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  1. Translation, Philosophy and Deconstruction.Peter Florentsen - 1994 - Perspectives 2 (2):225-243.
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  • Deconstruction and Pragmatism - is Derrida a Private Ironist or a Public Liberal?Simon Critchley - 1994 - European Journal of Philosophy 2 (1):1-21.
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  • Book Reviews. [REVIEW]Marya Schechtman, Huib Looren de Jong, Andrew Beedle, Michael Bradie & Irene Appelbaum - 1997 - Philosophical Psychology 10 (3):391-407.
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  • Why Take Painkillers?David Bain - 2017 - Noûs 2017.
    Accounts of the nature of unpleasant pain have proliferated over the past decade, but there has been little systematic investigation of which of them can accommodate its badness. This paper is such a study. In its sights are two targets: those who deny the non-instrumental disvalue of pain's unpleasantness; and those who allow it but deny that it can be accommodated by the view—advanced by me and others—that unpleasant pains are interoceptive experiences with evaluative content. Against the former, I argue (...)
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  • The Return of the Sophists.C. Frigerio - 1998 - South African Journal of Philosophy 17 (3):275-300.
  • Herbert Spencer's Epigenetic Epistemology.C. U. M. Smith - 1983 - Studies in History and Philosophy of Science Part A 14 (1):1-22.
  • Free to Act Otherwise? A Wittgensteinian Deconstruction of the Concept of Agency in Contemporary Social and Political Theory.Nigel Pleasants - 1997 - History of the Human Sciences 10 (4):1-28.
    The concept of agency, defined counterfactually as the freedom to 'act otherwise', occupies a central place in much of contemporary social and political theory. In criticizing this concept of agency I deploy what I call an 'immanent critique', focusing upon Bhaskar's 'transcendental realism' and Rorty's anti-realist theory of linguistic contingency. Invoking Wittgenstein's argumentation from On Certainty, I go on to contend that agency and freedom cannot be 'known' in the way that social and political theorists assert. I proceed to criticize (...)
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  • Rorty, Literary Narrative and Political Philosophy.Barbara McGuinness - 1997 - History of the Human Sciences 10 (4):29-44.
    This article seeks to examine Rorty's contention that literary narrative, not political philosophy, is best able to address the problems of the West. It argues that although Rorty's conception of the novel as a valuable and informative medium is credible, he does not establish it as a valid alternative to political philosophy. Moreover Rorty retains the sort of reasoning that is characteristic of political philosophy, despite his assertions to the contrary.
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  • Meta-Analysis: The Glass Eye of Evidence-Based Practice?P. Rodger W. Gregson, Andrew G. Meal & Mark Avis - 2002 - Nursing Inquiry 9 (1):24-30.
  • Intimations of Oakeshott: A Critical Reading of His ‘Notebooks, 1922–86’.David Hexter, Michael Kenny & Luke O’Sullivan - 2016 - European Journal of Political Theory 18 (1):138-149.
    The nature and worth of Michael Oakeshott’s contribution as a political thinker have long been the subject of deep disagreement within the community of Anglophone political theory. This is partly the product of a partial familiarity with Oakeshott’s corpus. During his lifetime, his body of published work had a rather slender appearance, comprising two major monographs, separated by some forty years, and two rather more accessible collections of essays on politics and history. Following his death in 1990, however, a much (...)
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  • Learning From Experience.Richard Smith - 1987 - Journal of Philosophy of Education 21 (1):37–46.
  • Why Evidence-Based Practice Now?: A Polemic1.Kim Walker - 2003 - Nursing Inquiry 10 (3):145-155.
  • Learning as Calling and Responding.Lotta Jons - 2014 - Studies in Philosophy and Education 33 (5):481-493.
    According to Martin Buber’s philosophy of dialogue, our being-in-the-world is to be conceived of as an existential dialogue. Elsewhere, I have conceptualized the teacher–student-relation accordingly (see Jons 2008), as a matter of calling and responding. The conceptualization rests on a secularised notion of vocation, paving way for discovering, articulating and discerning pedagogical relations in a new way. In the present article, I take this conceptualization one step further, applying the concept of calling and responding to the pedagogical relation between a (...)
