Pragmatisms and Logical Empiricisms: Response to Misak and Klein
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Abraham Kaplan Papers 0054
http://oac.cdlib.org/findaid/ark:/13030/c86q1z11 No online items Abraham Kaplan Papers 0054 California State Polytechnic University, Pomona. Special Collections and Archives 3801 West Temple Avenue Pomona, CA 91768 [email protected] 909-869-3775 Abraham Kaplan Papers 0054 0054 1 Title: Abraham Kaplan Papers Creator: Kaplan, Abraham, 1918-1993 Identifier/Call Number: 0054 Contributing Institution: California State Polytechnic University, Pomona. Special Collections and Archives Language of Material: English Physical Description: 17 boxes Date (inclusive): 1942-1989 Abstract: Abraham Kaplan (1918-1993) was a philosopher, an author and an educator. His collection contains correspondence, articles, lectures, speeches, book manuscripts, subject files, notes, and printed matter pertaining to his writings and academic career. Conditions Governing Access Advance notice required for access. Conditions Governing Use Unpublished manuscripts are protected by copyright. Permission to publish, quote, or reproduce must be secured from the repository and the copyright holder. Preferred Citation [Box/folder# or item name], Abraham Kaplan Papers, Collection no. 0054, University Archives, Special Collections and Archives, University Library, California State Polytechnic University, Pomona. Immediate Source of Acquisition The collection was transferred to the University Archives by Professor of Philosophy James Manley in 2001. Biographical / Historical Abraham Kaplan (1918-1993) was an American philosopher with a long and distinguished career. He was born June 11, 1918 to parents Joseph J. (a Rabbi) and Chava (Lerner) Kaplan in Odessa, Ukraine. Kaplan and his family immigrated to the United States in 1923 and he became a naturalized citizen in 1930. A student of philosopher Bertrand Russell, he graduated from the College of St. -
Rudolf Carnap Papers, 1920-1968
http://oac.cdlib.org/findaid/ark:/13030/tf7q2nb520 No online items Finding Aid for the Rudolf Carnap papers, 1920-1968 Processed by UCLA Library Special Collections staff; machine-readable finding aid created by Caroline Cubé UCLA Library Special Collections UCLA Library Special Collections staff Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 Email: [email protected] URL: http://www.library.ucla.edu/libraries/special/scweb/ © 1998 The Regents of the University of California. All rights reserved. Note Arts and Humanities --PhilosophyHistory --History, University of California --History, UC Los AngelesGeographical (By Place) --University of California --University of California Los Angeles Finding Aid for the Rudolf Carnap 1029 1 papers, 1920-1968 Finding Aid for the Rudolf Carnap papers, 1920-1968 Collection number: 1029 UCLA Library Special Collections UCLA Library Special Collections staff Los Angeles, CA Contact Information UCLA Library Special Collections staff UCLA Library Special Collections Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 Telephone: 310/825-4988 (10:00 a.m. - 4:45 p.m., Pacific Time) Email: [email protected] URL: http://www.library.ucla.edu/libraries/special/scweb/ Processed by: UCLA Library Special Collections staff, 1998 Encoded by: Caroline Cubé Online finding aid edited by: Josh Fiala, June 2002 © 1998 The Regents of the University of California. All rights reserved. Descriptive Summary Title: Rudolf Carnap papers, Date (inclusive): 1920-1968 Collection number: 1029 Creator: Carnap, Rudolf, 1891-1970 Extent: 56 boxes (28 linear ft.) Repository: University of California, Los Angeles. Library Special Collections. -
On the Origins of Carnap's Aufbau from Reductive Empiricism to The
The publication of this book was supported by the Student Union of ELTE University and the Student Union of the Faculty of Humanities at ELTE University. Published by the Philosophy Workshop of Eötvös József Collegium Budapest, 2016 Director of publication: Dr. László Horváth Edited by Megyer Gyöngyösi, Zsolt Kapelner, Zsófia Ádám, István Faragó-Szabó Cover design by Hunor Gyöngyösi Designed by Zsófia Machó isbn © 2016 Philosophy Workshop of Eötvös József Collegium © The authors On the Origins of Carnap’s Aufbau From reductive empiricism 13 to the Geisteswissenschaften Ádám Tamás Tuboly Rudolf Carnap’s Der logische Aufbau der Welt is considered to be the magnum opus of (early) analytic philosophy. Contrary to this analytic tradition stands, as the saying goes, everything else – the so called continental philosophies. It has been highlighted recently, however, that the contexts of the Aufbaudiffer radically from the usual received view. In order to obtain a better picture of (the influences of) the Aufbau, I will present in Sect. 1 the received view which characterizes the book as a reductive empiricist, foundationalist and phenomenalist work. In Sect. 2 I will show step-by-step that this view is mistaken and the influences on the Aufbau could be located around Neo-Kantianism, the philosophy of Husserl and the human sciences [Geisteswissenschaften]. The contribution of this paper is connected to these approaches and argues for a different and currently unanalyzed and mainly ignored aspect of Carnap’s work, namely his theory of geistige Gegenstände. After all, I will claim that the motivations and continental roots of the Aufbau are just much deeper than it is usually thought. -
