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Richard J. Bernstein (1983). Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis.

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  1.  10
    Le pragmatisme et la pensée perspectiviste: des programmes comportementaux pour faire face au relativisme.Pietro Gori - forthcoming - In O. Tinland & P. Stellino (eds.), Nietzsche et le Relativisme. Bruxelles, Belgio: pp. 143-168.
    The paper explores the consistency between William James's and Friedrich Nietzsche's approaches towards the general philosophical issue of relativism. As will be shown, Nietzsche as much as James attempted to develop a non-nihilist strategy for dealing with the problem of truth based on the idea that a revaluaton of that notion is in fact possible on practical i.e. experiential basis.
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  2.  22
    Educational Leadership with an Ethics of Plurality and Natality.Iris Berger - 2015 - Studies in Philosophy and Education 34 (5):475-487.
    This paper aims to impregnate the concept of educational leadership with new meanings and new possibilities. I draw on Hannah Arendt’s political thought, particularly, her concepts of plurality and natality alongside the distinction she made between who and what we are, to propose a new ethics for educational leadership. An ethics of plurality and natality resists a dominant understanding of education as developing a what, namely, producing persons with particular qualities and talents. I include a research story from the field (...)
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  3.  7
    True Identities: From Performativity to Festival.Lauren Swayne Barthold - 2014 - Hypatia 29 (4):808-823.
    Some feminists have criticized Judith Butler's theory of performativity for providing an insufficient account of agency. In this article I first defend her against such charges by appealing to two themes central to Hans-Georg Gadamer's hermeneutics. I compare her emphasis on the sociohistorical nature of agency with Gadamer's insistence on the historical nature of knowledge, and I examine the significance Butler assigns to repetition and note its affinities with Gadamer's conception of play. In the final part of the article I (...)
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  4.  18
    History and Conditions for Creativity.Gianluca Bocchi, Eloisa Cianci, Alfonso Montuori & Raffaella Trigona - 2014 - World Futures 70 (5-6):309-335.
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  5.  8
    Interpretivism in Aiding Our Understanding of the Contemporary Social World.Muhammad Faisol Chowdhury - 2014 - Open Journal of Philosophy 4 (3):432-438.
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  6.  3
    An Investigation of Korean Children’s Prejudicial Attitudes Toward a National Tragedy in Japan.Minkang Kim & Heesun Chang - 2014 - Journal of Moral Education 43 (3):282-301.
    Prejudice against another nation or culture is often perceived as a major hindrance to world peace. This paper will report on the early emergence of such prejudices, identified in eight-year-old primary school children in Korea. The research, conducted in June 2012, investigated Korean children’s reactions to the Japanese tsunami of 2011. A pedagogically embedded research methodology was used, where the research initiative was embedded within the teaching and learning of a normal school lesson. The research reveals that young Korean children’s (...)
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  7.  2
    In Search of Subjectivity: A Reflection of a Teacher Educator in a Cross-Cultural Context.Cheu-jey Lee - 2014 - Educational Philosophy and Theory 46 (13):1427-1434.
    This paper explores the concept of subjectivity from the perspective of a nonnative-English-speaking teacher educator at a Midwestern university in the USA. It begins with a literature review on the role subjectivity plays in education. It argues that acknowledging the existence of subjectivity allows us to investigate its enabling and disabling potential in relation to our practice. Building on George Herbert Mead’s work, various forms of the teacher educator’s subjectivity are revealed and examined with regard to his teaching and research. (...)
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  8.  73
    Embodied Cognition, Representationalism, and Mechanism: A Review and Analysis.Jonathan S. Spackman & Stephen C. Yanchar - 2014 - Journal for the Theory of Social Behaviour 44 (1):46-79.
    Embodied cognition has attracted significant attention within cognitive science and related fields in recent years. It is most noteworthy for its emphasis on the inextricable connection between mental functioning and embodied activity and thus for its departure from standard cognitive science's implicit commitment to the unembodied mind. This article offers a review of embodied cognition's recent empirical and theoretical contributions and suggests how this movement has moved beyond standard cognitive science. The article then clarifies important respects in which embodied cognition (...)
