Phil Hutchinson

In the current academic climate, teaching is often seen as secondary to research. Teaching Philosophy seeks to bring teaching philosophy higher on the academic agenda.An international team of contributors, all of whom share the view that philosophy is a subject that can transform students, offers practical guidance and advice for teachers of philosophy. The book suggests ways in which the teaching of philosophy at undergraduate level might be facilitated. Some of the essays place the emphasis on individual self discovery, others focus on the wider political context, many offer practical ideas for enhancing the teaching of philosophy through exercises that engage students in often unconventional ways. The integration of students' views on teaching provides a necessary reminder that teaching is not a one-way process, but a project that will ultimately succeed through cooperation and a shared sense of achievement amongst participants

The death of Peter Winch in 1997 sparked a revived interest in his work with this book arguing his work suffered misrepresentation in both recent literature and in contemporary critiques of his writing. Debates in philosophy and sociology about foundational questions of social ontology and methodology often claim to have adequately incorporated and moved beyond Winch's concerns. Re-establishing a Winchian voice, the authors examine how such contentions involve a failure to understand central themes in Winch's writings and that the issues which occupied him in his Idea of a Social Science and its Relation to Philosophy and later papers remain central to social studies. The volume offers a careful reading of the text in alliance with Wittgensteinian insights and alongside a focus on the nature and results of social thought and inquiry. It draws parallels with other movements in the social studies, notably ethnomethodology, to demonstrate how Winch's central claim is both more significant and more difficult to transcend than sociologists and philosophers have hitherto imagined.

Garfinkel’s Ethnomethodology (EM) at its core involves a praxeological, or interactional, respecification of Gestalt phenomena. In early EM, this is pursued through the development of a category of praxeological Gestalten in which social facts (or social units) are respecified as Gestalt phenomena, where members are the constituents and the social unit is the whole or Gestalt, produced praxeologically by the methodic work of its members. In later work, Garfinkel would praxeologically transpose traditional perceptual Gestalt phenomena, such as music, to explore the interactional work done in the production and perception of those phenomena. In developing EM by praxeologically reconfiguring Gestaltism, Garfinkel drew on the constitutive phenomenology of Aron Gurwitsch, wherein Gurwitsch sought to integrate Gestalt Psychology and phenomenology. In drawing on Gurwitsch, while also being informed by the work of Schütz and, later, Merleau-Ponty, EM is often depicted as either heavily indebted to phenomenology or as a distinct type of phenomenology: praxeological phenomenology, perhaps. At the same time, parallels have been drawn between Ludwig Wittgenstein’s later work and EM, since Garfinkel’s Studies in Ethnomethodology was published in 1967. The parallels drawn have often centred on the treatment of rules and rule-following and on the similarities in the treatment of meaning in EM and in Wittgenstein’s later work. However, given the centrality of Gestalt psychology to the development of EM, it is worth noting that in his later manuscripts Wittgenstein discussed Gestalt phenomena and Gestalt Psychology extensively and in ways that often anticipate what Garfinkel would do with Gestaltist ideas. It is, therefore, worth exploring the similarities and differences between Wittgenstein’s, Gurwitsch’s and Garfinkel’s engagement with Gestaltism. This is what I seek to do in this article. In conclusion, I propose that EM should be seen, like Wittgenstein, as post-phenomenological.

InWhere the Ethical Action Is,we argued that medical and ethical modes of thought are not different in kind but different aspects of a situation. One of the consequences of this argument is that the requirement for or benefits of normative moral theorising in bioethics is undercut. In response, Wagner has argued that normative moral theories should be reconceived as models. Wagner’s argument seems to be that once reconceived as models, the rationale for moral theorising, undercut by our arguments inWhere the Ethical Action Is,will be re-established because we will see those moral-theories-now-rebranded-as-models as serving a role akin to the role models serve in some of the natural sciences. In this response to Wagner, we provide two arguments against Wagner’s proposal. We call these arguments the Turner-Cicourel Challenge and the Question Begging Challenge.

1 Context The idea for the current issue of _Philosophia Scientiæ_ emerged from discussions which took place in the Manchester Ethnomethodology Reading Group. This reading group has its origins in Wes Sharrock’s weekly discussion groups, which have taken place in Manchester (UK) since the early 1970s. As the global Covid-19 pandemic hit in early 2020, the reading group moved online, facilitated by Phil Hutchinson and Alex Holder. Being an online reading group opened up participation to people beyond Northwest UK and within weeks the group became global, with the membership including participants logging on from Canada, Czech Republic, Finland, France, Germany, Greece, Hong Kong, Japan, Macau, New Zealand, Spain, Sweden, and the USA. While the name of the group might indicate an exclusive focus on ethnomethodology, following the naming conventions for academic discussion groups, the name really fails to indicate both the heterogeneity of the group’s reading materials, the interests of t...

