Constructive (productive) thinking in the critical philosophy of Hermann Cohen differs significantly from the seemingly similar speculative thinking in J. G. Fichte’s Science of Knowledge (Wissenschaftslehre) (1794/95). The fundamental characteristics of scientific thinking in Cohen’s teaching include: purity, focus on the “fact of science”, the origin (Ursprung), the infinitesimal method, continuity, movement, production, correlation, intensive magnitude, interrelation of thinking and being. According to Cohen, scientific thinking can only be pure and generated by the origin. (...) The origin is continuous action (movement) of thinking to separate the united and bind the divided content. In this process, thinking and being are correlative. Infinitely small reality contains thinking and being simultaneously as a union and in a divided form. The infinitesimal method is thinking that continuously carries out a) the operations of opposing itself as pure thinking to the results of its own production; b) the coincidence of itself with the products of its own generation. Infinitesimal thinking seeks to eliminate the difference between self and being. Nevertheless, being constantly retains autonomy. Being does not merge with thinking and is not absorbed by it. In Fichte’s Science of Knowledge pure thinking moves in a logical circle, having no access into real being. In an effort to break out of this circle and find its causality, thinking turns not to the being of the world of phenomena, but to the Absolute I. Such a speculative approach to consciousness, thinking and being has little in common with Cohen’s critical position. (shrink)

The author describes a published symposium which debated Is Critical Thinking Biased? The symposium meant to address concerns about critical thinking that are being expressed by feminist and postmodern scholars. However, through the author's critique, and the symposium respondent's, we learn the participants ended up begging the question of bias. The author maintains that the belief that critical thinking is unbiased is based on an assumption that knowers can be separated from what is known. She argues that (...) critical thinking is a tool which has no life of its own, it only has meaning and purpose when fallible, biased people use it (weak sense bias). She challenges the idea of a transcendental epistemological perspective, thus all knowledge is provisional and perspectival (strong sense bias). The author begins to redescribe a transformed critical thinking as constructive thinking. (shrink)

My article constructs a geneology of what I call "postmodern conservatism" and discusses how it has emerged in recent years as a political force. I also discuss how the left can counter these trends through more constructive and concrete proposals moving away from identity politics and values talk.

Usage-based approaches to language hold that we learn multiword expressions as patterns of language from language usage, and that knowledge of these patterns underlies fluent language processing. This paper explores these claims by focusing upon verb–argument constructions such as “V about n.” These are productive constructions that bind syntax, lexis, and semantics. It presents analyses of usage patterns of English VACs in terms of their grammatical form, semantics, lexical constituency, and distribution patterns in large corpora; patterns of VAC usage in (...) child-directed speech and child language acquisition; and investigations of VAC free-association and psycholinguistic studies of online processing. We conclude that VACs are highly patterned in usage, that this patterning drives language acquisition, and that language processing is sensitive to the forms of the syntagmatic construction and their distributional statistics, the contingency of their association with meaning, and spreading activation and prototypicality effects in semantic reference. Language users have rich implicit knowledge of the statistics of multiword sequences. (shrink)

Biological phenomena can be investigated at multiple levels, from the molecular to the cellular to the organismic to the ecological. In typical biology instruction, these levels have been segregated. Yet, it is by examining the connections between such levels that many phenomena in biology, and complex systems in general, are best explained. We describe a computation-based approach that enables students to investigate the connections between different biological levels. Using agent-based, embodied modeling tools, students model the microrules underlying a biological phenomenon (...) and observe the resultant aggregate dynamics. We describe 2 cases in which this approach was used. In both cases, students framed hypotheses, constructed multiagent models that incorporate these hypotheses, and tested these by running their models and observing the outcomes. Contrasting these cases against traditionally used, classical equation-based approaches, we argue that the embodied modeling approach connects more directly to students’ experience, enables extended investigations as well as deeper understanding, and enables “advanced” topics to be productively introduced into the high school curriculum. (shrink)

A novel attempt to explain why teens and adults often struggle with scientific explanation even thought young children clearly possess impressive causal reasoning skills.

