Journal for the History of Analytical Philosophy Volume 3, Number 3
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"There Is No Right to Be Stupid": a Voegelinian Analysis of Islamist
"There is No Right to Be Stupid": A Voegelinian Analysis of Islamist Terrorism with Reference to the "Elements of Reality" Copyright 2005 Celestino Perez, Jr. In the following essay I make three claims. First, in agreement with Eric Voegelin and Barry Cooper, I illustrate why a comprehensive study of politics requires that attention be paid to the symbols "God and man," "the Good", and "the soul" (Section I). I then briefly wonder if Voegelin and Cooper, despite offering cogent analyses of pernicious ideologies, ask too much of their readers? If so, what are the prospects for a competent political science and a healthy democratic populace (Section II)? In Section III, I suggest a different way of applying Voegelin's theory to an analysis of Islamist ideology, wherein I lay out ten "elements of reality" and five distilled "fundamental truths" derived from these elements. To the degree that someone distorts or neglects these elements of reality, he is a pneumopath. He may be very smart. But, alas, he is a "philosophical and religious ignoramus,"1 [1] and hence stupid. And, as Voegelin reminds us in Hitler and the Germans, "There is no right to be stupid." To be sure, if we allow ourselves to submit to stupidity, the gangster animals will be sure to mockingly let us know: 1 [1] Barry Cooper, New Political Religions, or An Analysis of Modern Terrorism ( Columbia : University of Missouri Press , 2004), xii. Cooper describes Sayyid Qutb's and other terrorists' "dogmatic certainty" as resulting from their being "philosophical and religious ignoramuses." "Yoohoo, silly ass!"2 [2] In the Concluding Notes, I lay out what I consider to be the gist of Cooper's argument, and I briefly comment on his Appendix in New Political Religions. -
Diplomarbeit
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OTHES Diplomarbeit Titel der Diplomarbeit: Die historische Entwicklung der Politischen Bildung im Bereich der Volksschule Verfasserin: Barbara Steinacher angestrebter akademischer Grad: Magistra der Philosophie (Mag. phil.) Wien, April 2010 Studienkennzahl lt. Studienblatt: A 300 Studienrichtung lt. Studienblatt: Politikwissenschaft Matrikelnummer: 0200694 Betreuer: Univ.-Doz. Dr. Johann Dvo řák Inhalt 1) Einleitung 4 1.1) Zur Relevanz des Themas 4 1.2) Aufbau 5 1.3) Schwierigkeiten sowie Quellenlage 6 1.4) Methodik 7 1.5) Thesen und Fragestellungen 7 Teil I 2) Definitionen 9 2.1) Erklärungsmuster zur Politischen Bildung 9 2.2) Ziele 10 2.3) Politische Bildung in der Volksschule 15 2.4) Drei Ansätze der Politischen Bildung in der Volksschule 15 2.5) Unterrichtsprinzip 19 Teil II 3) Historischer Abriss 21 3.1) Monarchie 21 3.1.1) Allgemeine Schulordnung 1774 21 3.2) Reformversuche unter Joseph II. 23 3.3) Weitere Reformen 25 3.3.1) Vinzenz Eduard Milde 26 3.4) Zur Zeit Kaiser Franz Josephs I. 27 3.5) Das Reichsvolksschulgesetz 29 3.5.1) Die Maigesetze 30 3.6) Überblick: Die politische Situation in der Monarchie 31 3.7) Zusammenfassung 33 2 4) Ein neues Schulzeitalter 35 4.1) Otto Glöckel 35 4.2) Glöckels Schulreform 36 4.2.1) Trennung Schule und Kirche 37 4.2.2) Meinungen der Parteien zur Schulreform 42 4.3) Exkurs: Sozialistische Erziehung 44 4.4) Exkurs: Arbeiterverein Kinderfreunde 48 4.5) Schönbrunner Erzieherschule 52 4.6) Tätigkeiten der Kinderfreunde 52 4.7) Überblick: Die politische Sit. -
Theories of Truth
time 7 Theories of truth r A summary sketchl The object of this section is to sketch the main kinds of ~ theories of truth which have been proposed, and to indicate how they C relate to each other. (Subsequent sections will discuss some theories S'" p. in detail.) o Coherence theories take truth to consist in relations of coherence ~ among a set of beliefs. Coherence theories were proposed e.g. by '" ""C Bradley r9r4, and also by some positivist opponents of idealism, such o u as Neurath r932; more recently, Rescher r973 and Dauer r974 have C'" defended this kind of approach. Correspondence theories take the :l 0::'" truth of a proposition to consist, not in its relations to other proposi .= tions, but in its relation to the world, its cOllespondence to the facts. Theories of this kind were held by both Russell r9r8 and Wittgenstein r922, during the period of their adherence to logical atomism; Austin defended a version of the cOllespondence theory in r950' The prag matist theory, developed in the works of Peirce (see e.g. r877), Dewey (see e.g. r9or) and James (see e.g. r909) has affinities with both coherence and correspondence theories, allowing that the truth of a belief derives from its correspondence with reality, but stressing also that it is manifested by the beliefs' survival of test by experience, its coherence with other beliefs; the account of truth proposed in Dummett r959 has, in turn, quite strong affinities with the pragmatist VIew. 1 Proponents of the theories I shall discuss take different views about what kinds of items are truth-bearers. -
