Results for 'Marburg School'

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  1. A Strange Kind of Kantian: Bakhtin’s Reinterpretation of Kant and the Marburg School.Sergeiy Sandler - 2015 - Studies in East European Thought 67 (3-4):165-182.
    This paper looks at the ways in which Mikhail Bakhtin had appropriated the ideas of Kant and of the Marburg neo-Kantian school. While Bakhtin was greatly indebted to Kantian philosophy, and is known to have referred to himself as a neo-Kantian, he rejects the main tenets of neo-Kantianism. Instead, Bakhtin offers a substantial re-interpretation of Kantian thought. His frequent borrowings from neo-Kantian philosophers (Hermann Cohen, Paul Natorp, and others) also follow a distinctive pattern of appropriation, whereby blocks of (...)
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  2. Mathematical Metaphors in Natorp’s Neo-Kantian Epistemology and Philosophy of Science.Thomas Mormann - 2005 - In Falk Seeger, Johannes Lenard & Michael H. G. Hoffmann (eds.), Activity and Sign. Grounding Mathematical Education. Springer.
    A basic thesis of Neokantian epistemology and philosophy of science contends that the knowing subject and the object to be known are only abstractions. What really exists, is the relation between both. For the elucidation of this “knowledge relation ("Erkenntnisrelation") the Neokantians of the Marburg school used a variety of mathematical metaphors. In this con-tribution I reconsider some of these metaphors proposed by Paul Natorp, who was one of the leading members of the Marburg school. It (...)
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  3.  96
    The Polemic Between Leonard Nelson and Ernst Cassirer on the Critical Method in the Philosophy.Tomasz Kubalica - 2016 - Folia Philosophica 35:53-69.
    The subject of the paper is a polemic between Leonard Nelson and Ernst Cassirer mainly concerning the understanding of the critical method in philosophy. Nelson refutes the accusation of psychologism and attacks the core of the philosophy of the Marburg School of Neo-Kantianism. In response to those allegations, Cassirer feels obliged to defend the position of his masters and performs this task brilliantly. The present paper considers similarities and differences in the positions of both sides in this debate. (...)
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  4.  67
    Marburska krytyka poznania jako odbicia.Tomasz Kubalica - 2011 - Idea 23 (23).
    The article elucidates and assesses the Marburg School’s account of the cognition. The characteristic feature of epistemology from this School is the rejection of the mirroring and acceptance of the cognitive transformation. The criticism of the mirroring theory is implicitly contained in Paul Natorp’s and Hermann Cohen’s cognitive relationism. