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Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki)
Assistant editors: Alessandra Basso, Tarna Kannisto, Päivi Seppälä
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  1. added 2016-07-24
    Doris A. Santoro (forthcoming). Review of Claudia W. Ruitenberg, Unlocking the World: Education in an Ethic of Hospitality. [REVIEW] Studies in Philosophy and Education:1-4.
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  2. added 2016-07-24
    Claudia W. Ruitenberg (forthcoming). Response to Doris Santoro’s Review of Unlocking the World: Education in an Ethic of Hospitality. Studies in Philosophy and Education:1-4.
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  3. added 2016-07-23
    David Kerr (forthcoming). Understanding the Constructions of Identities by Young New Europeans: Kaleidoscopic Selves. By Alistair Ross. Pp 234. Abingdon: Routledge. 2014. £99.00 . ISBN 978-0-415-70740-4. [REVIEW] British Journal of Educational Studies:1-3.
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  4. added 2016-07-22
    Robert Bowie (forthcoming). Ethical English: Teaching and Learning in English as Spiritual, Moral and Religious Education. By Mark Pike. Pp 233. London: Bloomsbury. 2015. £58.50 . ISBN 978-1-4725-7682-8. [REVIEW] British Journal of Educational Studies:1-2.
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  5. added 2016-07-21
    Colleen M. Halupa, Erin Breitenbach & Adrian Anast (forthcoming). A Self-Plagiarism Intervention for Doctoral Students: A Qualitative Pilot Study. Journal of Academic Ethics:1-15.
    This purpose of this qualitative study was to gather detailed information about student perceptions of self-plagiarism and the perceived effectiveness of a brief self-plagiarism video tutorial. Semi-structured interviews were conducted and health sciences doctoral students were queried regarding their knowledge and perceptions of self- plagiarism. The population for this study was new doctoral students, as well as students who had committed self-plagiarism during the semester. Overall, participants reported a specific self-plagiarism intervention was more helpful in preventing self- plagiarism than a (...)
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  6. added 2016-07-21
    Pip McCormack (forthcoming). Improving Educational Equity in Urban Contexts. By Carlo Raffo. Pp 200. London: Routledge. 2014. £95.00 . ISBN 978-0415817479. [REVIEW] British Journal of Educational Studies:1-2.
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  7. added 2016-07-21
    Shuyi Chua (forthcoming). Education, Culture and the Singapore Developmental State: ‘World-Soul’ Lost and Regained?By Yeow-Tong Chia. Pp Xiii + 263. London: Palgrave Macmillan. 2015. £65 . ISBN 978-1-137-37459-2. [REVIEW] British Journal of Educational Studies:1-3.
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  8. added 2016-07-21
    Marcos de R. Antuna (2016). The Aztec Concept of Malinalli and LGBT Pedagogical Lives. Radical Pedagogy 13 (2):119-129.
    The foundational concepts of traditional Aztec metaphysics can benefit relations between LGBT students and teachers and their heterosexual peers. Because LGBT students and teachers suffer academic grievances at rates which their straight colleagues do not, they are in need of sound mechanisms for redress. The ethical stances implicit in the Aztec ontological simple teotl and the three motion-changes through which it acts – olin, malinalli, and nepantla – offer novel ways of approaching positive socialization between groups with differing social qualities (...)
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  9. added 2016-07-20
    Eve Ruddock (forthcoming). On Being Musical: Education Towards Inclusion. Educational Philosophy and Theory:1-10.
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  10. added 2016-07-20
    Silvio Gallo (forthcoming). The Care of the Self and Biopolitics: Resistance and Practices of Freedom. Educational Philosophy and Theory:1-11.
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  11. added 2016-07-20
    Julio Groppa Aquino (forthcoming). Two Premises and One General Hypothesis for the Analysis of the Educational Present. Educational Philosophy and Theory:1-9.
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  12. added 2016-07-20
    Alex Guilherme & Ana Lucia Souza de Freitas (forthcoming). Discussing Education by Means of Metaphors. Educational Philosophy and Theory:1-10.
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  13. added 2016-07-20
    John E. Petrovic & Aaron M. Kuntz (forthcoming). Invasion, Alienation, and Imperialist Nostalgia: Overcoming the Necrophilous Nature of Neoliberal Schools. Educational Philosophy and Theory:1-13.
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  14. added 2016-07-20
    Matthew J. Hayden (2016). The Process Matters: Moral Constraints on Cosmopolitan Education. Journal of Philosophy of Education 50 (2):n/a-n/a.
    Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts (...)
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  15. added 2016-07-19
    John Davis (2016). Notes on Contributors. Journal of Economic Methodology 23 (3):347-348.
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  16. added 2016-07-19
    D. Wade Hands (2016). Introduction to Symposium on ‘Patrick Suppes, Economics, and Economic Methodology’. Journal of Economic Methodology 23 (3):237-240.
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  17. added 2016-07-19
    Jean Baccelli & Philippe Mongin (2016). Choice-Based Cardinal Utility: A Tribute to Patrick Suppes. Journal of Economic Methodology 23 (3):268-288.
    We reexamine some of the classic problems connected with the use of cardinal utility functions in decision theory, and discuss Patrick Suppes’ contributions to this field in light of a reinterpretation we propose for these problems. We analytically decompose the doctrine of ordinalism, which only accepts ordinal utility functions, and distinguish between several doctrines of cardinalism, depending on what components of ordinalism they specifically reject. We identify Suppes’ doctrine with the major deviation from ordinalism that conceives of utility functions as (...)
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  18. added 2016-07-19
    Julian Reiss (2016). Suppes’ Probabilistic Theory of Causality and Causal Inference in Economics. Journal of Economic Methodology 23 (3):289-304.
    This paper examines Patrick Suppes’ probabilistic theory of causality understood as a theory of causal inference, and draws some lessons for empirical economics and contemporary debates in the foundations of econometrics. It argues that a standard method of empirical economics, multiple regression, is inadequate for most but the simplest applications, that the Bayes’ nets approach, which can be understood as a generalisation of Suppes’ theory, constitutes a considerable improvement but is still subject to important limitations, and that the currently fashionable (...)
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  19. added 2016-07-18
    Joseph Agassi (forthcoming). Max Planck’s Remorse. Philosophy of the Social Sciences:0048393116657537.
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  20. added 2016-07-17
    Mark Murphy (forthcoming). Rethinking Practice, Research and Education: A Philosophical Enquiry. By K. Flint. Pp 336. London: Bloomsbury. 2015. £75.00 . ISBN: 9781441145260. [REVIEW] British Journal of Educational Studies:1-2.
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  21. added 2016-07-17
    Helen Hanna (forthcoming). Fifty Years of Comparative Education. Edited by Michele Schweisfurth. Pp 132. Abingdon: Routledge. 2015. £85 . ISBN 978-1-138-85333-1. [REVIEW] British Journal of Educational Studies:1-2.
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  22. added 2016-07-17
    Tom Woodin (forthcoming). Rethinking the History of Education: Transnational Perspectives on its Questions, Methods and Knowledge. Edited by Thomas S. Popkewitz. Pp 251. New York: Palgrave Macmillan. 2013. £60.00 . ISBN 978-1-137-00069-9. [REVIEW] British Journal of Educational Studies:1-3.
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  23. added 2016-07-16
    Gabriel Goldmeier (forthcoming). Reimagining Liberal Education: Affiliation and Inquiry in Democratic Schooling. By Hanan Alexander. Pp 312. London: Bloomsbury. 2015. £80.00 . ISBN 978-1441122438. [REVIEW] British Journal of Educational Studies:1-3.
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  24. added 2016-07-16
    Bo Bengtsson & Hannu Ruonavaara (forthcoming). Comparative Process Tracing Making Historical Comparison Structured and Focused. Philosophy of the Social Sciences:0048393116658549.
    This article introduces comparative process tracing as a two-step methodological approach that combines theory, chronology, and comparison. For each studied case, the processes leading “from A to B” are reconstructed and analyzed in terms of ideal-type social mechanisms and then compared by making use of the identified mechanisms and ideal-type periodization. Central elements of CPT are path dependence, critical junctures and focal points, social mechanisms, context, periodization, and counterfactual analysis. The CPT approach is described, discussed, and compared with more formal (...)
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  25. added 2016-07-15
    Eric Palmer (forthcoming). The Miracle of Microfinance? A 2016 Ethical Assessment. In Robert W. Kolb (ed.), The SAGE Encyclopedia of Business Ethics and Society 2nd Edition. Sage Publications
    This entry focuses upon the current state of microlending activity, and particularly for-profit activity, with ethical analysis of such lending, particularly as it pertains to prospects for poverty alleviation and development for the global poor. Several specific events have lately altered the characteristics of microlending and the general assessments of its prospects: most notably the collapse of the for-profit microfinance market in Andhra Pradesh late in 2010 and research previously pursued within the same state of India that would greatly reduce (...)
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  26. added 2016-07-12
    Thomas M. Besch & Jung-Sook Lee, On Toleration in Social Work.
    Toleration is one of many responses toward diversity and difference. With the growing diversity, the theme of toleration has often taken center stage in discussions of multiculturalism and social pluralism. Nonetheless, it has not received much attention in the social work profession. Social workers often encounter situations in which they face a choice between tolerating and not tolerating. We argue that toleration is a legitimate and relevant topic in social work discourse. To make this point, first, this paper discusses different (...)
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  27. added 2016-07-12
    Ekaterina Svetlova & Henk van Elst (2015). Decision-Theoretic Approaches to Non-Knowledge in Economics. In Gross Matthias & McGoey Linsy (eds.), Routledge International Handbook of Ignorance Studies. Routledge 349-360.
    The aim of this contribution is to provide an overview of conceptual approaches to incorporating a decision maker’s non-knowledge into economic theory. We will focus here on the particular kind of non-knowledge which we consider to be one of the most important for economic discussions: non-knowledge of possible consequence-relevant uncertain events which a decision maker would have to take into account when selecting between different strategies.
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  28. added 2016-07-12
    Ekaterina Svetlova (2014). Models at Work – Models in Decision-Making. Science in Context 27 (4):561-577.
    In this topical section, we highlight the next step of research on modeling aiming to contribute to the emerging literature that radically refrains from approaching modeling as a scientific endeavor. Modeling surpasses “doing science” because it is frequently incorporated into decision-making processes in politics and management, i.e., areas which are not solely epistemically oriented. We do not refer to the production of models in academia for abstract or imaginary applications in practical fields, but instead highlight the real entwinement of science (...)
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  29. added 2016-07-11
    Matthew Kopec, Game Theory and the Self-Fulfilling Climate Tragedy.
    Game theorists tend to model climate negotiations as a so-called ‘tragedy of the commons’. This is rather worrisome, since the conditions under which such commons problems have historically been solved are almost entirely absent in the case of international greenhouse gas emissions. In this paper, I will argue that the predictive accuracy of the tragedy model might not stem from the model’s inherent match with reality but rather from the model’s ability to make self-fulfilling predictions. I then sketch some possible (...)
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  30. added 2016-07-11
    Steven A. Stolz (forthcoming). Nietzsche on Aesthetics, Educators and Education. Studies in Philosophy and Education:1-13.
    This essay argues that much can be gained from a close examination of Nietzsche’s work with respect to education. In order to contextualise my argument, I provide a brief critique of Nietzsche’s thinking on aesthetics, educators and education. I then turn my attention to the work of Thus Spoke Zarathustra, the figures Zarathustra and the Übermensch, and other Nietzschean works with a view to outline what I mean by a Nietzschean education. My central thesis being that a Nietzschean education is (...)
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  31. added 2016-07-10
    Jennifer M. Morton (2016). The Educator's Dual Role: Expressing Ideals While Educating in Nonideal Conditions. Educational Theory 66 (3):323-339.
    In this essay, Jennifer Morton discusses educators as central examples of agents who engage in ideal and nonideal ways of thinking. The educator, as a representative of the political community, is tasked with two aims. The first is nurturing students with the skills and knowledge they need for the world as they will find it. In pursuing this goal, the educator is assuming certain social facts, some of them unjust, that constitute the present nonideal world. The second aim is civic (...)
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  32. added 2016-07-10
    Anke Pinkert (2016). The Humanities and Public Life. Educational Theory 66 (3):413-420.
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  33. added 2016-07-10
    Mark E. Jonas (2016). Three Misunderstandings of Plato's Theory of Moral Education. Educational Theory 66 (3):301-322.
    In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern society; (...)
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  34. added 2016-07-10
    Sarah M. Stitzlein (2016). Publics for Public Schools: Legitimacy, Democracy, and Leadership. Educational Theory 66 (3):405-412.
