Preface and Introduction Mark Van Atten
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(RECENT) EPISTEMOLOGY Christian Beyer Edmund Husserl's
CHAPTER ONE HUSSERL’S TRANSCENDENTAL PHENOMENOLOGY CONSIDERED IN THE LIGHT OF (RECENT) EPISTEMOLOGY Christian Beyer Edmund Husserl’s transcendental phenomenology represents an epis- temological project which he sometimes refers to as “First Philosophy”. He also speaks of “Cartesian Meditations” and stresses that “the first philosophical act” is “the universal overthrow of all prior beliefs, however acquired” (Hua VIII, 23).1 This project aims at nothing less than a philo- sophical understanding of our whole view of the world and ourselves. I propose to investigate into this undertaking regarding both its method and content and to relate it, where useful, to more recent (analytic) epistemology. For Husserl, the task of First Philosophy is to philosophically explicate our access to, or being in, the world, i.e., the intentionality of our con- sciousness. By an intentional state of consciousness, an intentional (lived) experience, he understands a state of consciousness that has a subject matter which it is directed toward, so to speak (cp. the literal meaning of the Latin verb intendere); a state that is “as of ” something, represents something. It was Husserl’s teacher Franz Brentano who brought this notion to the attention of philosophers and psychologists. In his Psychol- ogy from an Empirical Standpoint he says: Every mental phenomenon is characterized by what the Scholastics of the Middle Ages called the intentional (or mental) inexistence of an object, and what we might call, though not wholly unambiguously, reference to a content, direction toward an object (which is not to be understood here as meaning a real thing [eine Realität]), or immanent objectivity. -
Phenomenological Research Methods: Extensions of Husserl and Heidegger
o cho l and f S C o o l g a n n i r t i u v e o J P International Journal of School and l s a y n ISSN: 2469-9837 c o h i t o a l o n r g e y t I n Cognitive Psychology Commentary Phenomenological Research Methods: Extensions of Husserl and Heidegger Effie Heotis* College of Arts and Sciences, Grand Canyon University, Phoenix, USA ABSTRACT The relevance to understanding the lived experience and consciousness is the focus of a movement that began in the early part of the 20th Century. Phenomenology is a movement that explores the lived experience of a given phenomenon. Edmund Husserl and Martin Heidegger were two of the most prominent philosophers who spearheaded this movement and subsequently, they developed their own distinct philosophical approaches and methods of inquiry as means to exploring and understanding the human experience. Various and more distinctive psychological research approaches emerged in other disciplines from the philosophies of Husserl and Heidegger, and the researchers who developed these methods contribute to expanding repertoires aimed at understanding of the human experience. Keywords: Phenomenology; Phenomenological research methods; The lived experience; Husserl; Heidegger INTRODUCTION which are uniquely yet collectively designed to shed light on the human experience. Phenomenological research methods are grounded in the rich traditions of phenomenology and hermeneutics and especially Descriptive or Interpretive? the philosophical views of Edmund Husserl and Martin Heidegger. Central to Husserl’s claim is that the essence of a Descriptive oriented phenomenological research methods phenomenon could be understood through an investigation and maintain that capturing a vivid and precise description description concerning core components of one’s experience concerning the perception of the lived experience can lead to while suspending suppositions [1,2]. -
* Supplied by EMS Are the Best That Can Be Made from the Original
DOCUMENT RESUME ED 115 128 FL 007 330 AUTHOR Thogmartin, Clyde TITLE A Bibliography of Empirical Investigations of Certain Aspects of Foreign Language Teaching and Learning, 1925-1975. PUB DATE 75 NOTE 67p. EDRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Academic Achievement; *Bibliographies; Bilingual Education; Bilingualism; Educational Equipment; *Educational Research; Error Patterns; Fles; Individual Differences; Instructional Materials; Instructional Media; Interference (Language Learning); *Language Instruction; Language Proficiency; *Language Research; Language Skills; Language Tests; Psycholinguistics; *Second Language Learning; Student Attitudes; Teaching Methods; Transfer of Training; Vocabulary Development ABSTRACT This 647-item bibliography is limited to reports on empirical research and discussions of research reports on various aspects of foreign language learning, mostly drawn from American and British journals and Ph.D. dissertations since 1925 and from ERIC documents. Principal topics include content of teaching materials, cognitive effects of bilingualism, measurement of bilingual proficiency, psychological studies of bilinguals, relationships between various language skills, the psycholinguistics of second language learning, transfer and interference, error analysis, vocabulary learning, bilingual education, foreign languages in the elementary schools, individual differences in language learning success, prognosis, teaching methods, equipment, media, testing, language difficulty, and effects of language learning -
Husserl and Merleau-Ponty: a Feminist Critique of the Phenomenological Body
American University in Cairo AUC Knowledge Fountain Theses and Dissertations Student Research Spring 2021 Husserl and Merleau-Ponty: A Feminist Critique of the Phenomenological Body Jasmin M. Makhlouf The British University in Egypt, [email protected] Follow this and additional works at: https://fount.aucegypt.edu/etds Part of the Continental Philosophy Commons, Feminist Philosophy Commons, and the Other Feminist, Gender, and Sexuality Studies Commons Recommended Citation APA Citation Makhlouf, J. M. (2021).Husserl and Merleau-Ponty: A Feminist Critique of the Phenomenological Body [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/1617 MLA Citation Makhlouf, Jasmin M.. Husserl and Merleau-Ponty: A Feminist Critique of the Phenomenological Body. 2021. American University in Cairo, Master's Thesis. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/1617 This Master's Thesis is brought to you for free and open access by the Student Research at AUC Knowledge Fountain. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of AUC Knowledge Fountain. For more information, please contact [email protected]. The American University in Cairo School of Humanities and Social Sciences Husserl and Merleau-Ponty: A Feminist Critique of the Phenomenological Body A Thesis Submitted to The Department of Philosophy In Partial Fulfilment to the Requirements For the Degree of Master of Arts By Jasmin Mohyeldin Makhlouf Under the supervision of Prof. Steffen Stelzer Spring 2021 Acknowledgments I wish to express my gratitude to Prof. Steffen Stelzer for his kindness, guidance, and encouragement to always examine the big phenomenological questions first. -
Psychology of School Learning: Views of the Learner
DOCUMENT RESUME ED 104 859 SP 009 097 AUTHOR Bart, William M., Ed.; Wong, Martin R., Ed. TITLE Psychology of School Learning: Views of the Learner. Volume I: Environmentalism. INSTITUTION MSS Information Ccrp., New York, N.Y. PUB DATE 74 'NOTE 249p. AVAILABLE FROM MSS Information 'orporation, 655 Madison Avenue, New York, New York 10021 ($6.25 paper, $12.00 cloth, 20 percent discount on orders of $200.00 or more) EDRS PRICE MF-$0.76 HC-$12.05 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Computer Assisted Instruction; Educational Philosophy; *Educational Psychology; *Environmental Influences; Higher Education; *Learning; *Learning Specialists; Reinforcement; Teacher Education ABSTRACT This document is the first of three volumes presenting essays from three schools of thought regarding learning. Volume one consists of readings from psychologists, philosophers, and learning theorists concerning the view that the learner isa product primarily of environmental factors. The list of essays includes the following:(a) "Ideas and Their Origin," (b) "The Free and Happy Student," (c) "The Technology of Teaching," (d) "Treatment of Nonreading in a Culturally Deprived Juvenile Delinquent: An Application of Reinforcement Principles," (e) "Production and Elimination of Disruptive Classroom Behavior by Systematically Varying Teacher's Behavior," (f) "Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques," (g) "A Token Reinforcement Program in a Public School: A Replication and Systematic Analysis," (h) "Educational -
Commemorative Meeting for Alfred Tarski Stanford University-November 7, 1983
Patrick Suppes received his Ph.D. in Philosophy in 1950 at Columbia Univer sity, where he worked with Ernest Nagel. He has been at Stanford since 1950 and is now Professor ofPhilosophy and Statistics. Suppes' main research inter ests include the philosophy of science, theory of measurement, decision theory and probability, and computer-assisted education. He is a member of the Na tional Academy of Sciences. Jon Barwise received his Ph.D. in Mathematics in 1967 at Stanford University, where he .worked with Solomon Feferman. After teaching at U.C.L.A., Yale, and Wisconsin, he returned to Stanford as Professor of Philosophy in 1983. Barwise's main research interests include mathematical logic, especially model theory, set theory, and generalized re cursion theory; and applications of logic to the semantics of natural language. At Stanford, Barwise has been Director of the Center for Study of Language and Information, and is currently chairman of the Program in Symbolic Sys tems. Solomon Feferman received his Ph.D. in Mathematics in 1957 at the University of California, Berkeley, where he studied with Alfred Tarski. He has been at Stanford since 1956, where he is Professor of Mathematics and Phi losophy. His research interests are in mathematical logic and the foundations of mathematics, especially proof theory and constructive and semiconstructive mathematics, as well as in the history of modern logic. Feferman is Editor-in Chief of the Collected Works of Kurt Godel; he is currently Chairman of the Department of Mathematics. Commemorative Meeting for Alfred Tarski Stanford University-November 7, 1983 PATRICK SUPPES, JON BARWISE, AND SOLOMON FEFERMAN, SPEAKERS INTRODUCTION The meeting was held in memory of Professor Alfred Tarski, who died at the age of 82 on October 28, 1983. -
HUSSERVS CRISIS of WESTERN SCIENCE Editor's Preface This
