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Leibniz, Bayle and the Controversy on Sudden Change Markku Roinila (In: Giovanni Scarafile & Leah Gruenpeter Gold (Ed.), Paradoxes of Conflicts, Springer 2016)
Leibniz, Bayle and the Controversy on Sudden Change Markku Roinila (In: Giovanni Scarafile & Leah Gruenpeter Gold (ed.), Paradoxes of Conflicts, Springer 2016) Leibniz’s metaphysical views were not known to most of his correspondents, let alone to the larger public, until 1695 when he published an article in Journal des savants, titled in English “A New System of the Nature and Communication of Substances, and of the Union of the Soul and Body” (henceforth New System).1 The article raised quite a stir. Perhaps the most interesting and cunning critique of Leibniz’s views was provided by a French refugee in Rotterdam, Pierre Bayle (1647−1706) who is most famous for his Dictionnaire Historique et Critique (1697). The fascinating controversy on Leibniz’s idea of pre-established harmony and a number of other topics lasted for five years and ended only when Bayle died. In this paper I will give an overview of the communication, discuss in detail a central topic concerning spontaneity or a sudden change in the soul, and compare the views presented in the communication to Leibniz’s reflections in his partly concurrent New Essays on Human Understanding (1704) (henceforth NE). I will also reflect on whether the controversy could have ended in agreement if it would have continued longer. The New System Let us begin with the article that started the controversy, the New System. The article starts with Leibniz’s objection to the Cartesian doctrine of extension as a basic way of explaining motion. Instead, one should adopt a doctrine of force which belongs to the sphere of metaphysics (GP IV 478). -
Stanislaw Piatkiewicz and the Beginnings of Mathematical Logic in Poland
HISTORIA MATHEMATICA 23 (1996), 68±73 ARTICLE NO. 0005 Stanisøaw PiaËtkiewicz and the Beginnings of Mathematical Logic in Poland TADEUSZ BATO G AND ROMAN MURAWSKI View metadata, citation and similar papers at core.ac.uk brought to you by CORE Department of Mathematics and Computer Science, Adam Mickiewicz University, ul. Matejki 48/49, 60-769 PoznanÂ, Poland provided by Elsevier - Publisher Connector This paper presents information on the life and work of Stanisøaw PiaËtkiewicz (1849±?). His Algebra w logice (Algebra in Logic) of 1888 contains an exposition of the algebra of logic and its use in representing syllogisms. This was the ®rst original Polish publication on symbolic logic. It appeared 20 years before analogous works by èukasiewicz and Stamm. 1996 Academic Press, Inc. In dem Aufsatz werden Informationen zu Leben und Werk von Stanisøaw PiaËtkiewicz (1849±?) gegeben. Sein Algebra w logice (Algebra in der Logik) von 1888 enthaÈlt eine Darstel- lung der Algebra der Logik und ihre Anwendung auf die Syllogistik. PiaËtkiewicz' Schrift war die erste polnische Publikation uÈ ber symbolische Logik. Sie erschien 20 Jahre vor aÈhnlichen Arbeiten von èukasiewicz und Stamm. 1996 Academic Press, Inc. W pracy przedstawiono osobeË i dzieøo Stanisøawa PiaËtkiewicza (1849±?). W szczego lnosÂci analizuje sieË jego rozpraweË Algebra w logice z roku 1888, w kto rej zajmowaø sieË on nowymi no wczas ideami algebry logiki oraz ich zastosowaniami do sylogistyki. Praca ta jest pierwszaË oryginalnaË polskaË publikacjaË z zakresu logiki symbolicznej. Ukazaøa sieË 20 lat przed analog- icznymi pracami èukasiewicza i Stamma. 1996 Academic Press, Inc. MSC 1991 subject classi®cations: 03-03, 01A55. -
In Defence of Constructive Empiricism: Metaphysics Versus Science
To appear in Journal for General Philosophy of Science (2004) In Defence of Constructive Empiricism: Metaphysics versus Science F.A. Muller Institute for the History and Philosophy of Science and Mathematics Utrecht University, P.O. Box 80.000 3508 TA Utrecht, The Netherlands E-mail: [email protected] August 2003 Summary Over the past years, in books and journals (this journal included), N. Maxwell launched a ferocious attack on B.C. van Fraassen's view of science called Con- structive Empiricism (CE). This attack has been totally ignored. Must we con- clude from this silence that no defence is possible against the attack and that a fortiori Maxwell has buried CE once and for all, or is the attack too obviously flawed as not to merit exposure? We believe that neither is the case and hope that a careful dissection of Maxwell's reasoning will make this clear. This dis- section includes an analysis of Maxwell's `aberrance-argument' (omnipresent in his many writings) for the contentious claim that science implicitly and per- manently accepts a substantial, metaphysical thesis about the universe. This claim generally has been ignored too, for more than a quarter of a century. Our con- clusions will be that, first, Maxwell's attacks on CE can be beaten off; secondly, his `aberrance-arguments' do not establish what Maxwell believes they estab- lish; but, thirdly, we can draw a number of valuable lessons from these attacks about the nature of science and of the libertarian nature of CE. Table of Contents on other side −! Contents 1 Exordium: What is Maxwell's Argument? 1 2 Does Science Implicitly Accept Metaphysics? 3 2.1 Aberrant Theories . -
The Philosophical Underpinnings of Educational Research
