Immanuel Kant and the Pragmatic Turn of Science Through the Prism of Sergei Bulgakov’S Metaphysics
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Weltanschauung, Weltbild, Or Weltauffassung? Stein on the Significance of Husserl’S Way of Looking at the World
Weltanschauung, Weltbild, or Weltauffassung? Stein on the Significance of Husserl’s Way of Looking at the World George Heffernan Online Conference: Stein’s and Husserl’s Intertwined Itineraries 1916–25: With Focus on Ideas II In Cooperation with the Center for the History of Women Philosophers and Scientists University of Paderborn May 20–21, 2021 Abstract In her doctoral dissertation, Zum Problem der Einfühlung (1916), Stein attempted to complement Husserl’s work on the phenomenology of intersubjectivity by providing a description of empathy and its key role in the mutual constitution of whole persons. Because he thought that her work anticipated certain ideas from the second part of his Ideen zu einer reinen Phänomenologie und phänomenologischen Philosophie, Husserl demurred at publishing it in his Jahrbuch für Philosophie und phänomenologische Forschung. He did, however, engage Stein as his private assistant, and as such she helped him edit, between 1916 and 1918, his Ideas II. In the process, Stein’s interventions may have introduced views different from and possibly foreign to Husserl’s, and the new Husserliana edition of Ideas IV/V (2021) aims to sort things out. This paper seeks to contextualize the debate about the philosophical relationship between Stein and Husserl between 1916 and 1925 by drawing on two other sets of texts: (1) Stein’s several contributions to understanding Husserl’s transcendental phenomenology from 1924 to 1937, for example, “Die weltanschauliche Bedeutung der Phänomenologie” (1930/31); and (2) Husserl’s “Fichte Lectures” (1917/18), his “Kaizo Articles” (1922–24), and his “Reflections on Ethics from the Freiburg Years” (1916–37). -
The Social Sciences—How Scientific Are They?
31 The Social Sciences—How Scientifi c Are They? Manas Sarma or Madame Curie. That is, he social sciences are a very important and amazing in their own way. fi eld of study. A division of science, social sciences Tembrace a wide variety of topics from anthropology A better example of a social to sociology. The social sciences cover a wide range of science than law may be topics that are crucial for understanding human experience/ economics. economics behavior in groups or as individuals. is, in a word, fi nances. Economics is the study By defi nition, social science is the branch of science that deals of how money changes, the rate at which it changes, and with the human facets of the natural world (the other two how it potentially could change and the rate at which it branches of science are natural science and formal science). would. Even though economics does not deal with science Some social sciences are law, economics, and psychology, to directly, it is defi nitely equally scientifi c. About 50-60% of name a few. The social sciences have existed since the time colleges require calculus to study business or economics. of the ancient Greeks, and have evolved ever since. Over Calculus is also required in some science fi elds, like physics time, social sciences have grown and gained a big following. or chemistry. Since economics and science both require Some colleges, like Yale University, have chosen to focus calculus, economics is still a science. more on the social sciences than other subjects. The social sciences are more based on qualitative data and not as Perhaps the most scientifi c of the social sciences is black-and-white as the other sciences, so even though they psychology. -
BRONZE AGE FORMAL SCIENCE? with Additional Remarks on the Historiography of Distant Mathematics
ROSKILDE UNIVERSITETSCENTER ROSKILDE UNIVERSITY Faggruppen for filosofi og Section for philosophy videnskabsteori and science studies BRONZE AGE FORMAL SCIENCE? With additional remarks on the historiography of distant mathematics JENS HØYRUP FILOSOFI OG VIDENSKABSTEORI PÅ ROSKILDE UNIVERSITETSCENTER 3. Række: Preprints og reprints 2003 Nr. 5 In memoriam Robert Merton 1910–2003 Revised contribution to Foundations of the Formal Sciences IV The History of the Concept of the Formal Sciences Bonn, February 14-17, 2003 I. Past understandings of mathematics .......................... 1 Aristotle and others ............................................ 2 Scribal cultures I: Middle Kingdom Egypt ........................... 4 Scribal cultures II: Old Babylonian epoch ............................ 6 Riddle collections – and a hypothesis ............................... 15 II. Understandings of past mathematics ......................... 16 Second (didactical) thoughts ...................................... 18 Bibliography .............................................. 20 The paper was prepared during a stay at the Max-Planck-Institut für Wissenschaftsgeschichte,Berlin. I use the opportunity to express my sincere gratitude for the hospitality I received. Referee: Aksel Haaning My talk falls in two unequally long parts, each turning around a particular permutation of the same three key words:* – The first, longer and main part treats of past understandings of mathematics. – The second, shorter part takes up understandings of past mathematics. In both parts, -
