Results for 'Metaphilosophy, genre, disciplinarity'

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  1. Satire.Nicholas D. More - forthcoming - In Lydia Amir (ed.), The Philosophy of Humour Handbook. London, UK:
    The chapter considers philosophical views of satire, philosophy as an object of satiric scorn, kinship and tension between satire and philosophy as activities, and what philosophy's relationship to satire suggests about philosophy as a discipline.
     
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  2. Real Philosophy, Metaphilosophy, and Metametaphilosophy.Manuel Vargas - 2007 - CR 7 (3):51-78.
    This is an essay on philosophical methodology, the disciplinary prejudices of the Anglophone philosophical world, and how these things interact with some aspects of the content and form of Latin American philosophy to preclude the latter's integration with mainstream Anglophone philosophical work. Among the topics discussed of interest to analytic philosophers: metaphilosophy, the status hierarchy of philosophical subfields, experimental philosophy, and patterns of openness and exclusion in philosophy. Among the topics of interest to philosophers interested in Latin American philosophy and (...)
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  3. Metaphilosophy, Pragmatism and a Kind of Critical Theory: Kai Nielsen and Richard Rorty.Kai Nielsen - 2007 - Philosophical Papers 36 (1):119-150.
    Metaphilosophy is itself philosophy about philosophy. It is not something before or independent of philosophy. Both Kai Nielsen and Richard Rorty are deeply concerned (someone might say obsessively preoccupied) with metaphilosophy. They both are thoroughly historicist and contextualist resolutely rejecting any form of a transcendental or metaphysical turn. They argue against claims to absolute validity (as well as against absolutism in any form) and a natural order of reasons: some 'Reason' to which any rational agent must be committed. They both (...)
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  4.  5
    Genre organization in specialized discourse: Disciplinary variation across university textbooks.Giovanni Parodi - 2014 - Discourse Studies 16 (1):65-87.
    Not many studies have focused on the analysis of the rhetorical organization of a genre and the respective frequency of occurrence of moves and steps as they occur in a corpus across disciplines – particularly, with a complementary qualitative-quantitative approach. This article aims to become a step in helping to fill this gap in research on Spanish. In this way, the textbook genre, the occurrence of its rhetorical macro-moves, moves and steps and disciplinarity are the central focus of this (...)
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  5. Anarchism as Metaphilosophy.Lajos L. Brons - 2015 - The Science of Mind 53:139-158.
    Philosophy once started as the critical reflection on relatively ordinary human concerns. Increasing specialization has moved the discipline farther and farther away from these concerns, however, undermining its relevance outside the academy, but has also resulting in an ever increasing fragmentation. This fragmentation has further divided the field into a large number of esoteric communities that hardly understand each other. "Further divided", because philosophy was already divided into schools and traditions that seem to speak mutually unintelligible languages. In addition to (...)
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  6. Habermas, Derrida, and the Genre Distinction between Fiction and Argument.Sergeiy Sandler - 2007 - International Studies in Philosophy 39 (4):103-119.
    In his book, The Philosophical Discourse of Modernity, and especially in the “Excursus on Leveling the Genre Distinction between Philosophy and Literature” (pp. 185-210), Jürgen Habermas criticizes the work of Jacques Derrida. My aim in this paper is to show that this critique turns upon itself. Habermas accuses Derrida of effacing the distinctions between literature and philosophy. Derrida indeed works to subvert the distinction between fictional and argumentative writing, but in doing so he works with the genres he is mixing. (...)
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  7.  16
    Some genres of post-Hegelian philosophy.Gary Shapiro - 1982 - Metaphilosophy 13 (3-4):267-276.
  8.  35
    Drama as Philosophical Genre.Jessica Wahman - 2014 - Journal of Speculative Philosophy 28 (4):454-471.
    This article will consider the unique contribution that the dramatic arts can make to philosophical practices of communication and reflection. While argumentation typically advocates a particular position over and against less plausible options, dramatic performance can convey the rich possibilities and tensions among conflicting points of view without ultimately taking a definitive stance. This genre, as a performed narrative involving multiple perspectives, can illuminate the complexity and legitimacy of a plurality of—often competing—theoretical commitments, whereas direct argumentation, by its very nature, (...)
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  9.  6
    Some Genres of Post‐Hegelian Philosophy.Gary Shapiro - 1982 - Metaphilosophy 13 (3-4):267-276.