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. -
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 -
Michigan State University 1956
AN INVESTIGATION OF THE DISTINCTION BETWEEN HISTQRY AND SCIENCE Thesis Ice II“ Dogma OI M. A. MICHIGAN STATE UNIVERSITY Rolf A. George 1956 AH INVESTIGATION OF THE DISTIHUTIOH BE JESH HISTORY AND SCIEHCE A'EEBIS Submitted to the College of Science and Arts of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of HAS”ER OF ARTS Department of PhilOSOphy 1950 15-23515 1 i,"' and"? hub." 'fj“"r"'| ‘iCAL;.CJ-4l—I‘JUIJ"~L‘J.LQ“L The author wisIes to express his grateful thanks to Professors Henry 8. Leonard and Lewis K. Zerby for their help and encouragement throughout the course of this investigation. r'1 ' "-T :‘1 ‘. ‘1 M-":? rm“ z ‘ lejr‘“ .LAULLLI (JL‘ Ubulpulo Introductory Jote I4 he Referential Ambiguity of "History” #- Hominai'sm and Realism Concerning "Philo- sophy of history” Science and History mhe Ontologies of Science and history History and Epistemology: Preliminaries History and Epistemology I listory and epistemology II History an Epistemology III p; History 9.) nd Value History and Unified Science An Attempt to Define ”Statement of History" Iindelband's Theory Concernine 0 Subjects and Predicates Concluding hemarhs Footnotes Bibliography Ah II‘EDTIGATION OF THE DISTINCTION BBTJEEN HISTORY AND SCIENCE Introductory hote The purpose of this paper is twofold: On the one hand, it is to discuss some attempts that have been made to find criteria for the discrimination of science from history. On the other hand, it is to offer, tentatively, one such criter- io.. The paper begins by discussing the ambiguity of the word "history," and pointing out some difficulties that have ensued from neglecting this ambiguity. -
Carnap on the Mind-Body Problem and Non-Classical Reductionism
Carnap on the Mind-Body Problem and Non-Classical Reductionism Christian J. Feldbacher-Escamilla Autumn 2020 Motivation Introduction Observation: We often find a gap of dealing with traditional philosophical topics within analytic philosophy. Examples: • Metaphysics: elimination ) Kripke's essentialism • Ethics: meta-ethics ) Frankena's analytic normative ethics . • Philosophy of Mind: mind-body pseudo-problem ) Feigl's rehabilita- tion In this talk we focus on the mind-body problem \gap" in analytic philosophy. Carnap on the Mind-Body Problem 1 / 28 Motivation Introduction Ad gap: \[I]t was the papers by Smart and Feigl that introduced the mind- body problem as a mainstream metaphysical Problematik of ana- lytical philosophy, and launched the debate that has continued to this day" (Kim 2000, p.1) This expresses the widely held view that the current debate on the mind- body problem in analytic philosophy began during the 1950s at two distinct sources: • in the US deriving from Herbert Feigl's writings (particularly 1958) • in Australia related to writings by J.J.C. Smart (particularly 1959) Carnap on the Mind-Body Problem 2 / 28 Motivation Introduction Recent interest in this field: (Kim 2003), (Heidelberger 2003), (Crawford forthcoming) Brings to the fore: Feigl was important, but relied heavily on Schlick and Carnap. Schlick: double-language theory (some form of \epistemic" identity theory) Carnap: revision of views due to his discussions with Carnap Carnap on the Mind-Body Problem 3 / 28 Motivation Introduction Feigl was important, because of . • . his propaganda for Logical Positivism: A New Movement in Euro- pean Philosophy (published 1931, in the Journal of Philosophy), • . -
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). -
Carnap, Reichenbach and the Great Intellectual Migration. Part II: Hans Reichenbach.” Journal for the History of Analytical Philosophy 8(11): 24–47
Journal for the History of Analytical Philosophy Coming to America: Carnap, Reichenbach and the Volume 8, Number 11 Great Intellectual Migration. Editor in Chief Part I: Rudolf Carnap Audrey Yap, University of Victoria Sander Verhaegh Editorial Board Annalisa Coliva, UC Irvine In the years before the Second World War, Rudolf Carnap and Henry Jackman, York University Hans Reichenbach emigrated to the United States, escaping the Frederique Janssen-Lauret, University of Manchester quickly deteriorating political situation on the continent. Once Kevin C. Klement, University of Massachusetts in the U. S., the two significantly changed the American philo- Consuelo Preti, The College of New Jersey sophical climate. This two-part paper reconstructs Carnap’s and Marcus