Thomas S. Kuhn's classic book is now available with a new index.

Philosopher Rene Descartes visualized a world unified by mathematics, in which all intellectual issues could be resolved rationally by local computation. This series of provocative essays takes a modern look at the seventeenth-century thinker’s dream, examining the physical and intellectual influences of mathematics on society, particularly in light of technological advances. They survey the conditions that elicit the application of mathematic principles; the effectiveness of these applications; and how applied mathematics constrain lives and transform perceptions of reality. Highly suitable for (...) browsing, the essays require different levels of mathematical knowledge that range from popular to professional. 1987 ed. (shrink)

In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboard to the introduction (...) of Matthew Lipman's curriculum as a "source of practical guidance" for teachers "who want to teach Socratically" (p. 73).We could rephrase such a double position in the evaluation of Dewey's .. (shrink)

The self is a historical and cultural phenomenon in the sense of a dialectically evolving narrative construct about who we are, what our borders and limits and capacities are, what is pathology, and what is normality, and so on. These ontological and epistemological narratives are usually linked to grand explanatory narratives like science and religion, and are intimately linked to cosmological pictures. The “intersubject” is an emergent form of subjectivity in our time which reconstructs its borders to include the other, (...) and which understands itself as always building and being built through a combination of internal and external dialogue. The shift from monological to dialogical discourse is both a product and a producer of the intersubject, and is in turn made possible by a shift—underway for the last one hundred years or so—in the human information environment. The major educational innovation which reconstructs theory and practice for the intersubject—community of philosophical inquiry (CPI)—assumes, following field and systems theory, that any group gathered together is an interactive system. It also assumes that the fundamental forms of growth and development both of the individual and of the collective take place through a process of communal deliberative inquiry into meaning, resulting in the reconstruction of beliefs, values, and discourses on both an individual and a collective level. CPI is a process in which subject and object are both active and passive, shaping and being shaped, determining and determined, in and through their transaction. It assumes that its interlocutors are in a relation of both mutual and self-interrogation. As the phenomenon of the intersubject gains credence in human culture, philosophy is gaining power as an educational idea in the elementary and high school classroom. Communal philosophical dialogue is the discursive space where the subject’s fundamental assumptions about self, world, knowledge, belief, beauty, right action and normative ideals enter a dialectical process of confrontation, mediation, and reconstruction. (shrink)

Community of philosophical inquiry (CPI) is a way of practicing philosophy in a group that is characterized by conversation; that creates its discussion agenda from questions posed by the conversants as a response to some stimulus (whether text or some other media); and that includes discussion of specific philosophers or philosophical traditions, if at all, only in order to develop its own ideas about the concepts under discussion. The epistemological conviction of community of philosophical inquiry is that communal dialogue, facilitated (...) by a philosophically educated person, recapitulates and reconstructs the major elements—and even the positions or claims—of the tradition, in one form or another, through the distributed thinking characteristic of dialogical discourse. The pedagogical locus of control of CPI is the group as a whole, which is understood as potentially self‐regulating through a process of ongoing dialectical transformation. The role of the facilitator is to act, among other things, from the Socratic “position of ignorance” as a bridge between concepts and arguments and as a trigger for conceptual system transformation. (shrink)

Explains how our innate pattern-making abilities allow us to perform mathematical reasoning.

Les trois études rassemblent des réflexions du philosophe sur trois problèmes de méthode spécifiques : le concept de paradigme, la théorie des signatures et la relation entre histoire et archéologie.

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.

The recent passing of Ann Sharp, Co-Founder and Associate Director of the Institute for the Advancement of Philosophy for Children, at the age of 68, has left many of us involved in the movement of philosophy for/with children bereft, no doubt in many different ways. The warmth and intensity of her personal and professional focus, the simple clarity of her thinking, and her boundless energy in the work of international dissemination of the concept and practice of philosophizing with children, resonate (...) even more sonorously in her death. We thought it appropriate to try following at least one pathway backwards in her life story through the memory and testimony of her chief collaborator over a period of 35 years, Matthew Lipman. I interviewed Lipman, age 87, in the single room of the eldercare center in New Jersey that has become the site for his dogged and tenacious struggle with Parkinson’s Disease, and asked him to reflect on their long partnership. The transcript ends suddenly, not because we stopped talking, but because I stopped taping, sensing his fatigue, and suggesting that we return for another round, at which point we turned to other, less somber matters. (shrink)

When we speak about the aim of doing philosophy on the elementary school level with children as transforming classrooms into 'communities of inquiry', we make certain assumptions about nature and personhood and the relationship between the two. We also make certain assumptions about dialogue, truth and knowledge. Further, we make assumptions regarding the ability of children to form such communities that will engender care for one another as persons with rights, a tolerance for each other's views, feelings, imaginings, creations as (...) well as a care for one another's happiness equal to the concern one has for one's own happiness. Lastly, we make assumptions about children's ability to commit themselves to objectivity, impartiality, consistency and reasonableness. The latter has social, moral and political implications. This paper is an attempt to identify and clarify some of these assumptions. (shrink)