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  10.  25
    Variations in Philosophical Genre: the Platonic Dialogue.Dylan Brian Futter - 2015 - Metaphilosophy 46 (2):246-262.
    The primary function of the Platonic dialogue is not the communication of philosophical doctrines but the transformation of the reader's character. This article takes up the question of how, or by what means, the Platonic dialogue accomplishes its transformative goal. An answer is developed as follows. First, the style of reading associated with analytical philosophy is not transformative, on account of its hermeneutical attachment and epistemic equality in the relationship between reader and author. Secondly, the style of reading associated with (...)
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  11.  22
    Beyond words: Can the discourse genre Monetary Policy Report be comprehended from a single predominant semiotic system?Giovanni Parodi & Cristóbal Julio - 2015 - Alpha (Osorno) 41:133-158.
    En este artículo investigamos la incidencia de tres formatos de presentación de información multisemiótica textual en la comprensión de textos escritos a partir de un pasaje retórico del género Informe de Política Monetaria. Para ello se diseñó un experimento con tres pruebas de comprensión, cuyos textos variaban en la preponderancia multisemiótica constitutiva: texto original, texto con predominancia del sistema gráfico y texto con predominancia del sistema verbal. Estos instrumentos fueron aplicados a 151 estudiantes de una carrera universitaria en el área (...)
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  12.  39
    Does rhetoric, as Plato had Gorgias claim, have other areas of knowledge under its control? Or, as his Socrates claimed, does rhetoric have no use for knowledge at all? Gorgias seems to concede the point but counts it an advantage rather than a deficiency of rhetoric:“But is this not a great comfort, Socrates, to be able without learning any other arts but this one to prove in no way inferior to the specialists?”(Plato, trans. 1961, p. 459c). This critique of rhetoric mounted in the early part of the ...Disciplinarity Rhetoric - 2009 - In A. Lunsford, K. Wilson & R. Eberly (eds.), Sage Handbook of Rhetorical Studies. Sage Publications. pp. 167.
  13.  54
    Jan Wolenski Carnap's metaphilosophy.Carnap'S. Metaphilosophy - 2003 - In Thomas Bonk (ed.), Language, Truth and Knowledge: Contributions to the Philosophy of Rudolf Carnap. Dordrecht, Netherland: Kluwer Academic Publishers. pp. 2--27.
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  14.  40
    I. Re-framing Genre Theory.Engendering Literary Genre - 2006 - In Garin Dowd, Lesley Stevenson & Jeremy Strong (eds.), Genre Matters. Intellect.
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  15. Ludmila molodkina.of Russian Manor as A. Genre - 2009 - In Anna-Teresa Tymieniecka (ed.), Existence, historical fabulation, destiny. Springer Verlag. pp. 107.
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  16. Part two. Genres - 2015 - In Adam Zachary Newton (ed.), To Make the Hands Impure. Fordham University Press.
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  17. Honni van Rijswijk.Law'S. Aggressive Realism, Feminist Genres Of Violence & Harm - 2018 - In Andreas Philippopoulos-Mihalopoulos (ed.), Routledge Handbook of Law and Theory. New York, NY: Routledge.
     
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  18.  58
    A Search for the de Broglie Particle Internal Clock by Means of Electron Channeling.P. Catillon, N. Cue, M. J. Gaillard, R. Genre, M. Gouanère, R. G. Kirsch, J. -C. Poizat, J. Remillieux, L. Roussel & M. Spighel - 2008 - Foundations of Physics 38 (7):659-664.
    The particle internal clock conjectured by de Broglie in 1924 was investigated in a channeling experiment using a beam of ∼80 MeV electrons aligned along the 〈110〉 direction of a 1 μm thick silicon crystal. Some of the electrons undergo a rosette motion, in which they interact with a single atomic row. When the electron energy is finely varied, the rate of electron transmission at 0° shows a 8% dip within 0.5% of the resonance energy, 80.874 MeV, for which the (...)
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  19. 對中國哲學的「漢學挑戰」: 一個從後學科角度出發的回應 (The ‘Sinological Challenge’ to Chinese Philosophy: A Response from a Post-Disciplinary Perspective).Mercedes Valmisa - 2019 - Chinese Philosophy and Culture 中國哲學與文化 1 (16):20-50.
