Plausible Worlds

Hawthorn, Geoffrey

doi:10.1017/cbo9780511621222

Cited by 150 publications

(9 citation statements)

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“…For the discussion on what is to all intents and purposes the same issue see: Buchanan 2004; Cohen 2009; Estlund 2008, ch. 14, 2011; Hawthorn 1991; Wiens 2012; Jensen 2009. I do not include the growing literature on ideal and non‐ideal theory here because while it is relevant to the related project of what kinds of theories feasibility constraints apply to, it is not related to the main concern of this article, namely, understanding feasibility itself.…”

mentioning

confidence: 99%

Understanding Political Feasibility*

Lawford‐Smith

2012

J Political Philosophy

101

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confidence: 99%

Understanding Political Feasibility*

Lawford‐Smith

2012

J Political Philosophy

101

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“…The first one concerning the substantive contents which relate to the possibility that the students notice history is not determined. We have considered the development of this content in classroom in a way that, when studying the substantive contents about the period, the students could establish relations between the great navigations and the possibility that other countries could have reached the continent, having in mind Koselleck's (2006) and Hawthorn's (1991) assumptions about possible anteriority and posteriority regarding the event giving meanings to the past.…”

Section: Instruments and Application Proceduresmentioning

confidence: 99%

A aprendizagem da história a partir da construção de narrativas sobre o passado

Cainelli

Barca

2018

Educ. Pesqui.

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This research analyses the constitution of the historical thought of young students ages 12-14 from elementary schools in Brazil and Portugal, concerning facts articulated with the national histories of both countries. The events chosen for this research are focused on elements related to substantive content and meta-history in the teaching of the history of Brazil and the history of Portugal. We analyze, in this article, the way Brazilian and Portuguese students have answered to the challenge of thinking the history of Brazil without the Portuguese presence. Our work is based on the idea that, to build historical learning, it is important that students are capable to understand historical diversities from the human past reconstituted by historiography. This implies the capacity to produce knowledge understanding that the knowledge about the past is accomplished through historical evidence. Among the results we have found, it is the traditional way to teach History that still prevails, mainly in Brazilian schools: the lack of use of temporal markers by Brazilian students. Regarding the analysis of the narratives, we could notice, in most of the young students, an understanding of the past as something static, but we have also found narratives establishing relations between the present, past, and future, considering the possibility of changing the course of facts.

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“…Geoffrey Hawthorn in Plausible Worlds is concerned to give the conditions for plausible counterfactual histories. Feasibility is about plausible counterfactual (and actual) futures , so not all of Hawthorn's conditions are relevant (Hawthorn, 1991, p. 158; see also Tetlock et al ., 2006). He says that neither our historical permutations, nor the implications that follow from them, may be ‘fantastic’, and what he means is that some events have a momentum and inevitability that make it fantastical to assume that they could have been otherwise.…”

Section: Elements Of An Account Of Political Feasibilitymentioning

confidence: 99%

Political Feasibility: A Conceptual Exploration

Gilabert¹,

2012

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To date there is no systematic exploration of the concept of ‘political feasibility’. We believe that feasibility is a central issue for political philosophy, conceptually as well as practically, and that it has been given background status for far too long. Roughly, a state of affairs is feasible if it is one we could actually bring about. But there are many questions to ask about the conditions under which we are justified in thinking that we could bring about a political state of affairs. In this article we bring together several aspects of the concept of feasibility defended in the literature thus far, and build upon them to give an analysis of the notion of political feasibility. We suggest that the notion involves a relation between agents and the pursuit of certain actions and outcomes in certain historical contexts, and that there are two important roles for feasibility to play in political theory, corresponding to two feasibility ‘tests’: one categorical, the other comparative. We show how the tests operate in the assessment of three different levels of a normative political theory: core normative principles, their institutional implementation and the political reforms leading to them. Focusing on the third level, which has received the least attention in the literature, we proceed to explain how feasibility considerations interact with desirability and epistemic considerations in the articulation of normative political judgments.

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Plausible Worlds

Cited by 150 publications

References 0 publications

Understanding Political Feasibility*

Understanding Political Feasibility*

A aprendizagem da história a partir da construção de narrativas sobre o passado

Political Feasibility: A Conceptual Exploration

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