| I compare the metacognitive procedures for overcoming cognitive problems (such as "low self-esteem," "permanent anxiety," "motivational deficit," "bad learning strategies," or "student-teacher conflict of values") with the procedures contemporary philosophy uses to overcome its traditional problems (such as "absolute truth," "ideal knowledge," or "adequate language"). By means of J. Habermas' concept of philosophy as a mediating interpreter I conceptualized the two types of problems as problems of mediation which remain out of the scope of science as an expert field but in the scope of philosophy as a non-expert field, and thus justified their eligibility to be overcome through the latter procedures.;Four scientific concepts were examined, including M. V. Covington's concept of strategic thinking, J. Lochhead's concept of the role of verbalization in thinking, R. (Paul's concept of conceptualization and elements of thought, and M. Lipman's concept of the role of philosophy in children's cognitive development, which all consider overcoming of cognitive problems. Four philosophical concepts were examined, including L. Wittgenstein's early concept of the correct use of language, his later concept of language games, J. Searle's concept of speech acts, and R. Rorty's concept of the political answer to philosophical questions, which all consider overcoming of traditional philosophical problems. Since both scientists and philosophers regard their problems as being epistemological in character and see their overcoming in the utilization of appropriate concepts of cognition, I attempted to delineate the scientific procedure of metacognition in terms of concepts of contemporary philosophy of language. |