    研究早期中国哲学的学者均普遍认为,缺乏作者和思想学 派的资料,对以哲学为本的研究非常不利。就着这个观点,本文提出异议: 汉学研究所提供的文献、文学、语言、历史的知识,可融贯于早期中国哲学 的研究,并产生良好的影响。蒋韬在 2016 年提出了“汉学挑战”的论述。就此,本文论证,汉学正好 提供一个机会,结合不同的研究方法及角度,从而更有效地处理具体的哲 学议题。我以自己对“命”的研究为例,解释如何以多个文本为基础,梳理 哲学问题,做“没有作者的哲学”,并显示:融贯汉学研究所提供的各种方 法、知识、研究工具,不仅无损哲学研究,更为其注入新气象。我采取了“后学科”的研究角度:受到前学科文化(例如早期中国文 化)的启发,“后学科”的角度在提问时,往往从整体出发,不囿于各个学科 的既定模式和分类;并开辟新路向,容纳创意,追寻意义,以产生可行的新 联系。 Some scholars of early Chinese philosophy see the knowledge provided by Sinology as a challenge to the development of sound philosophical enquiry. What Sinology tells us about the historical context and the textual, material, and intellectual culture of the period is considered detrimental for engaging in philosophical research, reason why these scholars believe that Chinese philosophy must separate itself from Sinology. I argue that Sinology does not offer (...)
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  20.  36
    Why Listen to Philosophers? A Constructive Critique of Disciplinary Philosophy.Samuel Loncar - 2016 - Metaphilosophy 47 (1):3-25.
    This article articulates a fundamental crisis of disciplinary philosophy—its lack of disciplinary self-consciousness and the skeptical problems this generates—and, through that articulation, exemplifies a means of mitigating its force. Disciplinary philosophy organizes itself as a producer of specialized knowledge, with the apparatus of journals, publication requirements, and other professional standards, but it cannot agree on what constitutes knowledge, progress, or value, and evinces ignorance of its history and alternatives. This situation engenders a skepticism that threatens the legitimacy of disciplinary philosophy. (...)
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  21.  24
    Other than identity: the subject, politics and art.Juliet Steyn (ed.) - 1997 - New York: Distributed exclusively in the USA by St. Martin's Press.
    We are witnessing a Europe in turmoil, tormented by the violence of ethnic and nationalist struggles which legitimate themselves in the name of identity. This anthology explores the assumptions of identity by disassembling old myths and fictions of unity in relation to the subject, politics and art. Other than identity offers the possibility of rethinking the concept and introducing instead notions of self and other, identity politics and aesthetics. Through theoretical and concrete examples, this study exemplifies the best of current (...)
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  22. Stage Notes and/as/or Track Changes: Introductory remarks and magical thinking on printing: An election and a provocation.Isaac Linder - 2012 - Continent 2 (4):244-247.
    In this issue we include contributions from the individuals presiding at the panel All in a Jurnal's Work: A BABEL Wayzgoose, convened at the second Biennial Meeting of the BABEL Working Group. Sadly, the contributions of Daniel Remein, chief rogue at the Organism for Poetic Research as well as editor at Whiskey & Fox , were not able to appear in this version of the proceedings. From the program : 2ND BIENNUAL MEETING OF THE BABEL WORKING GROUP CONFERENCE “CRUISING IN (...)
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  23.  11
    A People's History of Classics: Class and Greco-Roman Antiquity in Britain and Ireland, 1689 to 1939.Simon Goldhill - 2022 - Common Knowledge 28 (3):460-462.
    This very long book sets out to track and trace the working-class men and, less commonly, women who, against the limited expectations of their social position, learned Greek and Latin as an aspiration for personal change. The ideology of the book is clear and welcome: these figures “offer us a new ancestral backstory for a discipline sorely in need of a democratic makeover.” The book's twenty-five chapters explore how classics and class were linked in the educational system of Britain and (...)
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  24.  49
    Philosophy's Tragedy.Andrew Cooper - 2016 - Metaphilosophy 47 (1):59-74.
    Is tragedy, as Nietzsche declared, dead? In recent years many philosophers have reconsidered tragedy's relation to philosophy. While tragedy is deemed to contain important lessons for philosophy, there is a consensus that it remains a thing of the past. This article calls this consensus into question, arguing that it reifies tragedy, keeping tragedy at arm's length. With the interest of identifying the necessity of tragedy to philosophy, it draws from Quentin Skinner to put forward an alternative approach to genre as (...)
