•  2
    Ethical particularism in context
    In Brad Hooker & Margaret Olivia Little (eds.), Moral Particularism, Oxford University Press. pp. 157--77. 2000.
  •  33
    Jerome Bruner: Language, Culture, Self (edited book)
    Sage Publications. 2001.
    Jerome Bruner is one of the grand figures of psychology. From his role as a founder of the cognitive revolution in the 1950s to his recent advocacy of cultural psychology, Bruner's influence has been dramatic and far-reaching. Such is the breadth of his vision that Bruner's work has inspired thinkers in many of the major areas of psychology and has had a powerful impact on adjacent disciplines. His writings on language acquisition, culture and education are of profound and enduring importance. F…Read more
  • Introduction: Bruner's way
    In David Bakhurst & Stuart Shanker (eds.), Jerome Bruner: Language, Culture, Self, Sage Publications. pp. 1--18. 2001.
  •  2
    Strong culturalism
    In Christina E. Erneling (ed.), The Mind as a Scientific Object: Between Brain and Culture, Oxford University Press. pp. 413--431. 2004.
  •  61
    Il’enkov on Education
    Studies in East European Thought 57 (3-4): 261-275. 2005.
    The philosophy of education is among the least celebrated sub-disciplines of Anglo-American philosophy. Its neglect is hard to reconcile, however, with the fact that human beings owe their distinctive psychological powers to cumulative cultural evolution, the process in which each generation inherits the collective cognitive achievements of previous generations through cultural, rather than biological, transmission. This paper examines the work of Eval'd Il'enkov, who, unlike his Anglo-American …Read more
  •  24
    Wiggins on Persons and Human Nature
    Philosophy and Phenomenological Research 71 (2): 462-469. 2005.
  •  41
    Wiggins on persons and human nature (review)
    Philosophy and Phenomenological Research 71 (2). 2005.
  •  138
    Particularism and moral education
    Philosophical Explorations 8 (3). 2005.
    Some opponents of ethical particularism complain that particularists cannot give a plausible account of moral education. After considering and rejecting a number of arguments to this conclusion, I focus on the following objection: Particularism, at least in Jonathan Dancy's version, has nothing to say about moral education because it lacks a substantial account of moral competence. By Dancy's own admission, particularists can tell us little more than that a competent agent 'gets things right cas…Read more
  •  20
    Pragmatism and ethical particularism
    In Cheryl Misak (ed.), New Pragmatists, Oxford University Press. pp. 122. 2007.
  •  16
    Minds, Brains and Education
    Philosophy of Education 42 (3-4): 415-432. 2008.
    It is often argued that neuroscience can be expected to provide insights of significance for education. Advocates of this view are sometimes committed to ‘brainism’, the view that an individual's mental life is constituted by states, events and processes in her brain, and that psychological attributes may legitimately be ascribed to the brain. This paper considers the case for rejecting brainism in favour of ‘personalism’, the view that psychological attributes are appropriately ascribed only to…Read more
  •  89
    Minds, brains and education
    Journal of Philosophy of Education 42 (3-4): 415-432. 2008.
    It is often argued that neuroscience can be expected to provide insights of significance for education. Advocates of this view are sometimes committed to 'brainism', the view (a) that an individual's mental life is constituted by states, events and processes in her brain, and (b) that psychological attributes may legitimately be ascribed to the brain. This paper considers the case for rejecting brainism in favour of 'personalism', the view that psychological attributes are appropriately ascribed…Read more
  •  62
    The Formation of Reason
    Wiley-Blackwell. 2011.
    In _The Formation of Reason_, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind. Provides the first detailed examination of the relevance of John McDowell'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 ide…Read more
  •  16
    The Riddle of the Self revisited
    Studies in East European Thought 63 (1). 2011.
    This paper pays tribute to Felix Trofimovich Mikhajlov (1930-2006), on the occasion of the publication of the third edition of his well-known book, Zagadka čelovečeskogo ja (The Riddle of the Self). Zagadka is a fine expression of the critical humanism that characterized some of the best Russian writing in the Marxist tradition. Moreover, the book provides an ingenious introduction to the philosophical framework of what in the West is called "cultural-historical activity theory." The first part …Read more
  •  17
    Preface: Hegel in Russia
    with Ilya Kliger
    Studies in East European Thought 65 (3-4): 155-157. 2013.
  •  23
    Il’enkov’s Hegel
    Studies in East European Thought 65 (3-4): 271-285. 2013.
    This paper examines Hegel’s place in the philosophy of Eval’d Il’enkov. Hegel’s ideas had a huge impact on Il’enkov’s conception of the nature of philosophy and of the philosopher’s mission, and they formed the core of his distinctive account of thought and its place in nature. At the same time, Il’enkov was victimized for his “Hegelianism” throughout his career, from the time he was sacked from Moscow State University in 1955 to the ideological criticisms that preceded his death in 1979. After …Read more
  •  71
    Learning from Others
    Journal of Philosophy of Education 47 (2): 187-203. 2013.
    John McDowell begins his essay ‘Knowledge by Hearsay’ (1993) by describing two ways language matters to epistemology. The first is that, by understanding and accepting someone else's utterance, a person can acquire knowledge. This is what philosophers call ‘knowledge by testimony’. The second is that children acquire knowledge in the course of learning their first language—in acquiring language, a child inherits a conception of the world. In The Formation of Reason (2011), and my writings on Rus…Read more
  •  36
    Moral Particularism: Ethical Not Metaphysical?
    In David Bakhurst, Margaret Olivia Little & Brad Hooker (eds.), Thinking About Reasons: Themes From the Philosophy of Jonathan Dancy, Oxford University Press. pp. 192. 2013.
  •  3
    Not Metaphysical?
    In David Bakhurst, Margaret Olivia Little & Brad Hooker (eds.), Thinking About Reasons: Themes From the Philosophy of Jonathan Dancy, Oxford University Press. pp. 192. 2013.
  •  40
    Training, Transformation and Education
    Royal Institute of Philosophy Supplement 76 301-327. 2015.
    In Mind and World, John McDowell concludes that human beings and, principally by their initiation into language. Such of human development typically represent first-language learning as a movement from a non-rationally secured conformity with correct practice, through increasing understanding, to a state of rational mastery of correct practice. Accordingly, they tend to invoke something like Wittgenstein's concept of training to explain the first stage of this process. This essay considers the c…Read more
  •  11
    Training and Transformation
    In Annalisa Coliva, Volker Munz & Danièle Moyal-Sharrock (eds.), Mind, Language and Action: Proceedings of the 36th International Wittgenstein Symposium, De Gruyter. pp. 467-480. 2015.
  •  23
    Response to Rödl, Standish and Derry
    Journal of Philosophy of Education 50 (1): 123-129. 2016.
  •  10
    Introduction: Exploring the Formation of Reason
    Journal of Philosophy of Education 50 (1): 76-83. 2016.