Results for 'Didactic of Philosophy'

956 found
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  1. Educating Judgment: Learning from the didactics of philosophy and sloyd.Birgit Schaffar & Camilla Kronqvist - 2017 - Revista Española de Educación Comparada 29:110–128.
    Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their (...)
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  2. Country Report: The Teaching of Philosophy in Singapore Schools.Steven Burik, Matthew Hammerton & Sovan Patra - 2020 - Journal of Didactics of Philosophy 4 (3):190-193.
    A country report describing the teaching of philosophy in Singapore's primary and secondary schools.
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  3. The didactic, persuasive and scientific uses of illustrations after Descartes.Andrea Strazzoni - 2015 - Noctua 2 (1-2):432-480.
    The aim of this article is to unveil the ways of teaching new philosophical paradigms in Dutch Universities between Seventeenth and Eighteenth Century, by means of an analysis of the uses of illustrations in Cartesian and Newtonian natural-philosophical textbooks. This analysis allows to understand the overall functions of philosophical textbooks, where illustrations act as conceptual means, filling the gap between the premise of a theory and its actual contents; didactic means, aiming to help the reader in understanding scientific models (...)
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  4. The shortcomings of the methodical approach in teaching philosophy and the human sciences.Adrian Costache - 2021 - Meta: Research in Hermeneutics, Phenomenology, and Practical Philosophy 13 (1):241-259.
    Romanian pedagogical theory rests on the assumption that any educational content can be taught and learned faster and better by recourse to a battery of teaching methods. In the present study we question that assumption and show that the methods generally recommended have no didactic merits when it comes to teaching philosophy and the human sciences. In order to prove that we commence by rendering manifest the origins, the specificity and the presuppositions of the teaching methods described in (...)
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  5. Country Report: The Teaching of Philosophy in Singapore Schools (Part 2).Daryl Ooi - 2021 - Journal of Didactics of Philosophy 5 (2):108-113.
    This country report provides an update on the status of Pre-University Philosophy education in Singapore.
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  6. An Introduction to the Philosophy of Language (German).Markus Schrenk & Albert Newen - 2008 - WBG.
    The Philosophy ofLanguage belongs to the foundations of philosophical reflexion. In this volume, its central problems and strategies are explained, and the nature of sentences and other elements of language are analysed. The didactical exposition of the most important schools and thinkers makes the volume particularly interesting for readers new to the subject.
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  7. PROPOSITIONAL KNOWLEDGE IN HIGH SCHOOL PHILOSOPHY CLASSES: BETWEEN DIDACTIC AND TEACHING.Jean Caldas - 2020 - Thaumàzein 13 (25):47 - 56.
    In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. (...)
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  8. The philosophy of human death: an evolutionary approach.Adam Świeżyński - 2009 - Warszawa / Warsaw: Wydawnictwo UKSW / CSWU Press.
    In Chapter 1 I discuss the basic problem which made me undertake the issue of human death. That problem was the dualism in the depiction of human nature which has not been fully overcome yet, the dualism which leads to the emergence of new difficulties in contemporary attempts at adequately solving the problem of human death. They include the separation of soul from the body in the moment of death, and the borderline between the moment of death and the moment (...)
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  9. The Ratio studiorum of the conventual Franciscans in the Baroque Age and the cultural-political background to the Scotist philosophy Cursus of Bartolomeo Mastri and Bonaventura Belluto.Marco Forlivesi - 2015 - Noctua 2 (1-2):253-384.
    During the century following the Council of Trent, two trends within Catholic religious orders matured: the first consisted in unifying and strengthening the Order’s culture by focussing on one author of reference; the other in elaborating a new way of presenting that author’s doctrines. In the case of the Friars Minor Conventuals, these trends were fostered in the second decade of the seventeenth century by the minister general of the Order, Giacomo Montanari, who promoted the idea that providing the Order (...)
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  10.  71
    Critical Elucidation of Concepts as a Philosophical Competence.Alexander Brödner - 2023 - Journal of Didactics of Philosophy 7.
    The starting point of this article is the didactic question of the relationship between conceptual knowledge and competencies in the education of philosophy and ethics. Against the background of the philosophical debate on the conception of concepts, a conception of concepts as abilities is outlined. With this conception, in a first step, the disjunction between conceptual knowledge on the one hand and competencies on the other hand is dissolved. In a second step, a learningtheoretical framework of the formation (...)
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  11. Philosophical Problems in the Classroom. The Clash Strategy for Planning and Facilitating Dialogic Inquiry.Luca Zanetti - 2023 - Metodo. International Studies in Phenomenology and Philosophy 11 (1):321-351.
    The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which (...)
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  12. The Embryo in Ancient Rabbinic Literature: Between Religious Law and Didactic Narratives: An Interpretive Essay.Etienne Lepicard - 2010 - History and Philosophy of the Life Sciences 32 (1):21-41.
    At a time when bioethical issues are at the top of public and political agendas, there is a renewed interest in representations of the embryo in various religious traditions. One of the major traditions that have contributed to Western representations of the embryo is the Jewish tradition. This tradition poses some difficulties that may deter scholars, but also presents some invaluable advantages. These derive from two components, the search for limits and narrativity, both of which are directly connected with the (...)
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  13. Signs of Reality - the Idea of General Bildung by J. A. Comenius.Eetu Pikkarainen - 2012 - In Pauli Siljander, Ari Kivelä & Ari Sutinen (eds.), Theories of Bildung and Growth: Connections and Controversies between Continental Educational Thinking and American Pragmatism. Sense Publishers. pp. 19-30.
    Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the (...)
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  14. Signs of Reality - the Idea of General Bildung by J. A. Comenius.Eetu Pikkarainen - 2012 - In Pauli Siljander, Ari Kivelä & Ari Sutinen (eds.), Theories of Bildung and Growth: Connections and Controversies between Continental Educational Thinking and American Pragmatism. Sense Publishers. pp. 19-30.
    Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the (...)
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  15. Argument Identification: The Problem of Non-Argumentative Phenomena.Matthias Holweger - forthcoming - Teaching Philosophy.
    A major part of philosophical work is engagement with argumentative texts. Engaging with an argumentative text involves correctly identifying the arguments presented in this text. In the context of teaching philosophy in school, the difficulty of correctly identifying arguments in philosophical texts is often underestimated. In this paper, I focus on one specific problem with argument identification that has been neglected in philosophy didactics thus far: the problem that there are many non-argumentative phenomena in an argumentative text that (...)
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  16. A Contextualist Approach to Teaching Antisemitism in Philosophy Class.Elisabeth Widmer - 2022 - Journal of Didactics of Philosophy 6 (1).
    This paper argues for a ‘contextualist’ approach to teaching antisemitism in philosophy class. The traditional ‘systematic’ approach emphasizes recognizing and dismantling antisemitic aspects in canonical philosophical texts. The introduced contextualist approach broadens the perspective, treating philosophy as a continuous debate embedded in cultural realities. It focuses on historical controversies rather than isolated arguments, includes the voice and the perspectives of the oppressed, and so has the potential to broaden traditional philosophical canons. In the second half of the paper, (...)
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  17. Seeing the World More Clearly: Strategies for unleashing the full moral potential of thought experiments in the Philosophy Classroom.Dominik Balg - 2022 - Journal of Didactics of Philosophy 6:1-17.
    In this paper, I discuss the effects of using thought experiments for the purpose of conceptual clarification on students’ hermeneutical abilities. On the one hand, by providing opportunities to explore the scope of normatively loaded concepts, thought experiments can effectively help students to interpret their social and moral reality more adequately, which in some cases might even help to reduce existing hermeneutical injustices. On the other hand, given their notorious susceptibility to distorting factors that are philosophically irrelevant, they can also (...)