Appendix I ALFRED SCHUTZ HUSSERVS CRISIS OF WESTERN SCIENCE Edited by FRED KERSTEN Editor's Preface This letter of Alfred Schutz to Erlc Voegelin was written between 11 November and 13 December, 1943. It contains an extensive reply to a sweeping critique of Husserl's Die Krisis der europl1ischen WlSsenschaften und die transzend entale Phllnomenologie1 which his friend Erlc Voegelin had developed in a letter to him. Voegelin had found merit in some of Husserl's lines of thought but on the whole rejected them as much in their references to historlcal trends in European philosophy, which he showed to be arbitrarily selective and hence at variance with historio graphical facts and objectivity, as in their philosophical inferlority because they were merely epistemological under takings and as such did not reach the level of genuine philosophizing (i.e., they did not constitute a metaphysics). Schutz's defense of Husserl followed two lines of thought: First, that Voegelin misunderstood the whole philosophical intent of Husserl when he considered his interest in past philosophers as serving historiographical interests instead of interest in the problems they had posed; and, second, even if the whole philosophy of Husserl could be subsumed under the heading of epistemology, it would still maintain its high philosophical respectability. At the very end of the letter Schutz spoke of the possibility of continuing this defense of Husserl's way of philosophizing in a further letter. However, no evidence has surfaced to indicate that he found the time to continue his attempt at vindicating Husserl's philosophical dignity. 1 Edmund Husserl, Philosophia, 1936. -
Leo Strauss and the Problem of Sein: the Search for a "Universal Structure Common to All Historical Worlds"
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1-1-2010 Leo Strauss and the Problem of Sein: The Search for a "Universal Structure Common to All Historical Worlds" Jennifer Renee Stanford Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Let us know how access to this document benefits ou.y Recommended Citation Stanford, Jennifer Renee, "Leo Strauss and the Problem of Sein: The Search for a "Universal Structure Common to All Historical Worlds"" (2010). Dissertations and Theses. Paper 91. https://doi.org/10.15760/etd.91 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Leo Strauss and the Problem of Sein : The Search for a “Universal Structure Common to All Historical Worlds” by Jennifer R. Stanford A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History Thesis Committee: David A. Johnson, Chair Richard H. Beyler Douglas Morgan Michael Reardon Portland State University © 2010 ABSTRACT Leo Strauss resurrected a life-approach of the ancient Greeks and reformulated it as an alternative to the existentialism of his age that grew out of a radicalized historicism. He attempted to resuscitate the tenability of a universal grounded in nature (nature understood in a comprehensive experiential sense not delimited to the physical, sensibly- perceived world alone) that was historically malleable. Through reengagement with Plato and Socrates and by addressing the basic premises built into the thought of Friedrich Nietzsche and Martin Heidegger, Strauss resurrected poetry (art, or the mythos) that Enlightenment thinkers had discarded, and displayed its reasonableness on a par with the modern scientific approach as an animating informer of life. -
14 Patrick Suppes
14 Patrick Suppes Lucie Stern Professor of Philosophy, Emeritus Stanford University, USA 1. Why were you initially drawn to computational or in formational issues? I begin with some history. I am not sure just when I first thought about the use of computers for computation, but I do remember the late 1950s when Dick Atkinson and I were writing a book on applications of learning models and stimulus-response reinforce ment concepts to simple game situations. The book is full of ex tended computations supported by use of the I.B.M. 650 Com puter at Stanford, which was one of the very earliest made avail able to academic communities to have the possibility of going be yond the old days of computing with hand calculators. We say this in the preface of Suppes and Atkinson (1960): "Evan Linick has been indispensable in programming many problems for the I.B.M. 650 Computer at Stanford; we are also indebted to Richard Hill of the Western Data Processing Center for his cooperation." This brief acknowledgement is all we had to say about what was really a first, big-time, move into computing from my own standpoint. At that time, the only task was facilitating the many statistical estimates of parameters and the like for the models introduced in the book. It is important to realize how fundamental the change was in feasible applications of statistics with the introduction of digital computers in the 1950s. Even very simple formulations of linear-programming or linear-regression problems, that were prac tically unsolvable, could now be used to address all kinds of inter esting questions in theories of behavior and social interaction. -
Simone De Beauvoir's Phenomenology of Sexual Difference