Outline of Science
Outline of science The following outline is provided as a topical overview of • Empirical method – science: • Experimental method – The steps involved in order Science – systematic effort of acquiring knowledge— to produce a reliable and logical conclusion include: through observation and experimentation coupled with logic and reasoning to find out what can be proved or 1. Asking a question about a natural phenomenon not proved—and the knowledge thus acquired. The word 2. Making observations of the phenomenon “science” comes from the Latin word “scientia” mean- 3. Forming a hypothesis – proposed explanation ing knowledge. A practitioner of science is called a for a phenomenon. For a hypothesis to be a "scientist". Modern science respects objective logical rea- scientific hypothesis, the scientific method re- soning, and follows a set of core procedures or rules in or- quires that one can test it. Scientists generally der to determine the nature and underlying natural laws of base scientific hypotheses on previous obser- the universe and everything in it. Some scientists do not vations that cannot satisfactorily be explained know of the rules themselves, but follow them through with the available scientific theories. research policies. These procedures are known as the 4. Predicting a logical consequence of the hy- scientific method. pothesis 5. Testing the hypothesis through an experiment – methodical procedure carried out with the 1 Essence of science goal of verifying, falsifying, or establishing the validity of a hypothesis. The 3 types of -
The Philosophical Origins of Demythologizing
CHAPTER TWO THE PHILOSOPHICAL ORIGINS OF DEMYTHOLOGIZING: MARBURG NEO-KANTIANISM In the history of modern philosophy, Neo-Kantianism does not occupy a particularly significant role. 1 It most often appears as a transitional movement between nineteenth-century Kantian philos ophy and the phenomenology of Husserl and Heidegger. 2 As an historical phenomenon, Neo-Kantianism is sufficiently vague so that there is no clear agreement concerning the precise meaning of the term. M. Bochenski, for example, uses the term 'Neo-Kantian' to designate at least seven distinct schools of thought, including the materialist Hermann Helmholtz and the Neo-Hegelian Johannes Volkelt. 3 In its more technical, and frequent, usage however, the term is reserved for application to the two schools of Neo-Kantian ism in Germany at the turn of the century: the Marburg School and the Baden School. 4 The distinction between these two forms of Neo-Kantian philosophy is fundamental. While the Marburg School takes as its point of departure the exact sciences, more specifically pure mathematics and mathematical physics, the Baden School developed out of a concern with the social and historical siences. 5 1 For brief but helpful introductions to the central tenets of Neo-Kantian philosophy in the history of philosophy, see: a) W. Tudor Jones, Contemporary Thought of Germany (2 Vols.; London: Williams & Northgate Ltd., 1930), II, 30-75; b) John Theodore Merz, A History of European Thought in the Nineteenth Century (4 Vols.; Edinburgh: William Blanshard & Son, 1914); c) August Messer, Die Philosophie der Gegenwart (Leipzig: Quelle & Meyer, 1920), pp. l00 ff. 2 The significance of the writings of Paul Natorp for Husserl and Heidegger has been recognized, but, as yet, has not been systematically explored: J. -
The State of Inclusive Science Communication: a Landscape Study
