Beyond the Analytic-Continental Divide Pluralist Philosophy in the Twenty-First Century
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Reliability of Mathematical Inference
Reliability of mathematical inference Jeremy Avigad Department of Philosophy and Department of Mathematical Sciences Carnegie Mellon University January 2020 Formal logic and mathematical proof An important mathematical goal is to get the answers right: • Our calculations are supposed to be correct. • Our proofs are supposed to be correct. Mathematical logic offers an idealized account of correctness, namely, formal derivability. Informal proof is viewed as an approximation to the ideal. • A mathematician can be called on to expand definitions and inferences. • The process has to terminate with fundamental notions, assumptions, and inferences. Formal logic and mathematical proof Two objections: • Few mathematicians can state formal axioms. • There are various formal foundations on offer. Slight elaboration: • Ordinary mathematics relies on an informal foundation: numbers, tuples, sets, functions, relations, structures, . • Formal logic accounts for those (and any of a number of systems suffice). Formal logic and mathematical proof What about intuitionstic logic, or large cardinal axioms? Most mathematics today is classical, and does not require strong assumptions. But even in those cases, the assumptions can be make explicit and formal. Formal logic and mathematical proof So formal derivability provides a standard of correctness. Azzouni writes: The first point to observe is that formalized proofs have become the norms of mathematical practice. And that is to say: should it become clear that the implications (of assumptions to conclusion) of an informal proof cannot be replicated by a formal analogue, the status of that informal proof as a successful proof will be rejected. Formal verification, a branch of computer science, provides corroboration: computational proof assistants make formalization routine (though still tedious). -
Misconceived Relationships Between Logical Positivism and Quantitative Research: an Analysis in the Framework of Ian Hacking
DOCUMENT RESUME ED 452 266 TM 032 553 AUTHOR Yu, Chong Ho TITLE Misconceived Relationships between Logical Positivism and Quantitative Research: An Analysis in the Framework of Ian Hacking. PUB DATE 2001-04-07 NOTE 26p. PUB TYPE Opinion Papers (120) ED 2S PRICE MF01/PCO2 Plus Postage. 'DESCRIPTORS *Educational Research; *Research Methodology IDENTIFIERS *Logical Positivism ABSTRACT Although quantitative research methodology is widely applied by psychological researchers, there is a common misconception that quantitative research is based on logical positivism. This paper examines the relationship between quantitative research and eight major notions of logical positivism:(1) verification;(2) pro-observation;(3) anti-cause; (4) downplaying explanation;(5) anti-theoretical entities;(6) anti-metaphysics; (7) logical analysis; and (8) frequentist probability. It is argued that the underlying philosophy of modern quantitative research in psychology is in sharp contrast to logical positivism. Putting the labor of an out-dated philosophy into quantitative research may discourage psychological researchers from applying this research approach and may also lead to misguided dispute between quantitative and qualitative researchers. What is needed is to encourage researchers and students to keep an open mind to different methodologies and apply skepticism to examine the philosophical assumptions instead of accepting them unquestioningly. (Contains 1 figure and 75 references.)(Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Misconceived relationships between logical positivism and quantitative research: An analysis in the framework of Ian Hacking Chong Ho Yu, Ph.D. Arizona State University April 7, 2001 N N In 4-1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIALHAS BEEN GRANTED BY Correspondence: TO THE EDUCATIONAL RESOURCES Chong Ho Yu, Ph.D. -
Phenomenology As Philosophy and Method Applications to Ways of Doing Special Education
Phenomenology As Philosophy and Method Applications to Ways of Doing Special Education JEAN C. McPHAIL ABSTRACT 1 HENOMENOLOGY IS A PHILOSOPHICAL MOVEMENT The theoretical positions of the preceding two texts THAT APPROACHES THE STUDY OF HUMAN BEINGS AND THEIR create significantly different orientations to the life worlds CULTURE DIFFERENTLY FROM THE LOGICAL POSITIVIST MODEL of people. The quote by Merleau-Ponty describes the USED IN THE NATURAL SCIENCES AND IN SPECIAL EDUCA- essential focus of the phenomenological movement in TION. PHENOMENOLOGISTS VIEW THE APPLICATION OF THE philosophy—human consciousness. The Individualized Edu- LOGICAL POSITIVIST MODEL TO THE STUDY OF HUMAN BEINGS cation Program written for a 13-year-old young man with AS INAPPROPRIATE BECAUSE THE MODEL DOES NOT ADDRESS learning disabilities characterizes the prevalent view of THE UNIQUENESS OF HUMAN LIFE. IN THIS ARTICLE, THE individuals working in the field of special education—an THEORETICAL ASSUMPTIONS AND METHODOLOGICAL orientation directed toward changing the behavior of indi- ORIENTATIONS OF PHENOMENOLOGY ARE DISCUSSED, viduals with disabilities. Whereas phenomenology privi- FOLLOWED BY THEIR APPLICATIONS TO WAYS OF DOING leges the nature of the meanings that people construct in RESEARCH IN SPECIAL EDUCATION. their lives and that guide their actions, special education focuses on the study and practice of behavioral change outside the context of the life meanings of individuals with disabilities. The shift that Bruner (1990) described in the early stages of the cognitive revolution from an emphasis on the "construction of meaning to the processing of mean- P. HENOMENOLOGY IS AN INVENTORY OF CON- ing" (p. 4) aptly characterizes the essential differences JLsciousness HEN( as of that wherein a universe resides. -
