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By pitting Roy Bhaskar's attempt to rehabilitate ontology in the philosophy of science against Kant's attempt to replace traditional ontology with an account of cognitive experience, this book defends the possibility of critical ontology. After an introduction to Kant's and Bhaskar's conceptions of ontology and philosophical method, it is argued that Kant's transcendental idealism cannot be defended as a non-ontological doctrine since it harbours problematic ontological assumptions. Then, it is argued that a properly modified version of Bhaskar's 'transcendental analysis of experimental activity' makes a convincing case that natural necessity is constituted by transcendentally real causal powers instead of a priori conceptual synthesis. The result is a critique of transcendental idealism and defence of transcendental realism that should appeal to those interested in critical realism, Kant's theoretical philosophy, speculative realism and the critique of 'correlationism', or the relation between natural science, metaphysics, and epistemology.

Ontology. --- Science --- Philosophy --- Philosophy: metaphysics & ontology. --- Philosophy. --- Ontology. --- Science --- Philosophy. --- Metaphysics. --- Philosophy. --- Bhaskar, Roy, --- Kant, Immanuel, --- Bhaskar, Roy, --- Kant, Immanuel,

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This book provides an account of an original educational philosophy, developed by one of the most significant philosophers of the late twentieth and early twenty-first centuries, Roy Bhaskar. Though he directed his attention to wider matters than education, his philosophy has implications for the way we can understand how the world is structured and in turn how we can transform it to accommodate a desire for a better arrangement of resources for human well-being. It is thus both a theory of mind and world, and, in addition, a theory of education. Roy Bhaskar’s philosophy has a view on the following important matters: intentionality, agential capacity, materialism, the possibility of describing and changing the world, progression, education and the lifecourse, essentialism and human nature, pedagogy, knowledge and knowledge-development, the formation of the self, curricular aims and objectives, being with other people, the self in the learning process, the relationship between the self (or agency) and the environment, stratification, emergence, representation and its different modes, structures and mechanisms, the dialectic, and criticality.

Education. --- Educational Philosophy. --- Philosophy of Education. --- Education --- Philosophy. --- Philosophie --- Bhaskar, Roy, -- 1944-2014. --- Education -- Philosophy. --- Learning -- Philosophy. --- Social Sciences --- Education, Special Topics --- Learning --- Bhaskar, Roy, --- Bhaskar, Ram Roy, --- Education—Philosophy. --- Philosophy and social sciences. --- Social sciences and philosophy --- Social sciences

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The authors examine the nature of the relationship between social science and philosophy and address the sort of work social science should do, and the role and sorts of claims that an accompanying philosophy should engage in. In particular, the authors reintroduce the question of ontology, an area long overlooked by philosophers of social science, and present a cricital engagement with the work of Roy Bhaskar. The book argues against the excesses of philosophising and commits itself to a philosophical approach more deeply grounded in the social sciences.

Social sciences --- Socialism --- Critical realism --- Sciences sociales --- Socialisme --- Réalisme critique --- Philosophy --- Philosophie --- Bhaskar, Roy, --- Political and social views --- Critical realism. --- Socialism. --- Philosophy. --- Political and social views. --- Réalisme critique --- Social philosophy --- Social theory --- Marxism --- Social democracy --- Socialist movements --- Collectivism --- Anarchism --- Communism --- Critical theory --- Philosophy, Modern --- Realism