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  25.  20
    Getting To Know You.Roger A. Shiner - 1985 - Philosophy and Literature 9 (1):80-94.
    In lieu of an abstract, here is a brief excerpt of the content:Roger A. Shiner GETTING TO KNOW YOU IN pursuits OF happiness, Stanley Cavell attempts to establish the existence of a previously unrecognized genre of film — "comedies of remarriage " — which both includes and is defined by such movies as Adam's Rib, Bringing Up Baby, and TL· Philadelphia Story. l By "marriage" and "remarriage " is meant a certain kind of enduring emotional intimacy with which we as (...)
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  26.  70
    ‘Two Opposite Things Placed Near Each Other, are the Better Discerned’: Philosophical Readings of Cavendish's Literary Output.Carlos Santana - 2015 - British Journal for the History of Philosophy 23 (2):297-317.
    Seventeenth-century philosopher Margaret Cavendish wrote not only several philosophical treatises, but also many fictional works. I argue for taking the latter as serious objects of study for historians of philosophy, and sketch a method for doing so. Cavendish's fiction is full of conflicting viewpoints, and many authors have argued that this demonstrates that she did not intend her literary works to serve serious philosophical purpose. But if we consider philosophers more central to the canon, such as Plato or Kierkegaard, who (...)
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  27.  6
    Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and informed by Alain Badiou.Kathleen R. Kesson & James G. Henderson - 2010 - In Kent Den Heyer (ed.), Thinking Education Through Alain Badiou. Malden, MA: Wiley-Blackwell. pp. 62–77.
    This chapter contains sections titled: Introducing a Reconceptualized Professional Development Inspired by John Dewey Three Forms of Disciplinary Artistry Informed by Alain Badiou From Montage Method to Portfolio Expression Notes References.
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  28.  77
    Problematizing Disciplinarity, Transdisciplinary Problematics.Peter Osborne - 2015 - Theory, Culture and Society 32 (5-6):3-35.
    This article situates current debates about transdisciplinarity within the deeper history of academic disciplinarity, in its difference from the notions of inter- and multi-disciplinarity. It offers a brief typology and history of established conceptions of transdisciplinarity within science and technology studies. It then goes on to raise the question of the conceptual structure of transdisciplinary generality in the humanities, with respect to the incorporation of the 19th- and 20th-century German and French philosophical traditions into the anglophone humanities, under (...)
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  29.  38
    Introduction: Disciplinarity, interdisciplinarity and educational studies — past, present and future.Gary McCulloch - 2012 - British Journal of Educational Studies 60 (4):295 - 300.
    This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called 'foundation disciplines' of psychology, sociology, history and philosophy in underpinning educational studies.
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  30.  21
    Introduction: Disciplinarity, Interdisciplinarity and Educational Studies – Past, Present and Future.Gary McCulloch - 2012 - British Journal of Educational Studies 60 (4):295-300.
    This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called ‘foundation disciplines’ of psychology, sociology, history and philosophy in underpinning educational studies.
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  31. II—Genre, Interpretation and Evaluation.Catharine Abell - 2015 - Proceedings of the Aristotelian Society 115 (1pt1):25-40.
    The genre to which an artwork belongs affects how it is to be interpreted and evaluated. An account of genre and of the criteria for genre membership should explain these interpretative and evaluative effects. Contrary to conceptions of genres as categories distinguished by the features of the works that belong to them, I argue that these effects are to be explained by conceiving of genres as categories distinguished by certain of the purposes that the works belonging to them are intended (...)
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  32. Metaphilosophy.Yuri Cath - 2011 - Oxford Bibliographies in Philosophy.
    Often philosophers have reason to ask fundamental questions about the aims, methods, nature, or value of their own discipline. When philosophers systematically examine such questions, the resulting work is sometimes referred to as “metaphilosophy.” Metaphilosophy, it should be said, is not a well-established, or clearly demarcated, field of philosophical inquiry like epistemology or the philosophy of art. However, in the late 20th and early 21st centuries there has been a great deal of metaphilosophical work on issues concerning the methodology of (...)
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  33.  14
    Disciplinarity in Phenomenological Perspective.Lester Embree - 2010 - Indo-Pacific Journal of Phenomenology 10 (2):1-5.