The State of Inclusive Science Communication: A Landscape Study Katherine Canfield and Sunshine Menezes Metcalf Institute, University of Rhode Island Graphics by Christine Liu This report was developed for the University of Rhode Island’s Metcalf Institute with generous support from The Kavli Foundation. Cite as: Canfield, K. & Menezes, S. 2020. The State of Inclusive Science Communication: A Landscape Study. Metcalf Institute, University of Rhode Island. Kingston, RI. 77 pp. Executive Summary Inclusive science communication (ISC) is a new and broad term that encompasses all efforts to engage specific audiences in conversations or activities about science, technology, engineering, mathematics, and medicine (STEMM) topics, including, but not limited to, public engagement, informal science learning, journalism, and formal science education. Unlike other approaches toward science communication, however, ISC research and practice is grounded in inclusion, equity, and intersectionality, making these concerns central to the goals, design, implementation, evaluation, and refinement of science communication efforts. Together, the diverse suite of insights and practices that inform ISC comprise an emerging movement. While there is a growing recognition of the value and urgency of inclusive approaches, there is little documented knowledge about the potential catalysts and barriers for this work. Without documentation, synthesis, and critical reflection, the movement cannot proceed as quickly as is warranted. The University of Rhode Island’s Metcalf -
How Science Works
PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community. -
Introduction: Towards a Reconsideration of Neo-Kantianism Nicolas De Warren and Andrea Staiti
Cambridge University Press 978-1-107-03257-6 - New Approaches to Neo-Kantianism Edited by Nicolas De Warren and Andrea Staiti Excerpt More information Introduction: towards a reconsideration of Neo-Kantianism Nicolas de Warren and Andrea Staiti In the summer of 1914, T. S. Eliot arrived in Marburg from Harvard University to attend a summer course in philosophy before taking up residency at Merton College, Oxford, for a year of study with Harold Joachim, F. H. Bradley’s successor. At the University of Marburg, Eliot met Paul Natorp, who assisted him in finding affordable accommodation and lectured in his course on philosophy. The outbreak of the First World War would cut short Eliot’s stay in Marburg, but not before he had the chance to sketch a portrait of the venerable Neo-Kantian Professor. Natorp strikes a professorial pose, one arm tucked behind his back, the other slung across his waist. With elven ears and bald cranium, the philosopher appears endearing in his otherworldliness. Natorp’s face is hidden behind oval glasses, so large that they seem to constitute a hindrance rather than an aid to seeing reality. Eliot’s sketch can be seen as a visual epitome for how Neo-Kantianism appeared to a younger generation of intellectuals and philosophers who would come of age in the aftermath of a Europe laid waste through the cataclysm of the Great War. Eliot’s amusing sketch is an apt illustration for what Hans-Georg Gadamer, who wrote his PhD dissertation on Plato under Natorp in 1922, characterized as the Neo-Kantian “calm and 1 confident aloofness” engrossed in “complacent system-building.” With slightly more bite, Hannah Arendt charged Neo-Kantianism with drown- ing philosophy “in a sea of boredom,” thereby offering a softer version of the same hostility that spirited Martin Heidegger’s confrontation with 2 Ernst Cassirer at Davos in 1929. -
Sellars in Context: an Analysis of Wilfrid Sellars's Early Works Peter Jackson Olen University of South Florida, [email protected]
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2012 Sellars in Context: An Analysis of Wilfrid Sellars's Early Works Peter Jackson Olen University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Philosophy of Science Commons Scholar Commons Citation Olen, Peter Jackson, "Sellars in Context: An Analysis of Wilfrid Sellars's Early Works" (2012). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4191 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Sellars in Context: An Analysis of Wilfrid Sellars’s Early Works by Peter Olen A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Co-Major Professor: Stephen Turner, Ph.D. Co-Major Professor: Richard Manning, Ph.D. Rebecca Kukla, Ph.D. Alexander Levine, Ph.D. Willem deVries, Ph.D. Date of Approval: March 20th, 2012 Keywords: Logical Positivism, History of Analytic Philosophy Copyright © 2012, Peter Olen DEDICATION I dedicate this dissertation to the faculty members and fellow graduate students who helped me along the way. ACKNOWLEDGEMENTS I want to thank Rebecca Kukla, Richard Manning, Stephen Turner, Willem deVries, Alex Levine, Roger Ariew, Eric Winsberg, Charles Guigon, Nancy Stanlick, Michael Strawser, and the myriad of faculty members who were instrumental in getting me to this point. -
Implications for Formal Science Learning Anila Asghar, Mcgill University