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  18. (1 other version)Life and Works of Giovanni Vailati.Paola Cantù & De Zan Mauro - 2009 - In Cantù Paola & De Zan Mauro (eds.), Life and Works of Giovanni Vailati. Stanford: CSLI Publications.
    The paper introduces Vailati’s life and works, investigating Vailati’s education, the relation to Peano and his school, and the interest for pragmatism and modernism. A detailed analysis of Vailati’s scientific and didactic activities, shows that he held, like Peano, a a strong interest for the history of science and a pluralist, anti-dogmatic and anti-foundationalist conception of definitions in mathematics, logic and philosophy of language. Vailati’s understanding of mathematical logic as a form of pragmatism is not a faithful interpretation (...)
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  19. The Aporetic Structure of Philosophical Problems.Wolfgang Barz - 2019 - Journal of Didactics of Philosophy 3 ((1)):5-18.
    The central idea of this essay is that philosophical thinking revolves around aporetic clusters, i.e., sets of individually plausible, but collectively inconsistent propositions. The task of philosophy is to dissolve such clusters, either by showing that the propositions in question, contrary to first impression, are compatible with each other, or by showing that it is permissible to abandon at least one of the propositions involved. This view of philosophical problems not only provides a very good description of well-understood philosophizing, (...)
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  20. Natural law at the University of Pisa : from the Ius Civile teachings to the establishment of the first chair of Ius Publicum in 1726.Emanuele Salerno - 2024 - In Elisabetta Fiocchi Malaspina & Gabriella Silvestrini (eds.), Natural law and the law of nations in Eighteenth and Nineteenth-Century Italy. Boston: Brill/Nijhoff. pp. 17-49.
    This chapter describes the process of institutionalization of natural law at the University of Pisa, essential to interpreting the conditions in which the first public law chair of Italy was founded. The study of legal education in the late seventeenth and early eighteenth century will allow a more in-depth understanding of both the development of natural law in teaching practice throughout the long eighteenth century, and the features of the two processes of reception, respectively for educational and political purposes. In (...)
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  21. Scientific-Philosophical Base of Darwin's and Wallace's Theory of Evolution.Klaus Fröhlich - 2023 - Science and Philosophy 11 (1):158-178.
    If Darwin's and Wallace's theory of evolution is reduced to "eat and be eaten" misunderstanding and rejection arise. From a didactic point of view, a scientific and philosophical examination of the theory is necessary. It can create understanding and acceptance. Epistemologically, the theory of evolution describes a cognition and innovation process that corresponds to scientific working methods. The philosophical analysis shows that ethical behaviour emerges in evolution. The basic concept of this article is the assumption of the unity of (...)
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  22. The First Principle in the Later Fichte : The (Not) "Surprising Insight" in the Fifteenth Lecture of the 1804 Wissenschaftslehre.Michael Lewin - 2024 - In Benjamin D. Crowe & Gabriel Gottlieb (eds.), Fichte's 1804 Wissenschaftslehre: essays on the "Science of knowing". Albany: State University of New York Press. pp. 61-78.
    How surprising is the insight, that being equals I in the 15th lecture of the Doctrine of Science 1804/II? It might have been indeed an unexpected turn for his contemporaries in Berlin listening to Fichte for the first time, but should it be surprising for us, having at least since 2012 (the year the last volume of [Gesamtausgabe] appeared) access to all his published and unpublished works? I want to propose a way of reading Fichte, which bypasses two popular and (...)
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  23. El enfoque histórico filosófico y la didáctica de la ciencia – A 60 años de la publicación de La estructura de las revoluciones científicas.Ginnobili Santiago - 2022 - Revista De Educación En Biología 25 (2):3-21.
    En este trabajo reflexionaré acerca de las relaciones entre la filosofía y la didáctica de la ciencia, centrándome en especial en las ideas de Thomas Kuhn. Estas relaciones resultan bastante complejas, pues, las preocupaciones didácticas y de comunicación pública de la ciencia se encuentran en el centro de los objetivos de la filosofía de la ciencia de comienzos de siglo XX así como del contexto de escritura de La estructura de las revoluciones científicas. Por otro lado, el enfoque de Kuhn (...)
