Perception and Reality in Kant, Husserl, and McDowell


Book Description

How does perception give us access to external reality? This book critically engages with John McDowell’s conceptualist answer to this question, by offering a new exploration of his views on perception and reality in relation to those of Immanuel Kant and Edmund Husserl. In six chapters, the book examines these thinkers’ respective theories of perception, lucidly describing how they fit within their larger philosophical views on mind and reality. It thereby not only reveals the continuity of a tradition that underlies today’s fragmented scholarly landscape, but also yields a new critique of McDowell’s conceptualist theory. In doing so, the book contributes to the ongoing bridging of traditions, by combining analytic philosophy, Kantian philosophy, and phenomenology. Perception and Reality in Kant, Husserl, and McDowell will appeal to scholars and students working in the history of philosophy, phenomenology, Kantian philosophy, and in particular the philosophy of perception.




Husserl, Kant and Transcendental Phenomenology


Book Description

The transcendental turn of Husserl’s phenomenology has challenged philosophers and scholars from the beginning. This volume inquires into the profound meaning of this turn by contrasting its Kantian and its phenomenological versions. Examining controversies surrounding subjectivity, idealism, aesthetics, logic, the foundation of sciences, and practical philosophy, the chapters provide a helpful guide for facing current debates.




Phenomenology and the Norms of Perception


Book Description

In the philosophical literature, it is customary to think of perception as being assessable with respect to epistemic norms. E.g., the whole discussion around disjunctivism, which is now often considered to be the dominant, if not the default position in philosophy of perception, is, by and large, framed and motivated by epistemological concerns about truth and falsity. This book argues that perception is normative in another, more fundamental sense. Perception is governed by norms that Doyon calls perceptual, that is, immanent to its own structure. This does not mean that perceptual norms are cut-off from external facts; it rather means that they are constitutive moments of our experience of these facts. Perceptual norms are, in that sense, constitutive or enabling norms in that they establish what perception is. To articulate this view, he draws in the repertoire of the phenomenological tradition, in the work of Edmund Husserl and Maurice Merleau-Ponty in particular. Like Kant, both phenomenologists were concerned with the question of the unity of experience and sought to identify the conditions of possibility for having a perception, which they conceive not as a mere sensible experience of the outer world, but as a continuous and meaningful experience of reality. Unlike Kant, however, neither phenomenologist immediately identified these conditions with cognition or epistemic criteria. For both phenomenologists, perception has its own standards, its own conditions of possibility. Perception obtains when it unfolds concordantly or coherently; and when the perceptual progression corresponds to or is in harmony with one's goal or interest, perception can also be said to be optimal. From the phenomenological point of view, concordance (Einstimmigkeit) and optimality (Optimalit?t) are the two basic perceptual norms governing over perceptual experience, and much of the book is devoted to clarifying their meaning and to address the philosophical consequences that follow from this insight.




Having the World in View


Book Description

A crucial moment came in the developing split between Anglo-American and continental European philosophers when G. E. Moore and Bertrand Russell rebelled against the “Hegelianism” of their teachers and inaugurated the tradition of “analytic” philosophy. In this new book, John McDowell builds on his much discussed Mind and World—one of the most highly regarded books in contemporary philosophy. McDowell, who has long commanded attention for his fresh approach to issues in contemporary epistemology, philosophy of language, and philosophy of mind, shocked some mainstream analytic philosophers in Mind and World by drawing inspiration not only from analytic philosophers but also from continental philosophers, most notably Hegel. McDowell argues that the roots of some problems plaguing contemporary philosophy can be found in issues that were first discerned by Kant, and that the best way to get a handle on them is to follow those issues as they are reshaped in the writings of Hegel and Sellars. Having the World in View will be a decisive further step toward healing the divisions in contemporary philosophy, by showing how central methods of the two traditions remain deeply entangled and by revealing how philosophers in both camps might still learn from each other.




Kant & Phenomenology


Book Description

Phenomenology, together with Marxism, pragmatism, and analytic philosophy, dominated philosophy in the twentieth century—and Edmund Husserl is usually thought to have been the first to develop the concept. His views influenced a variety of important later thinkers, such as Heidegger and Merleau-Ponty, who eventually turned phenomenology away from questions of knowledge. But here Tom Rockmore argues for a return to phenomenology’s origins in epistemology, and he does so by locating its roots in the work of Immanuel Kant. Kant and Phenomenology traces the formulation of Kant’s phenomenological approach back to the second edition of Kant’s Critique of Pure Reason. In response to various criticisms of the first edition, Kant more forcefully put forth a constructivist theory of knowledge. This shift in Kant’s thinking challenged the representational approach to epistemology, and it is this turn, Rockmore contends, that makes Kant the first great phenomenologist. He then follows this phenomenological line through the work of Kant’s idealist successors, Fichte and Hegel. Steeped in the sources and literature it examines, Kant and Phenomenology persuasively reshapes our conception of both of its main subjects.




