SATS

ISSNs: 1600-1974, 1869-7577

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  1.  7
    From Tractatus to Later Writings and Back – New Implications from Wittgenstein’s Nachlass.Ruy J. G. B. de Queiroz - 2023 - SATS 24 (2):167-203.
    As a celebration of theTractatus100th anniversary it might be worth revisiting its relation to the later writings. From the former to the latter, David Pears recalls that “everyone is aware of the holistic character of Wittgenstein’s later philosophy, but it is not so well known that it was already beginning to establish itself in theTractatus” (The False Prison, 1987). From the latter to the former, Stephen Hilmy’s (The Later Wittgenstein, 1987) extensive study of theNachlasshas helped removing classical misconceptions such as (...)
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  2.  12
    The Epigenesis of Germs and Dispositions in Logic and Life: Kant’s System of Pure Reason and His Concept of Race.Cinzia Ferrini - 2023 - SATS 24 (2):111-128.
    In the 1787 Transcendental Deduction of the Categories Kant indicates the only possible ways by which one can account for a necessary agreement of experience with the concepts of its objects (B166), using analogies between modes of explanation and biological theories about the origin of life. He endorses epigenesis as a model for his system of pure reason (B167). This paper examines various interpretive claims about the meaning of this theory of generation and its significance for Kant’s philosophy (Section 1), (...)
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  3.  2
    Kevin M. Cahill: Towards a Philosophical Anthropology of Culture: Naturalism, Relativism, and Skepticism[REVIEW]Niklas Forsberg - 2023 - SATS 24 (2):205-210.
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  4.  6
    Recitative Voice: Reading Silently and Aloud, with Jean-Luc Nancy.Joni P. Puranen - 2023 - SATS 24 (2):129-145.
    This text studies the corporeality of attentive reading. It relies and builds upon philosopher Jean-Luc Nancy’s suggestion that there is, each time, a recitative voice within the heart of our advancement through a textual body. This text examines the intriguing figure of recitative voice by paying attention to two bodily variations of reading: reading aloud and reading silently. Nancy’s recitative voice, as a sonorous, resonant, oral, buccal and vocal notion, can help us in explicating how our bodies condition our experiences (...)
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  5.  2
    Marie McGinn: Wittgenstein, Scepticism and Naturalism: Essays on the Later Philosophy[REVIEW]Hugo Strandberg - 2023 - SATS 24 (2):211-214.
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  6.  6
    Powers that Reside in Communication.Mariam Thalos - 2023 - SATS 24 (2):147-166.
    Is it possible to measure a people’s capacity for containing the ambitions of any regime at its helm—its ability to resist the power of a tyrant? We begin here from the premise that this power has to be in proportion to individuals’ capacity (both individually and in groups) for communicating, at least among themselves, dissatisfaction with the regime. As the paper subsequently shows, by articulating an ontology of information diffusion on a communication network structure, it is possible to take some (...)
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  7.  10
    The Educational Responsibilities of Philosophers.Harry Brighouse - 2023 - SATS 24 (1):53-69.
    Perpetuating the discipline of philosophy is not the main educational responsibility of philosophers. Instead, it is to equip students with those distinctively philosophical intellectual resources that will serve students in serving the public good through participation in the economy (broadly conceived) and democratic life. Given this responsibility philosophers, individually and collectively, have a duty to take teaching and learning more seriously than they do. The paper offers some confident ideas about what this means when it comes to approaching training and (...)
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  8.  3
    Ethics for Philosophers: An Introduction.Randall Curren - 2023 - SATS 24 (1):13-28.
    This paper addresses the responsibilities of philosophers. It distinguishes philosophers by profession, philosophers as a type of person playing a social role by doing philosophy, and philosophers without any professional or social role as a philosopher. It criticizes and rejects the internal goods view of philosophers’ responsibilities, according to which a philosopher’s only responsibility as a philosopher is to do ‘good’ philosophy. It examines the responsibilities of philosophy professors and the role of philosophy teaching in liberal education, criticizing the implications (...)
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  9.  2
    Teaching Philosophy: Finding a Balance between the Factors that Motivate Philosophy, Students’ Imagination, and their Interests.Abel Pablo Iannone - 2023 - SATS 24 (1):93-110.
    This paper asks: What is philosophy and what are some current challenges and future prospects for pursuing and teaching it? What role can and should students’ imagination, interests, and circumstances play in addressing these challenges and prospects? It argues, first, that there are at least six senses of the term “philosophy”: the personal, social, branch of inquiry, theory, school of thought, and wise sayings senses; second, that a variety of stimuli contribute to motivate philosophy in all of its senses. Third, (...)
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  10.  2
    Educational Responsibilities of Philosophers – SATS Special Issue: Introduction.Kenneth R. Westphal - 2023 - SATS 24 (1):1-12.
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  11.  3
    The Evolution of the Thought of Richard Peters: Neglected Aspects.Christopher Winch & John Gingell - 2023 - SATS 24 (1):29-51.
    Peters is best known for ‘Ethics and Education’, (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical (...)
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  12.  1
    Teaching Philosophy from Scratch: Designing Dynamic Pedagogy for Adult ‘Firsts’.Naomi Zack - 2023 - SATS 24 (1):71-92.
    I describe dynamic teaching to adult, mainly immigrant students, who are new to philosophy and often are college “firsts.” Adult students have family, financial, and work obligations, whereas standard students are leisured outside of class and approach philosophy as consumers. I teach from assigned texts, dismissing as a conceit of philosophers that philosophical questions arise from real life experience. My students are intensely focused on their grades, frugal with their expenditure of academic effort, and prone to submit all of their (...)
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