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  9.  16
    Measuring the Horizon: Objectivity, Subjectivity and the Dignity of Human Personal Identity.Francis J. Ambrosio & Elisabetta Lanzilao - 2013 - Open Journal of Philosophy 3 (4):32.
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  10.  47
    Neglected Facets of Peirce's 'Speculative' Rhetoric.Vincent Colapietro - 2013 - Educational Philosophy and Theory 45 (7):712-736.
  11.  55
    Complexity and Transdisciplinarity: Reflections on Theory and Practice.Alfonso Montuori - 2013 - World Futures 69 (4-6):200 - 230.
    (2013). Complexity and Transdisciplinarity: Reflections on Theory and Practice. World Futures: Vol. 69, The Complexity of Life and Lives of Complexity, pp. 200-230.
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  12.  24
    Creative Inquiry and Scholarship: Applications and Implications in a Doctoral Degree.Alfonso Montuori & Gabrielle Donnelly - 2013 - World Futures 69 (1):1 - 19.
    The doctoral dissertation is defined as an original contribution to a field. By definition, this makes the dissertation a creative product, and the result of a creative process. The creative process of doctoral work has historically not been highlighted. The same is true for education as a whole. While there is an increasing call for greater creativity in education, they remain aspirational. In this article we describe the underlying premises and some of the practices of a doctoral degree that has (...)
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  13.  20
    Using 'Foundation'as Inculturation Hermeneutic in a World Church: Did Rahner Validate Lonergan?Cyril Orji - 2013 - Heythrop Journal 54 (2):287-300.
    Lonergan writes both of a foundation for human knowing as well as of a functional specialty he termed ‘foundations’. Neither of these is the same as ‘foundation’ as the term is used by nonfoundationalists. Lack of clarity and differentiation regarding what is meant by ‘foundationalism’ sometimes informs the perception that Lonergan is a foundationalist. The burden of this essay is to show that Lonergan's philosophical and theological thought, as well as his use of the term ‘foundations’, fall awkwardly, if at (...)
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  14.  6
    The Potential of Perspectivism for Science Education.Jacob V. Pearce - 2013 - Educational Philosophy and Theory 45 (5):531-545.
    Many science teachers are presented with the challenge of characterizing science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged in the context of the philosophy of science in the work of Ronald Giere. Giere presents a compelling case that scientific theories and scientific observation are perspectival by using science (...)
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  15.  23
    Tradition.Yaacov Yadgar - 2013 - Human Studies 36 (4):451-470.
    Noting the prevalence of a misguided suspicion towards tradition, as well as an overt misunderstanding of the very notion of tradition in certain academic circles, this essay seeks to outline some of the basic tenets of an alternative understanding of tradition, based on a ‘sociological’ reading of several major philosophical works. It does so by revisiting and synthesizing some well-known, highly influential conceptual arguments that, taken together, offer a compelling, comprehensive interpretation and understanding of tradition, which manages to avoid and (...)
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  16.  30
    Phenomenological Psychological Research as Science.Marc Applebaum - 2012 - Journal of Phenomenological Psychology 43 (1):36-72.
  17.  57
    Philosophy of Education for the Public Good: Five Challenges and an Agenda.Gert Biesta - 2012 - Educational Philosophy and Theory 44 (6):581-593.
  18.  19
    Moral Learning in an Integrated Social and Healthcare Service Network.Merel Visse, Guy A. M. Widdershoven & Tineke A. Abma - 2012 - Health Care Analysis 20 (3):281-296.
    The traditional organizational boundaries between healthcare, social work, police and other non-profit organizations are fading and being replaced by new relational patterns among a variety of disciplines. Professionals work from their own history, role, values and relationships. It is often unclear who is responsible for what because this new network structure requires rules and procedures to be re-interpreted and re-negotiated. A new moral climate needs to be developed, particularly in the early stages of integrated services. Who should do what, with (...)
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  19.  60
    Habermas on Understanding: Virtual Participation, Dialogue and the Universality of Truth. [REVIEW]Kyung-Man Kim - 2011 - Human Studies 34 (4):393-406.