The Criterion of Truth
THE CRITERION OF TRUTH An article published in the Theosophical movement magazine, February 2017 THE STATED object of science is to discover truths about the natural world through strictly objective observation, experimental verification and theoretical explanations, free from all subjective biases. Testability and reproducibility of laws so discovered are the criterion of truth so far as modern science is concerned. Though science has made remarkable progress in unravelling laws of the physical world by empirical and inductive methods, and in their practical applications, leading scientists however confess that they have failed to develop a unified science with a single set of assumptions and terms to explain all observations as aspects of one coherent whole. In other words, they are still in search of one single universal principle, theoretical formulation of which will reconcile many different specialized observations resolvable into one grand synthetic whole which explains all the mysteries of the natural world. They admit that such a universal unifying principle alone is truth and that its discovery, by means of inductive method they adhere to, is still a far cry. Each one of the many sects of the world religions, resting on “Revelation,” lays claim to be the sole possessor of truth. Inasmuch as there is no other fertile source of mutual hatred and strife in the world than differences between the various religious sects, it is evident that none of them has the whole truth. Whatever truth they had originally possessed has been so mixed up with human error and superstitions over the centuries that they either repel and cause the reasoning and thinking portions of humanity to fall into agnosticism, or induce blind faith and superstitions in unthinking portions of the public who willingly submit to priestly authority. -
The University of Chicago Experimental Futures And
THE UNIVERSITY OF CHICAGO EXPERIMENTAL FUTURES AND IMPOSSIBLE PROFESSIONS: PSYCHOANALYSIS, EDUCATION, AND POLITICS IN INTERWAR VIENNA, 1918-1938 A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE SOCIAL SCIENCES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF HISTORY BY PHILLIP J. HENRY CHICAGO, ILLINOIS AUGUST 2018 TABLE OF CONTENTS DISSERTATION ABSTRACT v ACKNOWLEDGEMENTS x INTRODUCTION 1 Red Vienna 6 Interwar Psychoanalysis 20 Psychoanalysis, Education, and Politics in Interwar Vienna 35 CHAPTER ONE Between Seduction and Sublimation: The Emergence of a Psychoanalytic Theory of Education, 1896-1914 44 Unstable Foundations 45 Verführung and its Vicissitudes 50 Erziehung zur Realität 65 The Possibilities for Prophylaxis and the Elusiveness of Sublimation 78 Psychoanalysis and the New Education 91 CHAPTER TWO Recasting Bourgeois Psychoanalysis: Education, Authority, and the Politics of Analytic Therapy in the Freudian Revision of 1918 99 Out of the Wilderness, Into the Wasteland 104 Suggestion and its Discontents 110 Forming a Class Body for Psychoanalysis 119 The Ways and Means of Psychoanalysis 123 Beyond the Classical Paradigm 135 ii CHAPTER THREE Fashioning a New Psychoanalysis: Exceptional States and the Crisis of Authority in Analytic Practice, 1919-1925 139 States of Exception 146 Analysis for the Masses 157 Ego Politics and the Pedagogy of Reconstruction 167 Psychoanalytisches Neuland 177 The Limits of Analytic Therapy 184 CHAPTER FOUR The Mass Psychology of Education: Freudian Experiments in Collective -
A Transatlantic History of the Social Sciences: Robber Barons, the Third Reich and the Invention of Empirical Social Research
"In the Shadow of Nazi Rule: Two Generation Units of Social Scientists." A Transatlantic History of the Social Sciences: Robber Barons, the Third Reich and the Invention of Empirical Social Research. Fleck, Christian. London: Bloomsbury Academic, 2011. 111–164. Bloomsbury Collections. Web. 27 Sep. 2021. <http://dx.doi.org/10.5040/9781849662932.ch-004>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 27 September 2021, 03:03 UTC. Copyright © Christian Fleck 2011. You may share this work for non-commercial purposes only, provided you give attribution to the copyright holder and the publisher, and provide a link to the Creative Commons licence. 4 IN THE SHADOW OF NAZI RULE: TWO GENERATION UNITS OF SOCIAL SCIENTISTS At the end of the first third of the twentieth century, German-language sociology suffered a dramatic caesura. For a long time, René König’s dictum that after 1933 the discipline had been ‘brought to a brutal standstill’ (König 1958: 14) was accepted as the ultimate description of the impact of the Nazis’ rise to power on sociology. Helmut Schelsky’s contrary opinion, at the time, that ‘it was our sociol- ogy itself that had run out of subject matter, the melodies had all been played through, the fronts were consolidating, and little evolutionary momentum was left within the discipline itself’ (Schelsky 1959: 36), did not register. Decades later the debate resurfaced under the new heading of ‘sociology in National Socialism’ (Rammstedt 1985; Klingemann 1996). At the end of his life, König vehemently protested against what he felt to be an exculpation of Nazi sociologists (König 1987). -
