Die von Jens Timmermann besorgte Neuausgabe innerhalb der Philosophischen Bibliothek bietet den vollständigen Wortlaut der beiden Originalausgaben von 1781 und 1787. Der Kantische Text wurde unter Wahrung der Interpunktion und sprachlicher Eigenheiten sehr behutsam an die heutigen orthographischen Regeln angeglichen. Die semantisch bedeutenden Korrekturvorschläge späterer Herausgeber (nicht nur der Akademie-Ausgabe) sind, wo sie nicht in den Text Aufnahme gefunden haben, am Fuß der Seite verzeichnet. Alle wesentlichen Unterschiede zwischen den Originalausgaben sind durch Kursivdruck hervorgehoben, größere Abweichungen ganzer Textstücke - etwa (...) in der Einleitung und im Kapitel über Phaenomena und Noumena - wurden synoptisch gegenübergestellt, so daß Art und Umfang der Umarbeitung unmittelbar abgelesen werden können. Die durchgängig neu bearbeitete Studienausgabe folgt in den Grundprinzipien der seit 1926 in Forschung und Lehre maßgeblichen Ausgabe von Raymund Schmidt, die hiermit abgelöst wird. Sie wird ergänzt durch eine umfangreiche Bibliographie von Heiner Klemme sowie durch einen ausführlichen Personen- und Sachindex. (shrink)

Editorial preface to the fourth edition and modified translation -- The text of the Philosophische Untersuchungen -- Philosophische untersuchungen = Philosophical investigations -- Philosophie der psychologie, ein fragment = Philosophy of psychology, a fragment.

Research in linguistic semantics may be roughly divided into two broad traditions. Students concerned with lexical fields and lexical domains ('lexical semanticists') have interested themselves in the paradigmatic relations of contrast that obtain among related lexical items and the substantive detail of how particular lexical items map to the nonlinguistic objects they stand for. 'Formal semanticists' (those who study the combinatorial properties of word meanings) have been mostly unconcerned with these issues, concentrating rather on how the meanings of individual words, (...) whatever their internal structure may be and however they may be paradigmatically related to one another, combine into the meanings of phrases and sentences (and recently, to some extent, texts). (shrink)

The leading voices in science studies have argued that modern science reflects dominant social interests of Western society. Following this logic, postmodern scholars have urged postcolonial societies to develop their own "alternative sciences" as a step towards "mental decolonization". These ideas have found a warm welcome among Hindu nationalists who came to power in India in the early 1990s. In this passionate and highly original study, Indian-born author Meera Nanda reveals how these well-meaning but ultimately misguided ideas are enabling Hindu (...) ideologues to propagate religious myths in the guise of science and secularism. At the heart of Hindu supremacist ideology, Nanda argues, lies a postmodernist assumption: that each society has its own norms of reasonableness, logic, rules of evidence, and conception of truth, and that there is no non-arbitrary, culture-independent way to choose among these alternatives. What is being celebrated as "difference" by postmodernists, however, has more often than not been the source of mental bondage and authoritarianism in non-Western cultures. The "Vedic sciences" currently endorsed in Indian schools, colleges, and the mass media promotes the same elements of orthodox Hinduism that have for centuries deprived the vast majority of Indian people of their full humanity. By denouncing science and secularization, the left was unwittingly contributing to what Nanda calls "reactionary modernism." In contrast, Nanda points to the Dalit, or untouchable, movement as a true example of an "alternative science" that has embraced reason and modern science to challenge traditional notions of hierarchy. (shrink)

The Novum Organum, (or Novum Organum Scientiarum - "New Instrument of Science"), is a philosophical work by Francis Bacon, originally published in 1620. The title is a reference to Aristotle's work Organon, which was his treatise on logic and syllogism. In Novum Organum, Bacon details a new system of logic he believes to be superior to the old ways of syllogism. This is now known as the Baconian method.

The Novum Organum, (or Novum Organum Scientiarum - "New Instrument of Science"), is a philosophical work by Francis Bacon, originally published in 1620. The title is a reference to Aristotle's work Organon, which was his treatise on logic and syllogism. In Novum Organum, Bacon details a new system of logic he believes to be superior to the old ways of syllogism. This is now known as the Baconian method.

The interaction of science and Marxist philosophy in the U.S.S.R.

Chapter 1 FROM ORDER TO DISORDER 5 mins. John enters and goes into his office. He says something very quickly about having made a bad mistake. He had sent the review of a paper. . . . The rest of the sentence is inaudible. 5 mins.

