Results for 'Raymond Winch'

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  1.  5
    British Empirical Philosophers. Edited by A. J. Ayer and Raymond Winch. (Routledge and Kegan Paul, 1952. Pp. 560. 25s.).Karl Britton - 1953 - Philosophy 28 (104):83-.
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  2.  8
    "German Sociology," by Raymond Aron. [REVIEW]Peter Winch - 1959 - Philosophy 34 (128):84-85.
  3. British Empirical Philosophers : Locke, Berkeley, Hume, Reid and J. S. Mill. [An Anthology].A. J. Ayer & Raymond Winch (eds.) - 1952 - Routledge.
    First published in 1952, British Empirical Philosophers is a comprehensive picture of one of the most important movements in the history of philosophic thought. In his introduction, Professor A. J. Ayer distinguishes the main problems of empiricism and gives a critical account of the ways in which the philosophers whose writings are included in this volume attempted to solve them. Editors Ayer and Raymond Winch bring together an authoritative abridgement of John Locke’s Essay Concerning Human Understanding ; Bishop (...)
     
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  4.  17
    German Sociology. By Raymond Aron. Translated by Mary and Thomas Bottomore. (London: William Heinemann Ltd. 1957. Pp. Viii + 141 Price 16s.). [REVIEW]Peter Winch - 1959 - Philosophy 34 (128):84-.
  5. British Empirical Philosophers.A. J. Ayer & Raymond Winch - 1953 - Philosophy 28 (104):83-84.
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  6. British Empirical Philosophers (Routledge Revivals): Locke, Berkeley, Hume, Reid and J. S. Mill. [An Anthology.].A. J. Ayer & Donald Winch (eds.) - 2013 - Routledge.
    First published in 1952, British Empirical Philosophers is a comprehensive picture of one of the most important movements in the history of philosophic thought. In his introduction, Professor A. J. Ayer distinguishes the main problems of empiricism and gives a critical account of the ways in which the philosophers whose writings are included in this volume attempted to solve them. Editors Ayer and Raymond Winch bring together an authoritative abridgement of John Locke’s Essay Concerning Human Understanding ; Bishop (...)
     
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  7.  73
    Value and Understanding: Essays for Peter Winch.Peter Winch & Raimond Gaita (eds.) - 1990 - Routledge.
    Written by eminent philosophers from Britain, Europe, America, and Australia, the essays of this collection are a tribute to Peter Winch, whose work is marked by his deep appreciation of the most fundamental aspect of Wittgenstein's legacy: that we cannot detach our concepts from their roots in human life. The voices in this volume unite in different tones of sympathy and criticism by discussing the theme of human conditioning: the human conditioning of what we can find intelligible, possible and (...)
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  8.  42
    Raymond Ruyer par lui-même.Raymond Ruyer - 2007 - Les Etudes Philosophiques 80 (1):3.
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  9.  49
    Robert Malthus: Christian Moral Scientist, Arch-Demoralizer or Implicit Secular Utilitarian?*: Donald Winch.Donald Winch - 1993 - Utilitas 5 (2):239-253.
    John Maynard Keynes, in a biographical essay that is as remarkable for the insight it provides into his own thinking as for what it says about its subject, described the trajectory of Malthus's intellectual career as follows: ‘from being a caterpillar of a moral scientist and chrysalis of an historian, he could at last spread the wings of his thought and survey the world as an economist’. Malthus himself had resisted this conclusion in the introduction to his Principles of Political (...)
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  10.  17
    Christopher Winch and Peter Wells,Nene College, Northampton.Christopher Winch & Peter Wells - 1995 - British Journal of Educational Studies 43 (1):75-87.
  11.  7
    Peter Winch in India 1986 Lecture on Simone Weil.Peter Winch - 2020 - Philosophical Investigations 43 (1-2):40-55.
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  12.  4
    Human Nature: Peter Winch.Peter Winch - 1970 - Royal Institute of Philosophy Supplement 4:1-13.
    The concept of human nature usually enters discussions of the nature and implications of the social sciences in connection with one or another form of ‘relativism’. Confronted with the enormous and apparently conflicting variety of phenomena of human life at different places and times, we are inclined to ask whether there is not something which holds these phenomena together and unifies them. Stated thus baldly this question is no doubt so vague as to approach meaninglessness; it will have to be (...)
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  13. The Idea of a Social Science and its Relation to Philosophy.Peter Winch - 1958 - Routledge.
    The problems dealt with in The Idea of a Social Science are philosophical. It is an attempt to place the social science, considered as a single group, on the intellectual map, with special attention to the relations of the discipline to philosophy on the one hand and the natural sciences on the other. The author holds that the relation between the social sciences and philosophy is commonly misunderstood because of certain fashionable misconceptions about the nature of philosophy, and because of (...)
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  14. The Idea of a Social Science and its Relation to Philosophy.Peter Winch - 1958 - Routledge.
    In the fiftieth anniversary of this book’s first release, Winch’s argument remains as crucial as ever. Originally published in 1958, _The Idea of a Social Science and Its Relation to Philosophy_ was a landmark exploration of the social sciences, written at a time when that field was still young and had not yet joined the Humanities and the Natural Sciences as the third great domain of the Academy. A passionate defender of the importance of philosophy to a full understanding (...)
     