Post-Continental Philosophy: Its Definition, Contours, and Fundamental Sources
Post-continental Philosophy: Its Definition, Contours, and Fundamental Sources NELSON MALDONADO-TORRES It is no accident that the global geographical framework in use today is essentially a cartographic celebration of European power. After centuries of imperialism, the presumptions of a worldview of a once-dominant metropole has become part of the intellectual furniture of the world…. Metageography matters, and the attempt to engage it critically has only begun. Martin W. Lewis and Kären W. Wigen, The Myth of Continents.1 or several decades now the contours of legitimate philosophy have been drawn by advocates of F so-called analytic and continental philosophies. Analytic philosophy is often referred to as a style of thinking centered on the question of whether something is true, rather than, as continental philosophy, on the multiple factors that constitute meaning.2 Analytic philosophy is also said to be closer to the sciences, while continental philosophy has more affinity with the humanities.3 One of the reasons for this lies in that while analytic philosophy tends to dismiss history from its reflections, continental philosophy typically emphasizes the relevance of time, tradition, lived experience, and/or social context. Fortunately, this situation is slowly but gradually changing today. A variety of intellectuals are defying the rigid boundaries of these fields. Some of the most notable are Afro- American, Afro-Caribbean, and Latina/o scholars using the arsenal of these bodies of thought to analyze and interpret problems related to colonialism, racism, and sexism in the contemporary world.4 These challenges demand a critical analysis of the possibilities and limits of change within the main coordinates of these different styles or forms of philosophizing. -
The Transition from Studying Philosophy to Doing Philosophy
Teaching Philosophy 34:3, September 2011 241 The Transition from Studying Philosophy to Doing Philosophy JOHN RUDISILL The College of Wooster Abstract: In this paper I articulate a minimal conception of the idea of doing philosophy that informs a curriculum and pedagogy for producing students who are capable of engaging in philosophical activity and not just competent with a specific domain of knowledge. The paper then relates, by way of back- ground, the departmental assessment practices that have played a vital role in the development of my department’s current curriculum and in particular in the design of a junior-year seminar in philosophical research required of all majors. After a brief survey of the learning theory literature that has informed its design, I share the content of this junior-year seminar. In the paper’s conclusion I provide some initial data that indicates our approach to curriculum and pedagogy has had a positive impact on student achievement with respect to reaching the learning goals associated with “doing” as opposed to “merely studying” philosophy. 1. Introduction Capstone projects are common among liberal arts colleges and fre- quently carry an expectation that the final product demonstrates the student’s achievement of becoming a budding biologist, historian, sociologist, philosopher and so on. Even without a formal capstone requirement, I would hope that my philosophy students could—as they finish their undergraduate studies—demonstrate such an achievement. This is because the full set of benefits made available by an education in philosophy includes but extends well beyond knowledge of the history of philosophy and mastery of a philosophical lexicon. -
The Analytic-Synthetic Distinction and the Classical Model of Science: Kant, Bolzano and Frege