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  • Does the History of Psychology Have a Subject?Roger Smith - 1988 - History of the Human Sciences 1 (2):147-177.
  • Richard Rorty's Pragmatism and the Social Sciences.Patrick Baert - 2002 - History of the Human Sciences 15 (1):139-149.
  • Anthropocentrism and Truth.Timothy Williamson - 1987 - Philosophia 17 (1):33-53.
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  • Growth and Growing in Education: Dewey's Relevance to Current Malaise.Ruth Heilbronn - 2018 - Journal of Philosophy of Education 52 (2):301-315.
  • Textures of African Thought: Analyticity and Apologia.Sanya Osha - 2012 - Diogenes 59 (3-4):149-167.
  • Beyond Analytic and Continental in Contemporary Political Thought: Pragmatic Methodological Pluralism and the Situated Turn.Clayton Chin - 2016 - European Journal of Political Theory 15 (2):205-222.
    In the division between analytic and continental thought, pragmatism has often been cast as a middle way. Fundamentally critical of each, it also shares resonances with both of these traditions. However, while this observation is common, remarkably little has been done to examine its truth in contemporary political thought. Drawing on recent trends in political theory, including ‘New Realism’, critical genealogical methods and a surge in pragmatic approaches, this article identifies an emerging situated turn in political thought. Emerging from several (...)
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  • Intimations of Oakeshott: A Critical Reading of His ‘Notebooks, 1922–86’.David Hexter & Michael Kenny - 2016 - European Journal of Political Theory 18 (1):147488511562755.
    The nature and worth of Michael Oakeshott’s contribution as a political thinker have long been the subject of deep disagreement within the community of Anglophone political theory. This is partly the product of a partial familiarity with Oakeshott’s corpus. During his lifetime, his body of published work had a rather slender appearance, comprising two major monographs, separated by some forty years, and two rather more accessible collections of essays on politics and history. Following his death in 1990, however, a much (...)
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  • Looks as Powers.Philip Pettit - 2003 - Philosophical Issues 13 (1):221-52.
    Although they may differ on the reason why, many philosophers hold that it is a priori that an object is red if and only if it is such as to look red to normal observers in normal conditions.
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  • Book Reviews. [REVIEW]Marya Schechtman - 1996 - Mind 105 (420):699-703.
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  • Imputing Intentionality: Popper, Demarcation and Darwin, Freud and Marx.Steven Yearley - 1985 - Studies in History and Philosophy of Science Part A 16 (4):337-350.
  • Psychology as a Moral Science: Aspects of John Dewey's Psychology.Svend Brinkmann - 2004 - History of the Human Sciences 17 (1):1-28.
    The article presents an interpretation of certain aspects of John Dewey’s psychological works. The interpretation aims to show that Dewey’s framework speaks directly to certain problems that the discipline of psychology faces today. In particular the reflexive problem, the fact that psychology as an array of discursive practices has served to constitute forms of human subjectivity in Western cultures. Psychology has served to produce or transform its subject-matter. It is shown first that Dewey was aware of the reflexive problem, and (...)
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  • Détente Science? Transformations of Knowledge and Expertise in the 1970s.Rüdiger Graf - 2017 - Centaurus 59 (1-2):10-25.
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  • What Makes Practice Educational?Padraig Hogan - 1990 - Journal of Philosophy of Education 24 (1):15–27.
  • What Makes Practice Educational?Padraig Hogan - 1990 - Philosophy of Education 24 (1):15-27.
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  • Radical Romanticism: Postmodern Polytheism in Richard Rorty and John Milbank.Henk-Jan Prosman - forthcoming - International Journal of Philosophy and Theology:1-18.
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  • Contingency and Self-Identity.N. H. Smith - 1996 - Theory, Culture and Society 13 (2):105-120.
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  • Descartes' Debt to Augustine.Stephen R. L. Clark - 1992 - Royal Institute of Philosophy Supplement 32:73-88.
