What is pedagogy, exactly? Merriam-Webster defines it simply as “the art, science, or profession of teaching.” In contemporary academic discourse, however, pedagogy is generally left undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching” (e.g., behaviorist or progressivist instruction) to a broadly political philosophy of education in general (most famously, a “pedagogy of the oppressed”). In this paper, Norm Friesen and Hanno Su follow the Continental pedagogical tradition in giving pedagogy a general but explicit (...) definition. They do so by looking at how pedagogy arises both in everyday life and in school as unavoidably ethical activity undertaken primarily for the sake of the young person or child. Such activities, the authors maintain, are structured not so much by processes, methods, and outcomes, but by irresolvable oppositions and the tensions between them. They illustrate this inductively through a series of images and examples — moving gradually from ones involving parenting and early childhood to ones from elementary and secondary schooling. In this way, Friesen and Su show that pedagogy is not so much one or more ideologically focused or evidence-based instructional or psychological approaches to be mastered by a professional or teaching specialist. It is instead an independent but ethically informed practical perspective — one that can (and has) been extended to form a distinctively pedagogical theory and discipline. As such, it is something that is not only a part of our everyday life and culture, but arguably of all human cultures. (shrink)

Sometimes our intentions and beliefs exhibit a structure that proves us to be irrational. This dissertation is concerned with the question of whether we ought (or have at least good reason) to avoid such irrationality. The thesis defends the normativity of rationality by presenting a new solution to the problems that arise from the common assumption that we ought to be rational. The argument touches upon many other topics in the theory of normativity, such as the form and (...) the content of rational standards or requirements, the preconditions of criti¬cism, and the function of reasons in deliberation and advice. Over and above an exten¬sive assessment of the problems discussed in the literature, the thesis provides a detailed defence of a reason-response conception of rationality, a novel, evidence-relative account of reasons, and an explanation of structural irrationality in terms of these accounts. (shrink)

Power is now measured by economic strength. The world is becoming more integrated. Europe and the Pacific are challenging US dominance. The debt crisis is a crisis in capital and job creation. In the future, key economic issues will be job creation, increased production, grassroots development and safeguarding the poor from the debt crisis. The most viable form of employment will be in small scale enterprises. These meet the real needs of the poorest, are locally owned and controlled, produce products (...) for a local market and use locally available resources. They contribute to economic stability, are not subject to international currency fluctuations and use an environmentally sustainable technology. (shrink)

To answer tantalizing questions such as whether animals are moral or how morality evolved, I propose starting with a somewhat less fraught question: do animals have normative cognition? Recent psychological research suggests that normative thinking, or ought-thought, begins early in human development. Recent philosophical research suggests that folk psychology is grounded in normative thought. Recent primatology research finds evidence of sophisticated cultural and social learning capacities in great apes. Drawing on these three literatures, I argue that the human variety of (...) social cognition and moral cognition encompass the same cognitive capacities and that the nonhuman great apes may also be normative beings. To make this argument, I develop an account of animal social norms that shares key properties with Cristina Bicchieri's account of social norms but which lowers the cognitive requirements for having a social norm. I propose a set of four early developing prerequisites implicated in social cognition that make up what I call naïve normativity: the ability to identify agents, sensitivity to in-group/out-group differences, the capacity for social learning of group traditions, and responsiveness to appropriateness. I review the ape cognition literature and present preliminary empirical evidence supporting the existence of social norms and naïve normativity in great apes. While there is more empirical work to be done, I hope to have offered a framework for studying normativity in other species, and I conclude that we should be open to the possibility that normative cognition is yet another ancient cognitive endowment that is not human-unique. (shrink)

