The Mythologies of Contextualism: Method and Judgment in Skinner's <i>Visions of Politics</i>

Clarke, Michelle T.

doi:10.1111/j.1467-9248.2012.01000.x

Cited by 7 publications

(2 citation statements)

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“…Instead, as far as I can tell, context appears in his text in the way described by Peter Galison as “that elusive explanatory structure always invoked, never explained” (2008, p. 112). Moreover, it should be noted that contextualism itself can end up becoming a potential source of new mythologies (Clarke, 2013). This is not the whole story, though.…”

Section: On Context Interpretation and Derived Mythologiesmentioning

confidence: 99%

On methodological pluralism, context, and misinterpretation in the historiography of psychology: A reply to Brock and Burman

Araújo

2017

Theory & Psychology

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In my rejoinder, I show how Brock’s and Burman’s replies to my article (Araujo, 2017) are based on a series of misunderstandings and misattributions. First, I argue that Brock ignores crucial passages of my article and my related book, and show not only that he misunderstands Wundt’s position on the introspective method, but also that his claim, according to which there is nothing new in my approach, lacks substance. Second, I argue that Burman’s text fails to make contact with the substantive thrust of my paper, and that his appeal to contextualism is vague and does not address the substantive questions I raise. Finally, I conclude that Brock’s rejection of my proposal, as well as his misunderstandings and misattributions, derives from a kind of methodological dogmatism, against which the best medicine is methodological pluralism, and that Burman’s worries are unjustified and can be avoided by a careful reading of my paper.

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Section: On Context Interpretation and Derived Mythologiesmentioning

confidence: 99%

On methodological pluralism, context, and misinterpretation in the historiography of psychology: A reply to Brock and Burman

Araújo

2017

Theory & Psychology

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“…It would make necessary the application of the interpretive instruments, and therefore the historian's frames for deciding. Contextualism, Skinner's solution, can become a kind of extended textualism, one of his original targets of criticism (Clarke, 2013). Skinner is aware of the hermeneutic difficulties and uncertainties in the determination of the illocutionary act and the meaning of the text.…”

Section: Context and Rhetoricmentioning

confidence: 99%

Using Quentin Skinner in history and philosophy of education

Valle

2014

EOE

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Quentin Skinner's work is central to Intellectual History. This article reviews his methodological critiques and exegetical recommendations as they can be of interest for historians of education, educational comparatists, and analysts of educational policies. The article analyzes Skinner's proposals against alternative methodologies. Firstly, it explores the criticisms he makes to traditional forms of the History of Ideas. These criticisms attack, in an original way, well known fallacies that are also common in History of Education. Secondly, the article explores his constructive proposals based in linguistic philosophy. The article introduces Skinner's idea of "meaning," which focuses on the intention of the author in issuing or writing the utterance or text. This intention can be worked out by considering the linguistic-rhetoric context of the work. The focus on intentions and contexts, which puts at the center of the exegesis what was considered a fallacy among positivist historians, implies a change in the conception of History of Education and in its relation to Philosophy of Education. The article sketches, as a way of conclusion, some implications of these constructive proposals for the work of comparatists, historians and philosophers of education. sus críticas y recomendaciones metodológicas pues pueden ser útiles para historiadores y comparatistas de la educación y analistas de las políticas educativas. Para ello, analiza sus críticas a la Historia de las Ideas, que atacan de una manera original falacias históricas también extendidas en la Historia de la Educación. El artículo prosigue presentando sus propuestas metodológicas positivas. Introduce su concepto de significado que traslada desde la filosofía del lenguaje de Wittgenstein y Austin y que asimila a la intención en la producción de la elocución o el texto estudiado. Esta intención se puede inferir considerando el marco retórico-discursivo de la elocución o texto, lo que pone en el centro de la interpretación la que había sido considerada una falacia por el textualismo positivista. Este nuevo acercamiento implica una transformación en la Historia del Pensamiento y, trasladado, de la Educación y de su relación con la Filosofía Política o, respectivamente, Educativa. Como conclusión, el artículo pergeña algunas implicaciones de estas propuestas para la Historia y Filosofía de la Educación.Descriptores: Quentin Skinner, metodología, historia de las ideas, historia intelectual, significado, intencionalidad, exégesis. RÉSUMÉ

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Machiavelli's Roman Republic

Balot¹,

Gilmore²

2022

A Companion to the Political Culture of the Roman Republic

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The Mythologies of Contextualism: Method and Judgment in Skinner's Visions of Politics

Cited by 7 publications

References 34 publications

On methodological pluralism, context, and misinterpretation in the historiography of psychology: A reply to Brock and Burman

On methodological pluralism, context, and misinterpretation in the historiography of psychology: A reply to Brock and Burman

Using Quentin Skinner in history and philosophy of education

Machiavelli's Roman Republic

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