In our article,Where the ethical action is,we argue that medical and ethical modes of thought are not different in kind but merely different aspects of a clinical situation. In response, Emmerich argues that in so doing, we neglect several important features of healthcare and medical education. Although we applaud the spirit of Emmerich’s response, we argue that his critique is an attempt at a general defence of the value of bioethical expertise in clinical practice, rather than a specific critique of our account.

Since its origins in the mid-Twentieth Century, Cognitive Science has almost exclusively operated within the philosophical frames provided by Cartesian Representationalism. In recent years, alternative, phenomenological and pragmatist, frames have served as a resource for the emergence of non-representational approaches to mind and cognition. These have been gathered under the label ‘4E cognition’, indicating their Embodied, Extended, Enacted and Embedded nature. This chapter examines one version of 4E cognition, which builds upon Ecological Psychology, and argues that it fails to pass the Evaluation Test: it cannot account for the central role of normativity and evaluation in our responsiveness to loci of significance in the lifeworld, while failing to provide an argument for the exclusion of evaluative and normative aspects.

Gordon Baker in his last decade published a series of papers (now collected inBaker 2004), which are revolutionary in their proposals for understanding of later Wittgenstein. Taking our lead from the first of those papers, on “perspicuous presentations,” we offer new criticisms of ‘elucidatory’ readers of later Wittgenstein, such as Peter Hacker: we argue that their readings fail to connect with the radically therapeutic intent of the ‘perspicuous presentation’ concept, as an achievement‐term, rather than a kind of ‘objective’ mapping of a ‘conceptual landscape.’Baker's Wittgenstein, far from being a ‘language policeman’ of the kind that often fails to influence mainstream philosophy, offers an alternative to the latent scientism of Wittgenstein's influential ‘elucidatory’ readers.

Is there a response, which is not accounted for by regression to the mean, natural history, the Hawthorne effect?The term placebo comes to us from the Latin for "I shall please," indicating that the phenomenon known as the "placebo effect" or "placebo response" has been familiar to medical practitioners for a number of centuries, at least. As we reached the mid-20th century and randomized controlled trials became a central feature of medical research, the use of controls and blinding in those trials allowed for the isolation of the placebo effect in ways that made it much clearer that there...

Over 200 years ago, doctors' most effective tools were typically not found in their medical bags. Indeed, most treatments in the history of medicine have, until relatively recently, caused more harm than good. Prior to the biomedical revolution in the late 19th century, doctors' most reliable and effective instruments of healing were their skills of communication with patients and an aptitude for a positive and supportive bedside manner. Bearing out this portrait of medicine, Thomas Jefferson, writing in 1807, noted that "one of the most successful physicians I have ever known has assured me that he used more bread pills, drops of colored water, and powers of hickory ashes, than of all other medicines put together"...

There are five ways in which shame might negatively impact upon our attempts to combat and treat HIV. Shame can prevent an individual from disclosing all the relevant facts about their sexual history to the clinician. Shame can be a motivational factor in people living with HIV not engaging with or being retained in care. Shame can prevent individuals from presenting at clinics for STI and HIV testing. Shame can prevent an individual from disclosing their HIV status to new sexual partners. Shame can serve to psychologically imprison people, it makes the task of living with HIV a far more negative experience than it should, or needs to, be. Drawing on recent philosophical work on shame, and more broadly on work in the philosophy and psychology of emotion, we propose a framework for understanding how shame operates upon those who experience the emotion, propose a strategy for combatting the negative role shame plays in the fight against HIV, and suggest further study so as to identify the tactics that might be employed in pursuing the strategy here proposed.

Wittgenstein's Method: Neglected Aspects By Gordon Baker. Oxford: Blackwell, 2004 pp. 328. £40.00 HB.. Wittgenstein's Copernican Revolution: The Question of Linguistic Idealism By Ilham Dilman. Basingstoke: Palgrave, 2002. pp. 240. £52.50 HB. Wittgenstein: Connections and Controversies By P. M. S. Hacker. Oxford: Oxford University Press,. pp. 400. £45.00 HB; £19.99 PB. Wittgenstein's Philosophical Investigations: An Introduction By David G. Stern. Cambridge: Cambridge University Press, 2004. pp. 224. £40.00 HB; £10.99 PB.

