most plausible reply to these criticisms (...)
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  29. added 2014-06-21
    Rebecca Adami & Marie Hållander (2014). Testimony and Narrative as a Political Relation: The Question of Ethical Judgment in Education. Journal of Philosophy of Education 48 (2):n/a-n/a.
    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in (...)
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  30. added 2014-06-19
    K. McClelland (forthcoming). Cycles of Conflict: A Computational Modeling Alternative to Collins's Theory of Conflict Escalation. Sociological Theory.
    In a new theory of conflict escalation, Randall Collins (2012) engages critical issues of violent conflict and presents a compellingly plausible theoretical description based on his extensive empirical research. He also sets a new challenge for sociology: explaining the time dynamics of social interaction. However, despite heavy reliance on the quantitative concept of positive feedback loops in his theory, Collins presents no mathematical specification of the dynamic relationships among his variables. This article seeks to fill that gap by offering a (...)
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  31. added 2014-06-19
    M. Goldman & S. Pfaff (forthcoming). Reconsidering Virtuosity: Religious Innovation and Spiritual Privilege. Sociological Theory.
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  32. added 2014-06-19
    M. Norton (forthcoming). Mechanisms and Meaning Structures. Sociological Theory.
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  33. added 2014-06-19
    J. Klett (forthcoming). Sound on Sound: Situating Interaction in Sonic Object Settings. Sociological Theory.
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  34. added 2014-06-19
    T. Piiroinen (forthcoming). For "Central Conflation": A Critique of Archerian Dualism. Sociological Theory.
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  35. added 2014-06-17
    Ronald Bogue (forthcoming). Review of Inna Semetsky, The Edusemiotics of Images: Essays on the Art–Science of Tarot. [REVIEW] Studies in Philosophy and Education:1-7.
    For well over a decade Inna Semetsky has been at the forefront of an effort to introduce the thought of Gilles Deleuze into educational philosophy and theory. In her (2006) book, Deleuze, Education and Becoming, she set forth a sophisticated reading of Deleuze that drew enlightening parallels between his work and that of John Dewey and his Pragmatist predecessors. In Re-Symbolization of the Self (2011), she linked Deleuze to a very different tradition—that of Jungian psychology—and argued for the integration of (...)
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  36. added 2014-06-16
    Jeroen Van Bouwel (2004). Questioning Structurism as a New Standard for Social Scientific Explanations. Graduate Journal of Social Science 1 (2):204-226.
    As the literature on Critical Realism in the social sciences is growing, it is about time to analyse whether a new, acceptable standard for social scientific explanations is being introduced. In order to do so, I will discuss the work of Christopher Lloyd, who analysed contributions of social scientists that rely on (what he called) a structurist ontology and a structurist methodology, and advocated a third option in the methodological debate between individualism and holism. I will suggest modifications to three (...)
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  37. added 2014-06-14
    Jeroen Van Bouwel (2014). Explanatory Strategies Beyond The Individualism/Holism Debate. In Julie Zahle & Finn Collin (eds.), Rethinking the Individualism-Holism Debate. Springer. 105-119.
    Starting from the plurality of explanatory strategies in the actual practice of socialscientists, I introduce a framework for explanatory pluralism – a normative endorsement of the plurality of forms and levels of explanation used by social scientists. Equipped with thisframework, central issues in the individualism/holism debate are revisited, namely emergence,reduction and the idea of microfoundations. Discussing these issues, we notice that in recentcontributions the focus has been shifting towards relationism, pluralism and interaction, awayfrom dichotomous individualism/holism thinking and a winner-takes-all approach. (...)
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  38. added 2014-06-12
    Guoping Zhao (2014). Art as Alterity in Education. Educational Theory 64 (3):245-259.
    In education, art has often been perceived as entertainment and decoration and is the first subject to go when there are budget cuts or test-score pressures. Drawing on Emmanuel Lévinas's idea of the primacy of radical alterity that breaks the totality of our being, enables self-transformation and ethics, and ensures community as a totality of singularities, and on Maurice Blanchot's expansion of radical alterity to art, Guoping Zhao argues that the role of art in education must be reconsidered and greatly (...)