Rafael Ferber Key Concepts in Philosophy
Rafael Ferber Key Concepts in Philosophy Rafael Ferber Key Concepts in Philosophy An Introduction Translated from German by Ladislaus Löb Academia Verlag Sankt Augustin Originaltitel: Philosophische Grundbegriffe (82008), © Verlag C. H. Beck oHG, München Bibliografische Information der Deutschen Bibliothek Die Deutsche Bibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.ddb.de abrufbar. ISBN 978-3-89665-648-3 © Academia Verlag 2015 Bahnstraße 7, D-53757 Sankt Augustin Internet: www.academia-verlag.de E-Mail: [email protected] Printed in Germany Alle Rechte vorbehalten Ohne schriftliche Genehmigung des Verlages ist es nicht gestattet, das Werk unter Verwendung mechanischer, elektronischer und anderer Systeme in irgendeiner Weise zu verarbeiten und zu verbreiten. Insbesondere vorbehalten sind die Rechte der Vervielfältigung – auch von Teilen des Werkes – auf fotomechanischem oder ähnlichem Wege, der tontechnischen Wiedergabe, des Vortrags, der Funk- und Fernsehsendung, der Speicherung in Datenverarbeitungsanlagen, der Übersetzung und der literarischen und anderweitigen Bearbeitung. Table of Contents 5 Contents Preface ................................................................................ 11 Preface to the English Translation .................................. 12 I. Philosophy 1. The Beginning in the Cave ........................................ 15 2. Word and Concept ..................................................... 17 3. -
BLOCK 1 Knowledge Is a Relation Between Two Beings
BLOCK 1 Knowledge is a relation between two beings: the known and the knower. Through this relation the knowing subject (knower) opens oneself to the world. The one who knows leaves oneself and turns to the surrounding world. However, in knowledge one returns to oneself as the known being ‘penetrates’ into the subject in some way since knowledge takes place not outside, but inside the subject. In knowledge an object makes itself present to the subject. The known ‘reproduces’ itself in the knower, e.g., when the colour blue is known, the blue of the thing penetrates into the subject. This process takes place immaterially. For we cannot observe the intentional presence of colour in a subject, as the blue colour in a flame is observed. The intentional presence is an unobservable and absolutely private fact. Epistemology is the theory of human knowledge in so far as it contemplates on the origin, process, nature, structure, validity and truth value of human knowledge. This block, consisting of four units, deals with the definition, nature, history of epistemology and various epistemological concepts. Unit 1 begins with the Definition and Nature of Epistemology. It studies the concept of knowledge along with its traditional definitions and probes into how knowledge is different from belief. One of the important movements that has challenged epistemology is skepticism and it is in the face of this challenge that epistemology has developed. Rationalism and empiricism are the theories that have been put forward to discuss the origin of knowledge. Unit 2 deals with a Brief History of Epistemology. -
The Concept of Knowledge Boston Studies in the Philosophy of Science
THE CONCEPT OF KNOWLEDGE BOSTON STUDIES IN THE PHILOSOPHY OF SCIENCE Editor ROBERTS. COHEN, Boston University Editorial Advisory Board THOMAS F. GLICK, Boston University ADOLF GRUNBAUM, University of Pittsburgh SAHOTRA SARKAR, McGill University SYLVAN S. SCHWEBER, Brandeis University JOHN J. STACHEL, Boston University MARX W. W ARTOFSKY, Baruch College of the City University of New York VOLUME 170 THE CONCEPT OF KNOWLEDGE The Ankara Seminar Edited by IOANNA KUCURADI Hacettepe University, Ankara and ROBERT S. COHEN Boston University SPRINGER-SCIENCE+BUSINESS MEDIA, B.V. Library of Congress Cataloging in Publication Data The concept of knowledge : the Ankara seminar I edited by toanna Ku9uradi and Robert S. Cohen. p. em. --<Boston studies in the philosophy of science ; v. 170l Includes bibliographical references and index. ISBN 978-90-481-4495-2 ISBN 978-94-017-3263-5 (eBook) DOI 10.1007/978-94-017-3263-5 1. Knowledge, Theory of--Congresses. I. Ku~uradi, toanna. II. Cohen, R. s. <Robert Sonnel III. Series. Q174.B67 vel. 170 [BD161.C643l 121--dc20 94-41544 ISBN 978-90-481-4495-2 Printed on acid-free paper All Rights Reserved © 1995 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1995 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner. PREFACE A sense of place and time, of the historically specific, cannot be total ly transcended in philosophical work, although a philosophical desire for the universal seems always at hand too. -
Three Doctrines of the Nature of Mathematics (Some Comments of a Knowledge Theorist)
