Aug 2026· Journal of didactics of philosophy· 0 citations· 30 references
Abstract
This paper examines the interpretation of philosophical preconceptions as a central activity of teaching philosophy. Complementing approaches that focus primarily on learners’ preconceptions as starting points of inquiry, it develops an account of the epistemic structure of the teacher’s interpretive activity. Drawing on Plato’s dialogues as a systematic resource, the paper argues that interpreting preconceptions is a structured practice through which learners’ views are articulated, related, and made explicit in their semantic, logical, and epistemic dimensions. The analysis reconstructs key features of dialectical inquiry, including the elenchus, the dialectical requirement, and the role of agreement (homology). It is shown that interpretation not only reveals the structure of preconceptions but contributes to their progressive differentiation and epistemic grounding. In this sense, interpretation itself constitutes a form of philosophical teaching.
This volume presents a dialectic-idealist overview of natural language and natural (non-artificial) thinking. Pauli Pylkkö’s view is thoroughly non-classical and takes ambiguity and contradictoriness as vital and inalienable properties of all speaking and thinking. The main function of a sentence is to change the meani...
The article is dedicated to the rethinking of the phenomenon of thinking in the context of historical-philosophical conceptualizations, the current crisis of rationality, and the search for new methodological foundations for its study. The author draws from personal experience of participation in the Moscow methodologi...
Abstract To what extent is philosophy, as an academic discipline, shaped by classbased biases? A fruitful point of departure for addressing this question is Pierre Bourdieu’s sociological critique of philosophy, particularly as articulated in his Pascalian Meditations. Bourdieu argues that philosophical reflection typi...
Lars Leeten, Mareike Kajewski· Deutsche Zeitschrift für Phi...· 0 citations
The article offers a philosophical response to Harry Collins’s account of the Strong programme through the framework of historical epistemology. The first part situates the Strong programme within a longer transformation in the relation between philosophy and science. From positivism to the emergence of sociology and s...
Tatiana D. Sokolova· Epistemology & Philosoph...· 0 citations
This paper provides a brief overview of the chapters and main themes of
How to Take Skepticism Seriously
(Oxford University Press, 2024). It sketches the book’s approach to its primary aim: showing how external world skepticism can be satisfactorily refuted without building or depending upon epistemological theor...
Adam Leite· International Journal for th...· 0 citations
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