Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki)
Assistant editors: Alessandra Basso, Päivi Seppälä, Tarna Kannisto
4163 found
Order:
1 — 50 / 4163
  1. added 2017-02-23
    How the West Was One: The Western as Individualist, the African as Communitarian.Thaddeus Metz - forthcoming - In Michael Peters & Carl Mika (eds.), The Dilemma of Western Philosophy. Routledge. pp. ch. 6.
    Reprint of an article initially appearing in Educational Philosophy and Theory (2015).
    Remove from this list  
    Translate
      Direct download  
     
    Export citation  
     
    My bibliography  
  2. added 2017-02-23
    Teaching Poor Ethnic Minority Students: A Critical Realist Interpretation of Disempowerment.Areti Stylianou & David Scott - forthcoming - British Journal of Educational Studies:1-17.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  3. added 2017-02-23
    ‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education.Tessa De Leur, Carla Van Boxtel & Arie Wilschut - forthcoming - British Journal of Educational Studies:1-21.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  4. added 2017-02-23
    Art Museum Education: Facilitating Gallery Experiences.Ceri Jones - forthcoming - British Journal of Educational Studies:1-3.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  5. added 2017-02-23
    Between a Compendium and a Hard Place. [REVIEW]Tiago Mata - 2017 - Journal of Economic Methodology 24 (1):104-108.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  6. added 2017-02-23
    The Beautiful Risk of Education.E. Lewis Tyson - 2014 - Educational Theory 64 (3):303-309.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  7. added 2017-02-23
    Reason, Liberalism, and Democratic Education: A Deweyan Approach to Teaching About Homosexuality.John E. Petrovic - 2013 - Educational Theory 63 (5):525-541.
    Teaching about homosexuality, especially in a positive light, has long been held to be a controversial issue. There is, however, a view of the capacity for reason that finds that those who deem homosexuality to be controversial will ultimately contradict themselves, becoming unreasonable. By this standard of reason, homosexuality should be treated as non controversial in schools. In this essay, John Petrovic argues that this epistemic position is problematic. Instead, he defends a Deweyan epistemology that casts reason as, in part, (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  8. added 2017-02-23
    Education for Work: A Review Essay of Historical, Cross‐Cultural, and Disciplinary Perspectives on Vocational Education.Kuchinke K. Peter - 2013 - Educational Theory 63 (2):203-220.
    In this review essay, K. Peter Kuchinke uses three recent publications to consider the question of how to educate young people for work and career. Historically, this question has been central to vocational education, and it is receiving renewed attention in the context of concerns over the ability of schools to provide adequate preparation for occupational roles and career success in a rapidly changing economic landscape. Philip Gonon's Quest for Modern Vocational Education provides a historical account of Georg Kerschensteiner's vision (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  9. added 2017-02-23
    “There Are No Housewives on Star Trek ”: A Reexamination of Exit Rights for the Children of Insular Fundamentalist Parents.Mcavoy Paula - 2012 - Educational Theory 62 (5):535-552.
    In this essay, Paula McAvoy addresses the problem caused by the liberal state's necessary tolerance of insular fundamentalist groups and the concern that children raised in such groups do not have a fair opportunity to evaluate their inherited beliefs. This tension comes to the fore around disagreements over schooling and requests for religious accommodation. Often, these requests are treated as straightforward dilemmas — either the state accommodates the group at the expense of the child's future interest in autonomy, or the (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  10. added 2017-02-23
    Beyond a Rule‐Following Model of Skillful Practice in Teacher Development.Gottlieb Derek - 2012 - Educational Theory 62 (5):501-516.
    Both contemporary popular and scholarly discourse on teacher development and evaluation assumes the truth of a certain view of normative human behavior, one that holds that skill in a given domain is predicated upon the application of maxims, rules, or principles in a given situation. Such a view would allow one to isolate behaviors associated with expert practice, distill the rules that give rise to them, and both develop new teachers and evaluate practicing teachers on the basis of such maxims. (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  11. added 2017-02-23
    Dewey, Ecology, and Education: Historical and Contemporary Debates Over Dewey's Naturalism and Realism.Boyles Deron - 2012 - Educational Theory 62 (2):143-161.
