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  1. Zur Methodologie von Kombinationstests in der analytischen Philosophie.Hans-Ulrich Hoche - 1981 - Zeitschrift Für Allgemeine Wissenschaftstheorie 12 (1):28-54.
    Summary Ordinary language philosophers frequently draw on the fact that an appropriately selected sentential combination of the form p but not q can, or cannot, be uttered without absurdity; however, they do so without sufficient reflection on the methodology of such combination tests, which results in considerable shortcomings even in practical application. To improve things, I shall discuss two criteria for distinguishing ‘pragmatic’ from ‘non-pragmatic’ implications and for separating the latter into ‘linguistic’ (‘semantic’ and ‘syntactical’) and ‘non-linguistic’ ones (2–3); consider (...)
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  • Sein und heißen.Hans-Ulrich Hoche - 1985 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 16 (2):287-303.
    If identity is to be taken as a relation, not between any object and itself, nor between expressions , but between "intensions" or Fregean "Sinnen" of individual constants , then not only definite descriptions but also grammatically proper names ought to have intensions. This, however, has been repudiated by J. St. Mill and, more recently and more persuasively, by Saul Kripke. So an attempt will be made to interpret proper names as definite descriptions sui generis, namely, "rigid" descriptions referring to (...)
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  • Understanding. The Mutual Regulation of Cognition and Culture.G. Rusch - 2007 - Constructivist Foundations 2 (2-3):118-128.
    Purpose: Demonstrate that cognitive and social approaches towards understanding do not at all oppose but rather they complement each other. Constructivist concepts of understanding paved the way to conceive of understanding as a cognitive-social "mechanism" which mutually regulates processes of social structuration and, at the same time, cognitive constructions and processing. Findings: Constructivist approaches bridge the gap between the cognitive and the social faces of understanding. They demonstrate how comprehension and cultivation, cognition and cultural reproduction are mutually linked to each (...)
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  • On Ernst von Glasersfeld's contribution to education: One interpretation, one example.Marie Larochelle & Jacques Désautels - 2007 - Constructivist Foundations 2 (2-3):90-97.
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  • Intertextuelle Relevanz bei Franz Kafk.Roman Sadziński - 2014 - Acta Universitatis Lodziensis. Folia Germanica 10.
    Teksty są co najmniej w dwójnasób transcendentne. Z jednej strony poprzez język, tworzywo tekstu, który konstytuując się w diachronii i funkcjonując w synchronii, transcenduje – żeby użyć sformułowania Karla Jaspersa – przeszłą rzeczywistość w postaci powstałych wtedy znaków i ich znaczeń w nieznaną z tamtej perspektywy przyszłość, a więc i w naszą teraźniejszość. Z drugiej zaś istniejące już teksty wchodzą z sobą w interakcję, co powoduje, że tworzą się niejako hiperteksty w czasie i w przestrzeni. Jest jeszcze i trzeci wymiar (...)
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