Tom 2. Tatarskoe prosvetitelʹstvo -- Tom 3. Tatarskai︠a︡ liberalʹnai︠a︡ myslʹ --.

In 2013-2022, the Ukrainian ethnic group faced numerous external and internal challenges, which were largely the result of its previous historical development and profound transformations in the public consciousness.These changes, in turn, have become a natural reaction to a number of historical processes and phenomena that have taken place in the territory of the people from ancient times to the present. In this article, the author aims to analyze some factors of stress genesis of the ethnic legal mentality of the (...) Ukrainian ethnic group and show their impact on the content of its behavioral stereotypes. The methodology of this study is comprehensive and is based on socio-philosophical and philosophical and legal analysis of behavioral attitudes of Ukrainians in the field of legal understanding.Results. In the course of analyzing the scientific works of a number of researchers, we found that during its historical existence, the Ukrainian ethnic group has experienced a number of events, phenomena and processes of objective reality, which led to the transformation of the content of its behavioral stereotypes. Factors of stress genesis can be divided into endogenous and exogenous. Exogenous sources of Ukrainian ethnopsychologists include, for example, continuous invasions of various aggressors (Tatar, Polish, Russian, German) and various attempts to acculturate Ukrainians.According to them, endogenous factors include various migration processes that have generated marginality and betrayal by Ukrainian leaders of their people. In the future, the established guidelines play or may play a destructive role in the process of nationbuilding.Conclusions. We found that the stress genesis of domestic political and legal can be defined as the process of creating political and legal mentality of the Ukrainian ethnos under the influence of events, phenomena, processes of its sociohistorical development, as well as factors of geographical location and environmental conditions. community and, as a consequence, cause transformations in the content of its guidelines. In addition, the border situation of Ukrainian lands, long statelessness of the ethnic group, serfdom in the homeland and other factors of socio-historical development of the national ethnic group have led to the emergence or deepening in the people’s consciousness such destructive stereotypes as anarchism, legal nihilism, freedom “, absenteeism and civic passivity, deep corruption traditions and nepotism, low status of state property, etc. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Prelude to the Special Issue of the Journal of Aesthetic Education on Children’s LiteratureEllen Handler Spitz, Guest Editor (bio)When Professor Pradeep A. Dhillon, editor of the Journal of Aesthetic Education, suggested to me one day that I might guest edit a special issue of the journal devoted to the topic of children’s literature, my initial reticence was toppled and my sense of resolve buoyed as I began to fantasize (...) with billowing excitement about just how this might be done. First, I dreamt up the image of guest editor as bountiful hostess—setting out delectable dishes in an elegantly appointed banquet before the readers of this journal. That metaphor faded, however, despite Maria Tatar’s eloquent reminder to us in these pages that gastronomy has frequently and salubriously been juxtaposed with reading. I could not help worrying (even though children vociferously protest the logic of this problem) that one cannot have one’s cake and eat it too. Therefore, switching to music, I began to imagine the editor as conductor of a highly select ensemble of musicians, all gifted with glorious well-seasoned voices. They might perform a concert (recorded for posterity, of course) of pieces aimed at an audience of those who care passionately about aesthetics, education, literature, and above all about children, and at those who, perhaps with tenderness, still recall their own childhood reading.But how to accomplish this in practical terms? Well, I reasoned, I would simply invite a group of distinguished senior scholars who, having achieved their reputations in related fields and having written on other subjects as well, have published highly significant works pertaining to children’s literature. Each person would contribute a composition in his or her own voice, and there would be complete freedom, carte blanche, no holds barred—the only constraint being page numbers. Would the results turn out to be harmony or cacophony? Well, I speculated, if each voice were finely tuned, resonant, and clear, whether treble or bass, forte or pianissimo, the outcome—although [End Page 1] unpredictable in terms of specifics—would, unquestionably, be musical. But that, dear reader, is ultimately for you to judge, for you have now heard precisely how this issue came into being and will, we hope, read on. Each author I asked responded to my call with alacrity and, in his or her original style and tone, made my task as conductor a perfect pleasure.We offer you a work in three parts. First, you will encounter two melodious and euphonious pieces, contributed respectively by Marina Warner (“Out of an Old Toy Chest”) and Maria Tatar (“From Bookworms to Enchanted Hunters: Why Children Read”). Here, the overarching themes of children’s play and make believe are set up, analyzed, and explored. Playing and reading are placed side by side, as well as reasons why children love to read and how they are variously exhorted, extolled, and even occasionally excoriated by adults for doing so.Our second movement consists of three apparently unrelated motifs, contributed in turn by Gareth Matthews (“Philosophical Adventures in the Lands of Oz and Ev”), Seth Lerer (“Style and the Mole: Domestic Aesthetics in The Wind in the Willows”), and myself (“Ethos in Steig’s and Sendak’s Picture Books: The Connected and the Lonely Child”). Actually, however, these essays are not unrelated, for each motif arises from a particular mode of interpretation grounded in turn in philosophy, in literary history and theory, and in psychology. The works considered are all by notable writers for children: L. Frank Baum, Kenneth Grahame, William Steig, and Maurice Sendak.For our grand finale, we offer two sonorous, seriously challenging contributions, one by Jack Zipes (“Why Fantasy Matters Too Much”) and the other by Eliza T. Dresang and Bowie Kotrla (“Radical Change Theory and Synergistic Reading for Digital Age Youth”). These works grapple with contemporary matters, with fantasy, with technology, and with “radical change” as these can be discerned in the literature, imagery, and general cultural lives of today’s and even, quite possibly, of tomorrow’s children. Gesturing toward the future even more strikingly, we conclude this work with a flourishing coda in the actual voice of a living child... (shrink)

