We must, therefore, make a study of mechanism; but some introduction is advisable, for cybernetics treats the subject from a new, and therefore unusual, ...

All of these essays focus on the concept of modernity in the philosophical work of Jurgen Habermas - an ambitious and carefully argued intellectual project that invites, indeed demands, rigorous scrutiny. Following an introductory overview of Habermas's work by Richard Bernstein, Albrecht Wellmer's essay places the philosopher within the tradition of Hegel, Marx, Weber, and Critical Theory. Martin Jay discusses Habermas's views on art and aesthetics, and Joel Whitebook examines his interpretations of Freud and psychoanalysis, Anthony Giddens offers a critical (...) reading of Habermas's major work, "The Theory of Communicative Action. Richard Rorty criticizes the whole thrust of his program by way of a comparison with the work of the French philosopher of postmodernity, Jean-Francois Lyotard. And Thomas McCarthy concentrates on the question of the selectivity of rationalization processes in the modern age. Habermas himself has three contributions - on Marcuse, on neoconservativism, and a reply to the other essayists. Richard J. Bernstein is T. Wistar Brown Professor of Philosophy at Haverford College. He was editor of the journal "Praxis International, in which these essays recently appeared. "Habermas and Modernity "is included in the series Studies in contemporary German Social Thought, edited by Thomas McCarthy. (shrink)

"Entre la connaissance commune et la connaissance scientifique, la rupture nous paraît si nette que ces deux types de connaissance ne sauraient avoir la même philosophie. L'empirisme est la philosophie qui convient à la connaissance commune. Au contraire, la connaissance scientifique est solidaire du rationalisme et, qu'on le veuille ou non, le rationalisme est lié à la science, le rationalisme réclame des buts scientifiques. Par l'activité scientifique, le rationalisme connaît une activité dialectique qui enjoint une extension constante des méthodes". Voici (...) un livre sur l'activité rationaliste du chimiste contemporain. On y voit à l'oeuvre une "phénoménotechnique" qui construit ses multiples substances en éliminant progressivement l'irrationnel. Souligner l'engagement de pensée qui se manifeste dans cette activité, telle est la volonté de Bachelard inscrite dans son projet général d'attirer "l'attention des philosophes sur le caractère spécifique de la pensée et du travail de la science moderne". (shrink)

Alfred North Whitehead's SCIENCE AND THE MODERN WORLD, originally published in 1925, redefines the concept of modern science.

Discusses contemporary notions of the self, and examines their origins, development, and effects.

This article addresses the question how educational theory can overcome the assumptions of the tradition of the philosophy of consciousness, a tradition which can be seen as the foundation of the modern project of education. While twentieth century philosophy has seen several attempts to make a shift from consciousness to intersubjectivity (Dewey, Wittgenstein, Habermas) it is argued that this shift still remains within the humanistic tradition of modern thought in that it still tries to define, still tries to develop a (...) theory about the human subject. Foucault's thesis of the end of man is interpreted as an attempt to move beyond humanism, an attempt motivated by a sincere concern for the humanity of the subject. Starting from the question as to who comes after the subject, several answers to this question, which all share an interest in the question as to where the subject comes into presence, are discussed (referring to the writings of Tschumi, Arendt and Levinas). In the concluding section it is argued that one way to move beyond the humanistic tradition of modern thought is to conceive of the subject in terms of responsibility and ethics (Levinas) and to conceive of the very task of theory in terms of justice, and not in terms of truth. This, so it is argued, should be the final concern for educational theory and curriculum theory. (shrink)