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Princeton, N.J.,: Van Nostrand (1962)

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  1. The Role of Umwelt in Husserl’s Aufbau and Abbau of the Natur/Geist Distinction.Adam Konopka - 2009 - Human Studies 32 (3):313 - 333.
    In this essay I argue that Husserl’s development of the nineteenth century Natur/Geist distinction is grounded in the intentional correlate between the pre-theoretical natural attitude and environing world ( Umwelt ). By reconsidering the Natur/Geist distinction through its historical context in the nineteenth century debate between Wilhelm Dilthey and the Neo-Kantians from the Baden or Southwest school, it is possible to understand more clearly Husserl’s appropriations and novel contributions. One of Husserl’s contributions lies in his rigorous thematization and clarification of (...)
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  • Retrieving Heidegger's temporal realism.B. Scot Rousse - 2022 - European Journal of Philosophy 30 (1):205-226.
    Early Heidegger argues that a “homogenous space of nature” can be revealed by stripping away the intelligibility of Dasein's everyday world, a process he calls “deworlding.” Given this, some interpreters have suggested that Heidegger, despite not having worked out the details himself, is also committed to a notion of deworlded time. Such a “natural time” would amount to an endogenous sequentiality in which events are ordered independently of Dasein and the stand it takes on its being. I show that Heidegger (...)
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  • Forty Years after Laboratory Life.Joyce C. Havstad - 2020 - Philosophy, Theory, and Practice in Biology 12.
    There is an ongoing and robust tradition of science and technology studies scholars conducting ethnographic laboratory studies. These laboratory studies—like all ethnographies—are each conducted at a particular time, are situated in a particular place, and are about a particular culture. Presumably, this contextual specificity means that such ethnographies have limited applicability beyond the narrow slice of time, place, and culture that they each subject to examination. But we do not always or even often treat them that way. It is beyond (...)
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  • Philosophy's contribution to social science research on education.Martyn Hammersley - 2006 - Journal of Philosophy of Education 40 (2):273–286.
    This article offers a Weberian perspective on philosophy's relationship to social science research in education. Two key areas where it can make an important contribution are discussed: methodology, and the clarification of value principles that necessarily frame inquiries. In relation to both areas, it is claimed that some researchers underestimate philosophy's contribution, while others exaggerate it. Thus, in methodological work, there are those who effectively suppress philosophical issues, producing ‘methodology-as-technique’; at the same time, others generate ‘methodology-as-philosophy’, often denying the possibility (...)
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  • (1 other version)On the Methodology of the Social Sciences: A Review Essay Part II. [REVIEW]Toby E. Huff - 1982 - Philosophy of the Social Sciences 12 (1):81-94.
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