The World Explored, the World Suffered Science and tech Issue Nr. 12 November 2018(clone) - Page 2

Editorial: 12 th Issue October 29 th 2018 Blog: Journal site The first lecture is entitled “The Seventh Centrepiece lecture on The Philosophy of Education” and it is the Seventh lecture given by Jude Sutton, one of the main characters in the recently published Philosophical/educational novel “The World Explored, the World Suffered: The Exeter lectures”. The lecture explores The Philosophy of the Human Sciences and Theory of Knowledge from the point of view of the philosophy of education in partly Wittgensteinian and partly Kantian terms. Sutton claims that Philsophy is not itself a human or social science but that an understanding of philosophy is needed if one is to understand the meaning of many of the statements and judgments one is confronted with in these disciplines. Sutton also rejects the claim that one is merely using logic in the narrow sense of the term to “purify” the dialectic of the discipline: The under-laborer or gardener conception is confused: it identifies Philosophy with a method: the method, namely, of studying the statements made in the different regions of knowledge, trying to identify contradictions and then leaving the science in question to carry on doing whatever it is doing. Let me just say quickly in parenthesis that such a view in relation to education, namely that education was all about the methods of learning and teaching, would turn teacher training into a course for mechanics rather than a course for architects. One readily sees how the above reduction of Philosophy to Logic diminishes its role in the discussion of the nature of man’s relation to reality. The early Wittgenstein we spoke of in the beginning of this course, ladies and gentlemen, was guilty of such a conception. As we saw, he believed that Philosophy was the philosophy of language and that what we could sensibly say was determined by the language, of the individual and not the language of generations developed over time in many different communities. Sutton discusses the debate in the social sciences between the view that the aims of those who form associations in society often do not contain an understanding of the causal mechanisms which operate to produce the changes in society the community needs to understand: dedicated followers of Durkheim who insist that the insider view of participants in a society will very likely not refer to or even understand the underlying causal mechanisms which are responsible for what we are conscious of or experience in our societies. Other sociologist’s also insist that sociology must disregard the cultural aims of the members of society and all agree that we must examine the manner in which individuals gather into groups independent of their subjective cultural aims. The philosopher’s role in this discussion is to ask, for