•  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
  •  118
    On lying and deceiving
    Journal of Medical Ethics 18 (2): 63-66. 1992.
    This article challenges Jennifer Jackson's recent defence of doctors' rights to deceive patients. Jackson maintains there is a general moral difference between lying and intentional deception: while doctors have a prima facie duty not to lie, there is no such obligation to avoid deception. This paper argues 1) that an examination of cases shows that lying and deception are often morally equivalent, and 2) that Jackson's position is premised on a species of moral functionalism that misconstrues t…Read more
  •  111
    The Philosophy of Activity
    Russian Studies in Philosophy 36 (1): 47-56. 1997.
    My subject today is the philosophical significance of the concept of activity. I shall not be talking about philosophical consequences of empirical work done by activity theorists; there are no doubt many such consequences, but they are not my subject. I want to ask whether activity theory incorporates a fundamental philosophical vision. The activity approach obviously represents a certain way of seeing human subjects and their relation to the world. To what extent does this perspective cast lig…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
  •  81
    Social being and the human essence: An unresolved issue in soviet philosophy
    Studies in East European Thought 47 (1-2): 3-60. 1995.
    This is a transcription of a debate on the concept of a person conducted in Moscow in 1983. David Bakhurst argues that Evald Ilyenkov's social constructivist conception of personhood, founded on Marx's thesis that the human essence is the ensemble of social relations, is either false or trivially true. F. T. Mikhailov, V. S. Bibler, V. A. Lektorsky and V. V. Davydov critically assess Bakhurst's arguments, elucidate and contextualize Ilyenkov's views, and defend, in contrasting ways, the claim th…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
  •  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
  •  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
  •  61
    Social Being and the Human Essence: An Unresolved Issue in Soviet Philosophy. A Dialogue with Russian Philosophers Conducted by David Bakhurst
    with F. T. Mikhailov, V. S. Bibler, V. A. Lektorsky, and V. V. Davydov
    Studies in East European Thought 47 (1/2): 3-60. 1995.
    This is a transcription of a debate on the concept of a person conducted in Moscow in 1983. David Bakhurst argues that Evald Ilyenkov's social constructivist conception of personhood, founded on Marx's thesis that the human essence is 'the ensemble of social relations', is either false or trivially true. F. T. Mikhailov, V. S. Bibler, V. A. Lektorsky and V. V. Davydov critically assess Bakhurst's arguments, elucidate and contextualize Ilyenkov's views, and defend, in contrasting ways, the claim …Read more
  •  43
    Thought, speech and the genesis of meaning: On the 50th anniversary of vygotsky's myšlenie I reč' (review)
    Studies in East European Thought 31 (2): 103-129. 1986.
    This article seeks to present Vygotsky's theoretical perspective as an integral whole as an antidote to the desire to plunder his work for isolated insights. The first part of the paper treats Vygotsky's views on method: his critique of the prevailing psychological orthodoxies; his recommendation that the higher mental functions be seen as standing in interfunctional relations of mutual determination; his technique of unit analysis. The second part discusses the method in action: Vygotsky's gene…Read more
  •  41
    Wiggins on persons and human nature (review)
    Philosophy and Phenomenological Research 71 (2). 2005.
  •  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
  •  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.
  •  33
    This 1991 book is a critical study of the philosophical culture of the USSR, and the first substantial treatment of a Soviet philosopher's work by a Western author. The book identifies a tradition within Soviet Marxism that has produced significant theories of the nature of the self and human activity, of the origins of value and meaning, and of the relation of thought and language. The tradition is presented through the work of Evald Ilyenkov, the man who did most to rejuvenate Soviet philosoph…Read more
  •  32
    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
  •  26
    Political emancipation and the domination of nature: The rise and fall of soviet prometheanism
    International Studies in the Philosophy of Science 5 (3). 1991.
    Abstract Frolov, I. T. (1990) Man, Science, Humanism: A New Synthesis (Buffalo, NY, Prometheus Books), 342 pp. Graham, L. R. (Ed.) (1990) Science and the Soviet Social Order (Cambridge, Mass., Harvard University Press), ix + 443 pp. Understanding the place of science in Soviet culture is essential if we are to understand the distinctive character of the Soviet Union, its failings and contradictions, and its prospects for the future. This paper examines Soviet conceptions of the role of science i…Read more
  •  24
    Wiggins on Persons and Human Nature
    Philosophy and Phenomenological Research 71 (2): 462-469. 2005.
  •  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
  •  23
    Response to Rödl, Standish and Derry
    Journal of Philosophy of Education 50 (1): 123-129. 2016.
  •  22
    Pragmatism and moral knowledge
    Canadian Journal of Philosophy 28 (sup1): 227-252. 1998.
  •  20
    Pragmatism and ethical particularism
    In Cheryl Misak (ed.), New Pragmatists, Oxford University Press. pp. 122. 2007.
  •  20
    This article seeks to present Vygotsky's theoretical perspective as an integral whole as an antidote to the desire to plunder his work for isolated insights. The first part of the paper treats Vygotsky's views on method: his critique of the prevailing psychological orthodoxies; his recommendation that the higher mental functions be seen as standing in interfunctional relations of mutual determination; his technique of 'unit analysis'. The second part discusses the method in action: Vygotsky's ge…Read more
  •  17
    Preface: Hegel in Russia
    with Ilya Kliger
    Studies in East European Thought 65 (3-4): 155-157. 2013.
  •  17
    Trouble with Knowledge
    Philosophy 93 (3): 433-453. 2018.
  •  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
  •  15
    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