The essay deals with the enormous success of the Russian television series The Boy’s Word. Blood on the Asphalt (Slovo patsana. Krov’ na asfalte, 2023), directed by Zhora Kryzhovnikov, on both sides of the trenches during the Russo-Ukrainian war. It discusses the role of social media and the public reception in Ukraine and Russia. In particular, the way the series depicts the so-called ‘Kazan phenomenon’, when the Tatar capital was shocked by criminal youth gangs in the late Soviet Union, (...) makes it attractive and topical in the current situation. By analyzing this, the essay also attempts to gain a better understanding of how popular cultural products take up and process social problems and conflicts in a complex way. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:From Bookworms to Enchanted Hunters: Why Children ReadMaria Tatar (bio)Sensation SeekersThe laws governing the conservation of cultural energy are particularly effective when it comes to children’s literature. Peter Pan, Alice in Wonderland, The Chronicles of Narnia, The Yearling, The Wizard of Oz, Pinocchio, The Wind in the Willows, The Secret Garden, The Snow Queen: these are just a few of the volumes that continue to pull and tug (...) on young readers, drawing them into enchanted other worlds. Their propulsive force has moved from one generation to the next, setting minds into motion, renewing senses, and almost rewiring brains. Favoring expressive intensity over intellectual heft, the books of childhood use no-holds-barred melodramatic strategies until we are under their spell. We can all remember the jolts and shimmer of books we read as children, the moments that sent shivers up and down the spine.“Wow” moments saturate children’s stories, exploiting the emotive power of language for maximum effect.1 Think of the multiple evocations of the web created by the spider Charlotte in E. B. White’s book, how it “glistens” in the light and makes a pattern of “loveliness and mystery.” “What a curious feeling,” Alice declares in Lewis Carroll’s Alice in Wonderland once she has tasted the contents of a bottle marked “Drink me.” After that, the world she enters only becomes “curiouser and curiouser.” Dorothy lands in Oz and her eyes grow “bigger and bigger” at the “wonderful sights” she sees. They continue widening as she follows the Yellow Brick Road to Oz with her three companions. “A million golden arrows” point the way to Neverland, as the Darling children begin to experience the first in a series of bursts of beauty and rumbles of violence. Those rumbles create similar wow effects. Who can forget the moment when Iorek Byrnison, one [End Page 19]Maria Tatar Maria Tatar is the John L. Loeb Professor of Germanic Languages and Literatures at Harvard University, where she chairs the Program in Folklore and Mythology. She is the author of Classic Fairy Tales, The Annotated Brothers Grimm, The Annotated Hans Christian Andersen, and The Hard Facts of the Grimms’ Fairy Tales and has written for the New York Times, the New Republic, and Slate.com.Copyright © 2009 Board of Trustees of the University of Illinois... (shrink)

