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Killing Time: The Autobiography of Paul Feyerabend

University of Chicago Press (1995)

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  1. Brecht and Lukács as Teachers of Feyerabend and Lakatos: The Feyerabend-Lakatos Debate as Scientific Recapitulation of the Brecht- Lukács Debate.Val Dusek - 1998 - History of the Human Sciences 11 (2):25-44.
    Feyerabend and Lakatos were invited to be assistants of the literary Marxists Brecht and Lukács, respectively. In the 1930s Expressionism Debate, Lukács associated artistic expressionism with irrationalism and fascism, while Brecht criticized Lukács' anti-modernism. Lakatos' criti cisms of Kuhn echo Lukács' denunciations of German idealism, and Lukács influenced the terminology and topics in Lakatos' methodol ogy. Lakatos, concerned with progress, and fearful of irrationalism and degeneration, recapitulates positions of his teacher, Lukács, in the latter's attack on modern art. Feyerabend's criticisms (...)
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  • A Touch of Malice.Joseph Agassi - 2002 - Philosophy of the Social Sciences 32 (1):107-119.
  • Book Review: Conquest of Abundance: A Tale of Abstraction Versus the Richness of Being. [REVIEW]Struan Jacobs - 2006 - Philosophy of the Social Sciences 36 (3):386-389.
  • Searching for the Holy in the Ascent of Imre Lakatos.John Wettersten - 2004 - Philosophy of the Social Sciences 34 (1):84-150.
    Bernard Lavor and John Kadvany argue that Lakatos’s Hegelian approach to the philosophy of mathematics and science enabled him to overcome all competing philosophies. His use of the approach Hegel developed in his Phenomenology enabled him to show how mathematics and science develop, how they are open-ended, and that they are not subject to rules, even though their rationality may be understood after the fact. Hegel showed Lakatos how to falsify the past to make progress in the present. A critique (...)
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  • The Wittgenstein Lectures, Revisited.James C. Klagge - 2019 - Nordic Wittgenstein Review 8 (1-2):11-82.
    In 2003 I published a survey of Wittgenstein’s lectures in Public and Private Occasions. Much has been learned about his lectures since then. This paper revisits the earlier survey and provides additional material and corrections, which amount to over 25%. In case it is useful, I have provided interlinear pagination from the original publication.
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  • Some Remarks on Scientific Positivism and Constructivist Epistemology in Science.Ashok K. Vijh - 1996 - Science and Engineering Ethics 2 (1):5-8.
  • Philosophical Autobiography.Julian Baggini - 2002 - Inquiry: An Interdisciplinary Journal of Philosophy 45 (3):295 – 312.
    An examination of the genre of philosophical autobiography sheds light on the role of personal judgment alongside objective rationality in philosophy. Building on Monk's conception of philosophical biography, philosophical autobiography can be seen as any autobiography that reveals some interplay between life and thought. It is argued that almost all autobiographies by philosophers are philosophical because the recounting of one's own life is almost invariably a form of extended speech act of self-revelation. When a philosopher is the autobiographer, this self-revelation (...)
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  • Rise, Grubenhund: On Provincializing Kuhn.Deborah R. Coen - 2012 - Modern Intellectual History 9 (1):109-126.
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  • Science as Supermarket: `Post-Modern' Themes in Paul Feyerabend's Later Philosophy of Science.John Preston - 1998 - Studies in History and Philosophy of Science Part A 29 (3):425-447.
  • Emergence, Story, and the Challenge of Positive Scenarios.Jay Ogilvy - 2014 - World Futures 70 (1):52-87.
    (2014). Emergence, Story, and the Challenge of Positive Scenarios. World Futures: Vol. 70, Strategy, Story, and Emergence: Essays on Scenario Planning, pp. 52-87.
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  • Author's Response.John Preston - 1999 - Metascience 8 (2):233-243.
  • Feyerabend on Science and Education.Ian James Kidd - 2013 - Journal of Philosophy of Education 47 (3):407-422.
    This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas—the ‘Berkeley experience'—and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a conception of education closely related to that of Michael Oakeshott and Martin Heidegger—that of education as ‘releasement’. Each of those three figures argued that the purpose of education was not to induct (...)
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  • The Democratic Governance of Information Societies. A Critique to the Theory of Stakeholders.Massimo Durante - 2015 - Philosophy and Technology 28 (1):11-32.
    This paper criticizes the tendency to view the extension of the class of social actors, which stems from the process of democratization of data, as also implying the extension of the class of the political actors involved in the process of governance of the Information Society. The paper argues that social actors can upgrade to political actors once they become real interlocutors, namely political actors that can participate in the formation of the political discourse and that this can happen only (...)
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