    Although the success of Habermas’s theory of communicative action depends on his dialogical model of understanding in which a theorist is supposed to participate in the debate with the actors as a ‘virtual participant’ and seek context-transcendent truth through the exchange of speech acts, current literature on the theory of communicative action rarely touches on the difficulties it entails. In the first part of this paper, I will examine Habermas’s argument that understanding other cultural practices requires the interpreter to virtually (...)
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  20.  22
    On the Way to the Best Strategy in Literacy Education: A Journey of Philosophical Investigations.Cheu‐jey George Lee - 2011 - Educational Philosophy and Theory 43 (8):888-897.
    The search for the best strategy in literacy education is a lingering phenomenon. From time to time one strategy is claimed to work best, only to be critically challenged and replaced by another. There is always debate about what the best strategy is. The belief that there is supposed to be only one best strategy is not consistent with the fact that there are diverse views on what it should be. This paper argues that the search for the best strategy (...)
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  21.  22
    A Critique of Bernstein’s Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis. [REVIEW]Jonathan Matusitz & Eric Kramer - 2011 - Poiesis and Praxis 7 (4):291-303.
    This analysis comments on Bernstein’s lack of clear understanding of subjectivity, based on his book, Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis. Bernstein limits his interpretation of subjectivity to thinkers such as Gadamer and Habermas. The authors analyze the ideas of classic scholars such as Edmund Husserl and Friedrich Nietzsche. Husserl put forward his notion of transcendental subjectivity and phenomenological ramifications of the relationship between subjectivity and objectivity. Nietzsche referred to subjectivity as perspectivism, the inescapable fact that any and (...)
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  22.  46
    Emotions and Clinical Ethics Support. A Moral Inquiry Into Emotions in Moral Case Deliberation.Bert Molewijk, Dick Kleinlugtenbelt, Scott Pugh & Guy Widdershoven - 2011 - HEC Forum 23 (4):257-268.
    Emotions play an important part in moral life. Within clinical ethics support (CES), one should take into account the crucial role of emotions in moral cases in clinical practice. In this paper, we present an Aristotelian approach to emotions. We argue that CES can help participants deal with emotions by fostering a joint process of investigation of the role of emotions in a case. This investigation goes beyond empathy with and moral judgment of the emotions of the case presenter. In (...)
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  23.  21
    Rethinking Emancipation, Rethinking Education.Carl Anders Säfström - 2011 - Studies in Philosophy and Education 30 (2):199-209.
  24.  26
    The Hermeneutics of Chan Buddhism: Reading Koans From The Blue Cliff Record.Caifang Zhu - 2011 - Asian Philosophy 21 (4):373 - 393.
    Despite the fact that Chan, especially koan Chan is highly unconventional and perplexing, there are still some principles with which to interpret and appreciate the practice. Each of the five houses or lineages of Chan has its idiosyncratic hermeneutic rules. The Linji House has Linji si liao jian, si bin zhu and si zhao yong among others while the Yunmen House follows Yumen san ju as one of its house rules. Moreover, there is a general inner logic that seems to (...)
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  25. Why ‘What Works’ Still Won’T Work: From Evidence-Based Education to Value-Based Education. [REVIEW]Gert J. J. Biesta - 2010 - Studies in Philosophy and Education 29 (5):491-503.
  26.  45
    Certainly Not! A Critical Realist Recasting of Ludwig von Mises's Methodology of the Social Sciences.Paul Lewis - 2010 - Journal of Economic Methodology 17 (3):277-299.
    This paper focuses on Ludwig von Mises methodological apriorism. It uses Wittgenstein's private language argument as the basis for a critique of Mises's claim to have found apodictically certain foundations for economic analysis. It is argued instead that Mises's methodology is more fruitfully viewed as an exercise in social ontology, the objective of which is to outline key features of the socio-economic world that social scientific research ought to take into account if it is to be fruitful. The implications of (...)
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  27. Models and Perspectives on Stage: Remarks on Giere’s Scientific Perspectivism.Matthew J. Brown - 2009 - Studies in History and Philosophy of Science Part A 40 (2):213-220.
    Ron Giere's recent book Scientific Perspectivism sets out an account of science that attempts to forge a via media between two popular extremes: absolutist, objectivist realism on the one hand, and social constructivism or skeptical anti-realism on the other. The key for Giere is to treat both scientific observation and scientific theories as perspectives, which are limited, partial, contingent, context-, agent- and purpose-dependent, and pluralism-friendly, while nonetheless world-oriented and modestly realist. Giere's perspectivism bears significant similarly to early writings by Paul (...)