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  15. The Idea of a Social Science and its Relation to Philosophy.Peter Winch - 1958 - Routledge.
    In the fiftieth anniversary of this book’s first release, Winch’s argument remains as crucial as ever. Originally published in 1958, _The Idea of a Social Science and Its Relation to Philosophy_ was a landmark exploration of the social sciences, written at a time when that field was still young and had not yet joined the Humanities and the Natural Sciences as the third great domain of the Academy. A passionate defender of the importance of philosophy to a full understanding (...)
     
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  16. Understanding a Primitive Society.Peter Winch - 1964 - American Philosophical Quarterly 1 (4):307 - 324.
  17. The Raymond Tallis Reader.Raymond Tallis - 2000 - Palgrave.
    The Raymond Tallis Reader provides a comprehensive survey of the work of this passionate, perceptive, and often controversial thinker. Key selections from Tallis's major works are supplemented by Michael Grant's detailed introduction and linking commentary. From nihilism to Theorrhoea, from literary theory to the role of the unconscious, The Raymond Tallis Reader guides us through the panoptic sweep of Tallis's critical insights and reveals a way of thinking for the 21st century.
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  18. Ethics and Action.Peter Winch - 1972 - London: Routledge and Kegan Paul.
    Introduction These essays have been written over a period of about ten years and have already been published separately in various places. ...
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  19. The Philosophy of Human Learning.Christopher Winch - 1998 - Routledge.
    Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.
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  20. Trying to Make Sense.Peter Winch - 1987 - Blackwell.
  21.  25
    Interview: Raymond Smith.Raymond Smith & Marjorie Kelly - 1992 - Business Ethics: The Magazine of Corporate Responsibility 6 (3):28-30.
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  22.  5
    Interview: Raymond Tallis.Raymond Tallis & Grant Bartley - 2017 - Philosophy Now 120:51-55.
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  23. Rules, Magic and Instrumental Reason a Critical Interpretation of Peter Winch's Philosophy of the Social Sciences.Berel Dov Lerner & Peter Winch - 2002
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  24. Adam Smith’s Politics: An Essay in Historiographic Revision.Donald Winch - 1978 - Cambridge University Press.
    For most of the two hundred years or so that have passed since the publication of the Wealth of Nations, Adam Smith's writings on political and economic questions have been viewed within a liberal capitalist perspective of nineteenth- and twentieth- century provenance. This essay in interpretation seeks to provide a more historical reading of certain political themes which recur in Smith's writings by bringing eighteenth-century perspectives to bear on the problem. Contrary to the view that sees Smith's work as marking (...)
     
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  25.  76
    Studies in the Philosophy of Wittgenstein.Peter Winch (ed.) - 1969 - New York: Humanities P..
    INTRODUCTION: THE UNITY OF WITTGENSTEIN'S PHILOSOPHY Peter Winch THE essays in this volume are all new. Contributors were selected with a view to providing ...
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  26. Ethics and Action.Peter Winch - 1973 - Religious Studies 9 (2):245-247.
     