The introduction of Greek philosophy into the Muslim world left an indelible mark on Islamic intellectual history. Philosophical discourse became a constant element in even traditionalist Islamic sciences. However, Aristotelian metaphysics gave rise to doctrines about God and the universe that were found highly objectionable by a number of Muslim theologians, among whom the fourteenth-century scholar Ibn Taymiyya stood foremost. Ibn Taymiyya, one of the greatest and most prolific thinkers in medieval Islam, held Greek logic responsible for the `heretical' metaphysical (...) conclusions reached by Islamic philosophers, theologians, mystics, and others. He therefore set out to refute philosophical logic, a task which culminated in one of the most devastating attacks ever levelled against the logical system upheld by the early Greeks, the later commentators, and their Muslim followers. His argument is grounded in an empirical approach that in many respects prefigures the philosophies of the British empiricists. Professor Hallaq's translation, with a substantial introduction and extensive notes, makes this important work available to a wider audience for the first time. (shrink)

This book offers a theory of how human conceptual life begins, and shows how perceptual information becomes transformed into concepts. Drawing on extensive research, Mandler describes the development of preverbal concept formation, inductive inference, and recall, and explains how these processes form the conceptual basis for language and adult thought.

Thomas Kuhn is viewed as one of the most influential philosophers of science, and this re-release of a classic examination of one of his seminal works reflects his continuing importance. In _World Changes,_ the contributors examine the work of Kuhn from a broad philosophical perspective, comparing earlier logical empiricism and logical positivism with the new philosophy of science inspired by Kuhn in the early 1960s. The nine chapters offer interpretations of his major work _The Structure of Scientific Revolutions_ and subsequent (...) writings. The introduction outlines the significant concepts of Kuhn's work that are examined and is followed by a brief appraisal of Kuhn by Carl Hempel. The chapters discuss topics that include: a systematic comparison of Kuhn and Carnap viewing similarities and differences; the disputation of absolute truth; rational theory evaluation and comparison; applying theory to observation and the relation of models in a new conceptualization of theory content; and interpreting Kuhn's plurality-of-worlds thesis. The volume also presents four historical papers that speak to Kuhn's views on lexical structures and concept-formation and their antecedents. The afterward, by Kuhn himself, reviews his own philosophical development, his thoughts on the dynamics of scientific growth, and his response to issues raised by the contributors and other interpreters of his work. (shrink)

Attempts to indentify the fundamental concepts of language, argues that the study of language reveals hidden facts about the mind, and looks at the impact of propaganda.

Incommensurability and Related Matters draws together some of the most distinguished contributors to the critical literature on the problem of the incommensurability of scientific theories. It addresses all the various problems raised by the problem of incommensurability, such as meaning change, reference of theoretical terms, scientific realism and anti-realism, rationality of theory choice, cognitive aspects of conceptual change, as well as exploring the broader implications of incommensurability for cultural difference. While it offers new work, and new directions of discussion, on (...) the topic of incommensurability, the book also recapitulates the history of the discussion of the topic that has taken place within the literature on incommensurability. (shrink)

The "New Synthesis" in cognitive science is committed to the computational theory of mind (CTM), massive modularity, nativism, and adaptationism. In The mind doesn't work that way , Jerry Fodor argues that CTM has problems explaining abductive or global inference, but that the New Synthesis offers no solution, since massive modularity is in fact incompatible with global cognitive processes. I argue that it is not clear how global human mentation is, so whether CTM is imperiled is an open question. Massive (...) modularity also lacks some of the invidious commitments Fodor ascribes to it. Furthermore, Fodor's anti-adaptationist arguments are in tension with his nativism about the contents of modular systems. The New Synthesis thus has points worth preserving. (shrink)

A provocative assessment of human thought and behavior, reissued with a new afterword, explores a range of conundrums from the ability of the mind to perceive three dimensions to the nature of consciousness, in an account that draws on ...

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)

Thomas S. Kuhn's classic book is now available with a new index.

Thomas Samuel Kuhn (1922–1996) is one of the most influential philosophers of science of the twentieth century, perhaps the most influential. His 1962 book The Structure of Scientific Revolutions is one of the most cited academic books of all time. Kuhn’s contribution to the philosophy of science marked not only a break with several key positivist doctrines, but also inaugurated a new style of philosophy of science that brought it closer to the history of science. His account of the development (...) of science held that science enjoys periods of stable growth punctuated by revisionary revolutions. To this thesis, Kuhn added the controversial ‘incommensurability thesis’, that theories from differing periods suffer from certain deep kinds of failure of comparability. (shrink)

