L'histoire des fondements des mathématiques du xxe siècle montre qu'il nous faut réviser la signification des notions philosophiques traditionnelles comme « évidence », « existence », « expérience » ou « rationalité ». On expose comment le logicien Paul Bernays, familier des conceptions de la philosophie de Jacob Friedrich Fries et de Léonard Nelson, donne aux résultats techniques une interprétation philosophique dont il s'inspire de plus en plus - à partir du milieu du siècle - de la « philosophie ouverte (...) » de Ferdinand Gonseth. Bien avant Thomas Kuhn, Bernays conçoit la révision envisagée non pas simplement comme une question de vérité ou de fausseté, mais comme un problème exigeant l'introduction d'un nouveau système conceptuel. Cependant, l'affaiblissement du concept de vérité est pour lui une conséquence épistémologique provenant de la théorie de la connaissance adoptée et non une conséquence méthodologique issue d'un changement de paradigme et donc d'une incommensurabilité. (shrink)

Originally presented as the author's thesis (doctoral)--Universitèat Tèubingen, 1993.

Critical Rationalism has become an influential philosophy in many areas including a great number of scientific disciplines. Yet only few studies have been devoted to the role of the philosophy of Sir Karl Popper in the vast field of education. This volume undertakes to fill this gap. Leading scholars in the educational science and in the philosophy of education have critically written for this volume in an attempt to elaborate Popper's methodological and socio-political views and confront them with a globally (...) relevant spectrum of scientific objectives and cultural values. Among the topics discussed are moral values, education for freedom and its consequences for the student, and the critical attitude in political education. Attention is also paid to the historiography of this significant philosophical movement. Regarding pedagogical research, the empirical paradigm, the falsificatory approach to educational research, the complex relationship between educational theory and practice as well as the problem of value-neutrality in educational science are objects of critical analysis. (shrink)

Taking as its point of departure the first systematic definition of the concept of literary studies (Literaturwissenschaft) as formulated by Ernst Elster, the essay explores the question to what degree literary studies can be conceived as a discipline that inquires after the principles of literature.

Keine ausführliche Beschreibung für "Die Philosophie im ersten Drittel des zwanzigsten Jahrhunderts, Teil 1" verfügbar.

Although Walter Benjamin's writings are considered to be among the most powerful theoretical enterprises of the twentieth century, his ideas are resistant to cooptation by the doctrines of various critical programs. These essays engage this resistance by examining the ghostly in Benjamin's work. The contributors show that the haunting truths Benjamin offers point towards new forms of responsibility. These truths reside in a figurative elsewhere, a ghostly space that his texts delimit but never fully inhabit, and these essays seek to (...) do justice to the ghosts of Benjamin. Issues explored include: the status of the image in Benjamin's literary reflections and in his meditations on cinema and visual culture; abiding Benjaminian notions of messianism, aura, reproducibility, semblance, and melancholy; Benjamin's relation to Freud; his innovative rethinking of history, virtuality, and translation; and his reflections on tragedy and prophecy, the geometrical dimensions of writing, and the relation between eros and language. (shrink)

By “the” modal fallacy one commonly means the following argument pattern.

Though Jung's main researches have centred on the subject of individuation as an adult ideal he has a unique contribution to make to the psychology of childhood. Jung repeatedly underlined the importance of the psychology of parents and teachers in a child's development and he emphasized that an unsatisfactory psychological relationship between parents may be an important cause of disorders in childhood. He maintained that all real education of children needs teachers who not only know how to learn but who (...) can also develop their own personalities. Jung devotes a large part of the book to expounding his views on these important subjects. There is also an outline of the theory of child development, a delightful snapshot from the life of a girl called Anna and her parents, and a stimulating discussion of marriage as a psychological relationship. Finally there is a chapter on child development and individuation. (shrink)

This volume focuses on constructivism, which is here intended as a general philosophical attitude arising from reflection upon mathematics. We are concerned with the ways in which this idea is applied in science and with the theoretical reflections these applications give rise to. For this purpose this volume presents different sides of the general idea of constructivity, with the intention of getting a broader, and hopefully insightful, understanding of questions such as ‘what is a construct...

This work looks at how matter and mind inter-relate. It looks at the subject in terms of the philosophy of science, the philosophy of mind, thermodynamics, mechanistic materialism and psychological SETs. Rationality, relativism and Popper's views are taken into account.

The present paper first shows that the validity of deductive-nomological (D-N) explanations (systematizations) depends in general on the interpretation context of the predicates involved in the explanation. Therefore, no logical-semantical model can be adequate. This problem is solved by relativisation of the validity criteria on both the confirmation context and the definition context of the premisses. Based upon this, a logical-pragmatical model of D-N explanation is developed. Thereby, especially explanations of laws and global explanations are taken into consideration, since these (...) can be regarded as prototypes of scientific explanation. (shrink)

"In recent years, design has grown in importance for economic and technical development projects. This increase is in turn associated with very topical social issues. Yet, how can this dimension of design, i.e. "social design", be researched and made visible? This was the question that was tackled by the authors of this book to shed light on the specific rationalities of the processes and methods of design. Based on eight selected projects of applied design at the Zurich University of the (...) Arts, from the areas of Industrial design, Interaction design and Game design, various networks of heterogeneous actors are described and discussed from various academic perspectives. The investigated design productions represent an intrinsic logic than can neither be limited to standardized sets of methods within the discipline nor to established methods outside it. At the same time, decoding the complexity of singular design processes contributes to the advancement of the formulation of design theory."--Site Web de l'éditeur. (shrink)

... und was ist hässlich? Gibt es objektive Kriterien für Schönheit? Und welche Rolle spielt dabei die eigene Wahrnehmung? Diesen Fragen geht die Ästhetik nach.

Who are the real targets of Kierkegaard’s critique of characterizing faith as “the immediate”? A decisive factor in answering this question is the interpretation and dating of the note Pap. I A 273 / Papir 92, in which Kierkegaard equates that which Friedrich Schleiermacher calls ‘religion’ and “the Hegelian dogmaticians” call ‘faith’ with “the first immediate.” After deli-neating the factual context of the expression “the first immediate” in Section I, I will question to what extent this critique of Schleiermacher is (...) justified in Section II. Sections III-V will look at the problem of identifying “the Hegelian dogmaticians.” Here I hope to show that it is not Philipp Konrad Marheineke, but rather Kierkegaard’s contemporaries in Copenhagen, Hans Lassen Martensen and Johan Ludvig Heiberg, who should be considered the particular targets of Kierkegaard’s critique. (shrink)

The paper explores the relation between Kierkegaard’s concept of a “life-view,” understood as a certain quality of a person’s character, and his early account of Christian faith. To claim the need for such an exploration is motivated by two observations: First, defining a “life-view” as “an unshakable certainty in oneself won from all experience” (Kierkegaard’s formula in his debut book From the Papers of One Still Living [1838]) essentially conforms with his characterization of faith as an “a priori certainty.” Second, (...) the relation between Kierkegaard’s notion of “life-view” and his concept of faith has been interpreted in different, at times in-compatible ways by Kierkegaard-scholars. Thus, after outlining the overall argument in Kierkegaard’s debut book, I will compare in detail the notions of “life-view” and faith, and this by using as a vantage point and paradigmatic example the opposing accounts of Emanuel Hirsch and Ulrich Klenke. (shrink)