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Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/11287

Title: Harvey Siegel on Epistemology and Education: Rationality, Normativity and Justification
Other Titles: 認識論と教育に関するハーヴィ・シーゲルの論考:合理性、規範性、正当化
Authors: MISAWA, Koichiro
三澤, 紘一郎
Keywords: Epistemology
Education
Rationality
Normativity
Justification
Harvey Siegel
Issue Date: 25-Oct-2015
Publisher: 東京福祉大学・大学院
Citation: 東京福祉大学・大学院紀要,6(1),pp19-29,2015,10
Abstract: This paper attempts to elicit an intertwined relation between philosophy and education by revolving the discussion around three constituents of human knowledge: rationality, normativity and justification. This exploration takes the form of a close critique of Harvey Siegel’s work. Siegel’s analytical-philosophy-inspired defence of traditional epistemology and accordingly his preferred views on education are, to some extent, successful in construing an essential relation between philosophy and education. Yet, this paper argues that his approach does not overcome the philosophical cul-de-sac of how to reconcile the epistemic capacity of rational justification with the non-epistemic character of truth. It is then claimed that, in order to move beyond the predicament, we need to reconfigure the components of what it is for humans to know. The paper draws on Martin Heidegger’s distinction between earth and world as well as ―more substantially―on Hilary Putnam’s recent idea of the interpenetration between value judgements, descriptions of fact and human linguistic conventions. The watershed that divides Siegel’s defence of traditional epistemology and this paper’s argument is a sensitivity towards what might be called the social and historical aspects of human knowledge.
URI: http://hdl.handle.net/10087/11287
ISSN: 1883-7565
Appears in Collections:6巻1号

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