  • Wittgenstein and Post‐Analytic Philosophy of Education: Rorty or Lyotard?Michael Peters - 1997 - Educational Philosophy and Theory 29 (2):1-32.
    I was thinking about my philosophical work and saying to myself: ‘I destroy, I destroy, I destroy…’Context: The ‘linguistic turn’ of Western philosophy ; and correlatively, the decline of universalist discourses. The weariness with regard to ‘theory’, and the miserable slackening that goes along with it. The time has come to philosophize.…there is no danger of philosophy's ‘coming to an end’. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period from Plato (...)
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  • Understanding Problem‐Based Learning1.Don Margetson - 1993 - Educational Philosophy and Theory 25 (1):40-57.
  • Alterity and Ethics.M. Gardiner - 1996 - Theory, Culture and Society 13 (2):121-143.
  • Defending Science From All of its Enemies and Some of its Friends.Rom Harré - 2000 - Dialectica 54 (4):265-281.
    Recent debates about the values and virtues of the sciences have been marked by philosophical errors and misunderstandings among both the supporters and the critics of the value of science. Some authors, such as Wilson defending the ultimate value of science and Appleyard decrying the influence of scientific modes of thinking, both assume the positivistic stance to understanding science. Others, such as Dawkins, Maddox and Wolpert, come through as scientific realists, celebrating the power of science to reach beyond what can (...)
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  • Homer in the Laboratory: A Feyerabendian Experiment in Sociology of Science.Mark Erickson - 2018 - Social Epistemology 32 (2):128-141.
    For philosopher of science Paul Feyerabend, an outcome of the Plato-led victory of philosophers over poets is the ‘conquest of abundance’ where abstraction replaces the ‘richness of being’. This poignant motif is visible in the project of the social sciences, where theory describes classificatory schemas that can be imposed upon the social world to categorise and, subsequently, explain it. However, Homer’s writings provide a completely different frame of reference. By reimagining ourselves within this work we may be able to rethink (...)
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  • Connection or Competition: Identity and Personhood in Feminist Ethics.G. M. Jantzen - 1992 - Studies in Christian Ethics 5 (1):1-20.
  • Review Articles : The Romantic Sensibility in Anthropological Science and the Individual Voice in History.Nigel Rapport - 1998 - History of the Human Sciences 11 (1):139-145.
  • The Usefulness of Fallibilism in Post-Positivist Philosophy: A Popperian Critique of Critical Realism.Justin Cruickshank - 2007 - Philosophy of the Social Sciences 37 (3):263-288.
    Sayer argues that Popper defended a logicist philosophy of science. The problem with such logicism is that it creates what is termed here as a `truncated foundationalism', which restricts epistemic certainty to the logical form of scientific theories whilst having nothing to say about their substantive contents. Against this it is argued that critical realism, which Sayer advocates, produces a linguistic version of truncated foundationalism and that Popper's problem-solving philosophy, with its emphasis on developing knowledge through criticism, eschews all forms (...)
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  • On Post-Philosophical Sociology.Philip Walsh - 2015 - Philosophy of the Social Sciences 45 (4-5):508-514.
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  • Can Philosophy Be a Rigorous Science?Herman Philipse - 2009 - Royal Institute of Philosophy Supplement 65:155-.
    It is difficult to imagine that a Royal Institute of Physics would organize an annual lecture series on the theme ‘conceptions of physics’. Similarly, it is quite improbable that a Royal Institute of Astronomy would even contemplate inviting speakers for a lecture series called ‘conceptions of astronomy’. What, then, is so special about philosophy that the theme of this lecture series does not appear to be altogether outlandish? Is it, perhaps, that philosophy is the reflective discipline par excellence , so (...)
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  • La Crítica de Paul Karl Feyerabend Al Modelo Neo-Positivista Del Significado.María Teresa Gargiulo de Vázquez - 2014 - Arbor 190 (769):a168.
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  • Toward an Evolutionary View of Socio-Economic Systems.Mika Pantzar - 1992 - World Futures 34 (1):83-103.