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  1. Techno-Science, Rationality, and the University: Lyotard on the "Postmodern Condition"1.Michael Peters - 1989 - Educational Theory 39 (2):93-105.
  • Lyotard's Postmodern Ethics and Information Technology.A. T. Nuyen - 2004 - Ethics and Information Technology 6 (3):185-191.
  • Family Values and the Value of the Family.Colin Wringe - 1994 - Journal of Philosophy of Education 28 (1):77–88.
  • The Return of the Sophists.C. Frigerio - 1998 - South African Journal of Philosophy 17 (3):275-300.
  • 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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  • Can There Be Progress in Philosophy?Kai Nielsen - 1987 - Metaphilosophy 18 (1):1–30.
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  • Politics and Epistemology: Rorty, MacIntyre, and the Ends of Philosophy.Paul A. Roth - 1989 - History of the Human Sciences 2 (2):171-191.
    In this paper, I examine how a manifest disagreement between Richard Rorty and Alasdair MacIntyre concerning the history of philosophy is but one of a series of deep and interrelated disagreements concerning, in addition, the history of science, the good life for human beings, and, ultimately, the character of and prospects for humankind as well. I shall argue that at the heart of this series of disagreements rests a dispute with regard to the nature of rationality. And this disagreement concerning (...)
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  • The Curious Enlightenment of Professor Rorty.Graeme Garrard - 2000 - Critical Review 14 (4):421-439.
    Abstract Richard Rorty has devised a highly distinctive strategy for resisting what Michel Foucault once denounced as ?the blackmail of the Enlightenment,? according to which one is forced to take a stand either for or against it. Rorty distinguishes between the liberal political values of the Enlightenment, which he embraces ?unflinchingly,? and its universal philosophical claims about truth, reason and nature, which he completely renounces. Rorty argues that Enlightenment values are not sustained by ?Enlightenment? metaphysics, and can therefore survive the (...)
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  • John Dewey on War and Fascism: A Response.Gary Bullert - 1989 - Educational Theory 39 (1):71-80.
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  • Speaking About the Unspeakable: Genocide and Philosophy.Michael Freeman - 1991 - Journal of Applied Philosophy 8 (1):3-18.
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  • Rorty Through the Looking-Glass.Bob Brecher - 1997 - Res Publica 3 (1):105-114.
  • Beyond Relativism and Foundationalism: A Prolegomenon to Future Research in Ethics.J. W. Traphagan - 1994 - Zygon 29 (2):153-172.
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  • Richard Rorty, Education, and Politics.Kenneth Wain - 1995 - Educational Theory 45 (3):395-409.
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  • Education and the Educational Project II: Do We Still Care About It?Paul Smeyers - 1995 - Journal of Philosophy of Education 29 (3):401–413.
  • Education and the Educational Project II: Do We Still Care About It?Paul Smeyers - 1995 - Philosophy of Education 29 (3):401-413.
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  • Dignity's Gauntlet.Remy Debes - 2009 - Philosophical Perspectives 23 (1):45-78.
    The philosophy of “ human dignity” remains a young, piecemeal endeavor with only a small, dedicated literature. And what dedicated literature exists makes for a rather slapdash mix of substantive and formal metatheory. Worse, ironically we seem compelled to treat this existing theory both charitably and casually. For how can we definitively assess any of it? Existing suggestions about the general features of dignity are necessarily contentious in virtue of being more or less blissfully uncritical of themselves. Because none of (...)
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  • Do We Need to Talk to Each Other? How the Concept of Experience Can Contribute to an Understanding of Bildung and Democracy.Ninni Wahlström - 2010 - Educational Philosophy and Theory 42 (3):293-309.
    In this article I argue that the contested concept of Bildung, with its roots in the late 18th century, remains of interest in the postmodern era, even if there is also certainly a debate about it having had its day. In the specific discussion about Bildung and democracy, I suggest that Dewey's reconstructed concept of experience has several points in common with a more recent understanding of Bildung, at the same time as it can provide insight into how democracy can (...)
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  • Politics and the Impossible.G. Daly - 1999 - Theory, Culture and Society 16 (4):75-98.
    This article focuses on the recent work of Slavoj Žižek and his extensive critique of poststructuralism and deconstruction from a Lacanian perspective. In this context, it examines Žižek's provocative approach to questions of social reality, ideology and nationalism, and explores the potential of such an approach for an analysis of crucial themes in British political culture. In addition, the article investigates the nature of the encounter between psychoanalysis and deconstruction — and especially where explicit referral is made to the terrain (...)
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  • Truth and Liberation: Rejoinder to Brooks, Sassower and Agassi, and Harris.Jeffrey Friedman - 1994 - Critical Review 8 (1):137-157.
    My critics assume that the objectivity of moral truth is contingent on the discovery of some transcendent, nonhuman sanction for human values, but I contend that objective morality is a necessary feature of the situation faced by beings with freedom of choice, just as objective truth is a necessary feature of the situation faced by beings with the freedom to differ in their perceptions of the world around them. Both liberals and postmodernists ignore these necessary aspects of the human condition: (...)
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  • Playing It Safe: American Literature and the Taming of Chance.Gregg Crane - 2014 - Modern Intellectual History 11 (1):221-235.
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