    In the early 1970s, Thomas Colwell argued for an “ecological basis [for] human community.” He suggested that “naturalistic transactionalism” was being put forward by some ecologists and some philosophers of education, but independently of each other. He suspected that ecologists were working on their own versions of naturalistic transactionalism independently of John Dewey. In this essay, Deron Boyles examines Colwell's central claim as well as his lament as a starting point for a larger inquiry into Dewey's thought. Boyles explores the (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  12. added 2017-02-23
    Dealing “Competently with the Serious Issues of the Day”: How Dewey Failed.D. Phillips - 2012 - Educational Theory 62 (2):125-142.
    In Reconstruction in Philosophy, John Dewey issued an eloquent call for contemporary philosophy to become more relevant to the pressing problems facing society. Historically, the philosophy of a period had been appropriate to social conditions, but despite the vast changes in the contemporary world and the complex challenges confronting it philosophy had remained ossified. Karl Popper also was dissatisfied with contemporary philosophy, which he regarded as too often focusing upon “minute” problems. Both Dewey and Popper, however, were optimistic that the (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  13. added 2017-02-23
    The “Encounter” as an “Event of Truth” in Education: An Anthropological‐Pedagogical Approach.E. Pantazis Vasileios - 2012 - Educational Theory 62 (6):641-657.
    In this essay, Vasileios Pantazis examines how two philosophers having different orientations acknowledge and study the phenomenon of the “encounter” and its fundamental importance to human life and education. On the one hand, Otto Friedrich Bollnow drew on existential philosophy and philosophical anthropology in his analysis of the encounter, while Alain Badiou, on the other hand, used psychoanalysis, mathematics, and Plato in exploring the concept. The approach Pantazis takes in this essay aims at fusing the concept of the encounter as (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  14. added 2017-02-23
    Rousseau and the Fable: Rethinking the Fabulous Nature of Educational Philosophy.Tyson E. Lewis - 2012 - Educational Theory 62 (3):323-341.
    In this essay Tyson Lewis reevaluates Jean‐Jacques Rousseau's assessment of the pedagogical value of fables in Emile's education using Giorgio Agamben's theory of poetic production and Thomas Keenan's theory of the inherent ambiguity of the fable. From this perspective, the “unreadable” nature of the fable that Rousseau exposed is not simply the result of a child's innocence or developmental immaturity, but is rather a structural quality of the fable as such. Moving from a discussion of Rousseau's description of the fable (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  15. added 2017-02-23
    Defending Rights in Education.Ben‐Porath Sigal - 2012 - Educational Theory 62 (1):25-39.
    The state's commitment to educating all children can be framed as a matter of human capital development, or the economic benefits accrued to individuals and society as a result of educational attainment; it can be framed as a matter of capabilities, or the development of functionings that enable human flourishing; and it can be framed as a matter of rights. In this essay Sigal Ben‐Porath considers the relative merits of the three approaches, elaborating the implications each of these different frameworks (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  16. added 2017-02-23
    Higher Education, Academic Communities, and the Intellectual Virtues.Ward E. Jones - 2012 - Educational Theory 62 (6):695-711.
    Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus‐reaching and non‐consensus‐reaching communities can encourage the development of intellectual confidence and humility in their students, although each will do so in very (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  17. added 2017-02-23
    Questioning the Homogenization of Irregular Migrants in Educational Policy: From Legal Residence to Inclusive Education.Hemelsoet Elias - 2011 - Educational Theory 61 (6):659-669.
    In this article Elias Hemelsoet questions the way irregular migrants are approached in educational policymaking. In most cases, estimations of the number of irregular migrants serve—despite large methodological problems—as a starting point for policymaking. Given the very diverse composition of this group of people, the question is whether residence status is an appropriate benchmark for dealing with the social problems related to these people. There seems to be a homogenizing tendency at work that reduces the complexity of irregular migration. Preferable (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  18. added 2017-02-23
    Love and Ruin: Robert Frost on Moral Repair.Frank Jeff - 2011 - Educational Theory 61 (5):587-600.
    This essay begins where Alasdair MacIntyre's After Virtue begins: facing a moral world in ruin. MacIntyre argues that this predicament leaves us with a choice: we can follow the path of Friedrich Nietzsche, accepting this moral destruction and attempting to create lives in a rootless, uncertain world, or the path of Aristotle, working to reclaim a world in which close‐knit communities sustain human practices that make it possible for us to flourish. Jeff Frank rejects MacIntyre's framework and in this essay (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  19. added 2017-02-23
    The Concept of Evidence in Evidence‐Based Practice.Kvernbekk Tone - 2011 - Educational Theory 61 (5):515-532.