헤겔은 흔히 현존하는 공동체의 규범을 비난하거나 논박하려는욕망을 포기하라고 가르치는 관습주의자로 간주되곤 한다. 이 글에서 나는 이런 통념과 반대로 헤겔의 인륜성 이론이 ‘현존하는 공동체적 규범을 맹목적으로 따르는 태도’가 유발하는 위험에 대한해법을 찾고자 했던 시도였음을 보여줄 것이다. 이를 위해서 먼저소포클레스의 『안티고네』를 후경에 두고 전개된 『정신현상학』의｢정신｣장의 논의를 간략히 조망한다. 여기서 헤겔은 ‘주어진 인륜적 법칙’들을 맹목적으로 따르는 태도가 윤리적 개인의 정체성은물론이고 일반적인 공동체적 규범의 종말을 초래한다는 사실을 명료히 드러내기 때문이다(1). 이어서 나는 이런 인륜적 습관과 관습의 맹목성이 초래하는 위험에 주목한 헤겔연구자들인 크리스토프멘케(Christoph Menke)와 율리아네 레벤티쉬(Juliane (...) Rebentisch) 가 내놓은 해법의 한계를 비판한다. 감각적 충동의 복원을 제안하는 멘케의 미학적 해법은 주체를 인륜적인 것 ‘바깥의’ 고유성으로이탈하도록 만들기 때문에 부적절하다면, 레벤티쉬의 반성적 아이러니의 해법은 인륜적 규범의 참에 대한 회의적 비판을 지속하도록 만듦으로써 분열 상태를 영구화하기 때문에 불충분하다(2). 이로부터 나는 인륜적 관습주의의 타개를 위한 유력한 헤겔주의적해법은 『법철학』의 서론에 등장하는 자유의지론의 요체를 이루는“자아에 대한 순수한 사유”에 있다는 해석적 테제를 방어한다. 자아에 대한 순수한 사유는 ‘나를 포함한 모든 자아를 보편적 자기동일자의 관점에서 동등하게 바라볼 수 있는 역량’을 가리키기 때문에, 공동체적 규범이 편협한 배타적 관습이 되어 버릴 위기를 가로막는 주체적 힘의 요체를 이룬다(3). (shrink)

Sara Ruddick's Maternal Thinking represents a great contribution to moral philosophy-in particular, by bringing women's "private" virtues into the public sphere. However, there remain problems in the analysis which need to be addressed: How can one possibly generalize about the practice of mothering from one, necessarily limited, perspective, given the facts of cultural diversity? Is Ruddick's normative account of mothering congruent with the reflective judgments of others? Is her account of the transformation of parochial mothering into feminist peace work (...) viable? After exploring these three questions, this reviewer calls, with Ruddick, for the telling of more maternal stories, from different cultural, racial and economic perspectives. (shrink)

The investigative strategy that Vaesen uses presumes that cognitive skills are to some extent hardwired; developmentally plastic traits would not provide the relevant comparative information. But recent views of cognition that stress external resources, and evolutionary accounts such as cultural niche construction, urge us to think carefully about the role of technology in shaping cognition.

Anxiety disorders are one of the most prevalent mental disorders globally, and 63% of those diagnoses are of women. Although widely acknowledged across health disciplines and news and social media outlets, the majority of attention has left assumptions underlying women's anxiety in the twenty-first century unquestioned. Drawing on my own experiences of anxiety, I will the explore both concept and diagnosis in the Western world. Reflecting on my own experiences through a critical feminist lens, I will investigate the construction of (...) anxiety as mental disorder in the context of neoliberal late-stage capitalism, heteropatriarchy, and biomedical psychiatry. Tracing the postpositivistic foundations of anxiety, as well as the historical and ongoing medicalization and pathologization of women, I will critically consider the sociopolitical implications of constructing anxiety as biomedical disorder. Assumptions underlying mental health will be explored within the context of the construction, experience, and operationalization of gender and the way gender intersects with diverse positionalities, power, knowledge, and neoliberal governance. Weaving the voices of women poets with the biomedical language of disorder, this critical-realist inquiry will explore my anxiety as it relates to the epidemic levels of anxiety among other women, and the late-stage capitalist world within which anxiety flourishes. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Now in its fifth edition, Good Reasoning Matters! is a practical guide to recognizing, evaluating, and constructing arguments. Combining straightforward instruction with abundant exercises and examples, this innovative introduction to argument schemes and rhetorical techniques will help students learn to think critically both within and beyond the classroom.

One’s philosophical points of view, which form the bases for assumptions that we bring to management theory and practice matter, and matter deeply, to management thinking and corporate behavior. In this paper I outline three related threads of philosophical conversations and explain how they are important in management theory and practice: the “linguistic turn” in philosophy, deriving from the later writings of Ludwig Wittgenstein, a social constructionist perspective: a set of theories at least implicitly derived from the linguistic turn (...) in philosophy, and the notion of the impartial spectator. I then use these three theories to analyze the idea of the corporation, corporate cultures and corporate mission statements, stakeholder theories and their differences, and the limitations of the popular notion of “corporate social responsibility.” I conclude that how one frames these management ideas makes a difference, a difference in theory and in practice. (shrink)

The technology for the digitized text creates fluid meaning, representing its culture in transition from the dominance of the single-authored text with its hierarchically ordered system. This new architecture for the digitized word has been making explicit the shift from human consciousness reflecting the interiority of the self to a human consciousness reflecting self in relation to others. Educators using the technology of networked writing environments need to understand how the technology functions and intervenes for pedagogical processes during models of (...) asynchronous and synchronous collaborative writing. Both models support a constructivist view of learning; however, for each, educators need to consider the ethos of the writer as inhabiting a negotiated, shared space with readers during text production. As a consequence, cocognition may occur when writers share ideas and engage in the process of collaboration. (shrink)

Good Reasoning Matters! is an informal logic/critical thinking textbook designed to teach students a variety of reasoning strategies which can significantly improve their reasoning skills. This second edition updates and revises the original. It retains an emphasis on good reasoning butsimplifies presentation of key concepts and adds new features which will help students and facilitate discussion and review. The new edition updated examples, exercises, and answers to many selected exercises.

Psychological construction constitutes a different paradigm for the scientific study of emotion when compared to the current paradigm that is inspired by faculty psychology. This new paradigm is more consistent with the post-Darwinian conceptual framework in biology that includes a focus on (a) population thinking (vs. typologies), (b) domain-general core systems (vs. physical essences), and (c) constructive analysis (vs. reductionism). Three psychological construction approaches (the OCC model, the iterative reprocessing model, and the conceptual act theory) are discussed with (...) respect to these ideas. (shrink)

Thinking in Education Research examines the resources available from philosophy and theory that can be practically applied to any educational research project. Nick Peim argues that the current well-established divide between theory and the empirical in research methods is unhelpful to students. Instead, Thinking in Education Research looks at major lines of thinking in modern European philosophy, from Kant to Freud and Derrida to Malabou, and how they provide a rich resource for every stage of conducting research. (...) By getting students engaged in 'how to think' and 'how to do', Peim illustrates that thinking is in fact a vital part of how you do research and is not an aside. Essential aspects of the research endeavour are re-examined in the light of key philosophical positions to offer constructive potential, including: defining the object; giving an account of the field; the relation to truth; the process of writing and constructing a case; and the value attributed to formal knowledge. Thinking in Education Research does not try to resolve the unresolved issues of research thinking but rather encourages readers to productively engage with them so that we can enhance the possibilities of research practice and find opportunities for its expansion and refinement. Throughout the chapters, clear and concise summaries of key philosophical positions and ideas are complemented with boxed accounts of how the philosophical debates discussed can be applied to real research projects. These features encourage the reader to consider how they can develop thinking and apply theory at every stage of their own research. This is essential reading for any educational research methods student or practicing researcher for important ways of thinking afresh about research methodology"--Publisher's description. (shrink)

The processes underwriting the acquisition of culture remain unclear. How are shared habits, norms, and expectations learned and maintained with precision and reliability across large-scale sociocultural ensembles? Is there a unifying account of the mechanisms involved in the acquisition of culture? Notions such as “shared expectations,” the “selective patterning of attention and behaviour,” “cultural evolution,” “cultural inheritance,” and “implicit learning” are the main candidates to underpin a unifying account of cognition and the acquisition of culture; however, their interactions require greater (...) specification and clarification. In this article, we integrate these candidates using the variational (free-energy) approach to human cognition and culture in theoretical neuroscience. We describe the construction by humans of social niches that afford epistemic resources called cultural affordances. We argue that human agents learn the shared habits, norms, and expectations of their culture through immersive participation in patterned cultural practices that selectively pattern attention and behaviour. We call this process “thinking through other minds” (TTOM) – in effect, the process of inferring other agents’ expectations about the world and how to behave in social context. We argue that for humans, information from and about other people's expectations constitutes the primary domain of statistical regularities that humans leverage to predict and organize behaviour. The integrative model we offer has implications that can advance theories of cognition, enculturation, adaptation, and psychopathology. Crucially, this formal (variational) treatment seeks to resolve key debates in current cognitive science, such as the distinction between internalist and externalist accounts of theory of mind abilities and the more fundamental distinction between dynamical and representational accounts of enactivism. (shrink)

Actively open-minded thinking is often used as a proxy for reflective thinking in research on reasoning and related fields. It is associated with less biased reasoning in many types of tasks. However, few studies have examined its psychometric properties and criterion validity. We developed a shortened, 17-item version of the AOT for quicker administration. AOT17 is highly correlated with the original 41-item scale and has highly similar relationships to other thinking dispositions, social competence and supernatural beliefs. Our (...) analyses revealed that the AOT is not a unitary construct, but comprises four distinct dimensions, some of which concern attitudes towards knowledge, and others concern attitudes towards people. This factor structure was replicated in another data-set, and correlations with other measures in four data-sets support the criterion validity of these dimensions. Different dimensions were responsible for the AOT's relationships with other thinking dispositions. (shrink)

Ron Mallon explores how thinking and talking about kinds of person can bring those kinds into being. He considers what normative implications this social constructionism has for our understanding of our practices of representing human kinds, like race, gender, and sexual orientation, and for our own agency.

Constructing Moral Concepts of God in a Global Age sets aside arguments about God's existence and focuses on what people say and think about God. It offers a theological method, or step-by-step approach to exploring and, if warranted, reframing personal convictions about God and the worldviews shaped by those convictions. Since a moral God is more likely to foster a moral life, this method integrates an ethical check to ensure that conceptions of God and their associated worldviews are validly moral. (...) The proposed method builds on the work of 20th Century theologian Gordon Kaufman during the Kantian phase of his work. It anticipates a person-like God who hears prayers, loves without end, and comforts in times of hardship. To accommodate today's pluralistic and globalized world, the moral check integrated in the method is a widely-collaborative and vetted global ethic, the Parliament of the World's Religions "Declaration Towards a Global Ethic." This volume of constructive philosophical theology is written for seminary students, educators, clergy, study groups, and anyone interested in delving more deeply and systematically into understandings of God, whether their own or other understandings. (shrink)

In line with the cross ethnical alliances that the Eurasian community stands for, in this paper we interrogate the possibility of meaningful ways to transcend ‘race’ through the application of critical thinking skills. The methodology proposed combines a brief historical summary of how race has been articulated in history and in science until the discovery of Human DNA with some references to the field of Race Studies. As a social value category, it will be demonstrated that ’race’ has no (...) scientific evidence. In the pursuit of objectively demonstrating that what unites us as humans is much more than what separates us, critical thinking can help us to go beyond nationality and transcend classifications. In doing so, a critical mindset will be underlined as a necessary requirement to increase the degree of rigorous and truthful information generated from the sciences and humanities in the advancement of one human race within Eurasian community and beyond. (shrink)