Discussions of aesthetic reasons and normativity are becoming increasingly popular. This piece outlines six basic questions about aesthetic reasons, normativity, and value and discusses the space of possible answers to these questions. I divide the terrain into two groups of three questions each. First are questions about the shape of aesthetic reasons: what they favour, how strong they are, and where they come from. Second are relational questions about how aesthetic reasons fit into the wider normative landscape: whether (...) they are distinctive, what their normative status is, and how they interact with each other and with non-aesthetic reasons. This piece aims to provide a taxonomy to clarify and organise the burgeoning literature and to make a few concrete suggestions for avenues of future research. (shrink)

Normativity concerns what we ought to think or do and the evaluations we make. For example, we say that we ought to think consistently, we ought to keep our promises, or that Mozart is a better composer than Salieri. Yet what philosophical moral can we draw from the apparent absence of normativity in the scientific image of the world? For scientific naturalists, the moral is that the normative must be reduced to the nonnormative, while for nonnaturalists, the moral (...) is that there must be a transcendent realm of norms. _Naturalism and Normativity_ engages with both sides of this debate. Essays explore philosophical options for understanding normativity in the space between scientific naturalism and Platonic supernaturalism. They articulate a liberal conception of philosophy that is neither reducible to the sciences nor completely independent of them—yet one that maintains the right to call itself naturalism. Contributors think in new ways about the relations among the scientific worldview, our experience of norms and values, and our movements in the space of reason. Detailed discussions include the relationship between philosophy and science, physicalism and ontological pluralism, the realm of the ordinary, objectivity and subjectivity, truth and justification, and the liberal naturalisms of Donald Davidson, John Dewey, John McDowell, and Ludwig Wittgenstein. (shrink)

The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance (...) and disruption—elements that are by definition excluded from simulations and interfaces—which give dissection its educational value. (shrink)

The challenge: the most difficult battle ever fought -- The universal crime -- Slave owners for abolition -- We are all nazis and if i quit eating meat, i'll have to admit -- That to myself -- The crown of creation and the acme of evolution -- Follow the money -- Optimism of the will -- The environment: a dark age was about to begin -- It ain't what you do, it's the time that you do it -- The empire (...) strikes back -- The madness of more -- Creating a universal rights movement -- We're not in kansas anymore -- The response: the prize and the plow -- Agitators and politicians -- In the beginning -- The movement turns to politics -- Abolitionism: the agitation-only approach to animal rights -- How welfare reforms promote liberation -- The proof of the pudding -- Suffering matters -- Public policy and private morality -- Why violence can't change the game for animals. (shrink)

This paper offers a new account of how structural rationality, or coherence, is normative. The central challenge to the normativity of coherence – which I term the problem of “making space” for the normativity of coherence – is this: if considerations of coherence matter normatively, it is not clear how we ought to take account of them in our deliberation. Coherence considerations don’t seem to show up in reasoning about what to believe, intend, desire, hope, fear, and so (...) on; moreover, they seem awkward to take account of alongside more “substantive” considerations about the merits of such attitudes. I aim here to solve this problem, and in so doing to offer the aforementioned new account of how coherence is normative. On the view I defend, which I call the Reasons-to-Structure-Deliberation model, considerations of coherence constitute reasons for structuring deliberation in certain ways: more particularly, to treat incoherent combinations of attitudes as off-limits, and so to focus one’s deliberation on choosing between the coherent combinations. (shrink)

The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences of education, of upbringing and of ‘life lessons’, however, are so often not about the fulfilment of oneself, about the discovery and actualisation of one's full (...) potential. Such experiences instead involve moments of sometimes irreparable failure and loss—a matter that has not received a great deal of attention in educational research and theory. After briefly examining the way that fulfilment is favourably framed both in humanistic psychology and in neo-humanist Bildungstheorie, this paper considers some of the exceptions to the nearly ubiquitous identification of education with fulfilment: Arthur Schopenhauer's view of the irrationality of human (developmental) experience and Ludwig Wittgenstein's use of the term ‘conditioning’ (Abrichtung) in some of his accounts of learning and socialisation. We then focus on failure and loss in education through an overview of the pedagogical theory of O.F. Bollnow. Bollnow, as is gradually being recognised in English-language scholarship, saw moments of uncertainty, disorientation and above all crisis as indispensable in educational experience—for both student and teacher. In this way, we show that instead of being the pursuit of self-fulfilment, education is unavoidably a matter of difficulty, disruption and also failure. It reshapes us, and this reshaping can be seen as being as much about formation as it is about deformation. (shrink)

In this article, from the 2009 Oxford University Press collection Epistemic Value, I criticize existing accounts of epistemic normativity by Alston, Goldman, and Sosa, and then offer a new view.

