What I want to focus on in this paper is the question of the connection between the positivism of the Vienna Circle — the "scientific conception of the world" — and politics. The Vienna Circle will be considered first ''als soziale Bewegung'' and second from the point of view of "Sozialforschung". The paper is a case study in the problem of the relation of a theory to practice, and more particularly, of the relation of a technical epistemological and methodological theory (...) of science to social practice. The critical assessment of the nature of the Vienna Circle as a social movement starts from the consideration of the views of Otto Neurath; and concludes with some theses about the failure of this social movement precisely as it relates to the logical positivist and logical empiricist theory of science, and to its scientific conception of the world. (shrink)

In this insightful study of the common origins of analytic and continental philosophy, Friedman looks at how social and political events intertwined and influenced philosophy during the early twentieth century, ultimately giving rise to the two very different schools of thought. He shows how these two approaches, now practiced largely in isolation from one another, were once opposing tendencies within a common discussion. Already polarized by their philosophical disagreements, these approaches were further split apart by the rise of Naziism and (...) the resulting emigration of all influential German-speaking philosophers except for Heidegger. Although the book gives a general overview of the philosophical issues of the period, the author pays special attention to the relationships among three key twentieth-century philosophers: Rudolf Carnap, Ernst Cassirer, and Martin Heidegger. (shrink)

We compare Carnap's and Kuhn's views on science. Although there are important differences between them, the similarities are striking. The basis for the latter is a pragmatically oriented semantic conventionalist picture of science, which suggests that the view that post-positivist philosophy of science constitutes a radical revolution which has no interesting affinities with logical positivism must be seriously mistaken.

In this collection of essays one of the preeminent philosophers of science writing offers a reinterpretation of the enduring significance of logical positivism, the revolutionary philosophical movement centered around the Vienna Circle in the 1920s and 30s. Michael Friedman argues that the logical positivists were radicals not by presenting a new version of empiricism but rather by offering a new conception of a priori knowledge and its role in empirical knowledge. This collection will be mandatory reading for any philosopher or (...) historian of science interested in the history of logical positivism in particular or the evolution of modern philosophy in general. (shrink)

A great mathematician and teacher, and a physicist and philosopher in his own right, bridges the gap between science and the humanities in this exposition of the philosophy of science. He traces the history of science from Aristotle to Einstein to illustrate philosophy's ongoing role in the scientific process. In this volume he explains modern technology's gradual erosion of the rapport between physical theories and philosophical systems, and offers suggestions for restoring the link between these related areas. This book is (...) suitable for undergraduate students and other readers. 1962 ed. Index. 36 figures. (shrink)

The significance of the plurality of the Copernican Revolution is the main thrust of this undergraduate text In this study of the Copernican Revolution, the ...

We compare Carnap's and Kuhn's views on science. Although there are important differences between them, the similarities are striking. The basis for the latter is a pragmatically oriented semantic conventionalist picture of science, which suggests that the view that post-positivist philosophy of science constitutes a radical revolution which has no interesting affinities with logical positivism must be seriously mistaken.

A key to modern studies of 18th century Western philosophy, the Treatise considers numerous classic philosophical issues, including causation, existence, freedom and necessity and morality. This abridged edition has an introduction which explain's Hume's thought and places it in the context of its times.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

Some Key Controversies in the Philosophy of Science Larry Laudan. the mouths of my realist, relativist, and positivist. (By contrast, there is at least one person who hews to the line I have my prag- matist defending.) But I have gone to some  ...

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)

Available for the first time in 20 years, here are two important works from the 1920s by the best-known representative of the Vienna Circle.

This volume of twenty-six essays by as many contributors is published in honor of Herbert Feigl, professor of philosophy at the University of Minnesota and ...

Available for the first time in 20 years, here are two important works from the 1920s by the best-known representative of the Vienna Circle.

Biographical Information: The author is a Professor of Physics at New York University. He has lectured widely in Europe and Latin America, including at the Università di Roma ``La Sapienza'' and, during the Sandinista government, at the Universidad Nacional Autónoma de Nicaragua. He is co-author with Roberto Fernández and Jürg Fröhlich of Random Walks, Critical Phenomena, and Triviality in Quantum Field Theory (Springer, 1992).

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Examines the changes during the twentieth century in the views of mathematics, physics, and the scientific method and discusses the role of the mind in science.

ONE Introduction The history of psychology in the twentieth century is a story of the divorce and remarriage of psychology and philosophy. ...

In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.

Gatchel, R. H. The evolution of the concept.--Wilson, J. Indoctrination and rationality.--Green, T. F. Indoctrination and beliefs.--Kilpatrick, W. H. Indoctrination and respect for persons.--Atkinson, R. F. Indoctrination and moral education.--Flew, A. Indoctrination and doctrines.--Moore, W. Indoctrination and democratic method.--Wilson, J. Indoctrination and freedom.--Flew, A. Indoctrination and religion.-- White, J. P. Indoctrination and intentions.--Crittenden, B. S. Indoctrination as mis-education.--Snook, I. A. Indoctrination and moral responsibility.--Gregory, I. M. M. and Woods, R. G. Indoctrination: inculcating doctrines.-- White, J. P. Indoctrination without doctrines?