    There exists a vast literature on evidence‐based practice in education. The debate branches out in several directions, for example, what EBP entails for the nature of educational practice, what it entails for the teaching profession, what counts as use and abuse of evidence, and what educational research could or should contribute to a what works kind of practice. In this essay Tone Kvernbekk focuses on the fate of the concept of evidence in the debate, observing that the concept seems, by (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  20. added 2017-02-23
    Chess As An Art Form.P. Humble - 2010 - Educational Theory 33 (1):59-66.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  21. added 2017-02-23
    The Nature And Limits Of Analytic Aesthetics.Lars-Olof Åhlberg - 2010 - Educational Theory 33 (1):5-16.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  22. added 2017-02-23
    Mounce And Collingwood On Art And Craft.R. T. Allen - 2010 - Educational Theory 33 (2):173-176.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  23. added 2017-02-23
    The Appreciation And Perception Of Easel Paintings.S. J. Wilsmore - 2010 - Educational Theory 33 (3):246-256.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  24. added 2017-02-23
    F. R. Leavis: Intuitionist?Anthony Haynes - 2010 - Educational Theory 33 (2):162-167.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  25. added 2017-02-23
    Physiology As Art: NIETZSCHE ON FORM.Matthew Rampley - 2010 - Educational Theory 33 (3):271-282.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  26. added 2017-02-23
    Democracy and Education in the Twenty‐First Century: Deweyan Pragmatism and the Question of Racism.Neubert Stefan - 2010 - Educational Theory 60 (4):487-502.
    Why is John Dewey still such an important philosopher today? Writing from the perspective of the Cologne Program of Interactive Constructivism, Stefan Neubert tries in what follows to give one possible answer to this question. Neubert notes that Cologne constructivism considers Dewey in many respects as one of the most important predecessors of present‐day constructivism and regards Deweyan pragmatism as one of its most important dialogue partners in contemporary discussions about pragmatism and constructivism in philosophy and education. Among the many (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  27. added 2017-02-23
    Government's Construction of the Relation Between Parents and Schools in the Upbringing of Children in England: 1963–2009.Bridges David - 2010 - Educational Theory 60 (3):299-324.
    In this essay David Bridges argues that since most families choose to realize their responsibility for the major part of their children's education through state schools, then the way in which the state constructs parents' relation with these schools is one of its primary levers on parenting itself. Bridges then examines the way in which parent‐school relations have been defined in England through government and quasi‐government interventions over the last forty‐five years, tracing these through an awakening interest in the relation (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  28. added 2017-02-23
    Does Ethical Theory Have a Place in Post‐Kohlbergian Moral Psychology?Bruce Maxwell - 2010 - Educational Theory 60 (2):167-188.
    Philosophers tend to assume that theoretical frameworks in psychology suffer from conceptual confusion and that any influence that philosophy might have on psychology should be positive. Going against this grain, Dan Lapsley and Darcia Narváez attribute the Kohlbergian paradigm's current state of marginalization within psychology to Lawrence Kohlberg's use of ethical theory in his model of cognitive moral development. Post‐Kohlbergian conceptions of moral psychology, they advance, should be wary of theoretical constructs derived from folk morality, refuse philosophical starting points, and (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  29. added 2017-02-23
    Learning to Laugh at Ourselves: Humor, Self‐Transcendence, and the Cultivation of Moral Virtues.Gordon Mordechai - 2010 - Educational Theory 60 (6):735-749.
    In this essay Mordechai Gordon begins to address the neglect of humor among philosophers of education by focusing on some interesting connections between humor, self‐transcendence, and the development of moral virtues. More specifically, he explores the kind of humor that makes fun of oneself and how it can affect educational encounters. Gordon begins his analysis by discussing the nature and purpose of humor in general, while distinguishing it from laughter and amusement. In the next part of the essay, he takes (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  30. added 2017-02-23
    Eva Schaper.T. Diffey - 2010 - Educational Theory 33 (1):1-4.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  31. added 2017-02-23
    Bennett's Five Towns: A Prospect-Refuge Analysis.Hudson Brian - 2010 - Educational Theory 33 (1):41-51.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  32. added 2017-02-23
    Post-Modernism And The Construct Of The Divisible Self.William Dunning - 2010 - Educational Theory 33 (2):132-141.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  33. added 2017-02-23
    Escher And Parmigianino: A STUDY IN PARADOX.Jane Duran - 2010 - Educational Theory 33 (3):239-245.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  34. added 2017-02-23
    Possible Worlds Between The Disciplines.Ruth Ronen - 2010 - Educational Theory 33 (1):29-40.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  35. added 2017-02-23
    The Incoherence Of The Aesthetic Response.Slaters Hartley - 2010 - Educational Theory 33 (2):168-172.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  36. added 2017-02-23
    Essential Aesthetics.Diané Collinson - 2010 - Educational Theory 33 (2):180-183.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  37. added 2017-02-23
    What Strether Knew.Olga Meidner - 2010 - Educational Theory 33 (2):152-161.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  38. added 2017-02-23
    The Contingency Of Cuteness: A REPLY TO SANDERS.John Morreall - 2010 - Educational Theory 33 (3):283-285.
    No categories
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  39. added 2017-02-23
    Aesthetics And Engagement.Allen Carlson - 2010 - Educational Theory 33 (3):220-227.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  40. added 2017-02-23
    Pitiful Responses To Music.Aaron Ridley - 2010 - Educational Theory 33 (1):72-74.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  41. added 2017-02-23
    Democracy and Education in the Twenty-First Century: Pragmatism and the Question of Racism.Stefan Neubert - 2010 - Educational Theory 60 (4):487-502.
    Why is John Dewey still such an important philosopher today? Writing from the perspective of the Cologne Program of Interactive Constructivism, Stefan Neubert tries in what follows to give one possible answer to this question. Neubert notes that Cologne constructivism considers Dewey in many respects as one of the most important predecessors of present-day constructivism and regards Deweyan pragmatism as one of its most important dialogue partners in contemporary discussions about pragmatism and constructivism in philosophy and education. Among the many (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  42. added 2017-02-23
    Assessing Achievement In The Arts.Malcolm Ross & Sally Mitchell - 2010 - Educational Theory 33 (2):99-112.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  43. added 2017-02-23
    The Concept of Philosophical Education.Bøyum Steinar - 2010 - Educational Theory 60 (5):543-559.
    Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let their (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  44. added 2017-02-23
    Scientific Self‐Defense: Transforming Dewey's Idea of Technological Transparency.I. Waddington David - 2010 - Educational Theory 60 (5):621-638.
    In this essay, David Waddington provides a basic outline of John Dewey's often‐overlooked views on technology education and explores how these ideas could be updated productively for use in contemporary contexts. Some of the shortcomings of Dewey's ideas are also examined—his faith in the scientific method may have been excessive, and some critics have charged that his aspirations for a technology‐infused citizenship education were overly ambitious. However, Waddington contends in this analysis that by combining Dewey's ideas with the insights of (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  45. added 2017-02-23
    On Functioinal Definitions Of Art: A RESPONSE TO ROWE.Oppy Graham - 2010 - Educational Theory 33 (1):67-71.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  46. added 2017-02-23
    Aesthetic Criticism And The Poetics Of Modern Music.Roger Savage - 2010 - Educational Theory 33 (2):142-151.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  47. added 2017-02-23
    The Long Goodbye: The Imaginary Language of Film.Gregory Currie - 2010 - Educational Theory 33 (3):207-219.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  48. added 2017-02-23
    Framing The Bullfight: Aesthetics Versus Ethics.Nathalie Heinich - 2010 - Educational Theory 33 (1):52-58.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  49. added 2017-02-23
    Compulsory Autonomy‐Promoting Education.Schinkel Anders - 2010 - Educational Theory 60 (1):97-116.
    Today, many liberal philosophers of education worry that certain kinds of education may frustrate the development of personal autonomy, with negative consequences for the individuals concerned, the liberal state, or both. Autonomy liberals hold not only that we should promote the development of autonomy in children, but also that this aim should be compulsory for all schools, private or public, religious or nonreligious. In this article, Anders Schinkel provides a systematic overview, categorization, and analysis of liberal arguments for compulsory autonomy‐promoting (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
  50. added 2017-02-23
    Two Women By Giovanni Bellini.Mary Wiseman - 2010 - Educational Theory 33 (3):228-238.
    Remove from this list   Direct download  
     
    Export citation  
     
    My bibliography  
1 — 50 / 4163