SATS最新文献

{"title":"Teaching Philosophy: Finding a Balance between the Factors that Motivate Philosophy, Students’ Imagination, and their Interests","authors":"A. P. Iannone","doi":"10.1515/sats-2023-0006","DOIUrl":"https://doi.org/10.1515/sats-2023-0006","url":null,"abstract":"Abstract This paper asks: What is philosophy and what are some current challenges and future prospects for pursuing and teaching it? What role can and should students’ imagination, interests, and circumstances play in addressing these challenges and prospects? It argues, first, that there are at least six senses of the term “philosophy”: the personal, social, branch of inquiry, theory, school of thought, and wise sayings senses; second, that a variety of stimuli contribute to motivate philosophy in all of its senses. Third, it argues that teaching philosophy involves not just teaching one or more philosophies historically held, nor just partially or totally defending one or another of these philosophies; but also engaging in the third sense of “philosophy” above listed: philosophy as a branch of inquiry. Finally, the paper argues that by relying on the interests of philosophy learners that match the stimuli motivating philosophy, philosophy teaching sensitizes philosophy learners to the grounds that make this investigation viable and promising, and motivates them to engage in it.","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83489514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Responsibilities of Philosophers – SATS Special Issue: Introduction","authors":"K. Westphal","doi":"10.1515/sats-2023-0007","DOIUrl":"https://doi.org/10.1515/sats-2023-0007","url":null,"abstract":"","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83947989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Frontmatter","authors":"","doi":"10.1515/sats-2023-frontmatter1","DOIUrl":"https://doi.org/10.1515/sats-2023-frontmatter1","url":null,"abstract":"","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135454655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Evolution of the Thought of Richard Peters: Neglected Aspects","authors":"C. Winch, J. Gingell","doi":"10.1515/sats-2023-0008","DOIUrl":"https://doi.org/10.1515/sats-2023-0008","url":null,"abstract":"Abstract Peters is best known for ‘Ethics and Education’, (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical account of education and even from the view that this could be possible for liberal education. As his views changed, his philosophical methods developed as well, moving from the Moorean essentialist analysis of 1966, through a more Strawsonian connective analysis in the mid 1970s to a position based on W.B. Gallie's account of essentially contested concepts in the early 1980s. Parallel to and connected with this changing philosophical methodology came a distinction between an overarching concept of education and particular conceptions of education related to different societies and their values.","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90122065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Philosophy from Scratch: Designing Dynamic Pedagogy for Adult ‘Firsts’","authors":"Naomi Zack","doi":"10.1515/sats-2023-0005","DOIUrl":"https://doi.org/10.1515/sats-2023-0005","url":null,"abstract":"Abstract I describe dynamic teaching to adult, mainly immigrant students, who are new to philosophy and often are college “firsts.” Adult students have family, financial, and work obligations, whereas standard students are leisured outside of class and approach philosophy as consumers. I teach from assigned texts, dismissing as a conceit of philosophers that philosophical questions arise from real life experience. My students are intensely focused on their grades, frugal with their expenditure of academic effort, and prone to submit all of their coursework at the end of the semester. A syllabus requiring weekly assignments with citations curtails that. For immigrant students, who value their college degree as entry to the American dream, the hard work usually ascribed to them is, here, academic work. Learning to do philosophy in this way can result in enduring meta-skills of time management, focused reading, thinking, and group participation that carry over to other subjects and real life.","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87923029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Tractatus to Later Writings and Back – New Implications from the Nachlass","authors":"R. D. Queiroz","doi":"10.1515/sats-2022-0016","DOIUrl":"https://doi.org/10.1515/sats-2022-0016","url":null,"abstract":"Abstract As a celebration of the Tractatus 100th anniversary it might be worth revisiting its relation to the later writings. From the former to the latter, David Pears recalls that “everyone is aware of the holistic character of Wittgenstein’s later philosophy, but it is not so well known that it was already beginning to establish itself in the Tractatus” (The False Prison, 1987). From the latter to the former, Stephen Hilmy’s (The Later Wittgenstein, 1987) extensive study of the Nachlass has helped removing classical misconceptions such as Hintikka’s claim that “Wittgenstein in the Philosophical Investigations almost completely gave up the calculus analogy.” Hilmy points out that even in the Investigations one finds the use of the calculus/game paradigm to the understanding of language, such as “in operating with the word” (Part I, §559) and “it plays a different part in the calculus”. Hilmy also quotes from a late (1946) unpublished manuscript (MS 130) “this sentence has use in the calculus of language”, which seems to be compatible with “asking whether and how a proposition can be verified is only a particular way of asking ‘How do you mean?’