Synthese (2010) 174:237–261 DOI 10.1007/s11229-008-9420-9 The analytic-synthetic distinction and the classical model of science: Kant, Bolzano and Frege Willem R. de Jong Received: 10 April 2007 / Revised: 24 July 2007 / Accepted: 1 April 2008 / Published online: 8 November 2008 © The Author(s) 2008. This article is published with open access at Springerlink.com Abstract This paper concentrates on some aspects of the history of the analytic- synthetic distinction from Kant to Bolzano and Frege. This history evinces con- siderable continuity but also some important discontinuities. The analytic-synthetic distinction has to be seen in the first place in relation to a science, i.e. an ordered system of cognition. Looking especially to the place and role of logic it will be argued that Kant, Bolzano and Frege each developed the analytic-synthetic distinction within the same conception of scientific rationality, that is, within the Classical Model of Science: scientific knowledge as cognitio ex principiis. But as we will see, the way the distinction between analytic and synthetic judgments or propositions functions within this model turns out to differ considerably between them. Keywords Analytic-synthetic · Science · Logic · Kant · Bolzano · Frege 1 Introduction As is well known, the critical Kant is the first to apply the analytic-synthetic distinction to such things as judgments, sentences or propositions. For Kant this distinction is not only important in his repudiation of traditional, so-called dogmatic, metaphysics, but it is also crucial in his inquiry into (the possibility of) metaphysics as a rational science. Namely, this distinction should be “indispensable with regard to the critique of human understanding, and therefore deserves to be classical in it” (Kant 1783, p. -
Book Review: Gadamer's Ethics of Play: Hermeneutics and the Other
Eastern Illinois University The Keep Faculty Research and Creative Activity Kinesiology, Sport & Recreation January 2013 Book Review: Gadamer’s Ethics of Play: Hermeneutics and the Other Chad R. Carlson Eastern Illinois University, [email protected] Follow this and additional works at: https://thekeep.eiu.edu/kss_fac Part of the Kinesiology Commons Recommended Citation Carlson, Chad R., "Book Review: Gadamer’s Ethics of Play: Hermeneutics and the Other" (2013). Faculty Research and Creative Activity. 19. https://thekeep.eiu.edu/kss_fac/19 This Article is brought to you for free and open access by the Kinesiology, Sport & Recreation at The Keep. It has been accepted for inclusion in Faculty Research and Creative Activity by an authorized administrator of The Keep. For more information, please contact [email protected]. BOOK REVIEW Chad Carlson Eastern Illinois University Gadamer’s ethics of play: Hermeneutics and the other, by Monica Vilhauer, Lanham, MD, Lexington Books, 2010, 166 pp., £37 (hardback), ISBN 978-0739139141 As a naıve graduate student, I remember signing up for a course in the Philosophy Department entitled, ‘Art and Truth’. Although I was studying sport and play in a different department, I was intrigued by the title – art seemed closely related to play and sport in the landscape of human experiences. Further, the course was offered at a convenient time and it fulfilled a deficiency I had toward graduation. Unfortunately, I had no idea what I was getting into. The course readings, which included Martin Heidegger, Friedrich Nietzsche, Maurice Merleau- Ponty, Jacques Derrida, Jurgen Habermas, and, most prominently, Hans-Georg Gadamer, seemed so dense that they necessitated long hours of introduction and prior training that I did not have. -
Analytic and Continental Philosophy, Science, and Global Philosophy
CHAPTER SIX ANALYTIC AND CONTINENTAL PHILOSOPHY, SCIENCE, AND GLOBAL PHILOSOPHY Richard Tieszen There are many references in the philosophical literature to the division between analytic and Continental philosophy but it is not easy to provide a simple formulation of what it is that distinguishes these approaches to or styles of philosophy. There have been significant subdivisions within what has been considered analytic philosophy, such as that between for- mal philosophy, ordinary language philosophy, and conceptual analysis, and there have of course also been many variations within the general grouping of Continental philosophy, extending from eidetic phenomenol- ogy, existential phenomenology, existentialism, structuralism and semiot- ics, and neo-Freudian analysis to deconstruction. Philosophers who have written about the split between the analytic and Continental traditions have often focused on the work of particular figures who seem to embody much of what is involved in the division. In The Origins of Analytic Philoso- phy, for example, Michael Dummett looks to Frege and Husserl and holds that Frege took a turn into the philosophy of language but that Husserl did not, thus initiating a split in modern philosophy. Michael Friedman, to take another example, writes a book entitled A Parting of the Ways in which he focuses on Carnap, Cassirer, and Heidegger. Over the years I have heard or read a host of characterizations of the two traditions, such as the following: Analytic philosophy strives for clarity, exactness, precision and Continental philosophy does not. Con- tinental philosophy instead tends toward the use of poetic or dramatic language. The methodology of analytic philosophy is argumentation while Continental philosophy, if it has a methodology at all, is concerned with description or narrative or literary quality. -
Applying Logic to Philosophical Theology: a Formal Deductive Inference of Affirming God's Existence from Assuming the A-Priori