While attention has long been a concern in western philosophy and eastern spirituality, technologies (e.g., social media, gaming) and pathologies (e.g., attention deficit disorders) have recently foregrounded the issue specifically in education. Issues of student absorption and diversion have been widely discussed; comparatively less has been said about teachers and the kind of attention that the individuality of each of their students claims. This paper begins by reconstructing the kind of awareness and attention that are implied in Kant’s account of (...) logical tact and Herbart’s lecture on specifically pedagogical tact. Potentially tactful forms of awareness are then explored and delineated in phenomenological, Gestaltist terms – as well as through reference to Freud’s notion of ‘free-floating attention.’ The paper concludes by outlining characteristics of awareness that appear requisite to the demands of tactful decision and action, an attention at once receptive to the world outside yet also modulated by the one attending. (shrink)

Here, I consider Derek Parfit’s Normativity Objection to naturalist realism, according to which normative-natural property or fact reductions are “conceptually excluded”. While a lot of philosophers inclined toward non-naturalism share this view or something close to it, plenty of philosophers remain unconvinced, and the literature offers little guidance to the perplexed. I suggest a way to improve the argument – indeed, I think it is the best and perhaps only plausible way to make good on the claim of conceptual (...) exclusion. But the improved argument relies on the highly controversial claim that normative cognition is transparentin the following sense: normative concepts reveal the nature of the properties they aim to ascribe. This nature, the argument continues, is inconsistent with naturalist strictures. (shrink)

This paper investigates whether different philosophers’ claims about “normativity” are about the same subject or (as recently argued by Derek Parfit) theorists who appear to disagree are really using the term with different meanings, in order to cast disambiguating light on the debates over at least the nature, existence, extension, and analyzability of normativity. While I suggest the term may be multiply ambiguous, I also find reasons for optimism about a common subject-matter for metanormative theory. This is supported (...) partly by sketching a special kind of hybrid view of normative judgment, perspectivism, that occupies a position between cognitivism and noncognitivism, naturalism and nonnaturalism, objectivism and subjectivism, making it more plausible that radically different metanormative theories could be about the same thing. I explore three main fissures: between (i) the “normativity” of language/thought versus that of facts and properties, (ii) abstract versus substantive senses, and (iii) formal versus robust senses. (shrink)

Moral claims not only purport to be true, they also purport to guide our choices. This book presents a new theory of normative judgment, the "standard-based theory," which offers a schematic account of the truth conditions of normative propositions of all kinds, including moral propositions and propositions about reasons. The heart of Copp 's approach to moral propositions is a theory of the circumstances under which corresponding moral standards qualify as justified, the " society -centered theory." He argues that because (...) any society needs a social moral code in order to enable its members to live together successfully, and because it would be rational for a society to choose such a code, certain moral codes, and the standards they include, are justified. According to the standard-based theory then, if certain moral standards are indeed justified, corresponding moral propositions may be true. Copp 's approach to morality and explaining normativity and the truth conditions of moral claims, raises a number of important issues in moral theory, as well as in metaphysics and the philosophy of language. (shrink)