Critical thinking is often assumed to be an integral part of learning in higher education. This learning increasingly takes place in the online environment, where students and faculty are challenged to engage in a collaborative project of critical thinking. This paper seeks to explore the process of critical thinking that is currently taking place online and proposes that social interaction and the social construction of knowledge are integral parts of this process. Discussion boards from economics, history, and (...) sociology are discussed as examples of how critical thinking is developed in the online environment. (shrink)

Critical Thinking: An Introduction to Analytical Reading and Reasoning, Second Edition, provides a nontechnical vocabulary and analytic apparatus that guide students in identifying and articulating the central patterns found in reasoning and in expository writing more generally. Understanding these patterns of reasoning helps students to better analyze, evaluate, and construct arguments and to more easily comprehend the full range of everyday arguments found in ordinary journalism. Critical Thinking, Second Edition, distinguishes itself from other texts in the field by (...) emphasizing analytical reading as an essential skill. It also provides detailed coverage of argument analysis, diagnostic arguments, diagnostic patterns, and fallacies. Opening with two chapters on analytical reading that help students recognize what makes reasoning explicitly different from other expository activities, the text then presents an interrogative model of argument to guide them in the analysis and evaluation of reasoning. This model allows a detailed articulation of "inference to the best explanation" and gives students a view of the pervasiveness of this form of reasoning. The author demonstrates how many common argument types--from correlations to sampling--can be analyzed using this articulated form. He then extends the model to deal with several predictive and normative arguments and to display the value of the fallacy vocabulary. Ideal for introductory courses in critical thinking, critical reasoning, informal logic, and inductive reasoning, Critical Thinking, Second Edition, features hundreds of exercises throughout and includes worked-out solutions and additional exercises at the end of each chapter. An Instructor's Manual--offering solutions to the text's unanswered exercises and featuring other pedagogical aids--is available on the book's Companion Website at www.oup.com/us/wright. (shrink)

Architectural theory arises from building, when the mind considers its symbolic relations to its own constructions. The intent of this essay is to discuss the intellectual causes that precede building and precede theory. It considers certain fundamental dualities in our thinking about architecture—such as image and word; type and model; imitation and invention—and the role they play in its making, its perfection as an art, and the eventual elaboration of its tenets into a theory. At a time when theories (...) of architecture proliferate as expressions of ‘personal philosophies,’ a careful and incisive philosophical approach to if, how, and when does theory become formative of building, may ensure that architecture remain faithful to its intrinsic purposes. (shrink)

What does it mean to think about technology philosophically? Why try? These are the issues that Carl Mitcham addresses in this work, a comprehensive, critical introduction to the philosophy of technology and a discussion of its sources and uses. Tracing the changing meaning of "technology" from ancient times to our own, Mitcham identifies the most important traditions of critical analysis of technology: the engineering approach, which assumes the centrality of technology in human life and the humanities approach, which is concerned (...) with its moral and cultural boundaries. Mitcham bridges these two traditions through an analysis of discussions of engineering design, of the distinction between tools and machines, and of engineering science itself. He looks at technology as it is experienced in everyday life--as material objects (from kitchenware to computers), as knowledge ( including recipes, rules, theories, and intuitive "know-how"), as activity (design, construction, and use), and as volition (knowing how to use technology and understanding its consequences). By elucidating these multiple aspects, Mitcham establishes criteria for a more comprehensive analysis of ethical issues in applications of science and technology. This book will guide anyone wanting to reflect on technology and its moral implications. (shrink)