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  24. The Foundation of Early Modern Science: Metaphysics, Logic and Theology.Andrea Strazzoni - 2015 - Rotterdam: Erasmus University Rotterdam-Ridderprint BV.
    The present study defines the function of the foundation of science in early modern Dutch philosophy, from the first introduction of Cartesian philosophy in Utrecht University by Henricus Regius to the acceptance of Newtonian physics by Willem Jacob ‘s Gravesande. My main claim is that a foundation of science was required because the conceptual premises of new ways in thinking had to be justified not only as alternatives to the established philosophical paradigms or as an answer to the (...)
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  25. Review of Philosophy in a New Century by John Searle (2008).Michael Starks - 2017 - Philosophy, Human Nature and the Collapse of Civilization Michael Starks 3rd Ed. (2017).
    Before commenting on the book, I offer comments on Wittgenstein and Searle and the logical structure of rationality. The essays here are mostly already published during the last decade (though some have been updated), along with one unpublished item, and nothing here will come as a surprise to those who have kept up with his work. Like W, he is regarded as the best standup philosopher of his time and his written work is solid as a rock and groundbreaking throughout. (...)
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  26.  82
    Learning from Negativity of Experience in School Moral Education.Dariusz Stepkowski - 2024 - Theology and Philosophy of Education 3 (1):32-38.
    The paper attempts to answer the questions of what learning from negativity of experience perspective is and if it could become the right way of teaching and learning morality at school. It consists of three sections. The first one explains the fundamental distinction between negative moral experiences and negativity of moral experience. In the second section, the author’s attention focuses on the possibility of didactic application of teaching and learning from negativity of experience. The last section contains J. F. (...)
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  27. Ibn Ḥazm on Heteronomous Imperatives and Modality. A Landmark in the History of the Logical Analysis of Norms.Shahid Rahman, Farid Zidani & Walter Young - 2022 - London: College Publications, ISBN 978-1-84890-358-6, pp. 97-114., 2021.: In C. Barés-Gómez, F. J. Salguero and F. Soler (Ed.), Lógica Conocimiento y Abduccción. Homenaje a Angel Nepomuceno..
    The passionate and staunch defence of logic of the controversial thinker Ibn Ḥazm, Abū Muḥammad ʿAlī b. Aḥmad b. Saʿīd of Córdoba (384-456/994-1064), had lasting consequences in the Islamic world. Indeed, his book Facilitating the Understanding of the Rules of Logic and Introduction Thereto, with Common Expressions and Juristic Examples (Kitāb al-Taqrīb li-ḥadd al-manṭiq wa-l-mudkhal ilayhi bi-l-alfāẓ al-ʿāmmiyya wa-l-amthila al-fiqhiyya), composed in 1025-1029, was well known and discussed during and after his time; and it paved the way for the studies (...)
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  28. On the practice of integrated STEM education as “poiesis”.Sarıtaş Davut, Özcan Hasan & Adúriz-Bravo Agustín - 2023 - Stem Education Review 1:1-15.
    The value of science partly lies on the development of useful products for humanity’s needs, but basic sciences cannot be said the “protagonists” of their obtention. Human history shows that these processes occur as a result of interactions between science and technology, mathematics, and engineering, as well as ethics and aesthetics. This network of disciplinary relationships facilitating the impact of scientific knowledge on human lives is at the center of discussions in the field of Science, Technology, Engineering, and Mathematics (STEM) (...)
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  29. The power of "Mimesis" and the "Mimesis" of power: Plato's concept of imitation and his judgment on the value of poetry and the arts.Santiago Juan-Navarro - 2007 - Studium 13:97-108.
    For Plato mimesis is the appearance of the external image of things. In his view, the reality was not to be found in the world of objects but in the realm of ideas. Therefore, Plato sees the arts as an occupation that is inferior to science and philosophy, but that is also a potential source of corruption. His concept of imitation, although it evolved over time, led him to take an increasingly dogmatic and intolerant position regarding artistic creation. His (...)