Ethical concepts are, or purport to be, normative. They make claims on us: they command, oblige, recommend, or guide. Or at least when we invoke them, we make claims on one another; but where does their authority over us - or ours over one another - come from? Christine Korsgaard identifies four accounts of the source of normativity that have been advocated by modern moral philosophers: voluntarism, realism, reflective endorsement, and the appeal to autonomy. She traces their history, showing (...) how each developed in response to the prior one and comparing their early versions with those on the contemporary philosophical scene. Kant's theory that normativity springs from our own autonomy emerges as a synthesis of the other three, and Korsgaard concludes with her own version of the Kantian account. Her discussion is followed by commentary from G. A. Cohen, Raymond Geuss, Thomas Nagel, and Bernard Williams, and a reply by Korsgaard. (shrink)

Perhaps nature is simply a challenge to be addressed, overcome, and set aside.This volume is a critical exploration of natural law theory.

I argue that there has been inadequate attention to and questioning of the dominance and normativity of whiteness in the cultural construction of bioethics in the United States. Therefore we risk reproducing white privilege and white supremacy in its theory, method, and practices. To make my argument, I define whiteness and trace its broader social and legal history in the United States. I then begin to mark whiteness in U.S. bioethics, recasting Renee Fox's sociological marking of its American-ness as (...) an important initial marking of its whiteness/WASP ethos. Furthermore, I consider the attempts of social scientists to highlight sociocultural diversity as a corrective in U.S. bioethics. I argue that because they fail to problematize white dominance and normativity and the white-other dualism when they describe the standpoints of African-American, Asian-American, and Native-American others, their work merely inoculates difference and creates or maintains minoritized spaces. Accordingly, the dominant white center of mainstream U.S. bioethics must be problematized and displaced for diversity research to make a difference. In conclusion, I give several examples of how we might advance the recommended endeavor of exploring our own ethnicity, class, and other social positioning and norms operating in U.S. bioethics, briefly highlighting "white talk" as one challenge. (shrink)

In this collection of essays, the first translation into English of the ground-breaking 'Normativität und Macht' (Suhrkamp 2015), Rainer Forst presents a new approach to critical theory. Each essay reflects on the basic principles that guide our normative thinking. Forst's argument goes beyond 'ideal' and 'realist' theories and shows how closely the concepts of normativity and power are interrelated, and how power rests on the capacity to influence, determine, and possibly restrict the space of justifications for others. By combining (...) insights from the disciplines of philosophy, history, and the social sciences, Forst revaluates theories of justice, as well as of power, and provides the tools for a critical theory of relations of justification. Translated from German. (shrink)

The overall goal of this article is to show that aesthetics plays a major role in a debate at the very center of philosophy. Drawing on the work of David Bell, the article spells out how Kant and Wittgenstein use reflective judgment, epitomized by a judgment of beauty, as a key in their respective solutions to the rule-following problem they share. The more specific goal is to offer a Kantian account of semantic normativity as understood by Wittgenstein. The article (...) argues that Wittgenstein's reason for describing language as a collection of language games is to allow for a perspective that shows those games as internally purposive without any extralinguistic purpose. This perspective also allows for that union of the general rule and its particular application in practice that the original paradox of rule-following is wanting. (shrink)

Both Brandom and Wittgenstein see meaning and content as emerging from normative social practices. Wittgenstein says little about the constitution of such norms, other than that they are exhibited in practitioners’ judgements of correctness. In addition, they appear already to be content involving, since the moves whose correctness is in question are moves such as asserting that such and such. In contrast, Brandom says a good deal about the constitution of the norms and promises a reductive programme. The norms are (...) essentially inferential and are instituted in the social practice of attributing commitments and entitlements. In particular, we are urged to see the norm-bound move of assertion as capable of being understood in terms of the normative statuses of commitments and entitlements. Jeremy Wanderer calls this Brandom’s bold conjecture. In this paper I use Wittgenstein’s thinking about normativity to reflect on the defensibility of Brandom’s bold conjecture. (shrink)