RésuméNous introduisons la notion de structure algébrique dynamique, inspirée de l'évaluation dynamique et de la théorie des modèles. Nous montrons comment cette notion constructive permet une relecture de la théorie d'Artin-Schreier, avec la modification capitale que le résultat final est alors établi de manière constructive. Nous pensons que ce que nous avons réalisé ici sur un cas d'école peut être généralisé à des parties significatives de l'algèbre classique, et est donc une contribution à la réalisation du programme de (...) Hilbert pour l'algèbre classique.We introduce the notion of “Dynamic Algebraic Structure” inspired by Dynamic Evaluation and Model Theory. We show that this constructive notion allows a rereading of the Artin-Schreier-Robinson solution for the 17th Hilbert Problem. So, once we know how to reread the proofs, this kind of abstract theory contains an algorithm which computes the concrete result . Our method gives a constructive semantic for certain parts of abstract classical mathematics.The idea is the following: replace the classical algebraic structures “constructed” by Choice and Principle of Third Excluded Middle , by DAS and dynamic evaluations of these DAS. Then TEM is replaced by construction of branching in the trees of dynamic evaluation of the DAS. If Choice is used in the form of Godel completeness theorem, it is not really necessary to use it for obtaining concrete results: in DAS, Choice is simply replaced by … nothing!. This is because the classical proof is by contradiction: “if there were not a sum of squares then some formal theory would admit a pathological model”. The constructive reasoning is more direct: since the pathological theory proves 0 = 1 we know how to construct the sum of squares … and classical models have disappeared in the proof. They are replaced by dynamic evaluations of DAS. We think that we have given, for an academic example, a new method, realizing a kind of Hilbert Program for significant parts of classical algebra. (shrink)

Why do people create extra representations to help them make sense of situations, diagrams, illustrations, instructions and problems? The obvious explanation— external representations save internal memory and com- putation—is only part of the story. I discuss seven ways external representations enhance cognitive power: they change the cost structure of the inferential landscape; they provide a structure that can serve as a shareable object of thought; they create persistent referents; they facilitate re- representation; they are often a more natural representation of (...) structure than mental representations; they facilitate the computation of more explicit encoding of information; they enable the construction of arbitrarily complex structure; and they lower the cost of controlling thought—they help coordinate thought. Jointly, these functions allow people to think more powerfully with external representations than without. They allow us to think the previously unthinkable. (shrink)

What is "critical thinking"? -- What is "law"? : thinking critically about legal perspectives -- Putting critical thinking into legal practice -- Thinking critically about assessments -- Thinking critically in the workplace and beyond.

How are we to think and act constructively in the face of today’s environmental and political catastrophes? Gail Stenstad finds inspiring answers in the thought of German philosopher Martin Heidegger. Rather than simply describing or explaining Heidegger’s transformative way of thinking, Stenstad’s writing enacts it, bringing new insight into contemporary environmental, political, and personal issues. Readers come to understand some of Heidegger’s most challenging concepts through experiencing them. This is a truly creative scholarly work that invites all readers to (...) carry Heidegger’s transformative thinking into their own areas of deep concern. (shrink)

This paper aims to establish that, for Aristotle, the state of the physical body is crucial to the human capacity for theoretical understanding. In recent years, scholars have begun to recognise the importance of Aristotle’s biological writings for understanding his psychology, after the relative neglect of these connections. The relevance in particular of the so-called Parva naturalia, small works on what is common to body and soul, and the De motu animalium, a work devoted to animal motion in broad terms, (...) has begun to fill in the picture of how the living body is involved in cognition. This paper will support this point of view by adding the De generatione animalium, a work which gives an account of the advent of soul capacities through the development of the body from the blood, under the control of the nutritive soul. An Aristotelian science of human physiology is a study of the “thinking body”, a person as a whole rather than disembodied nous. I will first set out factors that have made it difficult to integrate Aristotle’s biological treatises into our understanding of human thinking. Next, I will distinguish the thinking shared with other animals, from theoretical understanding, which is something only humans can achieve. I will then explain the aspects of the body that must facilitate and eventually bring about the capacity for thinking, before turning to Aristotle’s embryology where nutritive soul is ultimately responsible for the construction and maintenance of the thinking body. It will be concluded that only a human body leads to theoretical understanding and only a healthy human body can do so adequately. (shrink)