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  27. The Universalizability of Moral Judgements.Peter Winch - 1965 - The Monist 49 (2):196-214.
    Sidgwick's theses that "if I judge any action to be right for myself, I implicitly judge it to be right for any other person whose nature and circumstances do not differ from my own in certain important respects" fails to differentiate moral judgments of importantly different kinds and, In particular, Overlooks peculiarities of a kind of judgment, Made by a prospective agent, About what "he" ought to do. The court-Martial in melville's "billy budd" is closely examined as an example. Although (...)
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  28.  51
    Toward a Sociology of Conflict of Interest in Medical Research.Sarah Winch & Michael Sinnott - 2011 - Journal of Bioethical Inquiry 8 (4):389-391.
    Toward a Sociology of Conflict of Interest in Medical Research Content Type Journal Article Category Case Studies Pages 389-391 DOI 10.1007/s11673-011-9332-0 Authors Sarah Winch, School of Medicine, The University of Queensland, Queensland, Australia 4072 Michael Sinnott, School of Medicine, The University of Queensland, Queensland, Australia 4072 Journal Journal of Bioethical Inquiry Online ISSN 1872-4353 Print ISSN 1176-7529 Journal Volume Volume 8 Journal Issue Volume 8, Number 4.
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  29. Education, Autonomy and Critical Thinking.Christopher Winch - 2006 - Routledge.
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications of the discussion for contemporary practice (...)
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  30.  34
    Winch, Wittgenstein and the Idea of a Critical Social Theory.Nigel Pleasants - 2000 - History of the Human Sciences 13 (1):78-91.
    The received understanding of Winch’s critique of social science is that he propounded a radically relativist, anti-explanatory and a-critical conception of the legitimate task of ‘social studies’. This conception is presumed to be predicated upon an extension of Wittgenstein’s critique of philosophy. I argue, against this view, that Winch reads Wittgenstein through a Kantian framework, and that in fact he advanced a rigorously essentialist and universalist picture of ‘social phenomena’. It is Winch’s underlying Kantian metaphysics that has (...)
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  31. Ryle on Knowing How and the Possibility of Vocational Education.Christopher Winch - 2009 - Journal of Applied Philosophy 26 (1):88-101.
    abstract Ryle's claim that knowing how is distinct from knowing that is defended from critics like Stanley and Williamson and Snowdon. However, the way in which Ryle himself deploys this distinction is problematic. By effectively dismissing the idea that systematic propositional knowledge has a significant bearing on knowledge how, Ryle implicitly supports a view of vocational education that favours narrow notions of skill and associated training over knowledge informed occupational practice of the kind found in most Northern European countries. The (...)
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  32.  33
    Assessing Professional Know‐How.Christopher Winch - 2016 - Journal of Philosophy of Education 50 (4):554-572.
    This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know-how raises distinctive issues from the assessment of know-how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds of know-how, namely the ability to F and knowing that w is (...)
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  33.  50
    Raymond De Vries Replies.Raymond De Vries Iii - 2009 - Hastings Center Report 39 (4):4-5.
  34. Aping Mankind: Neuromania, Darwinitis and the Misrepresentation of Humanity.Raymond Tallis - 2014 - Routledge.
    In a devastating critique Raymond Tallis exposes the exaggerated claims made for the ability of neuroscience and evolutionary theory to explain human consciousness, behaviour, culture and society. While readily acknowledging the astounding progress neuroscience has made in helping us understand how the brain works, Tallis directs his guns at neuroscience’s dark companion – "Neuromania" as he describes it – the belief that brain activity is not merely a necessary but a sufficient condition for human consciousness and that consequently our (...)
     