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  39. added 2014-06-12
    David Lea (2014). The Future of the Humanities in Today's Financial Markets. Educational Theory 64 (3):261-283.
    In this essay David Lea approaches the decline in the study and teaching of the humanities within the university context from a financial perspective. As humanities departments are either closed down or have their curriculum attenuated, it is obvious that the revenue previously available to support such programs has not been forthcoming. This change is often explained as the result of cost cutting necessary during periods of financial crisis, but this justification is belied by the fact that while the humanities (...)
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  40. added 2014-06-12
    William S. New & Michael S. Merry (2014). Is Diversity Necessary for Educational Justice? Educational Theory 64 (3):205-225.
    In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue that a disproportionate share of the benefits that might result from greater diversity often accrues to those already advantaged. Finally, they propose that many of the most promising and pragmatic remedies for educational (...)
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  41. added 2014-06-12
    Elizabeth de Freitas (2014). How Theories of Perception Deploy the Line: Reconfiguring Students' Bodies Through Topo‐Philosophy. Educational Theory 64 (3):285-301.
    In this essay Elizabeth de Freitas follows Tim Ingold's groundbreaking anthropological work on lines and their cultural and material significance to argue that the line is the engine of theory, be it the drawn line of inscription or mathematical measure, the exclusionary line of delineation, or the undulating generative line of flight. De Freitas focuses on contemporary theories of perception that deploy the line — and mobilize the force of theory — so as to encode and reconfigure the student's body. (...)
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  42. added 2014-06-12
    Tyson E. Lewis (2014). The Beautiful Risk of Education. Educational Theory 64 (3):303-309.
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  43. added 2014-06-12
    Bryan R. Warnick & D. Spencer Smith (2014). The Controversy Over Controversies: A Plea for Flexibility and for “Soft‐Directive” Teaching. Educational Theory 64 (3):227-244.
    A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...)
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  44. added 2014-06-10
    Jussi Suikkanen (2014). Gerald Gaus, The Order of Public Reason: A Theory of Freedom and Morality in a Diverse and Bounded World. [REVIEW] Economics and Philosophy 30 (1):103-116.
    This is a book review of Gerald Gaus's book The Order of Public Reason: A Theory of Freedom and Morality in a Diverse and Bounded World.
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  45. added 2014-06-08
    Michael A. Peters (forthcoming). The Shapes of Theory in Education. Educational Philosophy and Theory:1-5.
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  46. added 2014-06-05
    H. Orri Stefánsson (2014). Risk and Rationality. [REVIEW] Economics and Philosophy 30 (2):252-260.
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  47. added 2014-06-03
    Thaddeus Metz (forthcoming). Africanising Institutional Culture: What is Possible and Plausible. In Pedro Tabensky & Sally Matthews (eds.), Being at Home: Race, Institutional Culture and Transformation at South African Higher Education Institutions. University of KwaZulu-Natal Press.
  48. added 2014-06-03
    Markus Seidel (2014). Throwing the Baby Out with the Water: From Reasonably Scrutinizing Authorities to Rampant Scepticism About Expertise. Informal Logic 34 (2):192-218.
    In this paper, I argue that many arguments from expert opinion are strong arguments. Therefore, in many cases it is rational to rely on experts since in many cases the fact that an expert says that p makes it highly likely that p is true. I will defend this claim by providing 5 arguments that illuminate and elaborate on 5 crucial claims about expertise. In this way, I aim to undermine recent attempts to establish a rampant scepticism about arguments from (...)
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  49. added 2014-06-02
    Walter Feinberg (forthcoming). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education:1-9.
    In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere (Feinberg in Eur J Pragmatism Am Philos 4(1):222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. (...)
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  50. added 2014-05-29
    Tal Gilead (forthcoming). Economics Imperialism and the Role of Educational Philosophy. Educational Philosophy and Theory:1-19.
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