Common Sense and Collective Wisdom: A Starting Point

PsycCRITIQUES ◽  
2005 ◽  
Vol 50 (34) ◽  
Author(s):  
Britt Tatman Ferguson
2004 ◽  
Vol 5 (1) ◽  
pp. 43-58
Author(s):  
Jeffrey S. Galko ◽  

The ontological question of what there is, from the perspective of common sense, is intricately bound to what can be perceived. The above observation, when combined with the fact that nouns within language can be divided between nouns that admit counting, such as ‘pen’ or ‘human’, and those that do not, such as ‘water’ or ‘gold’, provides the starting point for the following investigation into the foundations of our linguistic and conceptual phenomena. The purpose of this paper is to claim that such phenomena are facilitated by, on the one hand, an intricate cognitive capacity, and on the other by the complex environment within which we live. We are, in a sense, cognitively equipped to perceive discrete instances of matter such as bodies of water. This equipment is related to, but also differs from, that devoted to the perception of objects such as this computer. Behind this difference in cognitive equipment underlies a rich ontology, the beginnings of which lies in the distinction between matter and objects. The following paper is an attempt to make explicit the relationship between matter and objects and also provide a window to our cognition of such entities.


2020 ◽  
Vol 8 (2) ◽  
pp. 351-364
Author(s):  
Mattia Pinto

Abstract In the last three decades, wartime sexual violence has become one of the main concerns for feminists engaged with international law. This essay reviews Karen Engle’s monograph on the causes and implications of today’s common-sense narrative about sexual violence in conflict. It shows how Engle’s powerful critique of ‘carceral feminism’ may represent a starting point for a new discussion of sex and war in international law.


Author(s):  
Paul Wood

The school of common sense philosophy originated in the mid-1730s in Aberdeen in the circle of clergymen and academics associated with Thomas Reid. During the 1750s and 1760s the details of the philosophy of common sense were developed by Reid, Alexander Gerard and George Campbell, largely in response to the irreligious implications of Hume’s writings. Their ideas subsequently served as the starting point for the different formulations of common sense philosophy published by James Beattie and James Oswald. Beattie, Oswald and Reid were widely attacked in the 1770s and 1780s for their appeals to common sense, most notably by Joseph Priestley and Immanuel Kant. These attacks prompted Dugald Stewart to reformulate the appeal to common sense principles in the 1790s. However, Stewart’s version of common sense philosophy found little support in Scotland and the school effectively disappeared with his death in 1828.


1956 ◽  
Vol 33 (3) ◽  
pp. 139-152
Author(s):  
Walter P. Krolikowski ◽  
Keyword(s):  

2021 ◽  
pp. 146470012110147
Author(s):  
Rachel O’Neill

The essential premise of #MeToo is that, while large numbers of women are subject to sexual harassment and assault, this reality is not known to or understood by unnamed others. This article interrogates the subject of non-knowing that #MeToo points to but does not name, asking: who exactly does not know, and why? These questions provide the starting point to elaborate the concept of male ignorance. While this lexicon has been fleetingly deployed in canonical feminist works – where it denotes something so obvious that it does not require explanation, functioning instead as a kind of feminist common sense – I develop it here so it might be put to greater use as a dedicated analytic. The work of Charles Mills, particularly his writings on white ignorance, provides a critical precedent in this regard. Following Mills in foregrounding the ideological operations of not knowing, I conceive male ignorance as a structure of concerted if unconscious epistemic occlusion which both stems from and serves to protect male privilege. As such, it plays a crucial role in securing the overall relation of domination and oppression within which gendered lives are lived. While male ignorance is itself multiple and has a variety of stakeholders, I argue that the non-knowing that surrounds sexual harassment and assault – which #MeToo draws attention to and seeks to undo – constitutes a paradigmatic manifestation, one in which cisgender heterosexual men have a particular stake.