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  28.  28
    Günter Figal's hermeneutics.Theodore George - 2009 - Philosophy Compass 4 (6):904-912.
    This article offers a survey of some main ideas in Günter Figal's hermeneutics as he presents them in his recent Gegenständlichkeit: Das Hermeneutische und die Philosophie [ Objectivity: The Hermeneutical and Philosophy ]. Figal promises a new approach to the philosophical study of hermeneutics in this work that would advance beyond Gadamer, Heidegger, and others in significant respects. His project opens out from the belief that hermeneutical experience is guided by exteriority; such experience is directed toward and sustained by what (...)
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  29.  22
    Psychologism and Instructional Technology.Bekir S. Gur & David A. Wiley - 2009 - Educational Philosophy and Theory 41 (3):307-331.
    Little of the work in critical and hermeneutical psychology has been linked to instructional technology. This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness (...)
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  30. Rationality, Relativism, and Religion: A Reinterpretation of Peter Winch. [REVIEW]Kevin Schilbrack - 2009 - Sophia 48 (4):399-412.
    Many point to Peter Winch’s discussion of rationality, relativism, and religion as a paradigmatic example of cultural relativism. In this paper, I argue that Winch’s relationship to relativism is widely misinterpreted in that, despite his pluralistic understanding of rationality, Winch does allow for universal features of culture in virtue of which cross-cultural understanding and even critique is possible. Nevertheless, I also argue that given the kind of cultural universals that Winch produces, he fails to avoid relativism. This is because in (...)
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  31.  6
    The "Practice Turn" in the Contemporary Socio-Human Sciences.Emil Višňovský - 2009 - Human Affairs 19 (4).
  32.  44
    On the Art of Being Wrong: An Essay on the Dialectic of Errors.Sverre Wide - 2009 - Journal of Philosophy of Education 43 (4):573-588.
    This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...)
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  33.  17
    The Alleged Relativism of Isaiah Berlin.Jason Ferrell - 2008 - Critical Review of International Social and Political Philosophy 11 (1):41-56.
  34.  42
    Who is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics.Bengt Kristensson Uggla - 2008 - Studies in Philosophy and Education 27 (4):211-226.
  35.  18
    The Unbearable Lightness of Representing 'Reality' in Science Education: A Response to Schulz.Michalinos Zembylas - 2008 - Educational Philosophy and Theory 40 (4):494-514.
    This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate (i.e. what is lost) from a non-charitable, modernist reading of Lyotardian postmodernism (despite its weaknesses), and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.
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  36. Introduction: Free Will, Neuroscience, and the Participant Perspective.Joel Anderson - 2007 - Philosophical Explorations 10 (1):3 – 11.
  37.  21
    Pragmatism and the Practical Relevance of Truth.Reinoud Bosch - 2007 - Foundations of Science 12 (3):189-201.
    In this article, I argue that pragmatism has something to gain from returning once more to the question of truth, and acknowledging the truth of the existence of Being and its elements. The practical relevance of this insight is shown by my proposition for a practical hermeneutic social scientific method which logically follows from the truth of Being. The method is compatible with the inevitability of subjective judgments in any kind of scientific research, as well as with many pragmatist insights. (...)
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  38. A View From Somewhere: Explaining the Paradigms of Educational Research.Hanan A. Alexander - 2006 - Journal of Philosophy of Education 40 (2):205–221.
    In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...)
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  39.  44
    Education Without Theory.Wilfred Carr - 2006 - British Journal of Educational Studies 54 (2):136-159.
    This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only (...)
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  40.  55
    Philosophy, Methodology and Action Research.Wilfred Carr - 2006 - Journal of Philosophy of Education 40 (4):421–435.
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...)
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  41.  5
    Metaphors We Teach By: An Embodied Cognitive Analysis of No Child Left Behind.Kevin M. Clark & Donald J. Cunningham - 2006 - Semiotica 2006 (161):265-289.
