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1

The anti-Positivist turn: comple(men)ted

100%
Szahaj A.
Teksty Drugie (Second Texts)
|
2007
|
issue 1/2(103/4)
157-164
EN
The history of humanities is abundant with numerous turns (anti-Positivist, linguistic, interpretative ones), each of which set for itself the task of showing that humanities differ from natural sciences, being a project that refers to a separate sphere of reality, driven by a method of its own. The same happens with an ethical turn which we are witnessing today. This turn, commenced by the reader-response criticism and neopragmatism, has made us aware that we are judging beings, axiologically interested, and that a purely contemplative attitude toward the world is not part of our equipment. This means that we are switching into a science perceived as a cognitive activity which is ethically, or even politically, involved and which primarily aims at fulfilling our ideals of a 'decent life' and 'decent society'
2

The Game Called Science

100%
Such J.
Przegląd Filozoficzny. Nowa Seria
|
2007
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vol. 16
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issue 3(63)
17-30
EN
Referring to the accepted model of science the author questions the fundamental thesis of current pragmatism, namely the claim that the privileged epistemic status of scientific and philosophical knowledge has to be abandoned. This claim puts on the same footing all types of human knowledge and treats them as linguistic games without hierarchy with regard to epistemic values. By application of such standards science becomes a matter of opinion.
3

NATURALISTICKÉ KONCEPCIE V SÚČASNOM NEOPRAGMATIZME

88%
Višňovský E.
Filozofia (Philosophy)
|
2021
|
vol. 76
|
issue 9
661 – 673
EN
Classical pragmatists (Peirce, James, Dewey) have already circumscribed their conceptions overcoming reductionism of naturalism in the forms of physicalism and scientism. Thereby they laid down grounds of pragmatist non-reductive naturalism. In connection to this as well as to conceptions of post analytic naturalists such as Quine and Davidson, but in particular the normative turn of W. Sellars, contemporary neopragmatism develops its varieties of non-reductive naturalism: liberal naturalism (John McDowell), normative naturalism (Robert Brandom), metaphilosophical naturalism (Richard Rorty) and object/subject naturalism (Huw Price). The paper provides an analysis of these topical conceptions which are inspirational for resolution of relations between causation and normativity, nature and culture and relations between nonhuman and human realities, respectively.
4

Social Conception of Pragmatism

88%
Hensoldt A.
Przegląd Filozoficzny. Nowa Seria
|
2007
|
vol. 16
|
issue 2(62)
131-144
EN
Peirce's pragmatism is an answer to the question how to justify inductive reasoning. Peirce finds that the process of knowledge formation has a social character, so he reduces the conception of 'reality' to 'intersubjective agreement' and the conception of 'truth' to 'intersubjective consensus'. In the 20th century Peirce's view on the process of cognition (and speech) was an inspiration for various schools in philosophy and linguistics. His doctrines were frequently studied and interpreted, his open questions were answered in many interesting ways. However, many of them still need to be answered.
5

Pragmatic Area of Truth

88%
Buczynska-Garewicz A.
|
2007
|
vol. 6
|
issue 3-4(18)
361-376
EN
This is a fragment of the book 'Truth and Illusion' which is in progress. The article discusses the operational sense of truthfulness as was defined by Peirce and James. The 'founding fathers' of pragmatism are presented as, on the one hand, critics of truth as representation, but on the other hand, as strong defenders of truth as an agreement of opinion. The striking contrast between them and the present neopragmatic refutation of truth is emphasized.
6

Liberalism and Education: Views of Richard Rorty

88%
Kalbarczyk T.
Przegląd Filozoficzny. Nowa Seria
|
2007
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vol. 16
|
issue 2(62)
121-130
EN
At the beginning the author tries to specify the place to which Rorty belongs in the tradition of American pragmatism, where the towering figure was John Dewey. Then he goes on to present Rorty's main ideas about education in two contexts. He discusses Rorty's contribution to the debate on the condition of American schools and the philosophy of teaching that dominated in the US at the time, and here Rorty's response to criticisms made by E.D. Hirsch and A. Bloom are particularly important. Secondly, he tries to make clear what was the role of specific proposals that Rorty offered as part of the program based on neopragmatic principles.
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