The Educational Value of Analytic Philosophy
The Educational Value of Analytic Philosophy
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分析哲学的教育价值
DOI：
10.1017/apa.2020.9
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发表时间：
2020
影响因子：
1
通讯作者：
Jane Gatley
中科院分区：
文献类型：
--
作者：
Jane Gatley
In this article, I outline three critiques of analytic philosophy; that it is (1) irrelevant to individuals and society; (2) unconstructive; and (3) excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned with the analysis of ordinary concepts, there is at least some potential educational value to analytic philosophy insofar as it provides guidance about the meaning of ordinary concepts that ground ordinary questions. Taking P. F. Strawson's paradigmatically analytic account of philosophy, I show that analytic philosophy can directly address ordinary questions in a constructive manner. Analytic philosophy is neither (1) irrelevant, (2) unconstructive, nor (3) excessively technical.
