The History of Psychology: Fundamental Questions provides significant excerpts from the philosophers, theologians, and scientists who contributed to the development of psychology. It also includes more recent works covering issues and ideas in cognitive psychology and neuroscience. Extensively classroom-tested, this anthology addresses a comprehensive range of topics, yet is suitable for use as a core text or as a supplement in a single-semester course on the history of psychology. The History of Psychology offers selections from: · Aristotle · St. Thomas (...) Aquinas · Rene Descartes · John Locke · Immanuel Kant · Hermann Ebbinghaus · Charles Darwin · Margaret Floy Washburn · Wilhelm Wundt · Jean Piaget · B.F. Skinner · Noam Chomsky and many others. The readings encourage students to consider the foundations of psychology and the questions that led to its emergence as a distinct discipline. Going beyond the presentation and defense of a particular point of view, this collection gives students the opportunity to consider the fundamental questions of psychology. The book is organized into nine thematic sections that are presented chronologically. Each section includes works that cohere thematically to encourage discussion, highlight related topics, and stimulate the classic and more current debates within the field of psychology. Every reading is preceded by a brief biography of the author and a note about his or her range of interests and influence. Featuring original works from some of the most important figures in the history of psychology, The History of Psychology is ideal for undergraduate and graduate courses on history and systems in psychology and philosophy of psychology. (shrink)

This paper focuses on the topic of evaluation of clinical ethics consultation. The concept of evaluation seems to contain an internal tension: On the one hand, evaluation is seen as distorting the conceptual and normative content of the case under scrutiny and, on the other, the evaluative act is the most important use of judgment and an inescapable part of everyday life. As such, we maintain that evaluation is essential.

The category of sympathy marks a number of basic divisions in early modern approaches to action explanations, whether for human agency or for change in the wider natural world. Some authors were critical of using sympathy to explain change. They call such principles “unintelligible” or assume they involve “mysterious” action at a distance. Others, including Margaret Cavendish, Anne Conway, and Gottfried Wilhelm Leibniz, appeal to sympathy to capture natural phenomena, or to supply a backbone to their metaphysics. Here I (...) discuss how concerns about sympathetic actions form at least a partial background for differing seventeenth-century conceptions of what it is to explain action. I argue that critics of sympathy generally insist on an “atomistic” approach to action explanation, which makes primitively relational phenomena come out as problematic. Proponents of sympathy, by contrast, allow for a more holistic approach to action explanation, which allows for such basic connections. Hence, divergent attitudes toward sympathetic action in part explain differences in approaches to explanation. I conclude by showing how some of these core concerns fade into the background when in the eighteenth-century sympathy gets psychologised and individualised. (shrink)

This paper focuses on philosophical toy objects and neo-pataphysicist disciplines, everyday resistance by futility and play. Contemporary electromagnetic toys, smart objects and the Internet of Things will be compared to the seventeenth-century Wunderkammer objects. Historic naturalia, objects and actual toy gadgetry will all be unveiled as alternate W.A.S.T.E. (Pynchon 1964) communications devices, among Habsburg peers. A proof of evidence for the functions of futile toys as resistance objects is given through the presentation of electronic circuit board designs as new bachelor (...) machines, chindogus (useless objects), subcutaneous Radio Frequency Bijoux (RFID-implants) and game fashion, as introduced by the author. But what are the consequences of the use of futile toys on the streets of everyday life? Do they entail a sustainable nascent practice in arts? Who is allowed to play with the electromagnetic parallel worlds? Do electronic toys offer a parallel communications system in their futility? What is the actual role of electronic toys in an inverse trajectory backwards to their harbingers, which are philosophical toys, jeux bijoux (blingblings to play with), Wunderkammer-toys (for peers to establish links with Potlatch-like gifts to tighten social relations) and the Ludic Spielzeug (a toy which empowers the player to recognize the futile toy as tool of resistance and backtalk to given economic and discourse order)? (shrink)

Fetal ultrasonography has made women's and men's relationship to the fetus more equal. Drawing on information obtained from multiple conjoint interviews with 62 childbearing couples, I suggest that although women and men are both advantaged by fetal ultrasonography, expectant fathers' experience of the fetus is always enhanced, whereas pregnant women's experience may also be attenuated. For men, fetal ultrasonography is like a prosthetic device: an enabling mechanism that permits them access to a female world from which they have been excluded (...) because of their limited biological role in reproduction. For women, fetal ultrasonography is enabling, but it may also be a disabling mechanism that disrupts their privileged access to the fetus. (shrink)

Exploring the gender‐technology relation in nursingFeminist and nursing scholars have emphasized the critical role Western technology has played in the history and development of women and nursing. Yet, despite their common ground in tying both the emancipation and the subordination of women and nurses to technology, there has been virtually no association between nursing and gender‐technology studies. Gender‐technology studies offer nursing scholars new analytic directions and methodological tools to explore the nursing‐technology relation. Nursing, in turn, offers gender‐technology studies a rich (...) empirical site to further its theoretical development. (shrink)

The history of political thought of the so-called »Cambridge School« is certainly only one of many methodological successors of the old German »Geistesgeschichte«. Yet it may be regarded as the latter’s most influential replacement. The essay discusses the relation between Quentin Skinner’s history of political thought and literary studies which leads to the differences between the approach promoted by the »Cambridge School« and the »Geistesgeschichte« of the inter-war years. The essay concludes by discussing the »Cambridge School’s« potential for literary studies (...) as well as the significance of literary texts for studying political thought and political ideas in history. (shrink)

This volume provides Dilthey's most mature and best formulation of his Critique of Historical Reason. It begins with three "Studies Toward the Foundation of the Human Sciences," in which Dilthey refashions Husserlian concepts to describe the basic structures of consciousness relevant to historical understanding. The volume next presents the major 1910 work The Formation of the Historical World in the Human Sciences. Here Dilthey considers the degree to which carriers of history--individuals, cultures, institutions, and communities--can be articulated as productive systems (...) capable of generating value and meaning and of realizing purposes. Hegel's idea of objective spirit is reconceived in a more empirical form to designate the medium of commonality in which historical beings are immersed. Any universal claims about history need to be framed within the specific productive systems analyzed by the various human sciences. Dilthey's drafts for the Continuation of the Formation contain extensive discussions of the categories most important for our knowledge of historical life: meaning, value, purpose, time, and development. He also examines the contributions of autobiography to historical understanding and of biography to scientific history. The finest summary of Dilthey's views on hermeneutics can be found in "The Understanding of Other Persons and Their Manifestations of Life." Here, Dilthey differentiates understanding relative to three kinds of manifestations of life. After giving his analysis of elementary understanding, he examines the role of induction in higher understanding and interpretation, and the relevance of transposition and re-experiencing for grasping individuality. (shrink)

[1] Das Werten.--[2] Das Erkennen.--[3] Das Handeln.

This volume examines the ways in which the authors of the early Frankfurt School criticized, adopted and modified traditional forms of religious thought and practice. Focusing on the works of Theodor W. Adorno, Walter Benjamin, Erich Fromm, Max Horkheimer, Otto Kirchheimer and Franz Neumann, it analyzes the relevance of religious traditions and of the Enlightenment critique of religion for modern conceptions of emancipatory thought, art, law, and politics.

Die vorliegenden Untersuchungen haben sich aus solchen entwickelt, die ich an andrer Stelle früher veröffentlichte. Die Kenntnis dieser früheren Arbeit wird in keiner Weise hier vorausgesetzt und ist für das folgende unwesentlich. Es sei mir jedoch gestattet, für den Kenner der früheren Arbeit einige Bemerkungen voraufzuschicken. In der genannten Arbeit hatte ich, angeregt ursprünglich durch Gedankengänge von Herrn Behmann, ein typenfreies System der Logik aufgebaut, das allein auf dem Gedanken fußte, daß der Definitionsbereich der Prädikate im allgemeinen beschränkt ist, sodaß (...) nur bestimmte Zusammenstellungen von Prädikaten und Dingen sinnvolle, d.h. wahre oder falsche Aussagen ergeben, und das diesen Gesichtspunkt meiner Meinung nach konsequent durchführte. Eine anschließende Arbeit sollte dann die Widerspruchsfreiheit des Systems untersuchen. Diese Untersuchung ist inzwischen geschehen. Es zeigte sich, daß sich die Widerspruchsfreiheit des Systems nur dann beweisen ließ, falls die in ihm enthaltene Vollständigkeit von → die sich durch das Bestehen eines Deduktionstheorems zeigte, fallen gelassen wurde. Die Grundformeln (13) und (14) mußten wegbleiben. Die Widerspruchsfreiheit des restlichen Systems ließ sich dann durch eine dem System eigentümliche Methode der Beweistransformation zeigen.Diese anschließienden Untersuchungen, die ihrer Zeit nicht mehr veröffentlicht werden konnten, sind inzwischen durch die vorliegenden überholt. Es war das Unbefriedigende bei dem genannten Aufbau, daß hinterher doch wieder eine Einschränkung gemacht werden mußte, die sich nicht aus den zugrunde gelegten Prinzipien ergab, sondern von ihnen aus unvorhergesehen war. Diese Einschränkung bewirkte übrigens, daß keine volle Zahlentheorie in dem System zu gewinnen war. (shrink)

Dilthey is a figure of real importance in European philosophy and social theory. He exerted a significant influence on Husserl, Heidegger and Weber (among others) through his work on the nature of philosophy and the methodology and epistemology of human and social studies. He was also a distinguished and original historian of ideas and, indeed, many of his philosophical interests arose from the insights and practical difficulties he encountered as a historian. He produced a monumental biography of Schleiermacher, and a (...) series of shorter, but no less striking studies of Hegel, Dickens, Shakespeare, Schiller and many others. (shrink)

Editorial Board: Karl P. Ameriks, Margaret Atherton, Frederick Beiser, Fabien Capeillères, Faustino Fabbianelli, Daniel Garber, Rudolf A. Makkreel, Steven Nadler, Alan Nelson, Christof Rapp, Ursula Renz, Wilhelm Schmidt-Biggemann, Denis Thouard, Paul Ziche, Günter Zöller The series publishes monographs and essay collections devoted to the history of philosophy as well as studies in the theory of writing the history of philosophy. A special emphasis is placed on the contextualization of philosophical historiography into the areas of the history of science, culture, (...) and the wider scope of intellectual history. (shrink)

The seventeenth and eighteenth centuries are arguably the most important period in philosophy’s history, given that they set a new and broad foundation for subsequent philosophical thought. Over the last decade, however, discontent among instructors has grown with coursebooks’ unwavering focus on the era’s seven most well-known philosophers—all of them white and male—and on their exclusively metaphysical and epistemological concerns. While few dispute the centrality of these figures and the questions they raised, the modern era also included essential contributions from (...) women—like Margaret Cavendish, Elisabeth of Bohemia, Mary Wollstonecraft, and Émilie Du Châtelet—as well as important non-white thinkers, such as Anton Wilhelm Amo, Julien Raimond, and Ottobah Cugoano. At the same time, there has been increasing recognition that moral and political philosophy, philosophy of the natural world, and philosophy of race—also vibrant areas of the seventeenth and eighteenth centuries—need to be better integrated with the standard coverage of metaphysics and epistemology. -/- A New Modern Philosophy: The Inclusive Anthology of Primary Sources addresses—in one volume—these valid criticisms. Weaving together multiple voices and all of the era’s vibrant areas of debate, this volume sets a new agenda for studying modern philosophy. It includes a wide range of readings from 34 thinkers, integrating essential works from all of the canonical writers along with the previously neglected philosophers. Arranged chronologically, editors Eugene Marshall and Susanne Sreedhar provide an introduction for each author that sets the thinker in his or her time period as well as in the longer debates to which the thinker contributed. Study questions and suggestions for further reading conclude each chapter. At the end of the volume, in addition to a comprehensive subject index, the book includes 13 Syllabus Modules, which will help instructors use the book to easily set up different topically structured courses, such as "The Citizen and the State," "Mind and Matter," "Education," "Theories of Perception," or "Metaphysics of Causation." -/- And an eresource offers a wide range of supplemental online resources, including essay assignments, exams, quizzes, student handouts, reading questions, and scholarly articles on teaching the history of philosophy. (shrink)

The contributions in the first part Re-modelling logic of this volume take account of formal logic in the theory of rational argumentation.