In the Phenomenology of Spirit, chapter IV, Hegel attempts to show how consciousness becomes self-consciousness. Self-consciousness manifests itself both as the ground on which it makes its object opposite to itself, and as a higher truth by demolishing the otherness of its object in order to preserve it for self-consciousness. Since it presupposes itself as the inner truth (or ground) it realizes itself both as the origin and the aim of desire. In other words, by virtue of presupposing its identity (...) in its dissolution, self-consciousness desires to re-constitute the unity with itself. Therefore, it grasps everything else as a negative object of desire in advance. That is to say, its appearance seems to be an ‘obstacle’ before its satisfaction. However, through experience of negating, self-consciousness learns that its object is also a ‘means’ (i.e., has truth or positive aspect) for its end point. It realizes this latter aspect of its object especially when it is faced with another self-consciousness. At this level, self-consciousness comes to see that there is a counter-balance of opposing powers between itself and the other self-consciousness. This counter-balance leads both self-consciousness to a mutual recognition and, then satisfaction of mutual desires. Therefore, since both the origin and the aim of desire is self-consciousness itself, it (self-consciousness) grasps itself as the positive (real) object of desire and then discerns in the mutual recognition the positive aspect of another which was taken as a negative element before. The satisfaction of desire begins with realizing this positive aspect of another self-consciousness. (shrink)

The dissertation shows that the arguments advanced by E. D. Hirsch for authorial intention as the criterion of interpretation do not provide a basis for validity in interpretation because the subject-object ontology underlying those arguments is incompatible with the idea of the identity of a text's meaning. The dissertation argues that, inasmuch as Hirsch's model of interpretation presupposes the total separation of meaning and significance and restricts the meaning of the text to the author's intention, it establishes an insurmountable gap (...) between text and interpreter. This dissertation will attempt to show that H.-G. Gadamer's approach to interpretation succeeds where Hirsch's fails in providing a basis for a legitimate and true interpretation. ;For Gadamer, we can only understand a text by assuming that we share a common linguistic horizon. The horizon itself, however, is grounded in the ontological features of the subject-matter of the text. These ontological features, he maintains, manifest themselves in the dialogical character of language and provide a transcendental ground for the possibility of giving a true interpretation of a text. The meaning of a text thus retains an identity, in Gadamer's view, but it is also capable of assuming an indefinite variety of finite expressions for its content. Gadamer accordingly argues that the meaning of a text cannot be legitimately equated with the intentions of its author. ;In Chapter One, the problem of relativity and objectivity in interpretation is presented. In this context, the problem of method and subject-object ontology is discussed. Chapter Two turns to the problem of the identification of meaning with authorial intention. The intentionalist approaches of Knapp, Michaels, Juhl, and Hirsch are criticized. It also delineates Gadamer's approach to the identification of the author. In Chapter Three, the problem of textual identity is discussed in terms of Hirsch's and E. Betti's distinction between meaning and significance. After presenting the dynamic identity of the text in Gadamer, it is argued that textual identity reveals itself in the truth-claim of the text. Chapter Four attempts to articulate how the ontological characteristics of textual meaning can, as Gadamer argues, provide a basis for truthfulness in interpretation. (shrink)

After the publication of Wahrheit und Methode in 1960, Hans-Georg Gadamer, a celebrated student of Martin Heidegger, received rapidly a worldwide response for his intellectual genius by fusing different philosophical horizons into a coherent and rational perspective which he calls ‘philosophical hermeneutics.’ In his attempt to construct philosophical hermeneutics, Gadamer criticizes historicism, romantic hermeneutics and modern subjectivism since they disregard ontological structure of historical understanding. By claiming that prejudgment (or fore-understanding) is the basis for a genuine understanding, he contends that (...) we can overcome false prejudgment only by having recourse to the subject matter of the texts and by understanding texts on the model of dialogue which happens between the partners questioning themselves on the basis of a subject (sache). For him, understanding oneself and others happens as an event of dialogue simply because understanding takes place within the world of language. Language gets concretized and temporalized by the give and take of words. In other words, language is not a mere system of signs, but rather is uncoveredness of beings and the way within which human Dasein realizes himself. Since historical tradition which supports every event of understanding discloses itself only within language and language is a matter of sharing and participating, understanding is historical and temporal. Here the words “historicity” and “temporality” do not refer merely to “being in the history and time.” This is to approach the event of understanding from chronological and universal notion of time. Historicity and temporality are basically the distinctiveness of disclosedness of beings. Philosophical thoughts, scientific theses, trends which effect the course of history constitute the historicity of understanding by creating a sort of discontinuity in the continuity of history. Hence historicity is the basis for the formation of fore understanding and prejudgment. Philosophical hermeneutics tries to show how the continuity of history and traditions occurs through discontinuity (historicity) of understanding. (shrink)

