This book contains the unfinished manuscript and working notes of the book Merleau-Ponty was writing when he died.

In this book, which remained unfinished at his death, Husserl attempts to forge a union between phenomenology and existentialism.

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

Standard philosophical discussions of theory-ladeness assume that observational evidence consists of perceptual outputs (or reports of such outputs) that are sentential or propositional in structure. Theory-ladeness is conceptualized as having to do with logical or semantical relationships between such outputs or reports and background theories held by observers. Using the recent debate between Fodor and Churchland as a point of departure, we propose an alternative picture in which much of what serves as evidence in science is not perceptual outputs or (...) reports of such outputs and is not sentential in structure. (shrink)

This book presents the psychological basis, methodology, and application of Marton's phenomenographic approach to the theory of learning.

This is a classic volume in the "library of Living Philosophers" and includes a collection of essays on Dewey's work by his contemporaries at the time of the volume's publication. It also includes a biographical essay on Dewey and his replies to the assembled essays.

Whereas most readers are familiar with Goethe as a poet and dramatist, few are familiar with his scientific work. In this brilliant book, Henri Bortoft (who began his studies of Goethean science with J. G. Bennett and David Bohm) introduces the fascinating scientific theories of Goethe. He succeeds in showing that Goethe's way of doing science was not a poet's folly but a genuine alternative to the dominant scientific paradigm. Bortoft shows that a different, "gentler" kind of empiricism is possible (...) than that demanded by the dualizing mind of modern technological science and demonstrates that Goethe's participatory phenomenology of a new way of seeing--while far from being a historical curiosity--in fact proposes a practical solution to the dilemmas of contemporary, postmodern science. If you read only one book on Goethan science, this should be the one. (shrink)

In Kant's Idealism, Professor Neujahr argues - he may be the first to do so - that there is no single doctrine that is Kant's transcendental idealism to either ...