The Formation of Reason

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 ideas from Russian philosophy and psychology, represented by Ilyenkov and Vygotsky Discusses foundational philosophical ideas in a way that reveals their relevance to educational theory and practice

David Bakhurst is the John and Ella G. Charlton Professor of Philosophy at Queen's University, Kingston, Canada. He is the author of Consciousness and Revolution in Soviet Philosophy (1991) and co-editor (with Christine Sypnowich) of The Social Self (1995) and (with Stuart Shanker) of Jerome Bruner: Language, Culture, Self (200l).

Acknowledgements	p. ix
Foreword	p. x
Author's Preface	p. xiii
What Can Philosophy Tell Us About How History Made the Mind?	p. 1
What Role for Philosophy?	p. 2
Wittgenstein and Davidson	p. 3
Wittgenstein and Davidson Contrasted	p. 5
McDowell	p. 7
The Idea of Bildung	p. 8
Understanding the Bildungsprozess	p. 10
The Conceptual and the Practical	p. 14
Conclusion	p. 16
Social Constructionism	p. 24
Social Constructionism Introduced	p. 24
The Social Construction of Reality	p. 26
Why Bother About Global Constructionism?	p. 28
Against Global Constructionism	p. 29
Matters Political	p. 32
The Social Construction of Mental States	p. 33
Why Mental States Are Not Socially Constructed	p. 37
The Social Construction of Psychological Categories	p. 42
Conclusion	p. 45
Self and Other	p. 52
Problems of Self and Other	p. 52
The Problem of Self and Other in One's Own Person	p. 54
Strawson on Persons	p. 55
Wiggins on Persons and Human Nature	p. 59
The Significance of Second Nature	p. 61
Further Positives	p. 64
Conclusion: Two Cautionary Notes	p. 66
Freedom, Reflection and the Sources of Normativity	p. 74
on Judgement McDowell	p. 75
Owens's Critique	p. 77
Defending Intellectual Freedom	p. 78
Freedom and the Sources of Normativity	p. 82
Sources of Normativity I: Practical Reasoning	p. 85
Sources of Normativity II: Theoretical Reasoning	p. 86
A McDowellian Response	p. 87
Conclusion	p. 90
Exploring the Space of Reasons	p. 99
McDowell on the Space of Reasons	p. 99
Brandom's Inferentialism	p. 105
Ilyenkov on the Ideal	p. 109
Conclusion	p. 115
Reason and Its Limits: Music, Mood and Education	p. 123
An Initial Response	p. 125
The Challenge Reconfigured	p. 127
Passivity Within Spontaneity	p. 129
Mood	p. 131
Mood, Salience and Shape	p. 133
Music	p. 134
Education	p. 136
Conclusion	p. 141
Education Makes Us What We Are	p. 149
A Residual Individualism	p. 150
Vygotsky's Legacy	p. 152
Reconciling Vygotsky and McDowell	p. 154
Personalism	p. 157
Final Thoughts on Education	p. 158
References	p. 166
Index	p. 177
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The Formation of Reason

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Author Biography

Table of Contents

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