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The philosophy of physical realism

New York,: Russell & Russell (1932)

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  1. Wilfrid Sellars and the Foundations of Normativity.Peter Olen - 2016 - London, England: Palgrave-Macmillan.
    While Wilfrid Sellars’ philosophy is often depicted in an ahistorical fashion, this book explores the consequences of placing his work in its historical context. In order to show how Sellars’ early publications depend on contextual factors, Peter Olen reconstructs the conceptions of language, psychological, and social explanation that dominated American philosophy in the early 20th century. Because of Sellars’ differing explanations of language and behaviour, Olen argues that many of Sellars’ early commitments are incompatible with his later works. In the (...)
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  • The mechanism—the secret—of the given.Galen Strawson - 2021 - Synthese 199 (3-4):10909-10928.
    There is, of course, The Given: what is given in experience. The ‘Myth Of The Given’ is just a wrong answer to the question ‘What is given?’ This paper offers a brief sketch of three possible right answers. It examines an early account by Charles Augustus Strong of why The Myth is a myth. It maintains that a natural and naturalistic version of empiricism is compatible with the fact that the Myth is a myth. It gives proper place to enactivist (...)
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  • The Realist Challenge to Conceptual Pragmatism.Peter Olen - 2015 - European Journal of Pragmatism and American Philosophy 7 (2):152-167.
    Although commonly cited as one of the philosophers responsible for the resurgence of interest in pragmatism, Wilfrid Sellars was also the son of Roy Wood Sellars, one of the most dedicated critical realists of the early 20th century. Given his father’s realism and his own ‘scientific realism,’ one might assume that the history of realism – and, despite contemporary interest, not pragmatism – would best serve as the historical background for Wilfrid Sellars’ philosophy. I argue that Wilfrid Sellars, far from (...)
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  • Science, Worldviews and Education: An Introduction.Michael R. Matthews - 2009 - Science & Education 18 (6-7):641-666.
  • Review of C. Koopman, Pragmatism as Transition. Historicity and Hope in James, Dewey, and Rorty. [REVIEW]Roberto Frega - 2009 - European Journal of Pragmatism and American Philosophy 1 (1).
    Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Mental imagery.Nigel J. T. Thomas - 2001 - Stanford Encyclopedia of Philosophy.
    Mental imagery (varieties of which are sometimes colloquially refered to as “visualizing,” “seeing in the mind's eye,” “hearing in the head,” “imagining the feel of,” etc.) is quasi-perceptual experience; it resembles perceptual experience, but occurs in the absence of the appropriate external stimuli. It is also generally understood to bear intentionality (i.e., mental images are always images of something or other), and thereby to function as a form of mental representation. Traditionally, visual mental imagery, the most discussed variety, was thought (...)
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  • Science, Worldviews and Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1585-1635.
    Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...)
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