The Tension between Scientific Knowledge and Common-Sense Philosophy

Author(s):  
Massimo Pigliucci
Author(s):  
Paul B. Wood

Although the rise of Scottish common sense philosophy was one of the most important intellectual developments of the Enlightenment, significant gaps remain in our understanding of the reception of Scottish common sense philosophy in the Atlantic world during the second half of the eighteenth century. This chapter focuses on the British context in the period 1764–93, and examines published responses to James Oswald, James Beattie, and, especially, Thomas Reid. The chapter contextualizes the polemics of Joseph Priestley against the three Scots and argues that it was Joseph Berington rather than Priestley who was the first critic to claim that the appeal to common sense was the defining feature of “the Scotch school” of philosophy. It also shows that Reid was widely acknowledged to be the founder and most accomplished exponent of the “school”, whereas Beattie and Oswald were typically dismissed as being derivative thinkers.


Author(s):  
Hsueh M. Qu

This chapter makes the case that Hume’s epistemological framework in the Enquiry concerning Human Understanding is superior to that of the Treatise of Human Nature. First, the framework of EHU 12 has strong parallels to contemporary epistemology, in contrast to the Title Principle from THN 1.4.7.11. In particular, aspects of this framework have affinities with Wright-style conservatism, and Steup’s internalist reliabilism. Second, this framework avoids the weaknesses that afflicted the Title Principle: it has adequate foundation, is able to satisfactorily reject superstition, and is founded on truth. Third, unlike its analogue in the Treatise, the epistemological framework of the Enquiry is able to offer a ‘compleat answer’ to Reid and Beattie by denying the common-sense philosophy that is the fundamental basis of their critiques of his philosophy.


2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Rodolfo Cruz-Vadillo ◽  
Paulina Iturbide-Fernández

This article is the result of an investigation whose main purpose was to analyze the constructions of the concept of disability. We intend to analyze the discourses on disability that teachers working with students in this situation have built. The approach to the data was from a qualitative paradigm, of descriptive scope, and supported by the grounded theory methodology. Questionnaires were applied to 22 participants, basic education teachers. We conclude that the scientific knowledge has hegemonized visions, but in the process it has turned to common sense, leaving aside an important substratum as it is our action in front of other people and the consequences of the interventions and diagnoses that, being scientifically validated, invalidate the others and exclude the others. The above implies looking at teacher training from an ethical and political stage where complex processes of reflection overcome the reduced vision that has been built on disability and its inclusion.


2008 ◽  
Vol 26 (1) ◽  
pp. 177-185 ◽  
Author(s):  
Susanna L. Blumenthal

The authors of these insightful and stimulating commentaries all express skepticism about the role I assign to the Scottish Common Sense philosophy in my historical analysis, though their reasons for doing so are strikingly at odds with each other. Sarah Seo and John Witt concede the importance of the Common Sense philosophy at a theoretical level, even as they call attention to certain “competitor theories” of human nature, noting that these darker views of the self may have proved more influential in the framing of the American constitution. However, they go on to contend that all of this philosophizing about the human mind was actually of little consequence in the everyday adjudication of civil and criminal liability, as judges found more practical means of resolving “the otherwise intractable questions of moral responsibility” left unanswered by the Scottish philosophy. John Mikhail, by contrast, appears to be far more sanguine about the tractability of these questions, from a philosophical standpoint, going so far as to suggest that they were more or less resolved by British moralists before the Scottish Common Sense school even came into being. What truly set the Common Sense philosophers apart from their predecessors, and ought to determine their place in this history of ideas, Mikhail concludes, was the manner in which they contributed to the scientific process of tracing out the inner structure and innate capacities of “the moral mind”—a topic that is currently of intense interest in the cognitive and brain sciences.


2016 ◽  
Vol 109 (4) ◽  
pp. 611-636
Author(s):  
Stephen Waers

Alexander Campbell (1788–1866), a controversialist and prolific writer, often addressed his theological opponents with an acid-tipped pen. Early in his career, few topics received as much attention as regeneration, conversion, and the role of the Holy Spirit. Campbell and his coreligionists on the frontier were hardly the only theologians who focused on these doctrines during the first half of the nineteenth century. Campbell's early polemics make it clear that he had substantially modified or rejected many of the major tenets of the Presbyterianism of his youth regarding these topics. His early writings find his literary resources arrayed against such doctrines as human inability and metaphysical regeneration that his Reformed opponents held. Campbell's biographer even tells us that Campbell's views of regeneration and conversion shifted. In this paper, I argue that one of the major factors driving Campbell's rejection of these widely held Reformed doctrines was his appropriation of the thought of John Locke and Scottish Common Sense Philosophy (SCSP). More specifically, I argue that Alexander Campbell's understanding of testimony, firmly rooted in the thought of Locke and SCSP, was the sine qua non of his conception of regeneration, conversion, and the work of the Holy Spirit.


Sign in / Sign up

Export Citation Format

Share Document