The Philosophical Underpinnings of Educational Research Lindsay Mack Abstract This article traces the underlying theoretical framework of educational research. It outlines the definitions of epistemology, ontology and paradigm and the origins, main tenets, and key thinkers of the 3 paradigms; positivist, interpetivist and critical. By closely analyzing each paradigm, the literature review focuses on the ontological and epistemological assumptions of each paradigm. Finally the author analyzes not only the paradigm’s weakness but also the author’s own construct of reality and knowledge which align with the critical paradigm. Key terms: Paradigm, Ontology, Epistemology, Positivism, Interpretivism The English Language Teaching (ELT) field has moved from an ad hoc field with amateurish research to a much more serious enterprise of professionalism. More teachers are conducting research to not only inform their teaching in the classroom but also to bridge the gap between the external researcher dictating policy and the teacher negotiating that policy with the practical demands of their classroom. I was a layperson, not an educational researcher. Determined to emancipate myself from my layperson identity, I began to analyze the different philosophical underpinnings of each paradigm, reading about the great thinkers’ theories and the evolution of social science research. Through this process I began to examine how I view the world, thus realizing my own construction of knowledge and social reality, which is actually quite loose and chaotic. Most importantly, I realized that I identify most with the critical paradigm assumptions and that my future desired role as an educational researcher is to affect change and challenge dominant social and political discourses in ELT. -
The Rhetoric of Positivism Versus Interpretivism: a Personal View1
Weber/Editor’s Comments EDITOR’S COMMENTS The Rhetoric of Positivism Versus Interpretivism: A Personal View1 Many years ago I attended a conference on interpretive research in information systems. My goal was to learn more about interpretive research. In my Ph.D. education, I had studied primarily positivist research methods—for example, experiments, surveys, and field studies. I knew little, however, about interpretive methods. I hoped to improve my knowledge of interpretive methods with a view to using them in due course in my research work. A plenary session at the conference was devoted to a panel discussion on improving the acceptance of interpretive methods within the information systems discipline. During the session, a number of speakers criticized positivist research harshly. Many members in the audience also took up the cudgel to denigrate positivist research. If any other positivistic researchers were present at the session beside me, like me they were cowed. None of us dared to rise and speak in defence of positivism. Subsequently, I came to understand better the feelings of frustration and disaffection that many early interpretive researchers in the information systems discipline experienced when they attempted to publish their work. They felt that often their research was evaluated improperly and treated unfairly. They contended that colleagues who lacked knowledge of interpretive research methods controlled most of the journals. As a result, their work was evaluated using criteria attuned to positivism rather than interpretivism. My most-vivid memory of the panel session, however, was my surprise at the way positivism was being characterized by my colleagues in the session. -
Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla
DOCUMENT RESUME ED 086 604 SO 006 822 AUTHOR Norris, Jack A., Jr. TITLE Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 20p.; Authorized Course of Instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Course Objectives; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Language Arts; Learnin4 Activities; *Logic; Non Western Civilization; *Philosophy; Resource Guides; Secondary Grades; *Social Studies; *Social Studies Units; Western Civilization IDENTIFIERS *Quinmester Program ABSTRACT Western and non - western philosophers and their ideas are introduced to 10th through 12th grade students in this general social studies Quinmester course designed to be used as a preparation for in-depth study of the various schools of philosophical thought. By acquainting students with the questions and categories of philosophy, a point of departure for further study is developed. Through suggested learning activities the meaning of philosopky is defined. The Socratic, deductive, inductive, intuitive and eclectic approaches to philosophical thought are examined, as are three general areas of philosophy, metaphysics, epistemology,and axiology. Logical reasoning is applied to major philosophical questions. This course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. A related document is ED 071 937.(KSM) FILMED FROM BEST AVAILABLE COPY U S DEPARTMENT EDUCATION OF HEALTH. NAT10N41 -
Existentialism, Phenomenology, and Education James Magrini College of Dupage, [email protected]
