The author exemplifies the congruency of essential foundations between the critical realism of the Berlin School of Gestalt Psychology (Gestalt theory) and Nicolai Hartmann`s Critical Ontology. For instance, this congruency manifests in the importance given to critical-realistic epistemology - purified from idealistic prejudices, not least prejudices such as production-theoretical ones - connected with an unconditional phenomenology. Altogether, it results in a shared critical distance from scholars of Brentano, such as Husserl and Meinong, as well as from Neo-Kantianism.

The method of contrast is used within philosophy of perception in order to demonstrate that a specific property could be part of our perception. The method is based on two passages. I argue that the method succeeds in its task only if the intuition of the difference, which constitutes the core of the first passage, has two specific traits. The second passage of the method consists in the evaluation of the available explanations of this difference. Among the three outlined options, (...) I will demonstrate that only in the third option – as we shall see, the case of the scenario that remains the same but is perceived in two different ways by the same perceiver – the intuition purports a difference that posses the necessary characteristics, namely being immediately evident and extremely complex and multifaceted, which determine its tensive nature. The application within auditory perception of this third option will generate two cases, a diachronic one and a synchronic one, which clearly show that we can auditorily perceive causality as a link between two sonorous episodes. The causal explanation is the only possible explanation among the many evaluated within the second passage of the method of contrast. (shrink)

Summary Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning? An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by Wertheimer and Duncker. Firstly, these specific features are dealt with and their educational implications (...) compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding. (shrink)

Problem solving has been empirical psychology’s concern for half a century. Cognitive science’s work on this field has been stimulated especially by the computational theory of mind. As a result, most experimental research originates from a mechanistic approach that disregards genuine experience. On the occasion of a review of problem solving’s foundation, a phenomenological description offers fruitful perspectives. Yet, the mechanistic paradigm is currently dominant throughout problem solving’s established patterns of description. The review starts with a critical historical analysis of (...) the state of problem solving in academic psychology. Subsequently, a phenomenological, contrastive approach is proposed. It questions the notion of problems as “goal-driven” behavior by making vivid experience the subject of discussion. As its given compounds, solvability, oppressiveness, and the problem’s horizon are discussed. Ultimately, an experience-based multimodal notion of the problem is elaborated that relates problems to challenges, fatalities and opportunities as different types of situations. (shrink)

Since the early Gestaltists there has been a strong interest in the question of how problem solvers get stuck in a mental impasse. A key idea is that the repeated activation of a successful strategy from the past results in a mental set (‘Einstellung’) which determines and constrains the option space to solve a problem. We propose that this phenomenon, which mostly was tested by fairly restricted experiments in the lab, could also be applied to more complex problem constellations and (...) naturalistic decision making. We aim at scrutinizing and reconstructing how a mental set determines the misinterpretation of facts in the field of political decision making and leads in consequence to wrong expectations and an ill-defined problem representation. We will exemplify this psychological mechanism considering a historical example, namely the unexpected stabilization of the Franco regime at the end of World War II and its survival thereafter. A specific focus will be drawn to the significant observation that erroneous expectations were taken as the basis for decisions. This is congruent with the notion that in case of discrepancy between preconceived notions and new information, the former prevails over the new findings. Based on these findings, we suggest a theoretical model for expectation violation in political decision making and develop novel approaches for cognitive empirical research on the mechanisms of expectation violation and its maintenance in political decision making processes. (shrink)

A focused review of the literature on reasoning suggests that mechanisms based upon contraries are of fundamental importance in various abilities. At the same time, the importance of contraries in the human perceptual experience of space has been recently demonstrated in experimental studies. Solving geometry problems represents an interesting case as both reasoning abilities and the manipulation of perceptual–figural aspects are involved.In this study we focus on perceptual changes in geometrical problem solving processes in order to understand whether a mental (...) manipulation in terms of opposites might help. Four conditions were studied, two of which concerned the search for contraries as an implicit or explicit strategy.Results demonstrated that contraries, when used explicitly in solution processes, constitute an effective heuristic: The number of correct solutions increased, less time was needed to find a solution and participants were oriented towards the use of perception-based solutions—not only wer.. (shrink)

Constructivism is the idea that we construct our own world rather than it being determined by an outside reality. Its most consistent form, Radical Constructivism (RC), claims that we cannot transcend our experiences. Thus it doesn't make sense to say that our constructions gradually approach the structure of an external reality. The mind is necessarily an epistemological solipsist, in contrast to being an ontological solipsist who maintains that this is all there is, namely a single mind within which the only (...) world exists. RC recognizes the impossibility of the claim that the world does not exist. Yet, RC has the potential to go much further. I claim that RC provides the foundation of a new world-view in which we can overcome hard scientific problems. Thus, the paper is urging us to carry RC further, not just on philosophical grounds, but also into the domain of science. (shrink)

Summary The author exemplifies the congruency of essential foundations between the critical realism of the Berlin School of Gestalt Psychology (Gestalt theory) and Nicolai Hartmann’s Critical Ontology. For instance, this congruency manifests in the importance given to critical-realistic epistemology – purified from idealistic prejudices, not least prejudices such as production-theoretical ones – connected with an unconditional phenomenology. Altogether, it results in a shared critical distance from scholars of Brentano, such as Husserl and Meinong, as well as from Neo-Kantianism.

Summary In 1919 Nicolai Hartmann convincingly justified that there cannot exist a “general law of causation” as A. Meinong had in mind. For him Meinong’s understanding of causation was bound on the region of the physical layer of being, simultaneously postulating it as the only possible causation there. This is the starting point of the comparison between N. Hartmann‘s understanding of causation and that of the Gestalt Theory, for which neither in psychic nor in natural context linear-successive causality plays a (...) part. Therefore NH’s conception of 1919 was still completely incompatible with that of the Gestalt Theory despite the fact that he was distancing himself from the “general law of causation” sensu Meinong. 20 years later he changed this by adding the “Wechselwirkung” to the linear successive causation in the physical layer. In doing so he approached the Gestalt theoretical position but failed it insofar as for it his linear-successive understanding of causation generally has had its day with regard to natural processes, also consequently for the physical. Thus the term “causation“ had become free for a dynamic concept of causation which is equally appropriate for the physical and the psychic. NH makes this move not until 1949, shortly before his death, by writing:.... It is the opinion of the author of this work that the ingenious systematics of NH‘s Critical Ontology should make it possible to execute the necessary corrections in some details of his theory of layers without questioning the structure of his systematics, thus carrying out what NH was not able to do himself due to his death. (shrink)