Globalization process through which our individual and societal relations turn out to be parts of world-wide network of power relations has transformed the meaning of the notion ‘dialogue’ dramatically. For discerning better this dramatic transformation, we should focus on the historical meanings of the notion ‘dialogue’. In ancient philosophical texts, such as Plato’s works, dialogue appears to have two different dimensions: 1) conversation of human soul with itself; 2) conversation between human beings toward a common purpose. In each case, this (...) notion refers basically to incompleteness and shortcomings of human knowledge and intellect regarding universal truth. Upon this basis, it signifies that ‘having a purposeful conversation with others’ is being on the way toward universal truth. (shrink)

There are many narrations about the Stories of the Prophets in basic hadith, tafsir and historical sources. In addition to the Qur'an, some information about the stories of the prophets is contained in the Torah and the Bible. The stories of the Prophet were known to Jews and Christians before the advent of Islam. Even the Arabs of the jahiliyyah period had some knowledge about the parables. When the revelation about the stories of the Prophet was revealed, the polytheists were (...) extremely disturbed by it and "esâtîru'l-evvelîn" was used to describe these stories as the tales of the past tribes. Apart from the verses in the Qur'an about the stories of the Prophet, both the hadiths in the hadith sources and the narrations in the historical sources, some of this information was authentic information, while some of it consisted of fabricated information. Among these narrations, there are weak narrations such as Isrâiliyyât, as well as sound ones. It is important how the authors who wrote the works of Kasasu'l-Enbiyâ were affected by the hadiths in the main sources and whether they included these narrations in their works. Therefore, in this study, some hadiths related to the Stories of the Prophets in the Kitâbu'l-Anbiyâ section of Sahîhu'l-Bukhârî, which is one of the most important hadith works and accepted as the most reliable book after the Qur'an, were tried to be examined. In particular, some narrations that the authors of Kasasu'l-Enbiyâ's works were not included in their works, although they were mentioned in Sahîhu'l-Bukhârî, were discussed. In fact, there are many hadiths related to the subject in Sahihu'l-Bukhari. However, in this study, six narrations that were not mentioned by the authors of history, tafsir and Kasasu'l-Anbiya were mentioned. While referring to the aforementioned narrations, no analysis of the hadiths was made in order not to go beyond the scope of the subject and not to exceed the limits of the study. The reasons why these narrations are not references in the Kasasu'l-Anbiya literature are emphasized. Thus, these narrations, which are not mentioned in Kasasu'l-Enbiya's works but are mentioned in the Kitabu'l-Anbiyâ section of Sahîhu'l-Bukhârî, are examined and their source status for the stories of the Prophet is examined. (shrink)

Evidence shows that people with high social anxiety levels ruminate about distressing social events, which contributes to the maintenance of social anxiety symptoms. The present study aimed to explore the role of shame in maintaining post-event rumination following a negative social event in a student sample. Participants reported negative rumination related to the event one day and one week after the speech. PER measured one day after the speech was not associated with social anxiety symptoms and state anxiety. One week (...) later, participants with clinically relevant social anxiety symptoms experienced greater PER. State shame was the only significant predictor of PER in a regression equation that also included social anxiety symptoms, state anxiety and self-evaluation of performance. Possible explanations and implications are discussed in light of cognitive models of social anxiety. (shrink)

Understanding how traits are integrated at the organismal level remains a fundamental problem at the interface of developmental and evolutionary biology. Hormones, regulatory signaling molecules that coordinate multiple developmental and physiological processes, are major determinants underlying phenotypic integration. The probably best example for this is the lipid-like juvenile hormone (JH) in insects. Here we review the manifold effects of JH, the most versatile animal hormone, with an emphasis on the fruit fly Drosophila melanogaster, an organism amenable to both genetics and (...) endocrinology. JH affects a remarkable number of processes and traits in Drosophila development and life history, including metamorphosis, behavior, reproduction, diapause, stress resistance and aging. While many molecular details underlying JH signaling remain unknown, we argue that studying “hormonal pleiotropy” offers intriguing insights into phenotypic integration and the mechanisms underlying life history evolution. In particular, we illustrate the role of JH as a key mediator of life history trade-offs. BioEssays 27:999–1010, 2005. © 2005 Wiley Periodicals, Inc. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 113-120 [Access article in PDF] Wonders, Witches, Wolves, and Wisdom Ellen Handler Spitz Honors College Professor of Visual Arts University of Maryland The Annotated Classic Fairy Tales, ed. Maria Tatar, New York: W.W. Norton, 2002, Paperback: 394 pp., $16.95. We persist in hearkening to fairy tales. Along with ancient myths, the parables of scripture, the secular legends and sacred texts of (...) many lands, a stable canon of these magical tales still provides, even in the twenty-first century, an ongoing source of inspiration to artists, composers, choreographers, filmmakers, poets, and, above all, to the writers and illustrators and readers of children's books. They are of abiding interest as well to all of us who, in our various ways, concern ourselves with the aesthetic education of children. Why is this so? One preeminent authority in the field is Maria Tatar, John L. Loeb Professor of Germanic Languages and Literatures at Harvard University, an author who, with wisdom, tenderness, and erudition, has traced and researched these tales. Having devoted two decades to the phenomenon, Tatar's works include The Hard Facts of the Grimms' Fairy Tales, Off with their Heads! Fairy Tales and the Culture of Childhood, and The Classic Fairy Tales: A Norton Critical Edition.1 She has recently come out with a new book, an edited collection of twenty-six tales all illustrated, marginally annotated, and a number of them retranslated for the occasion, the result being The Annotated Classic Fairy Tales, a painstakingly produced, lavishly decorated volume that would grace any library.In addition to commenting, in the volume's elegantly wide margins, on each of the included tales, Tatar has arranged to have this new compilation ornamented with small colored reproductions of both rare and famous images associated with the tales by distinguished illustrators of the nineteenth and early twentieth centuries — artists such as Gustave Doré, Edmund Dulac, Walter Crane, Maxfield Parrish, and Arthur Rackham. While small in size and often not quite as clear as one might ideally wish (I found myself longing for some sorcery that would blow them up to full size so as to be able to feast my eyes on their wealth of detail and imaginative splendor), these images grace the text and greatly enhance its pleasures. Their presence, in fact, is one of the factors that makes this book unique. I know of no other extant work where a comparable effort has been made to join the fairy tales with a multiplicity of their most celebrated illustrations. The effect is astonishing. Readers are either transported directly back into their own early childhoods or newly acquainted with a brilliant visual canon parallel to that of the fairy [End Page 113] tales themselves. I predict it will be a rare reader who, after seeing this book, will not be desirous of learning more about the artists whose works are reproduced here. To further that end and to begin to satisfy the desire she must have known she would create, Tatar has supplied her readers with a section of mini-biographies and bibliographies not only of the authors and collectors of the fairy tales themselves (most notably, Charles Perrault, the brothers Wilhelm and Jacob Grimm, and Hans Christian Andersen) but of the illustrators. For this felicitous marriage — of word and image, of story and picture — her endeavor deserves our gratitude.Rather than take this tasteful treasure trove as a culmination of Tatar's pre-existing work, which, in a certain sense, it is, I prefer to see it as a lure that entices readers to revisit her earlier volumes which, while of recognized scholarly import and interpretive richness, all tackle questions pertinent not only to folklorists and to historians of literature but to all of us who, in the wake of recent history, have come to wonder ever more anxiously what sort of tales we ought to be telling children and ourselves and how and why. This question, incidentally, returns us to Book II of Plato's Republic, where Socrates poses this question directly to... (shrink)