Bulletin of the Section of Logic Volume 46:1/2 (2017), pp. 11–19 http://dx.doi.org/10.18778/0138-0680.46.1.2.02 Ryszard W´ojcicki THREE DOCTRINES OF THE NATURE OF MATHEMATICS (SOME COMMENTS OF A KNOWLEDGE THEORIST) Grzegorzowi, z serdecznymi ˙zyczeniami i wyrazami wdzi¸eczno´sci za wspieranie moich plan´ow i dzia la´n Abstract In this note I am reflecting on interrelations between three concepts of truth: (1) that employed by Hilbert arguing his formalist view on the nature of math- ematics, (2) Freges idea of truth supported by mathematical intuition, and (3) known as Aristotelian correspondence idea of truth concerning any propositions not merely mathematical. Keywords : mathematics, formalism, realism, intuitionism, truth According to the Hilbert’s doctrine of formalism, there are no princi- ples that govern the processes of forming mathematical theories; mathe- maticians are free to form such theories in any way which, according to their judgments, results in revealing formal problems of considerable inter- est. The objects of mathematical analyses are determined by the theory’s axioms abstract structures; the objectives of such analyses are learning properties of those structures. In a letter to Frege, who did not share Hilbert’s formalist attitude Hilbert wrote: You write: “I call axiom propositions that are true but are not proved because our knowledge of them flows from a source very different from the logical source, a source which might be called 12 Ryszard W´ojcicki spatial intuition. From the truth of the axioms it follows that they do not contradict each other.” I found it very interesting to read this sentence in your letter, for as long as I have been thinking, writing, and lecturing on these things, I have been saying the exact opposite: if the arbitrarily given axioms do not contradict each other with all their consequences, then they are true and the things defined by the axioms exist. -
Deaf-Blind Education
1 Chapter 3: The development of education for deaf-blind people The development of education for deaf-blind people Legacy of the Past The book Legacy of the Past (Some aspects of the history of blind educa- tion, deaf education, and deaf-blind education with emphasis on the time before 1900) contains three chapters: Chapter 1: The development of education for blind people Chapter 2: The development of education for deaf people Chapter 3: The development of education for deaf-blind people In all 399 pp. An internet edition of the whole book in one single document would be very unhandy. Therefore, I have divided the book into three documents (three inter- netbooks). In all the three documents contain the whole book. Legacy of the Past. This Internetbook is Chapter 3: The development of education for deaf-blind people. Foreword In his Introduction the author expresses very clearly that this book is not The history of blind education, deaf education and deaf-blind education but some aspects of their history of education with emphasis on the time before 1900. Nevertheless - having had the privilege of reading it - my opinion is that this volume must be one of the most extensive on the market today regarding this part of the history of special education. For several years now I have had the great pleasure of working with the author, and I am not surprised by the fact that he really has gone to the basic sources trying to find the right answers and perspectives. Who are they - and in what ways have societies during the centuries faced the problems? By going back to ancient sources like the Bible, the Holy Koran and to Nordic Myths the author gives the reader an exciting perspective; expressed, among other things, by a discussion of terms used through our history. -
Epistemology.Pdf
Epistemology An overview Contents 1 Main article 1 1.1 Epistemology ............................................. 1 1.1.1 Background and meaning ................................... 1 1.1.2 Knowledge .......................................... 1 1.1.3 Acquiring knowledge ..................................... 5 1.1.4 Skepticism .......................................... 7 1.1.5 See also ............................................ 7 1.1.6 References .......................................... 8 1.1.7 Works cited .......................................... 9 1.1.8 External links ......................................... 10 2 Knowledge 11 2.1 Knowledge ............................................... 11 2.1.1 Theories of knowledge .................................... 11 2.1.2 Communicating knowledge ................................. 12 2.1.3 Situated knowledge ...................................... 13 2.1.4 Partial knowledge ...................................... 13 2.1.5 Scientific knowledge ..................................... 13 2.1.6 Religious meaning of knowledge ............................... 14 2.1.7 See also ............................................ 15 2.1.8 References .......................................... 15 2.1.9 External links ......................................... 16 2.2 Belief ................................................. 16 2.2.1 Knowledge and epistemology ................................. 17 2.2.2 As a psychological phenomenon ............................... 17 2.2.3 Epistemological belief compared to religious belief