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Philosophical Papers: Volume 1, Human Agency and Language

Cambridge University Press (1985)

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  1. Is political philosophy too ahistorical?Jonathan Floyd - 2009 - Critical Review of International Social and Political Philosophy 12 (4):513-533.
    The accusation that contemporary political philosophy is carried out in too ahistorical a fashion depends upon it being possible for historical facts to ground normative political principles. This they cannot do. Each of the seven ways in which it might be thought possible for them to do so fails for one or more of four reasons: History yields no timeless set of universal moral values; it displays no convergence upon such a set; it reveals no univocal moral or cultural context (...)
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  • A Critique of Instrumental Reason in Economics.Hamish Stewart - 1994 - Economics and Philosophy 11 (1):57.
    There are, broadly speaking, two ways to think about rationality, as defined in the following passage: ‘Reason’ for a long time meant the activity of understanding and assimilating the eternal ideas which were to function as goals for men. Today, on the contrary, it is not only the business but the essential work of reason to find means for the goals one adopts at any given time. To use what Horkheimer called objective reason, and what others have called expressive or (...)
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  • On the importance of history for political philosophy. A reply to Jonathan Floyd.Gabriele De Angelis - 2010 - Critical Review of International Social and Political Philosophy 13 (4):541-548.
    In an interesting essay published in this journal Jonathan Floyd has recently argued (Citation2009) that, contrary to widespread opinion, political philosophy is not too a‐historical, for historical facts cannot ground timeless political principles. In the following I would like to reply to his theses showing that the authors he criticises aim in fact to show that our historical situation gives us a decisive clue as to the tasks that philosophical theory has to address; that philosophical argumentation rests on normative beliefs (...)
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  • Two National curricula ‐ baker's and Stalin's. towards a liberal alternative.John White - 1988 - British Journal of Educational Studies 36 (3):218-231.
  • Double Agents.Darlene Fozard Weaver - 2013 - Journal of Religious Ethics 41 (4):710-726.
    Jennifer Herdt's Putting On Virtue argues for the theological and normative superiority of noncompetitive accounts of divine and human agency. Although such accounts affirm the indispensability and sovereignty of divine grace they also acknowledge human agents as active participants in their own moral change. Indeed, Herdt contends we cannot coherently describe the human telos as entailing a transformation of character without affirming that human agents meaningfully contribute to that change. Nevertheless, a recurrent worry in Putting On Virtue is that persons (...)
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  • Meaning in Gender Theory: Clarifying a Basic Problem from a Linguistic‐Philosophical Perspective.Eva Waniek & Translated By Erik M. Vogt - 2005 - Hypatia 20 (2):48-68.
    The author investigates the notion of linguistic meaning in gender research. She approaches this basic problem by drawing upon two very different conceptions of language and meaning: that of the logician Gottlob Frege and that of the linguist Ferdinand de Saussure. Motivated by the controversial response the Anglo-American sex/gender debate received within the German context, the author focuses on the connection between this epistemological controversy among feminists and two discursive traditions of linguistic meaning , to show how philosophy of language (...)
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  • Experience and expression: The moral linguistic constitution of emotions.George Turski - 1991 - Journal for the Theory of Social Behaviour 21 (4):373–392.
  • We’re not in it for the money—lay people’s moral intuitions on commercial use of ‘their’ biobank.Kristin Solum Steinsbekk, Lars Øystein Ursin, John-Arne Skolbekken & Berge Solberg - 2013 - Medicine, Health Care and Philosophy 16 (2):151-162.
    Great hope has been placed on biobank research as a strategy to improve diagnostics, therapeutics and prevention. It seems to be a common opinion that these goals cannot be reached without the participation of commercial actors. However, commercial use of biobanks is considered morally problematic and the commercialisation of human biological materials is regulated internationally by policy documents, conventions and laws. For instance, the Council of Europe recommends that: “Biological materials should not, as such, give rise to financial gain”. Similarly, (...)
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  • What Philosophy can and cannot do for Education.Paul Smeyers - 2006 - Studies in Philosophy and Education 25 (1):1-18.
  • The labouring sleepwalker: Evocation and expression as modes of qualitative educational research.Paul Smeyers - 2005 - Educational Philosophy and Theory 37 (3):407–423.
    This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...)
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  • Review of Yusef Waghid, Conceptions of Islamic Education: Pedagogical Framings: New York, Peter Lang. [REVIEW]Paul Smeyers - 2011 - Studies in Philosophy and Education 31 (1):91-98.