This book is the first monograph fully devoted to analyzing the philosophical aspects of affordances. The concept of affordance, coined and developed in the field of ecological psychology, describes the possibilities for action available in the environment. This work offers a systematic approach to the key philosophical features of affordances, such as their ontological characterization, their relation to normative practices, and the idea of agency that follows from viewing affordances as key objects of perception, while also proposing an innovative philosophical (...) characterization of affordances as dispositional properties. The Philosophy of Affordances analyzes the implications that a proper understanding of affordances has for the philosophy of mind and the cognitive sciences, and aims to intensify the dialogue between philosophy and ecological psychology in which each discipline benefits from the tools and insights of the other. (shrink)

This volume addresses three major themes regarding recipes: their nature and identity; their relationship to territory, producers, consumers and places of production. The first part looks at taxonomies of recipes, the relationship between recipes and their source, and how recipes have changed over time, including case studies that look at unsourced recipes through to recipes for foods that are very highly processed. The second part identifies the constitutive relationships that characterize recipes, between territory, producers, consumers, places and spaces of production. (...) The third part studies the values and norms guiding the naming, production and consumption of recipes, scrutinising the cultural appropriation of recipes, how to stake authority in claiming a recipe, and the interplay between aesthetics and ethics in recipe making. With contributors ranging across disciplines including philosophy, law and history, and including established academics such as Carolyn Korsmeyer and food writers such as Rachel Laudan this volume will be of vital importance for those looking to understand how archival material forms our understanding of eating habits and culture throughout history. (shrink)

In this paper, I provide a brief overview of the development of analytic philosophy in the Philippines. I first highlight the circumstances that led to its inception in the late 1930s, and some of the notable works by prominent Filipino analytic philosophers that helped shape the tradition. Next, I discuss the socio-political climate in the late 1950s through the 1970s that may have led some Filipino philosophers to move away from analytic philosophy. Finally, I explore some signs of its re-emergence (...) in the late twentieth century and its possible trajectories in the twenty-first century. (shrink)

“Enthusiastically acclaimed in Europe, Cornelis Verhoeven’s The Philosophy of Wonder starts with the premise that any authentic philosophy begins as a posture of wonder before reality. “Wonder is the foundation of the whole of philosophy,” he states. “It is not the beginning of thought in the sense that it might lead on to something better founded, something like philosophical principles, which could be cheerfully manipulated without any ambiguity. Nor does the philosopher begin by wondering, proceed to an examination, and thus (...) rid himself of a tiresome guest. It is not the beginning but the principle, the basic structure. It is not only the beginning but also the end; it guides and accompanies thought. It has not only the first but also the last word” Verhoeven develops his posture-the posture of one who thinks rather than one who merely learns a system-from the starting point of a striking reverence for reality. Wonder is possible only to one who is truly open to what reality is, is ruled by it, and who stands in fascination of the fact that what is there is there. Verhoeven’s approach to authentic thought and philosophy implies a rebellion against prevailing attitudes, against the tyranny of mediocrity that today’s world often imposes. Wonder is a rebellion against certitude and security. Authenticity demands that one remove himself from the tyranny of the revenge, that one slow down in a past-moving world. It demands that one receive reality with reverence and in a mood of contemplation rather than manipulation.The Philosophy of Wonder is neither a textbook nor a do-it-yourself philosophy book with “foundations” and “concepts.” Rather, it is a prod that engenders wonder. Wonder is not a quasi-romantic, wide-eyed passivity; it is an aggressive action, an exciting adventure, an exercise in free fall. Whenever philosophy has become a system, says Verhoeven, it has surrendered its birthright.”- Publisher. (shrink)

There’s more to sports than the ethos of competition, entertainment, and commercialism expressed in popular media and discourse. Sport, Philosophy, and Good Lives discusses sport in the context of several traditional philosophical questions, including: What is a good human life and how does sport factor into it? To whom do we look for ethical guidance? What makes human activities or projects meaningful? Randolph Feezell examines these questions along with other relevant topics in the philosophy of sport such as the contribution (...) of play to a meaningful life, the various reasons for pessimistic views of sport, the various claims that celebrated athletes are role models, and the seldom-questioned view that coaches are in a position to offer advice to athletes on how to live or on leadership skills. He also discusses the way that non-Western attitudes found in Buddhism, Taoism, and the Bhagavad Gita might be used to address the vulnerabilities of sports participants. Feezell draws from current sports issues, popular literature, and contemporary sports figures to shed light on the attraction and value of sports and examine the accompanying ethical issues. (shrink)

GEOMETRY AND SEMANTICS: AN EXAMINATION OF PUTNAM'S PHILOSOPHY OF GEOMETRY There are many ways to shed light on how and why our conception of geometry changed during the last two centuries. One fruitful strategy is to relate those ...