In one of the earlier influential papers in the field of experimental philosophy titled Normativity and Epistemic Intuitions published in 2001, Jonathan M. Weinberg, Shaun Nichols and Stephen Stich reported that respondents answered Gettier type questions differently depending on their ethnic background as well as socioeconomic status. There is currently a debate going on, on the significance of the results of Weinberg et al. (2001) and its implications for philosophical methodology in general and epistemology in specific. Despite the debates, (...) however, to our knowledge, there has not been a replication attempt of the experiments of the original paper. We collected data from four different sources (two on-line and two in-person) to replicate the experiments. Despite several different data sets and in various cases larger sample sizes and hence greater power to detect differences, we failed to detect significant differences between the above-mentioned ethnic and socioeconomic groups. Our results suggest that epistemic intuitions are more robust across ethnic and socioeconomic groups than Weinberg et al. (2001) indicates. Given our data, we believe that the notion of differences in epistemic intuitions among different ethnic and socioeconomic groups that follows from Weinberg et al. (2001) needs to be corrected. (shrink)

In her 2007 paper, “Argument Has No Function” Jean Goodwin takes exception with what she calls the “explicit function claims”, arguing that not only are function-based accounts of argumentation insufficiently motivated, but they fail to ground claims to normativity. In this paper I stake out the beginnings of a functionalist answer to Goodwin.

My paper examines the popular idea, defended by Kripke, that meaning is an essentially normative notion. I consider four common versions of this idea and suggest that none of them can be supported, either because the alleged normativity has nothing to do with normativity or because it cannot plausibly be said that meaning is normative in the sense suggested. I argue that contrary to received opinion, we don’t need normativity to secure the possibility of meaning. I conclude (...) by considering the repercussions of rejecting semantic normativity on three central issues: justification, communication, and naturalism. (shrink)

This is a book about normativity -- where the central normative terms are words like 'ought' and 'should' and their equivalents in other languages. It has three parts: The first part is about the semantics of normative discourse: what it means to talk about what ought to be the case. The second part is about the metaphysics of normative properties and relations: what is the nature of those properties and relations whose pattern of instantiation makes propositions about what ought (...) to be the case true. The third part is about the epistemology of normative beliefs: how we could ever know, or even have rational or justified belief in, propositions about what ought to be the case. (shrink)

Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s hermeneutics and pedagogical theory. Dilthey saw biographies as nothing less than “the highest and most instructive form of the understanding of life.” This, then, serves as the starting point for his hermeneutics or theory of understanding, which distinguishes humanistic understanding from scientific explanation, and sees any one moment or word as having meaning only in relation to a whole—the whole of a sentence (...) or text, or the whole of one’s life. It is also the starting point of his pedagogy, whose ultimate “duty” is “to develop the child as a person who carries their own purpose within themselves.” In introducing Dilthey’s hermeneutic pedagogy, this paper draws principally from his The Formation of the Historical World in the Human Sciences, a text that has been long neglected in hermeneutic and phenomenological studies of education. (shrink)

In this essay, I propose a standard of practical rationality and a grounding for the standard that rests on the idea of autonomous agency. This grounding is intended to explain the “normativity” of the standard. The basic idea is this: To be autonomous is to be self-governing. To be rational is at least in part to be self-governing; it is to do well in governing oneself. I argue that a person's values are aspects of her identity—of her “self-esteem identity”—in (...) a way that most of her ends are not, and that it therefore is plausible to view action governed by one's values as self-governed. This is also plausible on independent grounds. Given this, I say, rational agents comply with a standard—the “values standard”—that requires them to serve their values, and to seek what they need in order to continue to be able to serve their values. Footnotesa I am grateful to many people for helpful comments and discussion over the many years in which I have been developing the ideas in this essay. With apologies to those whose help escapes my memory, I would like to thank Nomy Arpaly, Sam Black, Michael Bratman, Justin D'Arms, Dan Farrell, Pat Greenspan, Don Hubin, Dan Jacobson, Marina Oshana, Michael Ridge, Michael Robins, David Sobel, Pekka Väyrynen, and David Velleman. I presented early versions of some of the ideas in this essay to audiences in the departments of philosophy at the University of Alberta, the University of Maryland at College Park, l'Université de Montréal, the University of Southern California, and the University of Florida, to the 1999 Conference on Moral Theory and Its Applications, Le Lavandou, France, and to the 2001 Conference on Reason and Deliberation, Bowling Green State University. I am grateful for the helpful comments of those who participated in the discussions on all of these occasions and especially to the other contributors to this volume, and its editors. I owe special thanks to Ellen Paul for encouraging me to integrate my thinking on identity with my thinking on rationality and for her useful comments. (shrink)

Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how these present a general underlying similarity compared to those in place today. It then goes on to consider examples of elements of speech and (...) presentation, description and illustration that are used in the biology lecture from the early modern (sixteenth to seventeenth centuries) and late modern (or contemporary) eras. The anatomy lecture thus demonstrates a basic physical and technical continuity in the classroom or theater, whereas the larger epistemic functions in which it is embedded have changed: from a descriptive, discursive function, focusing on individual organs and their physicality, to one that is more integrative, systemic and also performative in both form and content. (shrink)

Situationists argue that virtue ethics is empirically untenable, since traditional virtue ethicists postulate broad, efficacious character traits, and social psychology suggests that such traits do not exist. I argue that prominent philosophical replies to this challenge do not succeed. But cross-cultural research gives reason to postulate character traits, and this undermines the situationist critique. There is, however, another empirical challenge to virtue ethics that is harder to escape. Character traits are culturally informed, as are our ideals of what traits are (...) virtuous, and our ideals of what qualifies as well-being. If virtues and well-being are culturally constructed ideals, then the standard strategy for grounding the normativity of virtue ethics in human nature is undermined. (shrink)

Goodness -- Goodness properties -- Expressivism -- Betterness relations -- Virtue/kind properties -- Correctness properties (acts) -- Correctness properties (mental states) -- Reasons-for (mental states) -- Reasons-for (acts) -- On some views about "ought" : relativism, dilemmas, means-ends -- On some views about "ought" : belief, outcomes, epistemic ought -- Directives -- Addendum 1: "Red" and "good" -- Addendum 2: Correctness -- Addendum 3: Reasons -- Addendum 4: Reasoning.

A central tension shaping metaethical inquiry is that normativity appears to be subjective yet real, where it’s difficult to reconcile these aspects. On the one hand, normativity pertains to our actions and attitudes. On the other, normativity appears to be real in a way that precludes it from being a mere figment of those actions and attitudes. In this paper, I argue that normativity is indeed both subjective and real. I do so by way of treating (...) it as a special sort of artifact, where artifacts are mind-dependent yet nevertheless can carve at the joints of reality. In particular, I argue that the properties of being a reason and being valuable for are grounded in attitudes yet are still absolutely structural. (shrink)

Being for Beauty has two ambitions. It makes a case that the network theory of aesthetic value has enough going for it to be taken seriously in philosophical aesthetics, and in work on practical values and reasons more generally. In addition, by illustrating how much room we have to maneuver outside the bounds of aesthetic hedonism, the book invites work on alternative approaches. James Shelley, Julia Driver, and Samantha Matherne take up the invitation with such aplomb that one might declare (...) success on the second ambition and merely comment on how their proposals might be further developed. Nevertheless, since its explanatory power is precisely what gives us room to maneuver, what follows also sticks up for the network theory. (shrink)

In "Assertion," Geach identified failure to attend to the distinction between meaning and speech act as a source of philosophical errors. I argue that failure to attend to this distinction, along with the parallel distinction between attitude and content, has been behind the idea that meaning and content are, in some sense, normative. By an argument parallel to Geach's argument against performative analyses of "good" we can show that the phenomena identified by theorists of the normativity of content are (...) properties in the first instance of speech act and propositional attitude types, rather than content as such. (shrink)