    This essay starts by outlining what the author considers to be the three general properties of the phenomenological approach. This approach is then taken to the question of what an academic discipline is and how one becomes a member of a discipline, with some positive and negative aspects that can develop considered. Demonstrating how phenomenological questions can be asked and answered, this approach invites attempts to confirm, correct and extend the account through more reflective analysis. Indo-Pacific Journal of Phenomenology, Volume (...)
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  34.  14
    Sociedade disciplinar e sociedade de controle.Mariana Rodrigues Gomes de Mello, Ofélia Cristina Xavier de Andrade, Deise Maria Antonio Sabbag & Daniele Achilles Dutra da Rosa - 2022 - Logeion Filosofia da Informação 8 (2):82-99.
    A partir do século XVIII, a imposição do controle das principais instituições políticas e sociais à população passa a ocorrer precipuamente por meio de estratégias urbanísticas. A arquitetura revela o objetivo de disciplinamento dos corpos de modo a prepará-los para a inserção na incipiente sociedade capitalista, seja na forma das escolas, fábricas ou prisões. Objetivamos num primeiro momento refletir, por meio da trajetória histórica e arquitetônica da Biblioteca Pública Municipal de Marília, se a biblioteca antiga tem preponderância de uma instituição (...)
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  35.  15
    Metaphilosophie als einheitliche Disziplin.Michael Lewin - 2023 - Berlin: Springer/Metzler.
    Die sich seit den 1960ern entwickelnde Disziplin der Metaphilosophie ist mit dem Problem der philosophischen Vorbelastetheit metaphilosophischer Theorien behaftet. Diesem Problem wird mit dem erkenntnistheoretischen Programm des Perspektivismus begegnet. Es wird gezeigt, dass tiefgreifendes Verständnis der Perspektivität sich positiv auf die Qualität metaphilosophischer Forschung auswirken kann, deren Einheit nur unter der Idee eines im Vorhinein perspektivenübergreifend ausgerichteten Diskurses möglich ist.
  36.  24
    Debating Disciplinarity.Robert Post - 2009 - Critical Inquiry 35 (4):749-770.
  37.  20
    Disciplinarity and normative education.Peter Strandbrink - 2018 - Educational Philosophy and Theory 50 (3):254-269.
    Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarity—the main extant alternatives. It is shown in (...)
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  38.  11
    Romantic Disciplinarity and the Rise of the Algorithm.Jeffrey M. Binder - 2020 - Critical Inquiry 46 (4):813-834.
    Scholars in both digital humanities and media studies have noted an apparent disconnect between computation and the interpretive methods of the humanities. Alan Liu has argued that literary scholars employing digital methods encounter a “meaning problem” due to the difficulty of reconciling algorithmic methods with interpretive ones. Conversely, the media scholar Friedrich Kittler has questioned the adequacy of hermeneutics as a means of studying computers. This paper argues that that this disconnect results from a set of contingent decisions made in (...)
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  39. The disciplinarity of knowledge at the mathematics-physics interference.E. Livingston - 1993 - In Ellen Messer-Davidow, David R. Shumway & David Sylvan (eds.), Knowledges: historical and critical studies in disciplinarity. Charlottesville: University Press of Virginia.
  40.  42
    Sexe, genre et sociabilité.Whitney Walton - 2008 - Clio 28:145-158.
    Les séjours d’étude à l’étranger se sont développés après la Seconde Guerre mondiale. Plus que d’autres formes de voyage, ils permettent aux jeunes adultes de s’immerger dans la culture et le quotidien d’un autre pays. Les jeunes femmes américaines qui ont étudié en France entre la fin des années 1940 et les années 1960 ont été marquées par les stéréotypes de genre et les pratiques sociales et sexuelles auxquels elles ont été confrontées. S’appuyant sur des entretiens oraux avec d’anciennes étudiantes (...)
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  41.  16
    Inter-disciplinarity and constructs for STEM education: at the edge of the rabbit hole.Rachel Wurzman - 2010 - Synesis: A Journal of Science, Technology, Ethics, and Policy 1 (1):G32 - G35.
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  42. The Metaphilosophy of Naturalism.Quentin Smith - 2001 - Philo 4 (2):195-215.
    The metaphilosophy of naturalism is about the nature and goals of naturalist philosophy. A real or..