This paper provides arguments to philosophers, scientists, administrators and students for why science students should be instructed in a mandatory, custom-designed, interdisciplinary course in the philosophy of science. The argument begins by diagnosing that most science students are taught only conventional methodology: a fixed set of methods whose justification is rarely addressed. It proceeds by identifying seven benefits that scientists incur from going beyond these conventions and from acquiring abilities to analyse and evaluate justifications of scientific methods. It concludes that (...) teaching science students these skills makes them better scientists. Based on this argument, the paper then analyses the standard philosophy of science curriculum, and in particular its adequacy for teaching science students. It is argued that the standard curriculum on the one hand lacks important analytic tools relevant for going beyond conventional methodology—especially with respect to non-epistemic normative aspects of scientific practice—while on the other hand contains many topics and tools that are not relevant for the instruction of science students. Consequently, the optimal way of training science students in the analysis and evaluation of scientific methods requires a revision of the standard curriculum. Finally, the paper addresses five common characteristics of students taking such a course, which often clash with typical teaching approaches in philosophy. Strategies how best to deal with these constraints are offered for each of these characteristics. (shrink)

Predication is a central theme in Arabic logic that has undergone significant semantic transformation throughout history. This article explores the evolution of predication's scope and meaning across four successive stages. Rather than pinpointing specific historical moments—given that these transitions lack clearly defined beginnings or endings—the focus is on key propositions that enrich our understanding of predication, drawing on the classifications of thinkers such as Abū Naṣr al-Fārābī (d. 950), Athīr al-Dīn al-Abharī (d. 1262-65), Mullā Ṣadrā (d. 1635), and Muhammad Ḥusayn (...) Ṭabātabāʾī (d. 1981). The transition from the first to the second stage is characterized by the acceptance of natural propositions (ṭabīʿīya), while subsequent stages involve essential primary (dhātī awwalī) and stronger/weaker (ḥaqīqa-raqīqa) propositions. This progression illustrates a shift from expressing the properties of external objects to articulating the properties of concepts, ultimately culminating in the expression of identity between concepts and external entities. The four stages can be summarized as follows: (1) First-order predication; (2) Second-order predication; (3) Second-order identity; (4) First-order identity. (shrink)

Experimental philosophy is a new approach to philosophy that incorporates the experimental methodologies of psychology, behavioral economics, and sociology. Experimental philosophers generally maintain that, in addition to traditional philosophical practices, these ways of gathering evidence can be instrumental in shedding light on philosophically important issues. Rather than relying on their own intuitions about specific cases, experimental philosophers perform systematic experiments to determine what intuitions people have about those cases. These intuitions are then used as evidence. In this context, four main (...) approaches to experimental philosophy are introduced, a sample of experimental philosophy’s results is offered, and some of the philosophical importance of those results is explained. (shrink)

"In this highly original book, Ada Agada responds to the question of how a philosophy can be African and at the same time universally relevant by constructing an original philosophical system that is at once African and universal. Drawing on African forms of thought and conceptual schemes like ethnophilosophy, ubuntu, sage philosophy, négritude, ibuanyidanda philosophy, and ezumezu logic, the author introduces new concepts and conceptual schemes like mood and proto-panpsychism into philosophical vocabulary and weaves them into a coherent and original (...) system that promises to significantly impact contemporary African philosophy. Arguing for intercultural and comparative philosophy as a desirable mode of philosophising in a continually globalising and interconnected world, the book demonstrates the universal applicability of consolationism. This book will be of interest to scholars in the fields of African Studies, intercultural philosophy, philosophy of mind, and existentialism"--. (shrink)

This book completes medical care by adding the comprehensive humanistic perspectives and philosophy of medicine.