Rossberg, University of Connecticut Reichenbach’s surprisingly numerous interactions with Ameri- Anthony Skelton, Western University can academics in the decades before their move in order to explain Mark Textor, King’s College London the impact of their arrival in the late 1930s. Building on archival Richard Zach, University of Calgary material of several key players and institutions, I take some first steps toward answering the question why logical empiricism be- Editors for Special Issues came so successful in the United States after the War. This first Sandra Lapointe, McMaster University part reconstructs Carnap’s development between 1923, when he Alexander Klein, McMaster University first visited New York, and 1936, when he was offered a position Review Editors at the University of Chicago. I describe Carnap’s first substantive Sean Morris, Metropolitan State University of Denver contacts with American philosophers as well as the events lead- Sanford Shieh, Wesleyan University ing up to his decision to emigrate. -
Building a New Thursday Circle Carnap and Frank in Prague
Building a New Thursday Circle Carnap and Frank in Prague Adam Tamas Tuboly Institute of Philosophy, Hungarian Academy of Sciences; University of Pécs, Pécs, Hungary [email protected] 1 Building a New Thursday Circle Carnap and Frank in Prague1 1. Introduction When Carnap wrote a short intellectual autobiography for Marcel Boll in March 1933, he mentioned two things about Prague: (1) that he became a professor at the German University in 1931, and (2) that he worked on his Logische Syntax der Sprache until 1933.2 These things are well known. Carnap spent, however, five long years in Prague, just like he did before in Vienna: so, one might ask, whether (1) and (2) indeed sufficiently characterize his Prague- period. Philipp Frank (1949, 45), who was there for almost twenty years when Carnap arrived, wrote that “[f]rom 1931 on we [i.e. Frank and Carnap] had in this way a new center of ‘scientific world conception’ at the University of Prague.” This seems to be much more than what Carnap claimed. Actually Carnap might have had great expectations regarding Prague: the First Conference on the Epistemology of the Exact Sciences, where the Vienna Circle made public its manifesto, was organized by Frank there in 1929; five years later in 1934 the Preliminary Conference of the International Congresses for the Unity of Science was hosted again in Prague. As Jan Sebestik (1994, 205) claimed, “Prague has always been one of the important European centres of learning and of science, and it has often been the forerunner of vast currents or movements, both intellectual and political.” The city also had a long tradition of scientifically oriented philosophical thinking: through Bernard Bolzano, members of the Brentano-School (such as Anton Marty, Tomáš G. -
Christian Damböck Editor In Uences on the Aufbau Vienna Circle Institute Yearbook
Vienna Circle Institute Yearbook Christian Damböck Editor In uences on the Aufbau Vienna Circle Institute Yearbook Institut ‘Wiener Kreis’ Society for the Advancement of the Scientifi c World Conception Volume 18 Series Editor Friedrich Stadler , Univ. of Vienna & Inst. Vienna Circle , Wien , Austria Advisory Editorial Board Jacques Bouveresse, Collège de France, Paris, France Martin Carrier, University of Bielefeld, Germany Nancy Cartwright, London School of Economics, UK Richard Creath, Arizona State University, USA Massimo Ferrari, University of Torino, Italy Michael Friedman, Stanford University, USA Maria Carla Galavotti, University of Bologna, Italy Peter Galison, Harvard University, USA Malachi Hacohen, Duke University, USA Rainer Hegselmann, University of Bayreuth, Germany Michael Heidelberger, University of Tübingen, Germany Don Howard, University of Notre Dame, USA Paul Hoyningen-Huene, University of Hanover, Germany Clemens Jabloner, Hans-Kelsen-Institut, Vienna, Austria Anne J. Kox, University of Amsterdam, The Netherlands Martin Kusch, University of Vienna, Austria James G. Lennox, University of Pittsburgh, USA Juha Manninen, Helsinki Collegium for Advanced Studies, Finland Thomas Mormann, University of Donostia/San Sebastián, Spain Edgar Morscher, University of Salzburg, Austria Kevin Mulligan, Université de Genève, Switzerland Elisabeth Nemeth, University of Vienna, Austria Julian Nida-Rümelin, University of Munich, Germany Ilkka Niiniluoto, University of Helsinki, Finland Otto Pfersmann, Université Paris I Panthéon – Sorbonne, France Miklós Rédei, London School of Economics, UK Alan Richardson, University of British Columbia, CDN Gerhard Schurz, University of Düsseldorf, Germany Peter Schuster, University of Vienna, Austria Karl Sigmund, University of Vienna, Austria Hans Sluga, University of California at Berkeley, USA Elliott Sober, University of Wisconsin, USA Antonia Soulez, Université de Paris 8, France Wolfgang Spohn, University of Konstanz, Germany Thomas E. -
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.