牛津学派的日常语言分析哲学述评

第二次世界大战以来在英国占统治地位的哲学是日常语言分析哲学。文中主要对这一学派的哲学产生的背景、针对的问题、发展脉络、体现的思想内容加以梳理和整合,并在此基础上加以分析和评述。     

Sporting knowledge and the problem of knowing how

In the Concept of Mind from 1949 Gilbert Ryle (1949/1963) distinguished between knowing how and knowing that. What was Ryle’s basic idea and how is the discussion going on in philosophy today? How can sport philosophy use the idea of knowing how? My goal in this paper is first to bring Ryle and the post-Rylean discussion to light and then show how phenomenology can give some input to the discussion. The article focuses especially on the two main interpretations of knowing how, intellectualism and anti-intellectualism. In the second part of the article I discuss how views from phenomenology and philosophy of mind can enrich and widen our understanding of what knowing how means in relation to sport practices. It is argued that knowing how is not limited to athletic abilities but includes knowledge of how the environing world operates in relation to athletic action.     

Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times

In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching ( Marshall, 1975 ), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense.
  It will be argued that in recent (neo-liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. 'Teaching' then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate.