The only encounter of the Czech philosopher and Communist official Arnošt Kolman with Bertrand Russell at the Tenth International Congress of Philosophy in Amsterdam in 1948 was unfortunate. Kolman’s paper, “The Tasks of Contemporary Philosophy in the Struggle for New Humanism”, aroused a vitriolic rejoinder by Russell. However, the text of the paper as published in the congress Proceedings has a conciliatory tone. This version could not have aroused such a reaction. There is, however, an article, with a similar title, (...) published in Czech in 1948, stating that this is Kolman’s paper from the congress. I argue that this article more likely reflects what Kolman actually said at the Congress. Finally, I provide an English translation of this article. (shrink)

This collection of essays looks at the distinctively English intellectual, social and political phenomenon of Latitudinarianism, which emerged during the Civil War and Interregnum and came into its own after the Restoration, becoming a virtual orthodoxy after 1688. Dividing into two parts, it first examines the importance of the Cambridge Platonists, who sought to embrace the newest philosophical and scientific movements within Church of England orthodoxy, and then moves into the later seventeenth century, from the Restoration onwards, culminating in (...) essays on the philosopher John Locke. These new contributions establish a firmly interdisciplinary basis for the subject, while collectively gravitating towards the importance of discourse and language as the medium for cultural exchange. The variety of approaches serves to illuminate the cultural indeterminacy of the period, in which inherited models and vocabularies were forced to undergo revisions, coinciding with the formation of many cultural institutions still governing English society. (shrink)

This volume grew out of the experience of the First Inter-American Congress on Philosophy of Technology, October 1988, organized by the Center for the Philosophy and History of Science and Technology of the University of Puerto Rico in Mayagiiez. The Spanish-language proceedings of that conference have been published in Carl Mitcham and Margarita M. Peiia Borrero, with Elena Lugo and James Ward, eds., El nuevo mundo de la filosofta y la tecnolog(a (University Park, PA: STS Press, 1990). This volume contains (...) thirty-two papers, twenty-two summaries, an introduction and biographical notes, to provide a full record of that seminal gathering. Discussions with Paul T. Durbin and others - including many who participated in the Second Inter-American Congress on Philosophy of Technology, University of Puerto Rico in Mayagiiez, March 199- raised the prospect of an English-language proceedings in the Philosophy and Technology series. But after due consideration it was agreed that a more general volume was needed to introduce English-speaking readers to a growing body of literature on the philosophy of technology in the Spanish-speaking world. As such, the present volume includes Spanish as well as Latin American authors, historical and contemporary figures, some who did and many who did not participate in the first and second inter-American congresses. (shrink)

This volume represents the first sustained effort to relate Derrida's work to the Western philosophical tradition from Plato to Heidegger. Bringing together twelve essays by twelve leading Derridean philosophers and an important paper by Derrida previously unpublished in English, the collection retrieves the significance of deconstruction for philosophy.

The Oxford University Studies in the Enlightenment series, previously known as SVEC (Studies on Voltaire and the Eighteenth Century), has published over 500 peer-reviewed scholarly volumes since 1955 as part of the Voltaire Foundation at the University of Oxford. International in focus, Oxford University Studies in the Enlightenment volumes cover wide-ranging aspects of the eighteenth century and the Enlightenment, from gender studies to political theory, and from economics to visual arts and music, and are published in English or French.

Since the first half of the nineteenth century in which English was introduced as the language of higher education in India, the word and concept of “philosophy” has played an important role in Indian intellectual life. First the study of philosophy must have meant the study of Western philosophy in Indian universities, butlater various attempts were made to discover the Indian versions of philosophical traditions in Sanskrit literature. Today no one doubts that there has been a rich and very (...) long tradition of such intellectual activities as are fully compatible with what European philosophers have actually been doing. Nevertheless, it is sometimes very difficult to draw a strict line between philosophy and religion in Indian thought. The present study will focus on that passage of the Nyāyamañjarī by a Kashmirian Nyāya scholar Jayanta which deals with the justification of the authority of the Vedas and other religious scriptures. From the analysis of the passage we may detect that there are two different dimensions in his application of logic for this issue. On the one hand he appeals to logical thinking for the defence of the Vedic authority and tries to establish the proper proof. But on the other hand he seems to be conscious of the limitation of reasoning, for he refers to those thinkers without refuting them in the latter half of the passage, according to whom every religious scripture must be accepted as valid insofar as the path of reasoning and argumentation is taken. (shrink)

It is regrettable that of all the wealth of available philosophical materials from the Spanish American area, publishers select for translation and diffusion in the U.S. only works of specialized interest. The change of the title of this book from the original Spanish one: Studies in the History of Mexican Philosophy, into the English Major Trends in Mexican Philosophy, is unjustified. This group of studies, which was given untranslated to the participants in the XIII International Congress of Philosophy at (...) Mexico City, constitutes a basic sample, by no means exhaustive, of what could be a collection of erudite sources for the study of Mexican philosophy. Because of the makeshift nature of a work thus conceived, the reader should not expect the periodization of historical trends to be adequate; it only reflects the specialized areas of the contributors. The study of pre-Colombian thought makes no use of modern methods of symbol interpretation and the parallel between thought structures and type of civilization. Also, research about post-scholastic logic, so intimately related to present logical work, is not reported. The best study deals with ideological trends of the independence period, and is a perfect illustration of the fecundity of historical states of collective puzzlement. The beautiful portraits that graced the Spanish edition have been removed.—A. M. (shrink)

We know the history of philosophy as Arabian, English, American, Greece, Indian, Chinese, Korean, German, Russian, French, Japanese… But it is surprisingly that we do not use more common concept as "national philosophy", which may be included in notions "regional" and "world" philosophy. The other words common to all mankind. As the President of Independent Republic of Uzbekistan Islam Karimov emphasized, "It is important to understand the life giving, deep sources of national culture, East philosophy which serve at vigorous (...) stimulus of rapid progress and renovation". We suppose that the main part of philosophy is human life, man's coming to be and evolution as a subject of interaction with the world. Any philosophy is the philosophy of a man, His life. A man belongs tosome nationality, nation and mankind. The nature is definite geographic midst for a man. Each nationality, nation has its own history and specific outlines – style of life, way of life, traditions, nation interests, psychology, ideas, values, culture. It is common and typical for all nations and it imposes an imprint at all sides of realityas well as philosophy. (shrink)

In this paper I outline some ways in which philosophy can contribute to the study of culture and pluralism, and how such a study may lead to a better understanding of philosophical enquiry. Building on earlier work (Sweet, 2002), I focus on four areas in which these contributions might be made. The first concerns the methodological, ideological, and historical presuppositions of culture and multiculturalism. The second area considers how philosophical discourse affects a culture's "self-understanding". The third area focuses on how (...) (and how far) philosophy may enable a culture to allow diversity and pluralism within the larger community. The fourth area deals with philosophy's dialectical relation with culture -how far philosophy is a product of culture, and whether that affects philosophy's participation in culture. An exploration of these areas will show both what role philosophy has to play in the analysis of culture, and why it is important for philosophers -especially in the English-speaking world- to engage in the "philosophy of culture". (shrink)

History and System represents the first contemporary volume on Hegel’s philosophy of history to be published in English. The editor notes that “with the possible exceptions of Augustine and Vico, no philosopher before Hegel had such a deep sense of the mutual penetration of history and philosophy as did Hegel. Historical reflection influenced his reading of other philosophers and philosophical reason penetrated his views of past events and eras.” Reflecting the best of Hegelian scholarship, the papers here focus on (...) the sources of Hegel’s philosophy of history, its internal structure and relation to other parts of his system, analyses of specific aspects of his philosophy of history, and its influence on subsequent thinkers. In its breadth and depth, the volume attests to the continued and growing importance of Hegel’s thought for contemporary philosophy. (shrink)

In August 2019, the fifth international congress of the 'International Association for the Study of the Philosophy of Edith Stein' (IASPES) took place at the University of Cologne. Of the 57 papers presented at this prominent conference prepared and chaired by the historian and theologian Harm Klueting, 54 were accepted for publication in revised versions. Professor Klueting was able to add three other contributions -- among them by the director of the Research Institute of the German Province of the Carmelites (...) at Bamberg, the historian and theologian Edeltraud Klueting, who acts as co-editor. The congress volume, published only a little more than a year after the congress despite significant constraints due to the Corona pandemic, contains 29 contributions in English, 21 in German, and seven in Spanish or French on the subjects 'Biographical questions', 'Edith Stein and thinkers of the past', 'Edith Stein and other contemporary thinkers', 'Anthropology -- Women and men', 'Philosophy -- phenomenology and Christian philosophy', 'Society and politics', 'Theology and spirituality', and 'Experiences with Edith Stein'. (shrink)

Translated by Bernard Linsky This is the first English translation of Roman Ingarden’s paper presented at the 8th World Congress of Philosophy held in Prague in 1934: “Der Logistische Versuch einer Neugestaltung der Philosophie: Eine Kritische Bemerkung”, translated here as “The Logical Attempt at a New Formulation of Philosophy: A Critical Remark”. Also translated here are brief discussions by Rudolf Carnap and Otto Neurath. These essays were published in the original German in the Proceedings of the Congress in 1936. (...) This statement of Ingarden’s criticisms of the doctrines of the Vienna Circle has been mentioned in print, but his views have not been discussed, or indeed accurately reported to date. (shrink)

From philosophy to theology -- Structure -- Mystery -- Power.

In her introduction to this collection, Tymieniecka presents her phenomenology of life - the leitmotif of the three-volume anniversary publication of Analecta Husserliana - as something that stands out from preceding historical attempts to investigate life in an 'integral' or 'scientific' way. After an incubation lasting throughout the 2000 years of Occidental philosophy, this scientific phenomenology/philosophy of life at last uncovers the entire area of the 'inner workings of Nature', exposing the way in which the 'sufficient reason' and the 'ground' (...) of beingness as such crystallise out of the 'onto poietic' process. This onto-poietic process, continuing as it does in the human creative condition, also reveals the authentic genius of the works of the human spirit. This new and original philosophy, free of fallacious simplifications, speculations and reductionism, opens up a basic starting point for all philosophy. Life, 'the theme of our times', at last receives a profound philosophical treatment. (shrink)

In previous work, I have drawn attention to certain systematic differences among philosophical traditions as regards to the literary forms that are prevalent in each. In this paper, however, I focus on the commentary form. I raise the question of why the use of commentaries abounds in most traditions except those transmitted in the English language and suggest that problems of translation are central to this issue. I argue that the appearance of commentaries in a philosophical tradition is a (...) criterion of such untranslatability that emerges in a broader cultural, economic, political, and religious context. Features of the relation between language and forms of communication in the history of philosophy are here explicated, concentrating especially on the German case. (shrink)

Hegemonic masculinity, a framework where stereotypically masculine traits are over-emphasized, plays a central role in sport, partly due to an excessive focus on winning. This type of masculinity marginalizes those that do not possess specific traits, including many women and men. I argue sport reform focused on mitigating hypercompetitive attitudes can reduce this harmful and marginalizing hegemonic masculinity in sport. I make this argument first by challenging the dichotomous nature of sport, especially in recognizing that all outcomes are a blend (...) of winning and losing, that ties are relevant and informative outcomes to contests, and that winning and losing do not always tell accurate stories of the outcome. Secondly, I contend that expanding the potential outcomes in sport can help broaden the emphasis of competitive sport to take into account playing well and improving, in terms of both the test and the contest. I conclude that these reforms decrease hegemonic masculinity, making sport better for all. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

The main purpose of this book is to introduce a broader audience to emergence by illustrating how discoveries in the physical sciences have informed the ways we think about it. In a nutshell, emergence asserts that non-reductive behavior arises at higher levels of organization and complexity. As physicist Philip Anderson put it, "more is different." Along the text's conversational tour through the terrain of quantum physics, phase transitions, nonlinear and statistical physics, networks and complexity, the author highlights the various philosophical (...) nuances that arise in encounters with emergence. The final part of the book zooms out to reflect on some larger lessons that emergence affords us. One of those larger lessons is the realization that the great diversity of theories and models, and the great variety of independent explanatory frameworks, will always be with us in the sciences and beyond. There is no "Theory of Everything" just around the corner waiting to be discovered. One of the main benefits of this book is that it will make a number of exciting scientific concepts that are not normally covered at this level accessible to a broader audience. The overall presentation, including the use of examples, analogies, metaphors, and biographical interludes, is geared for the educated non-specialist. (shrink)

In this paper we describe the development and initial psychometric evaluation of a new measure, the values in scientific work. This scale assesses the level of importance that investigators attach to different VSW. It taps a broad range of intrinsic, extrinsic, and social values that motivate the work of scientists, including values specific to scientific work and more classic work values in the context of science. Notably, the values represented in this scale are relevant to scientists regardless of their career (...) stage and research focus. We administered the VSW and a measure of global values to 203 NIH-funded investigators. Exploratory factor analyses suggest the delineation of eight VSW, including autonomy, research ethics, social impact, income, collaboration, innovation and growth, conserving relationships, and job security. These VSW showed predictable and distinct associations with global values. Implications of these findings for work on research integrity and scientific misconduct are discussed. (shrink)

The mathematical prowess of pure mathematician J. E. Littlewood (1885-1977), and of his elder cousin the mathematical educator Philippa Fawcett (1868-1948), is illustrated in the context of the Mathematical Tripos examination at Cambridge. Littlewood’s brilliant though highly condensed treatment in his splendid Miscellany (1953) of a perplexing problem from an old Tripos paper – familiar to some as “The Paradox of the Second Ace” – is then expanded with reference to Coxeter’s treatment of it in his revision of Rouse Ball’s (...) Mathematical Recreations (1939) and ultimately explained in the light of Wittgenstein’s later philosophy. The discussion touches on the nature of mathematical supposition. (shrink)

This profound resource extends the concept of education as a human right to propose lasting solutions to educational disparities worldwide. Its multiperspective analysis probes the roots of educational inequities in recent and longstanding economic divisions, cultural domination, and political injustice, framing equal access to meaningful learning as a core aspect of a humane society. Characteristics of Educational Leaders without Borders (ELWB) are defined, and the challenges of their mission are examined in global context, from education of girls in the Middle (...) East to internet access in Haiti to the complex situation of U.S. minority students. In addition, an overview of historical precedents for ELWB in the work of Dewey and others helps to illuminate pressing issues that must be addressed by current and future humanistic leaders to improve educational access for the world's children. Among the topics covered: Education without nationalism: locating leadership when borders no longer hold. Toward a metanoia of global educational leadership. Teaching, technology, and transformation. The unique challenges of education in emerging West African countries. The economics of globalization in higher education. The transnational context of schooling. Educators, education researchers, and policymakers in education will welcome the clear-minded realism and ethically robust agenda found in Educational Leaders without Borders. (shrink)

Si le nombre permet de comparer d’une manière qui est pleinement significative les philosophies transcendantales de Kant et de Husserl, c’est parce qu’il peut faire apparaître à la fois ce qu’elles ont eu en commun dans le relevé des emplacements qu’elles ont attribués aux différents facteurs constitutifs de la subjectivité transcendantale et ce qui les a fait néanmoins diverger l’une de l’autre dans l’établissement du réseau des affinités où elles ont dû aussi les faire entrer en deçà comme au-delà de (...) ce dispositif central. (shrink)

Psychology does not get rid of its problems by taking experience at its face value, for it is the province of psychology to study problems arising when experience is taken at its face value. Only in actual lived experience is concrete reality to be found in its fullest sense. All reality which is experience includes attributes both spatial and temporal. Objects cannot b7 considered in the first place apart from such attributes. Physical objects are perceived as parts of a total (...) situation and there is merit in the suggestion of the Gestalt psychologists. Always much will be found in the perceptum which will not correspond with the physical object, since the physical object is only an abstract. The effort to control our environment has led to a sophisticated attitude toward perceptual experience, which is said in psychological circles to lead to the stimulus error. Those who have seen children gradually grow into a realization of the unreliability of perception—for purposes of muscular manipulation—will understand what is meant. (PsycINFO Database Record (c) 2009 APA, all rights reserved). (shrink)

Pour se repérer dans l'immense labyrinthe que forme l'œuvre de Husserl, telle qu'elle nous est enfin devenue accessible aujourd'hui grâce aux publications des Archives de Louvain, il faut y prendre pour fil d'Ariane la décomposition du versant subjectif de l'intentionnalité en ses trois modes : son mode perceptif, son mode imaginaire et son mode signitif, en la situant à l'arrière de celle de son versant objectif en un a priori synthétique matériel et un a priori analytique formel. Il s'agit bien (...) là, en effet, du double invariant structural autour duquel sont venus s'ordonner tous les déplacements thématiques où a dû s'engager Husserl avant de parvenir à fonder la phénoménologie transcendantale, en y prenant toujours davantage de distance par rapport aux conditions de fonctionnement actuelles de l'intentionnalité. Et Husserl put alors résoudre l'énigme qu'elles posent au départ : en tendant à faire croire à tort que ces deux versants n'auraient jamais été séparés par rien, alors que les lois d'essence qui régissent les rapports entre leurs éléments respectifs ont toujours été et resteront toujours irréductiblement dissymétriques. Aussi la question devait-elle finir par se poser : de savoir si la phénoménologie est axiomatisable à l'aide d'un modèle rigoureux. Peut-elle prendre appui, pour procéder au traitement de cet a priori subjectif, sur le paradigme fourni, au terme de son histoire, par la mathesis universalis? Et devra-t-elle même se donner plusieurs systèmes d'axiomes, afin de rendre compte par là des différents genres de phases de développement à la fois généalogiques et téléologiques par où passe et repasse sans cesse toute vie intentionnelle? J. E. (shrink)

Wittgenstein’s ‘ethnological approach’ to the philosophy of mathematics, in particular his discussion of calculation as an experiment and the limits of empiricism in mathematics, is presented against three interrelated backdrops: (1) James’ critique of Spencer’s evolutionary empiricism, specifically regarding necessary truths; (2) the Cambridge Anthropological Expedition to Torres Straits, led by Haddon and Rivers, whose Reports implicitly confuted Spencer; and (3) the subsequent work of Malinowski, especially his supplement to Ogden and Richards’ The Meaning of Meaning, a book sent to (...) Wittgenstein upon its publication in 1923. String figures as mathematics is a main illustrative example. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...) the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

This work acknowledges that spirituality is an integral part of adult learning and development. Building on the history of adult education and training, the authors suggest that the profession needs to recover some of its early concerns for holistic and spirituality informed practice.