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  35. added 2016-07-10
    Suzanne Rosenblith (2016). Muslims and Islam in U.S. Education: Reconsidering Multiculturalism. Educational Theory 66 (3):421-427.
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  36. added 2016-07-10
    Matthew X. Curinga (2016). The MOOC and the Multitude. Educational Theory 66 (3):369-387.
    Massive open online courses take university lectures and other educational materials and make them available for free as online “courses.” Liberal and neoliberal MOOC supporters laud these courses for opening up education to the world while incorporating market dynamics to improve quality and drive down costs. Skeptics claim MOOCs are a bald attempt to privatize higher learning, thus creating an apartheid educational system with traditional universities serving the wealthy while everyone else is left with cut-rate online learning. This essay draws (...)
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  37. added 2016-07-10
    Ken McGrew (2016). The Dangers of Pipeline Thinking: How the School‐To‐Prison Pipeline Metaphor Squeezes Out Complexity. Educational Theory 66 (3):341-367.
    In this essay Ken McGrew critically examines the school-to-prison pipeline metaphor and associated literature. The origins and influence of the metaphor are compared with the origins and influence of the competing prison industrial complex concept. Specific weaknesses in the pipeline literature are examined. These problems are described as resulting, in part, from the influence that the pipeline metaphor has on the thinking of those who follow it. McGrew argues that addressing the weaknesses in the literature, abandoning the metaphor, and adopting (...)
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  38. added 2016-07-10
    Barbara Applebaum (2016). “Listening Silence” and Its Discursive Effects. Educational Theory 66 (3):389-404.
    While researchers have studied how white silence protects white innocence and white ignorance, in this essay Barbara Applebaum explores a form of white silence that she refers to as “listening silence” in which silence protects white innocence but does not necessarily promote resistance to learning. White listening silence can appear to be a constructive pedagogical tool for teaching white students about their implication in the perpetuation of racism. The truth of white students' listening may make it seem as if silence (...)
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  39. added 2016-07-10
    A. Wylie (2015). A Plurality of Pluralisms: Collaborative Practice in Archaeology. In F. Padovani, A. Richardson & J. Tsou (eds.), Objectivity in Science: New Perspectives from Science and Technology Studies. Springer 189-210.
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  40. added 2016-07-10
    B. Chapman & A. Wylie (eds.) (2015). Material Evidence. Routledge.
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  41. added 2016-07-10
    Andrew Gardner, Mark Lake & Ulricke Sommer (eds.) (2013). Oxford Handbook of Archaeological Theory. Oxofrd.
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  42. added 2016-07-10
    A. Wylie (2010). Archaeological Facts in Transit: The ‘Eminent Mounds’ of Central North America. In P. Howlett & M. Morgan (eds.), How Well do ‘Facts’ Travel?: The Dissemination of Reliable Knowledge. Cambridge University Press 301-322.
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  43. added 2016-07-10
    A. Wylie (2008). Agnotology in/of Archaeology. In R. Proctor & L. Londa Schiebinger (eds.), Agnotology: The Making and Unmaking of Ignorance. Stanford University Press 183-205.
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  44. added 2016-07-10
    L. Fogelin (2007). Inference to the Best Explanation: A Common and Effective Form of Archaeological Reasoning. American Antiquity 72 (4):603-625.
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  45. added 2016-07-10
    J. Gero (2007). Honoring Ambiguity/Problematizing Certitude. Journal of Archaeological Method and Theory 14:311-327.
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  46. added 2016-07-10
    W. H. Krieger (2006). Can There Be a Philosophy of Archaeology? Lexington Books.
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  47. added 2016-07-10
    E. Ullmann-Margalit (2006). Out of the Cave: A Philosophical Inquiry Into the Dead Sea Scrolls Research. Harvard University Press.
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  48. added 2016-07-10
    A. Wylie (2005). The Promise and Perils of an Ethic of Stewardship. In L. Meskell & P. Pells (eds.), Embedding Ethics. Berg Press 47-68.
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  49. added 2016-07-10
    L. Embree (ed.) (1992). Metaarchaeology: Reflections by Archaeologists and Philosophers. Boston Studies in the Philosophy of Science.
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  50. added 2016-07-10
    W. V. Adams & E. W. Adams (1991). Archaeological Typology and Practical Reality: A Dialectical Approach to Artifact Classification and Sorting. Cambridge University Press.
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1 — 50 / 293