This provocative, engaging and important book marks the fiftieth anniversary of the publication of Peter Winch's seminal The Idea of a Social Science. The authors – the first two philosophers, the third a sociologist – have worked together in various permutations before. No-one familiar with their previous publications will be surprised that the dominant voice throughout is Wittgenstein's – that is, Wittgenstein as read ‘resolutely’ by ‘new Wittgensteinians’. They have three principal aims: first, to read Winch's own work in an equally ‘resolute’ way; hence to read ISS as prophylactic and therapeutic in intention, and not as heralding a wonderful or not-so-wonderful new social theory; secondly, to defend Winch against certain persistent charges; and thirdly, to persuade social theorists and philosophers of ‘social science’ that Winch's therapeutic lessons have not yet been assimilated, with the possible exception of a handful of ethnographers and ethnomethodologists.Following a substantial introductory section, Chapters 1 and 2 – respectively, entitled ‘Beyond pluralism, monism, relativism, realism etc.: reassessing Peter Winch’ and ‘Winch and linguistic idealism’ – argue that Winch cannot be seen as an advocate of linguistic idealism or “any of the other ‘isms’ that have been reactively bandied about …

Since the resurgence of interest in political philosophy in the early 1970s debates about freedom have been central. Throughout this period Hillel Steiner has proposed and defended the pure negative conception of freedom. This work is complemented by Ian Carter’s recent writings on freedom. Carter and Steiner advance a non-normative (empirical) conception of freedom employing tools from contemporary philosophy of action and language. In this article I seek to offer a deflationary critique of the Carter/Steiner position. My purpose is not to deny the potential moral or political significance of a pure negative conception of freedom but rather to deflate the philosophical foundations claimed for such a conception. I show Steiner’s commitment to the pure negative conception of freedom is a substantive moral commitment, not the result of logical conclusions deemed from conceptual analysis

In this article I examine three ways in which one might interpret Wittgenstein's Philosophical Investigations (PI). In a partial response to Hans‐Johann Glock's article in this journal, I suggest that since publication PI has, broadly speaking, been interpreted in three ways: doctrinal; elucidatory; or therapeutic. The doctrinal interpretation is shown to be, at best, difficult to sustain textually. The elucidatory (standard) interpretation, though seemingly closer to the text, is shown both to implicate Wittgenstein in some unfortunate philosophical commitments and to face a problem of “motivation.” I argue that, correctly understood, any attempt to elucidate in PI is undertaken only in pursuit of the therapeutic goal. I conclude by arguing that the therapeutic interpretation is the only interpretation that can adequately make sense of Wittgenstein's text as a whole and the metaphilosophical remarks in particular. Furthermore, it is the only interpretation that can demonstrate Wittgenstein's continued importance and relevance as a philosopher.

Despite many points of divergence, social scientists and social theorists seem united by one primary concern: to identify what it is people are doing. The thought that this might count as not only a viable but centrally important concern is grounded in a scepticism about the ability of societies’ ordinary members to reliably correctly identify their own and others’ actions. In this scepticism, such social scientists and social theorists usually situate themselves in opposition to ethnomethodologists and Peter Winch. This scepticism is grounded in a belief that ordinary or competent members of societies are unreliable authorities on the identity of their own and others’ actions because they are subject to systems of sociological refraction. The idea being that ordinary members of society are systematically misled as to the identity of their actions and those of their peers because they — or their perceptions of actions — are subject to the refractive properties of ideology, or folk theories of action, and so on. In this paper, I subject to analysis this core commitment of much social science and social theory

Gordon Baker in his last decade published a series of papers (now collected in Baker 2004), which are revolutionary in their proposals for understanding of later Wittgenstein. Taking our lead from the first of those papers, on "perspicuous presentations," we offer new criticisms of 'elucidatory' readers of later Wittgenstein, such as Peter Hacker: we argue that their readings fail to connect with the radically therapeutic intent of the 'perspicuous presentation' concept, as an achievement-term, rather than a kind of 'objective' mapping of a 'conceptual landscape.' Baker's Wittgenstein, far from being a 'language policeman' of the kind that often fails to influence mainstream philosophy, offers an alternative to the latent scientism of Wittgenstein's influential 'elucidatory' readers.