Phenomenology and Mind 26


Book Description

Lambert Wiesing, Thomas Zingelmann, Introduction SECTION 1. ACTS OF EXPERIENCE Thomas Fuchs, Das Noch-nicht-Bewusste: Protentionales Bewusstsein und die Entstehung des Neuen Magnus Schlette, Die Freiheit, die wir meinen Teresa Geisler, Schmerzlust: Annäherungen an ein widerständiges Phänomen Sarvesh Wahie, Zwischen Einschlafen und Aufwachen Pedro Alves, Mental Life and Consciousness SECTION 2. OBJECTS OF EXPERIENCE Lanei Rodemeyer, A phenomenological analysis of the essential structures of gender: without gender essentialism Sophie Loidolt, Beschreibungen von Öffentlichkeit Jens Bonnemann, Die Erfahrung des Anderen in leibhaftiger und digitaler Kommunikation Tonino Griffero, The Wind Is Not Moved Air: Back To (Quasi) Things Themselves Jonas Puchta, Demut zwischen Wertung und Gefühl: Phänomenologische Annäherungen an einen Modebegriff Inga Roemer, Was also ist die Zeit? Zum "wahrhaft Absoluten" in der Phänomenologie Paolo Spinicci, Caravaggios Judith und Holofernes: Phänomenologische Bemerkungen über die bildliche Erzählung Thomas Bedorf, Situative Difference. A Concept for Political Phenomenology FREE CONTRIBUTIONS Hanan Alkhalaf, The Root of Femininity: A Merleau-Pontian Approach to Iris Marion Young Shewli Dutta, Rethinking Borderline Cases of Personal Identity: A First-Person Perspective Corijn van Mazijk, Do great apes switch perspectives? Husserl, Tomasello, and operative intentionality




Heidegger's Shadow


Book Description

Heidegger’s Shadow is an important contribution to the understanding of Heidegger’s ambivalent relation to transcendental philosophy. Its contention is that Heidegger recognizes the importance of transcendental philosophy as the necessary point of entry to his thought, but he nonetheless comes to regard it as something that he must strive to overcome even though he knows such an attempt can never succeed. Engelland thoroughly engages with major texts such as Kant and the Problem of Metaphysics, Being and Time, and Contributions and traces the progression of Heidegger’s readings of Kant and Husserl to show that Heidegger cannot abandon his own earlier breakthrough work in transcendental philosophy. This book will be of interest to those working on phenomenology, continental philosophy, and transcendental philosophy.




Wilfrid Sellars and Phenomenology


Book Description

Wilfrid Sellars tackled the difficult problems of reconciling Pittsburgh school–style analytic thought, Husserlian phenomenology, and the Myth of the Given. This collection of essays brings into dialogue the analytic philosophy of Wilfrid Sellars—founder of the Pittsburgh school of thought—and phenomenology, with a special focus on the work of Edmund Husserl. The book’s wide-ranging discussions include the famous Myth of the Given but also more traditional problems in the philosophy of mind and phenomenology such as the status of perception and imagination nature of intentionality concept of motivation relationship between linguistic and nonlinguistic experiences relationship between conceptual and preconceptual experiences Moreover, the volume addresses the conflicts between Sellars’s manifest and scientific images of the world and Husserl’s ontology of the life-world. The volume takes as a point of departure Sellars’s criticism of the Myth of the Given, but only to show the many problems that label obscures. Contributors explain aspects of Sellars’s philosophy vis-à-vis Husserl’s phenomenology, articulating the central problems and solutions of each. The book is a must-read for scholars and students interested in learning more about Sellars and for those comparing Continental and analytic philosophical thought. Contributors Walter Hopp Wolfgang Huemer Roberta Lanfredini Danilo Manca Karl Mertens Antonio Nunziante Jacob Rump Daniele De Santis Michela Summa




Conceptual Analyses of Curriculum Inquiry Methodologies


Book Description

The field of curriculum inquiry has grown rapidly over the last four decades resulting in many new forms of curriculum inquiry to be used as tools to answer unique curriculum-related research questions. There are few texts available that include concise descriptions and elements of curriculum inquiry methodologies and directed at enabling researchers to wisely choose a form of curriculum inquiry most appropriate for their study. Conceptual Analyses of Curriculum Inquiry Methodologies presents chapters that are each devoted to a particular form of inquiry, with a conceptual analysis of the methodology, its purpose(s), its utilization, structure, and organization, all written by scholars with firsthand experience with the form of inquiry. These experts also take the liberty of citing examples of published studies that have utilized the methodology, share the types of relevant data collection instruments and forms of data produced, and also share research questions that can be answered via their form of inquiry. Covering topics such as quantitative methods of inquiry, glocalization, and educational criticism, this is an essential text for curriculum designers, doctoral students, doctoral researchers, university faculty, professors, researchers, and academicians.




Phenomenological Studies in Education


Book Description

Phenomenology is a rich and varied approach in the world of qualitative research. This book will draw upon phenomenological methods and methodology, including but not limited to hermeneutical and descriptive approaches, to study education from K-12 to university and teacher-focused inquiry. It will enrich the field of research methodology by promoting a greater understanding of phenomenology and applying it to studies in the realm of education. Phenomenological Studies in Education explores and applies methods associated with phenomenological work to build knowledge of experiences in education and pedagogy. Covering topics such as building inclusive environments, descriptive phenomenology, and phenomenological interviewing experiences, this book is ideal for researchers in educational studies, qualitative researchers, and students studying education.