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Tomsk State University Repository Вестник Томского государственного университета Философия. Социология. Политология. 2020. № 55 ОНТОЛОГИЯ, ЭПИСТЕМОЛОГИЯ, ЛОГИКА УДК 16 + 17 + 2 + 51-7 DOI: 10.17223/1998863Х/55/1 V.O. Lobovikov1 APPLYING LOGIC TO PHILOSOPHICAL THEOLOGY: A FORMAL DEDUCTIVE INFERENCE OF AFFIRMING GOD’S EXISTENCE FROM ASSUMING THE A-PRIORI-NESS OF KNOWLEDGE IN THE SIGMA FORMAL AXIOMATIC THEORY For the first time a precise definition is given to the Sigma formal axiomatic theory, which is a result of logical formalization of philosophical epistemology; and an interpretation of this formal theory is offered. Also, for the first time, a formal deductive proof is constructed in Sigma for a formula, which represents (in the offered interpretation) the statement of God’s Existence under the condition that knowledge is a priori. Keywords: formal axiomatic epistemology theory; two-valued algebra of formal axiology; formal-axiological equivalence; a-priori knowledge; existence of God. 1. Introduction Since Socrates, Plato, Aristotle, Stoics, Cicero, and especially since the very beginning of Christianity philosophy, the possibility or impossibility of logical proving God’s existence has been a nontrivial problem of philosophical theology. Today the literature on this topic is immense. However, even in our days, the knot- ty problem remains unsolved as all the suggested options of solving it are contro- versial from some point of view. Some respectable researchers (let us call them “pessimists”) believed that the logical proving of God’s existence in theoretical philosophy was impossible on principle, for instance, Occam, Hume [1], and Kant [2] believed that any rational theoretic-philosophy proof of His existence was a mistake (illusion), consequently, a search for the logical proving of His existence was wasting resources and, hence, harmful; only faith in God was relevant and useful; reason was irrelevant and use- less. -
Hermeneutical Phenomenology and the Philosophy of Science Patrick A
Fordham University Masthead Logo DigitalResearch@Fordham Hermeneutic and Phenomenological Philosophies Research Resources of Science 1991 Hermeneutical Phenomenology and the Philosophy of Science Patrick A. Heelan Georgetown University, [email protected] Follow this and additional works at: https://fordham.bepress.com/phil_research Part of the Continental Philosophy Commons, and the Philosophy of Science Commons Recommended Citation Heelan, Patrick A., "Hermeneutical Phenomenology and the Philosophy of Science" (1991). Research Resources. 11. https://fordham.bepress.com/phil_research/11 This Article is brought to you for free and open access by the Hermeneutic and Phenomenological Philosophies of Science at DigitalResearch@Fordham. It has been accepted for inclusion in Research Resources by an authorized administrator of DigitalResearch@Fordham. For more information, please contact [email protected]. Hermeneutical Phenomenology and the Philosophy of Science Heelan, Patrick, “Hermeneutical Phenomenology and the Philosophy of Science,” in Silverman, Hugh (ed.), Gadamer and Hermeneutics: Science, Culture, and Literature, (New York: Routledge, 1991). pp. 213-228 HERMENEUTICAL PHENOMENOLOGY AND THE PHILOSOPHY OF SCIENCE PATRICK A. HEELAN PART I: Continental and Analytic Philosophy of Science Compared The two most characteristic interests of continental philosophy1 are (1) its preoccupation with the problem of the “constitution” of knowledge, and (2) the effect of the historical and cultural world context of science on the “social constitution” of scientific knowledge. Such constitution is “hermeneutical,” when it essentially involves language, natural and artifactual symbols, and historical communities of interpreters. Continental philosophy from the start sees science as an institution in a cultural, historical, and hermeneutical setting. The domain of its discourse is values, subjectivity, Life Worlds, history, and society, as these affect the constitution of scientific knowledge. -
The Routledge Companion to Islamic Philosophy Reasoning in the Qurn
This article was downloaded by: 10.3.98.104 On: 25 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK The Routledge Companion to Islamic Philosophy Richard C. Taylor, Luis Xavier López-Farjeat Reasoning in the Qurn Publication details https://www.routledgehandbooks.com/doi/10.4324/9781315708928.ch2 Rosalind Ward Gwynne Published online on: 03 Sep 2015 How to cite :- Rosalind Ward Gwynne. 03 Sep 2015, Reasoning in the Qurn from: The Routledge Companion to Islamic Philosophy Routledge Accessed on: 25 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9781315708928.ch2 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. 2 REASONING- IN THE QURʾAN Rosalind Ward Gwynne Introduction Muslims consider the Qurʾa-n to be the revealed speech of God—sublime, inimitable and containing information that only God knows. It has been analyzed in every pos- sible way—theologically, linguistically, legally, metaphorically—and some of these analyses have presented their results as the conclusions of reasoning in the Qurʾa-n itself, whether explicit or implicit. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so.