Abstract This article examines Wilhelm Dilthey's project of a critique historical reason and the reproach historicism addressed by Heinrich Rickert. Through comparative analysis their respective attempts to establish philosophical grounding for human sciences, this demonstrates that Dilthey Rickert, despite disagreement, converge toward productive reinterpretation crisis pave way reconfiguratio...

Why is he poor? Why is she failing academically? Why is he so generous? Why is she so conscientious? Answers to such everyday questions--social explanations--have powerful effects on relationships at the interpersonal and societal levels. How do people select an explanation in particular cases? We suggest that, often, explanations are selected based on the individual's pre-existing general theo...

The rapidity of environmental degradation and the recent popularity of the concept of sustainability have made clear how successful traditional societies have been in coexisting with nature. Architects, in responding to this rising awareness, are searching for models of the reinterpreta­ tion of tradition, seeking examples and guidelines. Three practitioners who anticipated the need for a reexa...

In recent years, Hjørland has developed a typology of basic epistemological approaches to KO that identifies four basic positions—empiricism, rationalism, historicism/hermeneutics, and pragmatism—with which to characterize the epistemological bases and methodological orientation of KOSs. Although scholars of KO have noted that the design of a single KOS may incorporate epistemological-methodolo...

The postmodern discourse on the nature of knowledge is constructed on the authority and reliability which different forms of knowledge claim in various walks of life. This discourse has challenged the major formations of modernity, claiming a sort of objective, authentic and reliable knowledge in comparison with non-evidential forms of knowledge such as arts, literature and revelation. ‘Histori...

Philosophical perspectives are worldviews that define the nature of the world, the individual’s place in it, and the possible relationships to that world and its parts. Learning and instructional theories are developed with respect to a particular set of assumptions regarding what it means to know and learn. It is our contention that when situational variables require some decision on the part ...

This article focuses on how the economic crisis in Southern Europe has stimulated temporal thought (temporality), whether tilted in the direction of historicizing, presentifying, or futural thought, provoking people to rethink their relationship to time. The argument is developed with particular reference to the ethnographies of living with austerity inside the eurozone contained in this specia...