2021 ◽  
Vol 11 (21) ◽  
pp. 05-20
Author(s):  
Rafael Arosa de Mattos

A geografia é muitas vezes vista no senso comum como um conjunto de conhecimentos sobre as caraterísticas de lugares, regiões e/ou territórios. Ao mesmo tempo, no ambiente acadêmico ainda são recorrentes as reflexões acerca da natureza epistemológica desta ciência. Este artigo é fruto de uma pesquisa de doutorado em geografia em andamento e pretende contribuir com as reflexões sobre as relações entre saberes científicos e escolares. Quais devem ser os propósitos e objetivos da educação geográfica realizada em contextos escolares? O que a educação geográfica apresenta de singular do ponto de vista epistemológico e que a diferencia de outros campos do conhecimento, disciplinas e visões do senso comum? As reflexões presentes neste trabalho se somam a outras publicações recentes na geografia brasileira e britânica que apontam para a importância da espacialidade dos fenômenos como ponto de partida para um raciocínio realmente geográfico. Palavras-chave Educação geográfica, Geografia escolar, Raciocínio geográfico.   SPATIALITY AND THE PURPOSES OF GEOGRAPHICAL EDUCATION Abstract Geography is often seen in common sense as a body of knowledge about the characteristics of places, regions and / or territories. At the same time, reflections on the epistemological nature of this science are still recurring in the academic environment. This article is the result of an ongoing PhD research in geography and aims to contribute to reflections on the relationship between scientific and school knowledge. What should be the purposes and objectives of geographic education carried out in school contexts? What is unique about geographic education from an epistemological point of view and what differentiates it from other fields of knowledge, disciplines and common sense views? The reflections present in this work are added to other recent publications in Brazilian and British geography that point to the importance of the spatiality of phenomena as a starting point for a truly geographic thinking. Keywords Geographic education, School geography, Geographic thinking.


2020 ◽  
Vol 1 (3) ◽  
pp. 314-318
Author(s):  
Binar Kurnia Prahani ◽  
Sayidah Mahtari ◽  
Suyidno ◽  
Joko Siswanto ◽  
Wahyu Hari Kristiyanto

This article is the result of a book review of a work by Stefano Gattei. The starting point of Popper's view is that "almost every phase of our scientific development is under metaphysical rule, that is, ideas that are tested, ideas which determine not only what problems we need to explain, but also what kinds of answers we will consider to be one that is important or satisfactory or accepted, and as a remedy, or guarantee, of a previous answer". Popper's indeterminism is important because Popper's custom begins by considering an intuitive Laplacian view of determinism: "the world is like a motion picture film: or a projected image. Parts of the film have proved to be the past. And unproven people are the past. front". Popper has always been claimed to be a metaphysical realist: to him, to be a realist means to think, in covenant with common sense, that the world of his existence is independent of human beings. It means, "my existence will end without the world coming to an end too". As well as other metaphysical positions, realism is a non-testable conjecture: "realism is neither proven nor disproved".


PMLA ◽  
1963 ◽  
Vol 78 (4-Part1) ◽  
pp. 333-340 ◽  
Author(s):  
John W. Morris

A father who is deserted by his wife and who sets out to rear his son according to a “scientific System” unconsciously founded on his distrust of women and his own wounded pride should be an ideal subject for comedy. The system, running, as it must, counter to common sense and human nature, is bound to fail. And its collapse, with the consequent exposure of the father's false pride and the reassertion of the collective wisdom of society, would provide the comic deflation and denouement. The laughter provoked by the discomfort of the father, underscored by a reaffirmation of the adequacy of common sense, would produce an appropriate comic catharsis. This same situation, of course, has its serious possibilities. The father may ruin his son's life. But not in comedy. Comedy says that the probabilities are that the son, common sense, and nature will overcome the false system of the father. And the comic artist, knowing well that the whole truth will spoil his comedy, is careful not to tell the whole truth—only the comic (probable) side of it. The dark spirit of tragedy always hovers just outside the bright circle drawn by comedy, but it must not be allowed to cross the line. In comedy, as in all art, what is ruled out is as important as what is included.


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