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Skúmanie významu experimentálnej filozofie skrze koncept osobnej identity:

100%
Jirout Košová M.
Filosofický časopis (Philosophical Journal)
|
2020
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vol. 68
|
issue 4
581-603
EN
The article introduces experimental philosophy, critiquing it while at the same time deepening our general understanding of it with concrete examples from practice: experimental research in the field of the issues of personal identity. Through this, the author illustrates the methods, development and possible benefits of experimental philosophy while also discussing the critics who have been drawing attention to deficiencies in its methodology, as well as to its inability to reveal precisely defined lay concepts. In response to the critics, the author is called upon to consider the nature of lay concepts, which by their nature are not precisely defined and often serve a specific social function. Although a well-grasped experimental philosophy cannot decide a given philosophical question, it can help us identify and extract essential elements from the specific and, for a person, deeply characteristic conceptual bedrock, while additionally replenishing philosophical research so that it does not lose contact with the world from which it originally arose.
2
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Analiza empirycznych argumentów na rzecz tezy o zróżnicowaniu kulturowym intuicji epistemicznych

88%
Sękowski K.
Studia Philosophica Wratislaviensia
|
2019
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vol. 14
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issue 2
75-102
EN
The founding text for the new current in modern philosophy—experimental philosophy—can be seen in Jonathan Weinberg, Shaun Nichols and Stephen Stich’s “Normativity and Epistemic Intuitions” (2001). The authors describe in this article a study to prove cross-cultural differences in epistemic intuitions. On the basis of their results, they argue that since epistemic intuitions seem to serve a crucial role in the use of thought experiments, contemporary philosophical methodology is highly unjustified. That study has brought about at least three replication attempts (Seyedsayamdost 2015; Kim, Yuan 2015; Nagel, San Juan, Mar 2013). None of them confirmed the original results. The aim of this article is to critically analyze in detail Weinberg, Nichols and Stich’s methodology and the three replications mentioned. Regarding the results of my analysis, I will try to examine what conclusions can be drawn with regard to the outcomes of analized studies. In particular I will refer to far-reaching conclusions about the universality of epistemic intuitions or universality of folk epistemology, which are sometimes—hastily, as I will argue—extrapolated from the results of such kind of studies (e.g., Kim, Yuan 2015; Kim Yuan 2016).
3
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Uwagi o genezie i koncepcjach metafilozofii

75%
Szubka T.
Człowiek i Społeczeństwo
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2022
|
vol. 53
33-47
EN
Although reflection on the nature of philosophy has constituted an integral part of this discipline from its beginnings, the term „metaphilosophy” referring to such a reflection only made its first appearance in the middle of the twentieth century. In the course of discussions concerning the book by C.J. Ducasse about the subject-matter and method of philosophy, the term was introduced in the United States by C.G. Hempel and M. Lazerowitz, and in Poland by M. Choynowski. Subsequently, two different metaphilosophical programs, which disseminated this category, were put forward by Lazerowitz and J. Kalinowski. They had dissimilar objectives and assumptions, though for both of them a crucial problem was the diversity of philosophical conceptions and persistent disagreements in philosophy.
4
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Introduction to this Issue: the Betzavta Method and Democracy – On an Experimental Project in Academic Didactics of Philosophy

63%
Dobrzański M.
Studies in Global Ethics and Global Education
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2018
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vol. 10
3-16
EN
The article presents the background of the texts included in this issue of SGEGE that resulted from an experimental workshop on democracy. The didactic innovation implemented during the event consisted in enhancing the traditional forms of teaching philosophy (seminar and lecture) with a practical module based on the Betzavta methodology of democratic education. In the first part of the article, a general description of the project is provided. Then follows a presentation of its topic, the reasons for choosing it and the theoretical problems behind it. Next, the organization and methodology of the project are briefly described. In the end, the results of the project are presented together with a short summary of the texts of this volume of the journal.
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