College of DuPage [email protected]. Philosophy Scholarship Philosophy 7-1-2012 Existentialism, Phenomenology, and Education James Magrini College of DuPage, [email protected] Follow this and additional works at: http://dc.cod.edu/philosophypub Part of the Education Commons, and the Philosophy Commons Recommended Citation Magrini, James, "Existentialism, Phenomenology, and Education" (2012). Philosophy Scholarship. Paper 30. http://dc.cod.edu/philosophypub/30 This Article is brought to you for free and open access by the Philosophy at [email protected].. It has been accepted for inclusion in Philosophy Scholarship by an authorized administrator of [email protected].. For more information, please contact [email protected]. Existentialism, Phenomenology, and Education James M. Magrini Existentialism, and specifically phenomenology, in qualitative educational research, tends to be misunderstood. There are many reasons for this, not the least of which is that scholars/researchers writing in the field often emulate and imitate the dense writing styles of philosophical forerunners in phenomenology such as Hegel, Brentano, Husserl, Heidegger, and Merleau-Ponty. Thus the writing is beyond the comprehension of many education professionals and practitioners. Existentialism and phenomenology need not be highly complex. Here I provide a summary of existentialism and phenomenology in accessible terms so that educators might see the potential this type of philosophy holds for enhancing our educational endeavors. 1. Existentialism is a modern philosophy emerging (existence-philosophy) from the 19th century, inspired by such thinkers as Kierkegaard and Nietzsche. Unlike traditional philosophy, which focuses on “objective” instances of truth, existentialism is concerned with the subjective, or personal, aspects of existence. -
Descartes' Influence in Shaping the Modern World-View
R ené Descartes (1596-1650) is generally regarded as the “father of modern philosophy.” He stands as one of the most important figures in Western intellectual history. His work in mathematics and his writings on science proved to be foundational for further development in these fields. Our understanding of “scientific method” can be traced back to the work of Francis Bacon and to Descartes’ Discourse on Method. His groundbreaking approach to philosophy in his Meditations on First Philosophy determine the course of subsequent philosophy. The very problems with which much of modern philosophy has been primarily concerned arise only as a consequence of Descartes’thought. Descartes’ philosophy must be understood in the context of his times. The Medieval world was in the process of disintegration. The authoritarianism that had dominated the Medieval period was called into question by the rise of the Protestant revolt and advances in the development of science. Martin Luther’s emphasis that salvation was a matter of “faith” and not “works” undermined papal authority in asserting that each individual has a channel to God. The Copernican revolution undermined the authority of the Catholic Church in directly contradicting the established church doctrine of a geocentric universe. The rise of the sciences directly challenged the Church and seemed to put science and religion in opposition. A mathematician and scientist as well as a devout Catholic, Descartes was concerned primarily with establishing certain foundations for science and philosophy, and yet also with bridging the gap between the “new science” and religion. Descartes’ Influence in Shaping the Modern World-View 1) Descartes’ disbelief in authoritarianism: Descartes’ belief that all individuals possess the “natural light of reason,” the belief that each individual has the capacity for the discovery of truth, undermined Roman Catholic authoritarianism. -
Hegel and the Metaphysical Frontiers of Political Theory
Copyrighted material - provided by Taylor & Francis Eric Goodfield. American University Beirut. 23/09/2014 Hegel and the Metaphysical Frontiers of Political Theory For over 150 years G.W.F. Hegel’s ghost has haunted theoretical understanding and practice. His opponents first, and later his defenders, have equally defined their programs against and with his. In this way Hegel’s political thought has both situated and displaced modern political theorizing. This book takes the reception of Hegel’s political thought as a lens through which contemporary methodological and ideological prerogatives are exposed. It traces the nineteenth- century origins of the positivist revolt against Hegel’s legacy forward to political science’s turn away from philosophical tradition in the twentieth century. The book critically reviews the subsequent revisionist trend that has eliminated his metaphysics from contemporary considerations of his political thought. It then moves to re- evaluate their relation and defend their inseparability in his major work on politics: the Philosophy of Right. Against this background, the book concludes with an argument for the inherent meta- physical dimension of political theorizing itself. Goodfield takes Hegel’s recep- tion, representation, as well as rejection in Anglo-American scholarship as a mirror in which its metaphysical presuppositions of the political are exception- ally well reflected. It is through such reflection, he argues, that we may begin to come to terms with them. This book will be of great interest to students, scholars, and readers of polit- ical theory and philosophy, Hegel, metaphysics and the philosophy of the social sciences. Eric Lee Goodfield is Visiting Assistant Professor at the American University of Beirut, Lebanon. -
