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Author: Annalisa Coliva

’t investigate everything, and for that reason we are forced to rest content with assumption. If I want the door to turn, the hinges must stay put. ( oc 105, 341–343) 2 The Moderate Account of Perceptual Justification Yet, the main bulk of Extended Rationality does not deal with the case of

In: International Journal for the Study of Skepticism

In Extended Rationality: A Hinge Epistemology (2015) Annalisa Coliva develops a sophisticated tightly-argued account of knowledge and rationality that would allow us to by-pass some well-known sceptical challenges, in particular, those focusing on the perceptual justification of knowledge or

In: International Journal for the Study of Skepticism
Author: Giorgio Volpe

Extended Rationality is a remarkable contribution to our understanding of the structure of epistemic warrant (justification). In her book Annalisa Coliva discusses the main philosophical views on the topic and forcefully advocates her own ‘moderate’ third way between ‘conservative’ and

In: International Journal for the Study of Skepticism
Author: Alan Millar

terms of what Coliva calls Extended Rationality . Central to the Moderate position is that the relevant assumptions need not be warranted either evidentially or in the style of the entitlement that is central to the Conservative position. The challenge facing Coliva is to show that relying on such

In: International Journal for the Study of Skepticism
Cultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative.

The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and Education is dedicated to exploring the ways cultural studies enhances the study and practice of education. With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of cultural studies including social theory, social justice and positionality, cultural dimensions of technological innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality, and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twenty-first century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, must understand these emerging realities in order to gain an important voice in the pedagogical conversation.

Without an understanding of cultural pedagogy's (education that takes place outside of formal schooling) role in the shaping of individual identity—youth identity in particular—the role educators play in the lives of their students will continue to fade. Why do so many of our students feel that life is incomprehensible and devoid of meaning? What does it mean, teachers wonder, when young people are unable to describe their moods, their affective affiliation to the society around them. Meanings provided young people by mainstream institutions often do little to help them deal with their affective complexity, their difficulty negotiating the rift between meaning and affect. School knowledge and educational expectations seem as anachronistic as a ditto machine, not that learning ways of rational thought and making sense of the world are unimportant.

But school knowledge and educational expectations often have little to offer students about making sense of the way they feel, the way their affective lives are shaped. In no way do we argue that analysis of the production of youth in an electronic mediated world demands some "touchy-feely" educational superficiality. What is needed in this context is a rigorous analysis of the interrelationship between pedagogy, popular culture, meaning making, and youth subjectivity. In an era marked by youth depression, violence, and suicide such insights become extremely important, even life saving. Pessimism about the future is the common sense of many contemporary youth with its concomitant feeling that no one can make a difference.

If affective production can be shaped to reflect these perspectives, then it can be reshaped to lay the groundwork for optimism, passionate commitment, and transformative educational and political activity. In these ways cultural studies adds a dimension to the work of education unfilled by any other sub-discipline. This is what Transgressions: Cultural Studies and Education seeks to produce—literature on these issues that makes a difference. It seeks to publish studies that help those who work with young people, those individuals involved in the disciplines that study children and youth, and young people themselves improve their lives in these bizarre times.

This book series is dedicated to the radical love and actions of Paulo Freire, Jesus “Pato” Gomez, and Joe L. Kincheloe.
Author: Yuval Avnur

1 Introduction: A Dispute within the Family Annalisa Coliva’s Extended Rationality: A Hinge Epistemology is one of the clearest, most wide-ranging, and convincing books on skepticism I have read. It is also incredibly dense, with an astonishing quantity of philosophical ideas and

In: International Journal for the Study of Skepticism
Author: Annalisa Coliva

of which my Extended Rationality is a specimen—is a project worth pursuing, as it opens up new avenues for discussion relevant to all epistemology. 2 Alan Millar Alan Millar highlights an important point about my overall approach to perceptual justification, which I concede head

In: International Journal for the Study of Skepticism
A Peircian Approach to the Interpretation of Science, Technology and the Arts
Author: Noel Boulting
Using the ideas of the American scientist and philosopher Charles Sanders Peirce, three conceptions of interpretation can be distinguished: the Iconic, the Indexical and the Intellective. This trichotomy is based on Peirce’s use of his sign theory and his logic of scientific discovery. The Iconic captures what is valuable in itself for an individual interpreter as opposed to the Indexical which is available for public appreciation as an outcome beyond Interpretative activities. The Intellective extends the Iconic to include the interpretative activities of groups of interpreters employing appropriate methods of inquiry in a more rigorous and rational way. Such distinctions can be used in confronting certain problems in science, technology and the arts.
Agency, Structure, and Change in Social Theory
Author: Alex Callinicos
Making History is about the question - central to social theory - of how human agents draw their powers from the social structures they are involved in. Drawing on classical Marxism, analytical philosophy, and a wide range of historical writing, Alex Callinicos seeks to avoid two unacceptable extremes - dissolving the subject into an impersonal flux, as poststructuralists tend to - and treating social structures as the mere effects of individual action (for example, rational-choice theory). Among those discussed are Althusser, Anderson, Benjamin, Brenner, Cohen, Elster, Foucault, Giddens, Habermas, and Mann. Callinicos has written an extended introduction to this new edition that reviews developments since Making History was first published in 1987. This republication gives a new generation of readers access to an important intervention in Marxism and social theory.