About the philosophy of Giambattista Vico, 1668- 1774 and Johann Gottfried Herder, 1774-1803.

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

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)

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)

This book is Dewey's most fully developed treatment of logic as the theory of Inquiry. It is a later work which reflects, in part, Dewey's readings of C.S. Peirce during the 1930's. -/- Reprinted in Series: The collected works of John Dewey / ed. by Jo Ann Boydston, 3,12.; The later works, 1925 - 1953, Vol. 12.

Die Aufsätze dieses Buches behandeln einen selbstreflexiven Aufriß der Methodik, die lebensweltlichen Voraussetzungen methodischer Begriffsbildung, den Plan des systematischen methodischen Aufbaus sowie methodische Folgerungen hinsichtlich einer wissenschaftlichen und philosophischen Psychologie. Sie repräsentieren damit grundlegende Momente des umfangreichen Dinglerschen Werkes und mögen dazu anregen, sich einen der interessantesten Wissenschaftsphilosophen dieses Jahrhunderts neu zu erschließen. Inhalt: Methodik statt Erkenntnistheorie; 1936 - Das Unberührte. Die Definition des unmittelbar gegebenen; 1942 - Das See-lenproblem in methodischer Behandlung, Erstveröffentlichung.

This is the second of David Pears's acclaimed two‐volume work on the development of Wittgenstein's philosophy, covering the Philosophical Investigations and other writings from 1929 onwards. Though more selective in its coverage than the first volume (it deals mainly with Wittgenstein's philosophy of psychology and the ego, the possibility of a private language and rule‐following), the book reveals with great clarity the style, method, and content of Wittgenstein's later thought. While this volume is independently comprehensible, Pears remains largely within the (...) structural framework of the first volume and uncovers thereby the general overall configuration and internal organization of Wittgenstein's thought. (shrink)