The following statement is a report of the Committee on Philosophy in Education of the American Philosophical Association and was approved by the Association's Board of Officers in September, 1959. The Committee was composed of the following: C. W. Hendel, Chairman, H. G. Alexander, R. M. Chisholm, Max Fisch, Lucius Garvin, Douglas Morgan, A. E. Murphy, Charner Perry, and R. G. Turnbull. Primary responsibility for the preparation of this report belonged to a subcommittee composed of Roderick M. Chisholm, Chairman, (...) H. G. Alexander, Lewis Hahn, Paul C. Hayner, and Charles W. Hendel. (shrink)

The following statement is a report of the Committee on Philosophy in Education of the American Philosophical Association and was approved by the Association's Board of Officers in December, 1958. The Committee was composed of the following: C. W. Hendel, Chairman, H. G. Alexander, R. M. Chisholm, Max Fisch, Lucius Garvin, Douglas Morgan, A. E. Murphy, Charner Perry and R. G. Turnbull. Primary responsibility for the preparation of this report belonged to a subcommittee composed of R. G. Turnbull, (...) Chairman, and C. W. Hendel. (shrink)

A crucial problem of conflict management is that whatever happens in negotiations will be interpreted and framed by stakeholders based on their different belief-value systems and world views. This problem will be discussed in the first part of this article as the main cognitive problem of conflict management. The second part develops a general semiotic solution of this problem, based on Charles Peirce's concept of "diagrammatic reasoning." The basic idea is that by representing one 's thought in diagrams, the conditions (...) that determine interpretations can become visible, we can "experiment" with them, and we can change them eventually. The third part, finally, focuses on a concrete tool, called Logical Argument Mapping , that can be used in conflict management to perform such diagrammatic reasoning and to cope with the cognitive problems discussed in the first part. The Israeli-Palestinian conflict on the sovereignty over Jerusalem will be used as an example to show how LAM could work in practice. (shrink)

senecas Apokolokyntosis ist eine Parodie auf die Kaiserapotheose. Sie drückt damit auch die innere Distanz aufgeklärter Römer zu einem Zeitproblem aus, das durch die Vergöttlichung des Claudius neuerlich aktuell geworden war. Schon die Neubildung des Wortes "Apo-kolokyntosis", oft als "Verkürbissung" übersetzt, ist ein boshaftes Wortspiel, das Assoziationen an "Ver-gottung" hervorruft. Seneca hat die durch Claudius ausgesprochene Verbannung nach Corsica nie verwunden; entsprechend bissig geht er mit dem als behinderten Trottel dargestellten Kaiser um. Die Satire lebt von einer Vielfalt der Stilebenen; (...) ständig parodierend ist sie um Anleihen aus älterer Literatur bemüht. Dem Wechsel des Schauplatzes entspricht das bunt zusammengesetzte Personal: Gestalten der Götter- und Dämonenwelt, Heroen, aber auch verstorbene oder noch lebende Personen bevölkern die Szene. (shrink)

Seit dem 2. nachchristlichen Jahrhundert werden die Schriften von Aristoteles kommentiert. Diese Ausgabe enthält griechische Kommentare zu seinem Werk vom 3. bis 8. Jahrhundert n. Chr., u. a. von Alexander von Aphrodiensias, Themistios, Joh. Philoponus, Simplicius in griechischer Sprache.

Based on a typology of five basic forms of abduction, I propose a new definition of abductive insight that empha sizes in particular the inferential structure of a belief system that is able to explain a phenomenon after a new, abductive ly created component has been added to this system or the entire system has been abductively restructured. My thesis is, first, that the argumentative structure of the pursued problem solution guides abductive creativity and, second, that diagrammatic reasoning—if conceptualized according (...) to the requirements defined by Charles Peirce—can support this guidance. This support is mainly possible based on the normative power of the system of representation that has to be used to construct diagrams and to perform experiments with them. (shrink)

In this article the author shows Harthorne's important contribution to the revival of modern interest in the proofs of God's existence. He gives a short exposition of Harthorne's philosophy as far as that is relevant to our understanding of the superiority of the neo-classical concept of God (in comparison with classical theories) to face critical questions as to the validity of the ontological argument. The author analyses Harthorne's ontological argument and examines the following points of critique : (i) Existence is (...) not a predicate. (ii) The concept of a perfect being as well as the concept of a greatest number is meaningless. (iii) In the ontological argument the logical type fallacy is committed : Just as the universal ‘humanity’ is not human so ‘perfection’ is not perfect. (iv) In the ontological argument the paradox of the abstractness of the necessary is present. (v) The ontological argument forces us to accept an objectionable Aristotelian essentialism. (vi) The ontological argument jumps incorrectly from a de dicto modality to a de re modality. The author shows that these objections can be answered satisfactorily in Harthorne's neo-classical metaphysics. He discusses further a modal reconstruction of the cosmological argument (of his own) and shows that this establishes an argument for Harthorne's God conception. Finally he asks two critical questions. Hartshorne does not sufficiently acknowledges the fact that there are more than one logical system so that a choice must be made, which brings in an ‘existential’ moment in philosophy. Further he wonders as to whether Harthorne's temporal interpretation of modalities is correct. In an appendix written in English the author discusses modern reconstructions of the ontological and cosmological argument with the help of modern symbolic logic. (shrink)

This argument map presents Paul Loewi’s crucial experiment in which he showed that neural transmissions of signals are chemical in nature, not electrical, in form of an argumentation. The map can be used in science education to show how the formulation of hypotheses should be related to a corresponding determination of experimental designs.