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  30. Metodologias para o Ensino de Lógica em Libras: Notas sobre o desenvolvimento de uma aula de Lógica para o projeto IFSP FILOLIBRAS.Rafael Testa, Lucimar Bizio & João Antonio de Moraes - 2022 - CLE E-Prints 20 (3).
    Resumo -/- A partir da experiência de produção de uma videoaula de Lógica em Libras (Testa, Moraes, Bizio e Caló, 2021) para o IFSP FILOLIBRAS, inserida no contexto do projeto ‘O Ensino de Filosofia para Surdos: elaboração de material didático em uma perspectiva de inclusão escolar’ (Moraes e Bizio, 2021), levantamos algumas questões relativas ao arcabouço teórico do projeto. Após introduzirmos as motivações do projeto, explicamos como sua metodologia foi tratada no contexto da aula de Lógica, expondo as principais dificuldades (...)
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  31. The Role of Philosophy as a Guide in Complex Scientific and Technological Processes.Alfred Driessen - manuscript
    Probably the most challenging issue in science and advanced technology is the ever increasing complexity. The term complexity refers to the experience that the complex whole is more than the sum of the parts. Emergence of new properties is observed at all levels, from relatively simple physical systems up to high-end evolution in biology or state-of-the-art microprocessors in technology. In this study an effort is made to arrive at an understanding of the underlying ontological basis in terms of the classical (...)
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  32. Philosophizing with AI: happiness.Daniel Durante - manuscript
    A few years ago, I wrote a short text illustrating a problematic situation regarding the judgment of whether a particular fictional person, Bento, led a happy life or not. I frequently use this text in my introductory classes as a didactic resource to explain the nature of philosophy, its role in our understanding of the world, and to demonstrate its main challenge: the aporetic nature of philosophical questions. These questions do not yield unanimous or incontrovertible solutions; they always (...)
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  33. Filosofía TV. Problemas y propuestas en torno al uso de la comunicación audiovisual para la enseñanza de la filosofía, a partir de un caso concreto.Miguel Angel Quintana Paz & Paulo Conde Gómez - 2006 - Comunicación y Pluralismo 1:243-259.
    Philosophy has rendered a close attention to audiovisual communication in recent times, but this interest has not always had a parallel in the attention that television has paid to philosophical themes. Nevertheless, some examples of television approaches to philosophy have reached a quite remarkable level of quality. This paper will focus on one of such instances (the DVD Gadamer. Memoria de un siglo, produced by the Spanish Open National University). By means of an analysis of its main virtues (...)
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  34. The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in the Writings of Ludwig Wittgenstein and John Searle.Michael R. Starks - manuscript
    I provide a critical survey of some of the major findings of Wittgenstein and Searle on the logical structure of intentionality (mind, language, behavior), taking as my starting point Wittgenstein’s fundamental discovery –that all truly ‘philosophical’ problems are the same—confusions about how to use language in a particular context, and so all solutions are the same—looking at how language can be used in the context at issue so that its truth conditions (Conditions of Satisfaction or COS) are clear. The basic (...)
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  35. Appearance and Reality (An inaugural lecture as Director of the University of London’s Institute of Philosophy Given in the University of London on March 6, 2007).Tim Crane - manuscript
    I’d like to begin, if I may, by repeating myself. When I spoke at the Institute’s official launch last June, I quoted W.V. Quine’s remark that logic is an old subject, and since 1879 it has been a great one; and I commented that whatever the truth of this, it is undeniably true that philosophy is an old subject and has been a great one since the 5th century BC. The foundation of an institute of philosophy in the (...)
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  36. Structure and Categoricity: Determinacy of Reference and Truth Value in the Philosophy of Mathematics.Tim Button & Sean Walsh - 2016 - Philosophia Mathematica 24 (3):283-307.