Arguing that ecological thinking can animate an epistemology capable of addressing feminist, multicultural, and other post-colonial concerns, this book critiques the instrumental rationality, hyperbolized autonomy, abstract individualism, and exploitation of people and places that western epistemologies of mastery have legitimated. It proposes a politics of epistemic location, sensitive to the interplay of particularity and diversity, and focused on responsible epistemic practices. Starting from an epistemological approach implicit in Rachel Carson’s scientific projects, the book draws, constructively and critically, on ecological (...) theory and practice, on (post-Quinean) naturalized epistemology, and on feminist and post-colonial theory. Analyzing extended examples from developmental psychology, from medicine and law, and from circumstances where vulnerability, credibility, and public trust are at issue, the argument addresses the constitutive part played by an instituted social imaginary in shaping and regulating human lives. The practices and examples discussed invoke the responsibility requirements central to this text’s larger purpose of imagining, crafting, articulating a creative, innovative, instituting social imaginary, committed to interrogating entrenched hierarchical social structures, en route to enacting principles of ideal cohabitation. (shrink)

Do intuitions about thought experimental scenarios depend on epistemically irrelevant factors? Proponents of the “negative program” in experimental philosophy say, “yes”; their critics say, “no”. In this paper, I argue that examining the psychological mechanisms we rely on to construct counterfactual representations can strengthen the negative program. I sketch a plausible approach to cognitive architecture, which would support the negative program; and I argue that research on the neuroscience of counterfactual thinking provides at least initial support for this approach.

This paper focuses on the use of concretely felt experience in phenomenological methodology and theory construction. Using the example of a stepwise process of theory making called Thinking at the Edge , the author shows how experience functions in the creation of a new theory on the self-as-becoming. In the process, he attempts to demonstrate how the ongoing work relating to creating a new theory of self is germane to phenomenology.The paper draws on the major philosophical work of Eugene (...) Gendlin in his development of "The Philosophy of the Implicit" , and the two distinct practices, Focusing and Thinking at the Edge , which grew out of it. This philosophy forms the theoretical basis upon which the assertion is made that experience that is directly referred to can be utilized as the core of a method in the explication of theory. Two challenges facing phenomenological researchers and theorists who desire to utilize felt experience in their work are addressed, namely the fact that the intimately felt aspect underlying the creation of new ideas is basically hidden from the view of others and is thus not verifiable in the usual way, and the lack of a larger public language for articulating the process and progress that follows concretely from felt experience. It is argued that Thinking at the Edge provides scientists or specialists in any field, including phenomenologists, with a means whereby they can explicitly use felt experience in their work. It also opens the way for fresh theoretical language, of a kind characterized by reflexivity of felt experience, within the broader public language of the various fields, in the process specifically demonstrating how theory instances and exceeds itself. (shrink)

Thinking Life is a narrative exploration of such themes as the decline of the contemporary university, man’s alienation from nature, modern melancholia, Dionysian intoxication, the relative value of knowledge, truth, and artistry in the life of the philosopher, and the creative construction of self. The author engages throughout with Plato and Nietzsche, with the Phaedo and The Gay Science in particular.

_Historied Thought, Constructed World_ offers a fresh vision: one that engages the reigning philosophies of the West, endorses the radical possibilities of historicity and flux, and reconciles the best themes of Anglo-American and continental European philosophy. Margolis sketches a program for the philosophy of the future, addressing topics such as the historical character of thinking, the intelligible world as artifact, the inseparability of theory and practice, and the reliability of a world without assured changeless structures. Through the use of (...) numbered theorems that construct an interlocking argument, Margolis carefully articulates his distinctive ideas in the context of work by Quine, Davidson, Putnam, Rorty, Derrida, Habermas, and Foucault. The discussion includes all the central topics of the philosophical tradition: from science to morality, from language to world, from persons to objects, from nature to culture, from causality to purpose, from change to history. What emerges is an argument against essentialism, one that champions the historicity of thought and cultural constructionism. (shrink)

The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of (...) the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become ‘literate’, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell. (shrink)