In the study of human thinking, two main research questions can be asked: “Descriptive Q: What is human thinking like? Normative Q: What ought human thinking be like?” For decades, these two questions have dominated the field, and the relationship between them generated many a controversy. Empirical normativist approaches regard

Problems of Living: Perspectives from Philosophy, Psychiatry, and Cognitive-Affective Science addresses philosophical questions related to problems of living, including questions about the nature of the brain-mind, reason and emotion, happiness and suffering, goodness and truth, and the meaning of life. It draws on critical, pragmatic, and embodied realism as well

Examining the role of implicit, unconscious thinking on reasoning, decision making, problem solving, creativity, and its neurocognitive basis, for a genuinely psychological conception of rationality. This volume contributes to a current debate within the psychology of thought that has wide implications for our ideas about creativity, decision making, and economic

Social scientists are often vexed because their work does not satisfy the criteria of "scientific" methodology developed by philosophers of science and logicians who use the natural sciences as their model. In this study, Paul Diesing defines science not by reference to these arbitrary norms delineated by those outside the

Bringing together the history of educational philosophy, political philosophy, and rhetoric, this book examines the influence of the philosopher Isocrates on educational thought and the history of education. Unifying philosophical and historical arguments, Muir discusses the role of Isocrates in raising two central questions: What is the value of education?