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  42.  7
    On the Reconstruction of Educational Science.Christer Fritzell - 2006 - Educational Philosophy and Theory 38 (2):129–143.
    Ever since its formative years in the USA a century ago, the discipline of education has taken an uneasy stand on its own ‘scientific’ status, not least with regard to the basic issue of the relationships between theory and practice. When a science of education was introduced as a panacea for rational planning in the fields of schooling and teacher training, general solutions on a scientific basis were to underpin efficient steering at all levels. Presently, there are signs of similar (...)
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  43.  33
    Zygon at 40: Its Past and Possible Future.Don Browning - 2005 - Zygon 40 (3):529-534.
  44.  44
    Wittgenstein and the Shift From Noncognitivism to Cognitivism in Ethics.Patrick Loobuyck - 2005 - Metaphilosophy 36 (3):381-399.
    Different philosophers tried ways to restore the role of reason in ethics. This shift in the philosophical climate was influenced by--or was at least in accordance with--the thought of the later Wittgenstein. In particular, this article will consider the relevance of Wittgenstein for cognitivist views, such as that of S. Toulmin, relativist like G. Harman, and British moral realists like S. Lovibond and J. McDowell. In fact, Wittgenstein is one of the founding fathers of antifoundationalism. He gives us the hopeful (...)
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  45.  67
    In Search of the Enactive: Introduction to Special Issue on Enactive Experience. [REVIEW]Steve Torrance - 2005 - Phenomenology and the Cognitive Sciences 4 (4):357-368.
    In the decade and a half since the appearance of Varela, Thompson and Rosch's workThe Embodied Mind,enactivism has helped to put experience and consciousness, conceived of in a distinctive way, at the forefront of cognitive science. There are at least two major strands within the enactive perspective: a broad view of what it is to be an agent with a mind; and a more focused account of the nature of perception and perceptual experience. The relation between these two strands is (...)
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  46.  14
    Where History and Theory Interact: Frederic C. Lane on the Emergence of Capitalism.Melissa Meriam Bullard, S. R. Epstein, Benjamin G. Kohl & Susan Mosher Stuard - 2004 - Speculum 79 (1):88-119.
  47.  20
    The Practical Discourse in Philosophy and Nursing: An Exploration of Linkages and Shifts in the Evolution of Praxis.Margaret J. Connor - 2004 - Nursing Philosophy 5 (1):54-66.
  48.  17
    Meaning and Method in the Social Sciences.William P. Fisher - 2004 - Human Studies 27 (4):429-454.
    Academia’s mathematical metaphysics are briefly explored en route to an elaboration of the qualitatively rigorous requirements underpinning the calibration and unambiguous interpretation of quantitative instrumentation in any science. Of particular interest are Gadamer’s emphases on number as the paradigm of the noetic, on the role of play in interpretation, and on Hegel’s sense of method as the activity of the thing itself that thought experiences. These point toward and overlap with (1) Latour’s study of the metrological social networks through which (...)
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  49.  10
    Health Technology Assessment Between Our Health Care System and Our Health: Exploring the Potential of Reflexive HTA.John Grin - 2004 - Poiesis and Praxis 2 (s 2-3):157-174.
    In this contribution, I wish to explore the potential of health technology assessment and ethics for increasing our capacity to pre-empt the shortcomings and undesired consequences of modern health care while maintaining its benefits. Central is the presumption that in case of some health problems this cannot be done unless we explicitly reconsider some features of the modern health care system, especially those related to its strong reliance on scientific rationality and the strong role played by medical professionals.So as to (...)
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  50.  40
    Pragmatism and the Practice of History: From Turner and Du Bois to Today.James T. Kloppenberg - 2004 - Metaphilosophy 35 (1-2):202-225.
    Pragmatism has affected American historical writing since the early twentieth century. Such contemporaries and students of Peirce, James, and Dewey as Frederick Jackson Turner, W. E. B. Du Bois, James Harvey Robinson, Charles Beard, Mary Beard, and Carl Becker drew on pragmatism when they fashioned what was called the “new history.” They wanted to topple inherited assumptions about the past and replace positivist historical methods with the pragmatists' model of a community of inquiry. Such widely read mid-twentieth-century historians as Merle (...)
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1 — 50 / 114