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  35.  23
    Simone Weil: "The Just Balance".Peter Winch - 1989 - Cambridge University Press.
    This book examines the religious, social, and political thought of Simone Weil in the context of the rigorous philosophical thinking out of which it grew. It also explores illuminating parallels between these ideas and ideas that were simultaneously being developed by Ludwig Wittgenstein. Simone Weil developed a conception of the relation between human beings and nature which made it difficult for her to explain mutual understanding and justice. Her wrestling with this difficulty coincided with a considerable sharpening of her religious (...)
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  36.  80
    Can We Understand Ourselves?Peter Winch - 1997 - Philosophical Investigations 20 (3):193–204.
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  37.  76
    The Economic Aims of Education.Christopher Winch - 2002 - Journal of Philosophy of Education 36 (1):101–117.
  38.  26
    Curriculum Design and Epistemic Ascent.Christopher Winch - 2013 - Journal of Philosophy of Education 47 (1):128-146.
    Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know‐how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds (...)
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  39.  23
    Winch and Instrumental Pluralism.Berel Dov Lerner - 1995 - Philosophy of the Social Sciences 25 (2):180-191.
    Peter Winch and Ludwig Wittgenstein have opposed the idea that traditional religion and magic are practiced in order to gain practical, instrumental ends. Their argument rests on interpretive charity: other cultures would have to be unbelievably irrational to believe in magic's practical effectiveness. In this paper, I show that Winch's own philosopical doctrine makes room for the possibility of instrumental pluralism, the notion that different societies may possess different criteria of instrumental rationality. Judged in terms of a native (...)
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  40.  53
    Winch and Wittgenstein on Understanding Ourselves Critically: Descriptive Not Metaphysical.Nigel Pleasants - 2000 - Inquiry: An Interdisciplinary Journal of Philosophy 43 (3):289 – 317.
    This paper presents an 'internal' criticism of Winch's seminal 'Understanding a Primitive Society'. It distinguishes between two contrasting approaches to critical social understanding: (1) the metaphysical approach, central to the whole tradition of critical philosophy and critical social theory from Kant, through Marx to the Frankfurt School and contemporary theorists such as Habermas and Searle; (2) the descriptive approach, advocated by Winch, and which derives from Wittgenstein's critique of philosophical theory. It is argued, against a long tradition of (...)
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  41.  70
    First-Order Logic.Raymond M. Smullyan - 1968 - New York [Etc.]Springer-Verlag.
    This completely self-contained study, widely considered the best book in the field, is intended to serve both as an introduction to quantification theory and as ...
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  42.  23
    Winch on Learning.John Clark - 2017 - Educational Philosophy and Theory 49 (1):58-67.
    Those in education committed to folk psychology reject the advances of neuroscience as the way to explain learning. Winch is one of the most determined defenders of folk psychology. Yet his account of folk psychology is weak and his rejection of neuroscience is deeply flawed. This article sets out Winch’s Wittgensteinian theory of learning then proceeds to critically examine a number of issues, including the folk psychology/cognitive science dualism, problems with folk psychology, the advantages of cognitive science and (...)
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  43.  77
    Winch and Wittgenstein on Moral Harm and Absolute Safety.Mikel Burley - 2010 - International Journal for Philosophy of Religion 67 (2):81 - 94.
    This paper examines Wittgenstein's conception of absolute safety in the light of two potential problems exposed by Winch. These are that, firstly: even if someone's life has been virtuous so far, the contingency of its remaining so until death vitiates the claim that the virtuous person cannot be harmed; and secondly: when voiced from a first-person standpoint, the claim to be absolutely safe due to one's virtuousness appears hubristic and self-undermining. I argue that Wittgenstein's mystical conception of safety, unlike (...)
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  44.  30
    Curriculum Design and Epistemic Ascent.Christopher Winch - 2012 - Journal of Philosophy of Education 46 (4):128-146.
    Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds (...)
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  45.  48
    Winch and Instrumental Pluralism.Berel Dov Lerner - 1995 - Philosophy of the Social Sciences 25 (2):180-191.
    Peter Winch and Ludwig Wittgenstein have opposed the idea that traditional religion and magic are practiced in order to gain practical, instrumental ends. Their argument rests on interpretive charity: other cultures would have to be unbelievably irrational to believe in magic's practical effectiveness. In this paper, I show that Winch's own philosopical doctrine makes room for the possibility of instrumental pluralism, the notion that different societies may possess different criteria of instrumental rationality. Judged in terms of a native (...)
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  46. Winch on Following a Rule: A Wittgensteinian Critique of Oakeshott.Gene Callahan - 2012 - Collingwood and British Idealism Studies 18 (2):167-175.
    Peter Winch famously critiqued Michael Oakeshott's view of human conduct. He argued that Oakeshott had missed the fact that truly human conduct is conduct that 'follows a rule.' This paper argues that, as is sometimes the case with Oakeshott, what seems, on the surface, to be a disagreement with another, somewhat compatible thinker about a matter of detail in some social theory in fact turns out to point to a deeper philosophical divide. In particular, I contend, Winch, as (...)
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  47.  82
    Persuasion.Peter Winch - 1992 - Midwest Studies in Philosophy 17 (1):123-137.
  48. Winch’s Double-Edged Idea of a Social Science.Philip Pettit - 2000 - History of the Human Sciences 13 (1):63-77.
    Peter Winch’s 1958 book The Idea of a Social Science contains two distinguishable sets of theses, one set bearing on the individual-level understanding of human beings, the other on the society-level understanding of the regularities and institutions to which human beings give rise. The first set of claims is persuasive and significant but the second is a mixed bunch: none is well established and only some are sound.
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  49.  38
    XIII—Nature and Convention.Peter Winch - 1960 - Proceedings of the Aristotelian Society 60 (1):231-252.
  50.  94
    Winch and the Constraints of Interpretation: Versions of the Principle of Charity.David K. Henderson - 1987 - Southern Journal of Philosophy 25 (2):153-173.
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