    This article surveys recent literature by Parsons, McGee, Shapiro and others on the significance of categoricity arguments in the philosophy of mathematics. After discussing whether categoricity arguments are sufficient to secure reference to mathematical structures up to isomorphism, we assess what exactly is achieved by recent ‘internal’ renditions of the famous categoricity arguments for arithmetic and set theory.
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  37. Popper’s paradoxical pursuit of natural philosophy.Nicholas Maxwell - 2016 - In Jeremy Shearmur & Geoffrey Stokes (eds.), The Cambridge Companion to Popper. Cambridge University Press. pp. 170-207.
    Unlike almost all other philosophers of science, Karl Popper sought to contribute to natural philosophy or cosmology – a synthesis of science and philosophy. I consider his contributions to the philosophy of science and quantum theory in this light. There is, however, a paradox. Popper’s most famous contribution – his principle of demarcation – in driving a wedge between science and metaphysics, serves to undermine the very thing he professes to love: natural philosophy. I argue that (...)
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  38. The Methodological Necessity of Experimental Philosophy.Jonathan M. Weinberg - 2015 - Discipline Filosofiche 25 (1):23-42.
    Must philosophers incorporate tools of experimental science into their methodological toolbox? I argue here that they must. Tallying up all the resources that are now part of standard practice in analytic philosophy, we see the problem that they do not include adequate resources for detecting and correcting for their own biases and proclivities towards error. Methodologically sufficient resources for error- detection and error-correction can only come, in part, from the deployment of specific methods from the sciences. However, we need (...)
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  39. Teaching Ethics Without Confusing Questions - Illustrated By the Example of Schopenhauer's Ethics.Matthias Holweger - 2023 - Journal of Didactics of Philosophy 7:1-17.
    Like many other philosophical disciplines, ethics is sometimes highly abstract. And many key notions of the discipline are vague, ambiguous or both. Abstractness, vagueness, and ambiguity invite confusion. My objective in this paper is to draw attention to a serious problem that, despite being widespread, has so far remained largely unrecognized: the confusion of different questions in teaching ethics. This confusion occurs, for example, when a philosopher’s viewpoint is presented as an answer to one question, but in fact, the philosopher (...)
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  40. Walter Dubislav’s Philosophy of Science and Mathematics.Nikolay Milkov - 2016 - Hopos: The Journal of the International Society for the History of Philosophy of Science 6 (1):96-116.
    Walter Dubislav (1895–1937) was a leading member of the Berlin Group for scientific philosophy. This “sister group” of the more famous Vienna Circle emerged around Hans Reichenbach’s seminars at the University of Berlin in 1927 and 1928. Dubislav was to collaborate with Reichenbach, an association that eventuated in their conjointly conducting university colloquia. Dubislav produced original work in philosophy of mathematics, logic, and science, consequently following David Hilbert’s axiomatic method. This brought him to defend formalism in these disciplines (...)
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  41. Reconstruction in philosophy education: The community of inquiry as a basis for knowledge and learning.Gilbert Burgh - 2009 - In Australasia Philosophy of Education Society of (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
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  42. (2 other versions)On the benefits of philosophy as a way of life in a general introductory course.Jake Wright - 2020 - Metaphilosophy 51 (2-3):435-454.
    Philosophy as a way of life (PWOL) places investigations of value, meaning, and the good life at the center of philosophical investigation, especially of one’s own life. I argue PWOL is compatible with general introductory philosophy courses, further arguing that PWOL-based general introductions have several philosophical and pedagogical benefits. These include the ease with which high impact practices, situated skill development, and students’ ability to ‘think like a disciplinarian’ may be incorporated into such courses, relative to more traditional (...)
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  43. Histories of Philosophy and Thought in the Japanese Language: A Bibliographical Guide from 1835 to 2021.Leon Krings, Yoko Arisaka & Kato Tetsuri - 2022 - Hildesheim, Deutschland: Olms.