Informal Science Contexts: Implications for Formal Science Learning Anila Asghar, McGill University ABSTRACT This article illuminates the affordances of informal science learning to promote scien- tific literacy. It also discusses the ways in which informal learning environments can be creatively employed to enhance science instruction in K-12 as well as university settings. Also offered are various theoretical perspectives that serve as useful analyti- cal tools to understand science learning in formal as well as informal settings. “Children throughout the world, if we are to survive as a planet, will need to have a deep level of scientific literacy.” (Chiu & Duit, 2011, p. 553) romoting a wider public understanding and appreciation of science is an overarching goal of science literacy as underscored in science education policy and curriculum benchmarks (CMEC, 1997; AAAS, 1989; NRC, 1996). PKey goals of scientific literacy encompass: (a) developing a deeper understanding of science concepts; (b) developing scientific reasoning to understand the natural and designed phenomena; (c) understanding scientific research and findings, (d) rec- ognizing scientific ideas and issues underlying socio-scientific issues; (e) formulating scientifically informed views and stances on issues of local and global importance; (e) critically evaluating scientific information from various sources; (f) participating in debates and actions around critical social, economic, scientific, and environmental issues; and (g) pursuing careers in science, engineering, and technology (AAAS, 1993; CMEC, 1997). Contemporary science education reform efforts thus aim to develop scientifically literate citizens who can meaningfully contribute to socio-scientific dis- courses and engage in social and political action around them. A deeper and critical LEARNing Landscapes | Vol. -
My Own Life[1]
My Own Life[1] Dorion Cairns I was born July 4th, 1901, in the village of Contoocook, in the town of Hopkinton, New Hampshire. My father, James George Cairns, was the pastor of the Methodist Church in Contoocook, and I was the first child of my parents. During my first three and a half years of life, my father moved from one place to another as pastor of Methodist Churches in New Hampshire and Massachusetts. My brother, Stewart Scott Cairns, currently Professor of Mathematics at the University of Illinois, was born May 8th, 1904. My father felt that there was no future for a young minister in New England, and he decided to move his family—which consisted of my mother, my brother and me—to California. He shipped all of our family goods, all of our furniture and things, to California on the very day of the San Francisco Earthquake, or “Fire,” as they like to call it in San Francisco. The California Conference of the Methodist Episcopal Church at that time controlled what was called the “Utah Mission.” This was a mission to Mormon Territory, needless to say. My father, since there were so many people of longer standing in the California Conference who had no churches left owing to the earthquake, was given a church in Utah Mission, in Salt Lake City itself. It was there in 1907 that my sister Mary, who is the wife of James Wilkinson Miller, currently Professor of Philosophy at McGill University in Montreal, was born. When they wanted to transfer my father from this little church in Salt Lake City to a church or mission in Provo, Utah, my father went and looked at the set-up in Provo, and he came back, and it was the first time I had seen a grown man cry. -
Marburg Neo-Kantianism As Philosophy of Culture
SamanthaMatherne (Santa Cruz) Marburg Neo-Kantianism as Philosophy of Culture 1Introduction Although Ernst Cassirer is correctlyregarded as one of the foremost figures in the Neo-Kantian movement thatdominated Germanyfrom 1870 – 1920,specifying ex- actlywhat his Neo-Kantianism amountstocan be achallenge. Not onlymustwe clarify what his commitments are as amember of the so-called MarburgSchool of Neo-Kantianism, but also giventhe shift between his earlyphilosophyof mathematics and naturalscience to his later philosophyofculture, we must con- sider to what extent he remained aMarburgNeo-Kantian throughout his career. With regard to the first task, it is typical to approach the MarburgSchool, which was foundedbyHermann Cohen and Paul Natorp, by wayofacontrast with the otherdominant school of Neo-Kantianism, the Southwest or Baden School, founded by Wilhelm Windelband and carried forward by Heinrich Rick- ert and Emil Lask. The going assumption is that these two schools were ‘rivals’ in the sense that the MarburgSchool focused exclusively on developing aKantian approach to mathematical natural sciences(Naturwissenschaften), while the Southwest School privileged issues relatingtonormativity and value, hence their primary focus on the humanities (Geisteswissenschaften). If one accepts this ‘scientist’ interpretation of the MarburgSchool, one is tempted to read Cas- sirer’searlywork on mathematicsand natural science as orthodoxMarburgNeo- Kantianism and to then regardhis laterwork on the philosophyofculture as a break from his predecessors, veeringcloser