.” Central in this back and forth there is an aspect which seems to deserve attention in the discussion of a semantics for the language of mathematics which might be based on (normalisation of) proofs and/or Hintikka/Lorenzen game-dialogue: the explication of consequences. Such a discussion is substantially supported by the use of the open and searchable The Wittgenstein Archives at the University of Bergen. These findings are framed within the discussion of the meaning of logical constants in the context of natural deduction style rules of inference.","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73570091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recitative Voice: Reading Silently and Aloud, With Jean-Luc Nancy","authors":"Joni P. Puranen","doi":"10.1515/sats-2022-0008","DOIUrl":"https://doi.org/10.1515/sats-2022-0008","url":null,"abstract":"Abstract This text studies the corporeality of attentive reading. It relies and builds upon philosopher Jean-Luc Nancy’s suggestion that there is, each time, a recitative voice within the heart of our advancement through a textual body. This text examines the intriguing figure of recitative voice by paying attention to two bodily variations of reading: reading aloud and reading silently. Nancy’s recitative voice, as a sonorous, resonant, oral, buccal and vocal notion, can help us in explicating how our bodies condition our experiences of reading, yet ultimately he remains rather implicit on how we advance through textual bodies. This short text argues that we can explicate the bodily weight implicit to reading, if we interpreted it as a recitative act. When we read aloud, our experience of a text consists of an advancement of our conjoined gaze and voice through the letters, words and sentences making up our text; when we read silently, our closed and silent mouth is still conjoined with our advancing gaze, advancing as desirous for speech and with words already grasped, even when no words are folded in (or with) exhaled warm air.","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87663763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of Kevin M. Cahill: Towards a Philosophical Anthropology of Culture: Naturalism, Relativism, and Skepticism (New York: Routledge, 2021).","authors":"Niklas Forsberg","doi":"10.1515/sats-2023-2001","DOIUrl":"https://doi.org/10.1515/sats-2023-2001","url":null,"abstract":"","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77675603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cocks on Dunghills – Wollstonecraft and Gouges on the Women’s Revolution","authors":"S. Bergès, Alan M. S. J. Coffee","doi":"10.1515/sats-2022-0015","DOIUrl":"https://doi.org/10.1515/sats-2022-0015","url":null,"abstract":"Abstract While many historians and philosophers have sought to understand the ‘failure’ of the French Revolution to thrive and to avoid senseless violence, very few have referred to the works of two women philosophers who diagnosed the problems as they were happening. This essay looks at how Mary Wollstonecraft and Olympe de Gouges theorised the new tyranny that grew out of the French Revolution, that of ‘petty tyrants’ who found themselves like ‘cocks on a dunghill’ able to wield a new power over those less fortunate than themselves. Both offer diagnoses and prognoses that revolve around education. Wollstonecraft argues that a revolution that is not backed by a previous education of the people is bound to result in chaos and violence. Such education, however, must be slow, and it necessitates the reform of the institutions that most shape the public’s character. A revolution, perforce, is fast, and it often takes several years, or even generations before the spirit of the reforms finds itself implemented into new institutions. Olympe de Gouges shares Wollstonecraft’s worry and she observes that the men who were once dominated quickly become tyrants themselves unless their moral character is already virtuous. But the state of being dominated leaves little room for virtue; hence, newly minted citizens need to be educated in order not to replicate the reign of tyranny onto other. Gouges suggests that the answer to the difficulty she and Wollstonecraft highlighted was to educate the people where they could be found: on the streets, or, where they could easily and willingly be gathered: in theatres. By helping organise revolutionary festivals, highlighting the ways in which citizens could be virtuous, and writing plays to awaken their virtue, and proposing a reform of the theatre, so that the production of such plays would be possible, Gouges offered a plan for the civic education of French citizens in the immediate aftermaths of the Revolution. Unfortunately, the chaos she and Wollstonecraft had sought to remedy, led by the cocks or petty tyrants, ensured that they were unable to see through their plans, with Wollstonecraft having to leave Paris and Gouges being sent to the guillotine.","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84915811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dalia Nassar and Kristin Gjesdal: Women Philosophers in the Long Nineteenth Century: The German Tradition","authors":"Martin Fog Arndal","doi":"10.1515/sats-2022-2002","DOIUrl":"https://doi.org/10.1515/sats-2022-2002","url":null,"abstract":"","PeriodicalId":38824,"journal":{"name":"SATS","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84764629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}