1. Kenneth B. Mcintyre (2012). Liberal Education and the Teleological Question; or Why Should a Dentist Read Chaucer? Journal of Philosophy of Education 46 (4):341-363.
    This essay consists of an examination of the work of three thinkers who conceive of liberal education primarily in teleological terms, and, implicitly if not explicitly, attempt to offer some answer to the question: what does it mean to be fully human? John Henry Newman, T. S. Eliot, and Josef Pieper developed their understanding of liberal education from their own intellectual and religious experience, which was informed by a specifically Christian conception of the place of education in a fully developed (...)
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  2. Kenneth B. McIntyre (2010). “ 'What's Gone and What's Past Help...': Oakeshott and Strauss on Historical Explanation”. Journal of the Philosophy of History 4 (1):65-101.
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  3. Kenneth B. McIntyre (2008). Historicity as Methodology or Hermeneutics: Collingwood's Influence on Skinner and Gadamer. Journal of the Philosophy of History 2 (2):138-166.
    In this paper, I offer both a brief study of Collingwood's conception of historical explanation and epistemological historicity, and an examination of the influence of Collingwood's work on the historical methodology of Quentin Skinner and on Gadamer's hermeneutic philosophy. Collingwood's work on the philosophy of history manifests a tension between the realist implications of the doctrine of reenactment and the logic of question and answer on the one hand, and, on the other, the constructionist tendency of the rest of his (...)
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