The articles considers philosophy as an educational project. The institutionalization of philosophy is connected with the process of formation and development of the classical university as well as with the transformation of its socio-cultural status. Special attention is paid to the analysis of the essential ambivalence of philosophy and its influence to the basic priorities of philosophical education. It is emphasized that the tasks of reforming and modernizing academic philosophical programs initiate the development of variable models and technologies for teaching (...) philosophy in modern universities. It this regard, of particular interest is the Belarusian experience in reforming philosophical education in its two aspects: general philosophy course and special academic programs. The article analyzes the model of teaching philosophy at various stages and levels of higher education, which has been used at the Belarusian State University over the past 15 years. The author describes both the innovative nature of this model and its connection with the previous organization schemes and teaching priorities. Within the framework of this model, there are three levels of teaching philosophy and its various modifications. At the first level, which is focused on the preparation of bachelors, the basic course “Philosophy” is taught, which suggests an acquaintance with world classical philosophical tradition. At the second level, the course “Philosophy in the Modern World” is offered, which, taking into account the specfics of the academic preparation of graduate students, reproduces the basic ideas and concepts of modern philosophy. At the third level, in the course “Philosophy and Methodology of Science”, the main attention is paid to the issues of logic, methodology, sociology of science and education. The article considers some stages, problems and contradictions of this reform process as well as its consequences in the context of recent events in the socioeconomic and political life of Belarus. The author argues that modern converging technologies of social and humanitarian education, which are based on formal and instrumental-pragmatic criteria, have significantly influenced the processes of reforming the system of teaching the humanities and social sciences in Belarusian universities. (shrink)

This special issue responds to the current discourse on cinema and education from a philosophical point of view. Considering the fact that young people worldwide are watching films and series via their smartphones or personal computers, we here explore the educative aspects of this popular activity. Does this wide-ranging habit mis-educate the next generation? Or does cinema carry a potential for ethical-political education, parallel to the ancient Greek tragedies and the modernist Bildungsroman? The authors of this special issue deliberate this (...) question by exploring the intersection between cinema and philosophy and the potential powers of cinematic education. (shrink)

Literally speaking, "Philosophy of biology" is a rather old expression. William Whewell coined it in 1840, at the very time he introduced the expression "philosophy of science". Whewell was fond of creating neologisms, like Auguste Comte, his French counterpart in the field of the philosophical reflection about science. Historians of science know that a few years earlier, in 1834, Whewell had generated a small scandal when he proposed the word "scientist" as a general term by which "the students of the (...) knowledge of the material world" could describe themselves, and distinguish themselves from artists. The term "philosopher", Whewell argued, was too wide. A new generic term, more or less equivalent to the French term "savant", was needed in order to prevent the disintegration of science that seemed to flow from its specialization in modern times.1 When Whewell first introduced the terms "philosophy of science" and "philosophy of biology" in his 1840 Philosophy of the inductive sciences, the latter term was merely a special branch of "philosophy of science". The expression "philosophy of science" itself had two justifications: firstly, this phrase expressed the idea that "science" remained cognitively coherent enough to justify a critical enquiry into its methodological unity and its foundation; secondly, the phrase "philosophy of science" was required in order to distinguish a properly "philosophical" enquiry from a "historical" approach to science. Although Whewell's 1840 Philosophy of the inductive sciences 2 had approximately the same chapter structure as his 1837 History of the Inductive Sciences 3 (that is, a series of chapters successively devoted to the concept of science in general, and although there was considerable overlap between the contents of the two books, then to particular sciences), its theoretical purpose was different. Clearly, Whewell was not willing to confuse the genres of history and philosophy as Auguste Comte had done in his 1830 Cours de philosophie positive.4 Note also that the word "biology" was still extremely rare in English when Whewell used it in 1840. In fact, Whewell's 1837 History of the Inductive Sciences does not make use of the word "biology": Whewell successively examines "botany", "zoology", "physiology" and "comparative antomy" as special branches of "analytico-classificatory science", then discusses palaeontology as a special case of the "palaeo-etiological sciences". Three years later, in his Philosophy of the Inductive Sciences, Whewell does use "biology" as a generic term for all the sciences dealing with life. The various sciences which were separately examined in the previous book are now collectively considered. Furthermore, the main philosophical problem raised by biology is its dual nature: biology is both nomological and a historical science. Modern philosophers of biology are generally unaware of the story of the origins of the expression "philosophy of biology", but Whewell's dual theoretical nature of biology is still a major concern for modern "philosophy of biology". (shrink)