Collecting to the Core-Pierre Bayle's Historical and Critical Dictionary Matthew Olsen Millikin University, [email protected]
Against the Grain Volume 29 | Issue 3 Article 51 June 2017 Collecting to the Core-Pierre Bayle's Historical and Critical Dictionary Matthew Olsen Millikin University, [email protected] Anne Doherty CHOICE/ACRL, [email protected] Follow this and additional works at: https://docs.lib.purdue.edu/atg Part of the Library and Information Science Commons Recommended Citation Olsen, Matthew and Doherty, Anne (2017) "Collecting to the Core-Pierre Bayle's Historical and Critical Dictionary," Against the Grain: Vol. 29: Iss. 3, Article 51. DOI: https://doi.org/10.7771/2380-176X.7790 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. Collecting to the Core — Pierre Bayle’s Historical and Critical Dictionary by Dr. Matthew Olsen (Assistant Professor, Staley Library, Millikin University; Philosophy Subject Editor, Resources for College Libraries) <[email protected]> Column Editor: Anne Doherty (Resources for College Libraries Project Editor, CHOICE/ACRL) <[email protected]> Column Editor’s Note: The “Collecting a journal of book reviews called the News of brief because “I already have more copy than to the Core” column highlights monographic the Republic of Letters, which brought him into one is required to complete this volume.”7 His works that are essential to the academic li- contact with many of the most important think- brief note then goes on for several pages and brary within a particular discipline, inspired ers of the period. During this hundreds of words. Bayle’s by the Resources for College Libraries bib- time, he was also writing writing can also be somewhat liography (online at http://www.rclweb.net). -
An Introduction to Late British Associationism and Its Context This Is a Story About Philosophy. Or About Science
Chapter 1: An Introduction to Late British Associationism and Its Context This is a story about philosophy. Or about science. Or about philosophy transforming into science. Or about science and philosophy, and how they are related. Or were, in a particular time and place. At least, that is the general area that the following narrative will explore, I hope with sufficient subtlety. The matter is rendered non-transparent by the fact that that the conclusions one draws with regard to such questions are, in part, matters of discretionary perspective – as I will try to demonstrate. My specific historical focus will be on the propagation of a complex intellectual tradition concerned with human sensation, perception, and mental function in early nineteenth century Britain. Not only philosophical opinion, but all aspects of British intellectual – and practical – life, were in the process of significant transformation during this time. This cultural flux further confuses recovery of the situated significance of the intellectual tradition I am investigating. The study of the mind not only was influenced by a set of broad social shifts, but it also participated in them fully as both stimulus to and recipient of changing conditions. One indication of this is simply the variety of terms used to identify the ‘philosophy of mind’ as an intellectual enterprise in the eighteenth and nineteenth centuries.1 But the issue goes far deeper into the fluid constitutive features of the enterprise - including associated conceptual systems, methods, intentions of practitioners, and institutional affiliations. In order to understand philosophy of mind in its time, we must put all these factors into play. -
“Modern” Philosophy: Introduction
“Modern” Philosophy: Introduction [from Debates in Modern Philosophy by Stewart Duncan and Antonia LoLordo (Routledge, 2013)] This course discusses the views of various European of his contemporaries (e.g. Thomas Hobbes) did see philosophers of the seventeenth century. Along with themselves as engaged in a new project in philosophy the thinkers of the eighteenth century, they are con- and the sciences, which somehow contained a new sidered “modern” philosophers. That might not seem way of explaining how the world worked. So, what terribly modern. René Descartes was writing in the was this new project? And what, if anything, did all 1630s and 1640s, and Immanuel Kant died in 1804. these modern philosophers have in common? By many standards, that was a long time ago. So, why is the work of Descartes, Kant, and their contempor- Two themes emerge when you read what Des- aries called modern philosophy? cartes and Hobbes say about their new philosophies. First, they think that earlier philosophers, particu- In one way this question has a trivial answer. larly so-called Scholastic Aristotelians—medieval “Modern” is being used here to describe a period of European philosophers who were influenced by time, and to contrast it with other periods of time. So, Aristotle—were mistaken about many issues, and modern philosophy is not the philosophy of today as that the new, modern way is better. (They say nicer contrasted with the philosophy of the 2020s or even things about Aristotle himself, and about some other the 1950s. Rather it’s the philosophy of the 1600s previous philosophers.) This view was shared by and onwards, as opposed to ancient and medieval many modern philosophers, but not all of them.