The main thrust of the argument of this thesis is to show the possibility of articulating a method of construction or of synthesis--as against the most common method of analysis or division--which has always been (so we shall argue) a necessary component of scientific theorization. This method will be shown to be based on a fundamental synthetic logical relation of thought, that we shall call inversion--to be understood as a species of logical opposition, and as one of the basic monadic (...) logical operators. Thus the major objective of this thesis is to This thesis can be viewed as a response to Larry Laudan's challenge, which is based on the claim that ``the case has yet to be made that the rules governing the techniques whereby theories are invented (if any such rules there be) are the sorts of things that philosophers should claim any interest in or competence at.'' The challenge itself would be to show that the logic of discovery (if at all formulatable) performs the epistemological role of the justification of scientific theories. We propose to meet this challenge head on: a) by suggesting precisely how such a logic would be formulated; b) by demonstrating its epistemological relevance (in the context of justification) and c) by showing that a) and b) can be carried out without sacrificing the fallibilist view of scientific knowledge. OBJECTIVES: We have set three successive objectives: one general, one specific, and one sub-specific, each one related to the other in that very order. (A) The general objective is to indicate the clear possibility of renovating the traditional analytico-synthetic epistemology. By realizing this objective, we attempt to widen the scope of scientific reason or rationality, which for some time now has perniciously been dominated by pure analytic reason alone. In order to achieve this end we need to show specifically that there exists the possibility of articulating a synthetic (constructive) logic/reason, which has been considered by most mainstream thinkers either as not articulatable, or simply non-existent. (B) The second (specific) task is to respond to the challenge of Larry Laudan by demonstrating the possibility of an epistemologically significant generativism. In this context we will argue that this generativism, which is our suggested alternative, and the simplified structuralist and semantic view of scientific theories, mutually reinforce each other to form a single coherent foundation for the renovated analytico-synthetic methodological framework. (C) The third (sub-specific) objective, accordingly, is to show the possibility of articulating a synthetic logic that could guide us in understanding the process of theorization. This is realized by proposing the foundations for developing a logic of inversion, which represents the pattern of synthetic reason in the process of constructing scientific definitions. (shrink)

My charge in this chapter is to set out the positive case supporting massively modular models of the human mind.1 Unfortunately, there is no generally accepted understanding of what a massively modular model of the mind is. So at least some of our discussion will have to be terminological. I shall begin by laying out the range of things that can be meant by ‘modularity’. I shall then adopt a pair of strategies. One will be to distinguish some things that (...) ‘modularity’ definitely can’t mean, if the thesis of massive modularity is to be even remotely plausible. The other will be to look at some of the arguments that have been offered in support of massive modularity, discussing what notion of ‘module’ they might warrant. It will turn out that there is, indeed, a strong case in support of massively modular models of the mind on one reasonably natural understanding of ‘module’. But what really matters in the end, of course, is the substantive question of what sorts of structure are adequate to account for the organization and operations of the human mind, not whether or not the components appealed to in that account get described as ‘modules’. So the more interesting question before us is what the arguments that have been offered in support of massive modularity can succeed in showing us about those structures, whatever they get called. (shrink)

Jerry Fodor argues against the widely held view that mental processes are largely computations, that the architecture of cognition is massively modular, and...

Presenting a look at the human mind's capacity while criticizing artificial intelligence, the author makes suggestions about classical and quantum physics and ..

The book from which these sections are excerpted is concerned with the prospects for assimilating the study of human intelligence and its products to the natural sciences through the investigation of cognitive structures, understood as systems of rules and representations that can be regarded as These mental structui′es serve as the vehicles for the exercise of various capacities. They develop in the mind on the basis of an innate endowment that permits the growth of rich and highly articulated structures along (...) an intrinsically determined course under the triggering and partially shaping effect of experience, which fixes parameters in an intricate system of predetermined form. It is argued that the mind is modular in character, with a diversity of cognitive structures, each with its specific properties arid principles. Knowledge of language, of the behavior of objects, and much else crucially involves these mental structures, and is thus not characterizable in terms of capacities, dispositions, or practical abilities, nor is it necessarily grounded in experience in the standard sense of this term. (shrink)

Thomas Kuhn transformed the philosophy of science. His seminal 1962 work "The Structure of Scientific Revolutions" introduced the term 'paradigm shift' into the vernacular and remains a fundamental text in the study of the history and philosophy of science. This introduction to Kuhn's ideas covers the breadth of his philosophical work, situating "The Structure of Scientific Revolutions" within Kuhn's wider thought and drawing attention to the development of his ideas over time. Kuhn's work is assessed within the context of other (...) philosophies of science notably logical empiricism and recent developments in naturalized epistemology. The author argues that Kuhn's thinking betrays a residual commitment to many theses characteristic of the empiricists he set out to challenge. Kuhn's influence on the history and philosophy of science is assessed and where the field may be heading in the wake of Kuhn's ideas is explored. (shrink)

In his bestselling work of popular science, Sir Roger Penrose takes us on a fascinating roller-coaster ride through the basic principles of physics, cosmology, mathematics, and philosophy to show that human thinking can never be emulated by a machine.

In this entertaining work, Peter Grdenfors embarks on an evolutionary detective story to try and solve one of the big mysteries surrounding human existence - how has the modern human being's way of thinking come into existence. Immensely readable and full of humorous insights, the book will be valuable for students in psychology and biology, and accessible to readers of popular science.

The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism''s cognitive (...) isolation from reality. This orientation was proposed by Vico at the beginning of the 18th century, disregarded for two hundred years, and then propounded independently by Piaget as a developmentally grounded constructivist epistemology. The paper focuses specifically on the adaptive function of cognition, Piaget''s scheme theory, the process of communication, and the subjective perspective on social interaction. In the concluding section it then suggests some of the consequences the shift of epistemological presuppositions might have for the practice of teaching. (shrink)