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  43.  29
    Pragmatism, Metaphilosophy, Eclecticism.Albert Piacente - 2023 - European Journal of Pragmatism and American Philosophy 15 (2).
    This paper explores metaphilosophy’s role in pragmatism. It does so particularly in relation to pragmatism’s multiplying and competing forms (e.g. classical pragmatism, neo-pragmatism, analytic pragmatism, third-wave pragmatism, new pragmatism, etc.). Focusing on the most comprehensive treatment of metaphilosophy in pragmatism, that of Scott Aikin and Robert Talisse, I argue their attempt to turn pragmatism into a metaphilosophy is problematic. Using a “metaphilosophical minimalism” to address pragmatism’s tendency toward what they label an inward looking and dogmatic “insularity” and “triumphalism” – a (...)
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  44. Metaphilosophy: Defining Latin American and Latinx Philosophy,.Lori Gallegos de Castillo & Francisco Gallegos - 2019 - In Sanchez Eli (ed.), Introduction to Latin American and Latinx Philosophy.
    Some of the central questions that have been explored by Latin American and Latinx philosophers are questions of metaphilosophy. "Metaphilosophy" refers to philosophical reflections on the nature of philosophy itself. For example, we might ask: What is the purpose of doing philosophy? How does philosophy compare and contrast with other disciplines, such as science, theology, or literature? And what is the best way of categorizing the different kinds and traditions of philosophy? These are philosophical questions about philosophy as an activity (...)
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  45.  31
    Disciplinarity and the Growth of Knowledge.Fred D’Agostino - 2012 - Social Epistemology 26 (3-4):331-350.
    I want to consider how the general characteristics of a discipline might facilitate ?social mechanisms for distributing knowledge? that do not depend on uniformity of use, but, in fact, on different uses by different people. Indeed, I want to show that the ways in which a discipline is organized afford the growth of knowledge and do so, in particular, by facilitating an approach to what Thomas Kuhn described as ?the essential tension? between, on the one hand, the traditional or customary (...)
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  46.  47
    The Metaphilosophy of Commonsense.Edward H. Madden - 1983 - American Philosophical Quarterly 20 (1):23 - 36.
    Implicit in the scottish tradition is a metaphilosophy of commonsense which deserves as much attention as that recently given to scottish presentative realism and agent causality. The author articulates this metaphilosophy by (a) sketching a systematic metaphilosophy of commonsense, (b) considering to what extent thomas reid fits this pattern, And (c) deciding to what extent asa mahan, One of the ablest of the american realists, Fits it. The result is a characterization of a coherent scottish metaphilosophy still worthy of consideration. (...)
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  47. Metaphilosophy and Free Will.Richard Double - 1996 - New York: Oxford University Press.
    Why is debate over the free will problem so intractable? In this broad and stimulating look at the philosophical enterprise, Richard Double uses the free will controversy to build on the subjectivist conclusion he developed in The Non-Reality of Free Will (OUP 1991). Double argues that various views about free will--e.g., compatibilism, incompatibilism, and even subjectivism--are compelling if, and only if, we adopt supporting metaphilosophical views. Because metaphilosophical considerations are not provable, we cannot show any free will theory to be (...)
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  48. Metaphilosophy and Relativism.Fiona Ellis - 2001 - Metaphilosophy 32 (4):359-377.
    I am concerned with the metaphilosophical questions of how we are to proceed when doing philosophy, and whether there is more than one way of achieving our aim. These questions are tackled initially by an examination of the answers given by Richard Double in his book Metaphilosophy and Freewill. It is argued that the considerations he rehearses in favour of metaphilosophical relativism are inconclusive, and that, in any case, it is a position that contains serious internal difficulties. An analogy is (...)
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    Genres in Dialogue: Plato and the Construct of Philosophy.Andrea Wilson Nightingale - 1995 - New York: Cambridge University Press.
    This 1995 book takes as its starting point Plato's incorporation of specific genres of poetry and rhetoric into his dialogues. The author argues that Plato's 'dialogues' with traditional genres are part and parcel of his effort to define 'philosophy'. Before Plato, 'philosophy' designated 'intellectual cultivation' in the broadest sense. When Plato appropriated the term for his own intellectual project, he created a new and specialised discipline. In order to define and legitimise 'philosophy', Plato had to match it against genres of (...)
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  50.  20
    Debating Disciplinarity.Robert Post - 2009 - Critical Inquiry 35 (4):748.
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