6LPRQHGH%HDXYRLULV3KHQRPHQRORJ\RI6H[XDO'LIIHUHQFH 6DUD+HLQDPDD Hypatia, Volume 14, Number 4, Fall 1999, pp. 114-132 (Article) 3XEOLVKHGE\,QGLDQD8QLYHUVLW\3UHVV DOI: 10.1353/hyp.2005.0029 For additional information about this article http://muse.jhu.edu/journals/hyp/summary/v014/14.4heinamaa.html Access provided by Osaka University (3 Nov 2014 21:38 GMT) 114 Hypatia Simone de Beauvoir’s Phenomenology of Sexual Difference SARA HEINÄMAA The paper argues that the philosophical starting point of Simone de Beauvoir’s The Second Sex is the phenomenological understanding of the living body, developed by Edmund Husserl and Maurice Merleau-Ponty. It shows that Beauvoir’s notion of philosophy stems from the phenomenological interpretation of Cartesianism which emphasizes the role of evidence, self-criticism, and dialogue. Simone de Beauvoir is not usually considered a philosopher, and her works, including The Ethics of Ambiguity (Pour une morale de l’ambiguïté 1947) and The Second Sex (Le Deuxième sexe 1949), are not usually studied as philosophical.1 Beauvoir is read as a novelist and essayist, and her nonfictional works are taken as sociohistorical studies—popular rather than scholarly, moral rather than ethical. This common view is fundamentally mistaken. I show that Simone de Beauvoir is a philosopher and that she herself considered her work to be phi- losophical. Her understanding of philosophy, however, was specific, and this specificity is the theme of my paper. My claim is that the philosophical context in which Beauvoir operated is the phenomenology of body that Edmund Husserl initiated and Maurice Merleau-Ponty further developed. So I argue against the traditional under- standing according to which Beauvoir’s philosophical notions stemmed from Jean-Paul Sartre’s works; but I also question the more recent argument that Beauvoir based her views on Martin Heidegger’s work. -
Calculus for a New Century: a Pump, Not a Filter
DOCUMENT RESUME ED 300 252 SE 050 088 AUTHOR Steen, Lynn Arthur, Ed. TITLE Calculus for a New Century: A Pump, Not a Filter. Papers Presented at a Colloquium _(Washington, D.C., October 28-29, 1987). MAA Notes Number 8. INSTITUTION Mathematical Association of America, Washington, D.C. REPORT NO ISBN-0-88385-058-3 PUB DATE 88 NOTE 267p. AVAILABLE FROMMathematical Association of America, 1529 18th Street, NW, Washington, DC 20007 ($12.50). PUB TYPE Viewpoints (120) -- Collected Works - Conference Proceedings (021) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Calculus; Change Strategies; College Curriculum; *College Mathematics; Curriculum Development; *Educational Change; Educational Trends; Higher Education; Mathematics Curriculum; *Mathematics Instruction; Mathematics Tests ABSTRACT This document, intended as a resource for calculus reform, contains 75 separate contributions, comprising a very diverse set of opinions about the shap, of calculus for a new century. The authors agree on the forces that are reshapinc calculus, but disagree on how to respond to these forces. They agree that the current course is not satisfactory, yet disagree about new content emphases. They agree that the neglect of teaching must be repaired, but do not agree on the most promising avenues for improvement. The document contains: (1) a record of presentations prepared fcr a colloquium; (2) a collage of reactions to the colloquium by a variety of individuals representing diverse calculus constituencies; (3) summaries of 16 discussion groups that elaborate on particular themes of importance to reform efforts; (4) a series of background papers providing context for the calculus colloquium; (5) a selection of final examinations from Calculus I, II, and III from universities, colleges, and two-year colleges around the country; (6) a collection of reprints of documents related to calculus; and (7) a list of colloquium participants. -
William Kaye Estes Was Spread Upon the Permanent Records of the Faculty
At a meeting of the FACULTY OF ARTS AND SCIENCES on November 6, 2012, the following tribute to the life and service of the late William Kaye Estes was spread upon the permanent records of the Faculty. WILLIAM KAYE ESTES BORN: June 17, 1919 DIED: August 17, 2011 William Kaye Estes, Daniel and Amy Starch Professor of Psychology, Emeritus, earned recognition early on as a member of a rare category containing those who exhibited both sterling personal leadership and outstanding intellectual contributions. His creative scholarship centered on learning theory, to which Harvard University’s own B. F. Skinner contributed in a major way. Many psychologists believed that the hard facts of learning theory needed a formal structure that could give rise to precise predictions. Bill Estes filled this need in 1950 in a classic paper, “Towards a Statistical Theory of Learning,” which described how organisms sampled the elements of a conditioning stimulus over successive trials so that, in time, the stimulus reliably evoked a conditioned response. Fred Skinner was not pleased that one of his best graduate students had abandoned the strict orthodoxy of behaviorism and theorized about mental events. Bill’s argument was so elegant it became one of the seedbeds for what evolved into the sub-discipline of mathematical psychology with a journal and a society founded in 1964 and 1977 respectively. Bill, along with Kenneth Arrow, Patrick Suppes, Richard Atkinson, R. R. Bush, and Duncan Luce, made pioneering contributions to many cognitive domains over a period spanning more than a half century. After spending his undergraduate and graduate years at the University of Minnesota and obtaining a Ph.D.