    This bibliographical guide gives a comprehensive overview of the historiography of philosophy and thought in the Japanese language through an extensive and thematically organized collection of relevant literature. Comprising over one thousand entries, the bibliography shows not only how extensive and complex the Japanese tradition of philosophical and intellectual historiography is, but also how it might be structured and analyzed to make it accessible to a comparative and intercultural approach to the historiography of philosophy worldwide. The literature is (...)
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  44. The social organisation of science as a question for philosophy of science.Jaana Eigi - 2016 - Dissertation, University of Tartu
    Philosophy of science is showing an increasing interest in the social aspects and the social organisation of science—the ways social values and social interactions and structures play a role in the creation of knowledge and the ways this role should be taken into account in the organisation of science and science policy. My thesis explores a number of issues related to this theme. I argue that a prominent approach to the social organisation of science—Philip Kitcher’s well-ordered science—runs into a (...)
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  45. Analytic Theology and Analytic Philosophy of Religion: What’s the difference?Max Baker-Hytch - 2016 - Journal of Analytic Theology 4:347-361.
    Analytic theology is often seen as an outgrowth of analytic philosophy of religion. It isn’t fully clear, however, whether it differs from analytic philosophy of religion in some important way. Is analytic theology really just a sub-field of analytic philosophy of religion, or can it be distinguished from the latter in virtue of fundamental differences at the level of subject matter or metholodology? These are pressing questions for the burgeoning field of analytic theology. The aim of this (...)
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  46. An Aristotelian Realist Philosophy of Mathematics: Mathematics as the science of quantity and structure.James Franklin - 2014 - London and New York: Palgrave MacMillan.
    An Aristotelian Philosophy of Mathematics breaks the impasse between Platonist and nominalist views of mathematics. Neither a study of abstract objects nor a mere language or logic, mathematics is a science of real aspects of the world as much as biology is. For the first time, a philosophy of mathematics puts applied mathematics at the centre. Quantitative aspects of the world such as ratios of heights, and structural ones such as symmetry and continuity, are parts of the physical (...)
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  47. A Taxonomy of Views about Time in Buddhist and Western Philosophy.Kristie Miller - 2017 - Philosophy East and West 67 (3):763-782.
    We find the claim that time is not real in both western and eastern philosophical traditions. In what follows I will call the view that time does not exist temporal error theory. Temporal error theory was made famous in western analytic philosophy in the early 1900s by John McTaggart (1908) and, in much the same tradition, temporal error theory was subsequently defended by Gödel (1949). The idea that time is not real, however, stretches back much further than that. It (...)
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  48. Philosophy of Global Security.Vihren Bouzov - 2015 - In Mihai-Dan Chiţoiu Ioan-Alexandru Tofan (ed.), Proceedings of the International Conference “Humanities and Social Sciences Today. Classical and Contemporary Issues” – Philosophy and Other Humanities. Pro Universitaria. pp. 43-51.
    We are living in an imbalanced and insecure world. It is torn by violent conflicts on a global scale: between the West and the East, between rich and poor countries, between Christianity and Islam, between the Great Forces and naughty countries, between a global capitalist elite and workers and between the global democratic community and global terrorism. An optimistic thesis will be grounded asserting that varied cultures and civilizations can solve all existing problems and contradictions peacefully and can carry out (...)
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  49. The Fundamental Problem of Philosophy: Its Point.Ingmar Persson - 2018 - Journal of Practical Ethics 6 (1):52-68.
    The fundamental problem of philosophy is whether doing it has any point, since if it does not have any point, there is no reason to do it. It is suggested that the intrinsic point of doing philosophy is to establish a rational consensus about what the answers to its main questions are. But it seems that this cannot be accomplished because philosophical arguments are bound to be inconclusive. Still, philosophical research generates an increasing number of finer grained distinctions (...)
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  50. The Role of Philosophy in Creating the Future of Life.Abduljaleel Alwali - 2022 - AbuDhabi: United Arab Emirates University.
    “ The Role of Philosophy in Creating the Future of Life” Book chapter in the book title “Book of Fiftieth” 2022, UAEU.
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