  • Back to the individual: On the educational importance of commitment.Paul Smeyers - 1996 - Journal of Philosophy of Education 30 (3):471–478.
    Paul Smeyers; Back to the Individual: on the educational importance of commitment, Journal of Philosophy of Education, Volume 30, Issue 3, 30 May 2006, Pages 47.
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  • On weak postpositivism: Ahistorical rejections of the view from nowhere.Robert C. Scharff - 2007 - Metaphilosophy 38 (4):509-534.
    Postpositivists have lately joined post‐Husserlians in arguing that the deepest problem with Descartes' legacy is that it fosters the objectivist illusion that philosophers might actually come to think “from Nowhere,” or at least that they can self‐consciously choose whatever presuppositions they do accept. Yet this argument is easier to express than to incorporate into one's own thinking. It is perfectly possible to oppose the View from Nowhere, and even to criticize others for failing to understand its impossibility, and still do (...)
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  • The power of power—questions to Michel Foucault.Norbert Ricken - 2006 - Educational Philosophy and Theory 38 (4):541–560.
    To question power means also to ask what makes us governable and enables us to govern. This paper addresses this issue by rephrasing the question ‘what is power?’ into the question: ‘to what problem can power be seen as a response?’. This transformation allows us to keep the ‘power of power’ in sight. It then elucidates the ‘how’ of power through some conceptual explorations and theoretical clarifications as well as through an explicitly anthropological problematisation of power, as the way in (...)
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  • Symbolism of the Spirit of the Laws: A Genealogical Excursus to Legal and Political Semiotics.Jiří Přibáň - 2009 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 22 (2):179-195.
    The spirit of the laws is a symbol reflecting the ontological status and transcendental ideals of the system of positive law. The article analyses historical links between the romantic philosophy of the spirit of the nation (Volksgeist), which subsumed Montesquieu’s general spirit of the laws under the concept of ethnic culture, and recent politics of cultural and ethnic identity. Although criticising attempts at legalising ethnic collective identities, the article does not simply highlight the virtues of demos and the superiority of (...)
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  • Positivism and Communitarianism: Between Human Rights and Democracy.Carlos Santiago Nino - 1994 - Ratio Juris 7 (1):14-40.
  • Democratic education and the curriculum safety-net: A tantalising illusion?Simon A. Longstaff - 1989 - Journal of Philosophy of Education 23 (1):93–102.
    Simon A Longstaff; Democratic Education and the Curriculum Safety-net: a tantalising illusion?, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2.
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  • The claims of consciousness: A critical survey.Alastair Hannay - 1987 - Inquiry: An Interdisciplinary Journal of Philosophy 30 (December):395-434.
    This article selectively surveys recent work touching consciousness. It discusses some recent arguments and positions with a view to throwing light on a working principle of much influential philosophical psychology, namely that the first?person point of view is theoretically redundant. The discussion is divided under a number of headings corresponding to specific functions that have been attributed to the first?person viewpoint, from the experience of something it is like to undergo physical processes, to the presence of selfhood, mental substance, meaning, (...)
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  • Quality in education: Meaning and prospects.John Halliday - 1994 - Educational Philosophy and Theory 26 (2):33–50.
  • The Ethical Limitations of the Market.Elizabeth Anderson - 1990 - Economics and Philosophy 6 (2):179.
    A distinctive feature of modern capitalist societies is the tendency of the market to take over the production, maintenance, and distribution of goods that were previously produced, maintained, and distributed by nonmarket means. Yet, there is a wide range of disagreement regarding the proper extent of the market in providing many goods. Labor has been treated as a commodity since the advent of capitalism, but not without significant and continuing challenges to this arrangement. Other goods whose production for and distribution (...)
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  • Psychoanalysis Beyond the End of Metaphysics: Thinking Towards the Post-Relational.Robin S. Brown - 2016 - New York: Routledge.
    _Psychoanalysis Beyond the End of Metaphysics_ offers a new paradigm approach which advocates reengaging the importance of metaphysics in psychoanalytic theorizing. The emergence of the relational trend has witnessed a revitalizing influx of new ideas, reflecting a fundamental commitment to the principle of dialogue. However, the transition towards a more pluralistic discourse remains a work in progress, and those schools of thought not directly associated with the relational shift continue to play only a marginal role. In this book, Robin S. (...)
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