In The Formation of Reason, philosophy professor David
Bakhurst utilizes ideas from philosopher John Mc Dowell to develop
and defend a socio-historical account of the human mind.
* Provides the first detailed examination of the relevance of
John Mc Dowell’s work to the Philosophy of Education
* Draws on a wide-range of philosophical sources, including the
work of ‘analytic’ philosophers Donald Davidson, Ian Hacking, Peter
Strawson, David Wiggins, and Ludwig Wittgenstein
* Considers non-traditional ideas from Russian philosophy and
psychology, represented by Ilyenkov and Vygotsky
* Discusses foundational philosophical ideas in a way that
reveals their relevance to educational theory and practice
Table des matières
Acknowledgements
Foreword
Author’s Preface
1. What Can Philosophy Tell Us About How History Made the
Mind?
What Role for Philosophy?
Wittgenstein and Davidson
Wittgenstein and Davidson Contrasted
Mc Dowell
The Idea of Bildung
Understanding the Bildungsprozess
The Conceptual and the Practical
Conclusion
2. Social Constructionism
Social Constructionism Introduced
The Social Construction of Reality
Why Bother About Global Constructionism?
Against Global Constructionism
Matters Political
The Social Construction of Mental States
Why Mental States Are Not Socially Constructed
The Social Construction of Psychological Categories
Conclusion
3. Self and Other
Problems of Self and Other
The Problem of Self and Other in One’s Own Person
Strawson on Persons
Wiggins on Persons and Human Nature
The Significance of Second Nature
Further Positives
Conclusion: Two Cautionary Notes
4. Freedom, Reflection and the Sources of Normativity
Mc Dowell on Judgement
Owens’s Critique
Defending Intellectual Freedom
Freedom and the Sources of Normativity
Sources of Normativity I: Practical Reasoning
Sources of Normativity II: Theoretical Reasoning
A Mc Dowellian Response
Conclusion
5. Exploring the Space of Reasons
Mc Dowell on the Space of Reasons
Brandom’s Inferentialism
Ilyenkov on the Ideal
Conclusion
6. Reason and Its Limits: Music, Mood and Education
An Initial Response
The Challenge Reconfigured
Passivity Within Spontaneity
Mood
Mood, Salience and Shape
Music
Education
Conclusion
7. Education Makes Us What We Are
A Residual Individualism
Vygotsky’s Legacy
Reconciling Vygotsky and Mc Dowell
Personalism
Final Thoughts on Education
References
Index
A propos de l’auteur
David Bakhurst is the John and Ella G. Charlton Professor of Philosophy at Queen’s University, Kingston, Canada. He is the author of Consciousness and Revolution in Soviet Philosophy (1991) and co-editor (with Christine Sypnowich) of The Social Self (1995) and (with Stuart Shanker) of Jerome Bruner: Language, Culture, Self (2001).
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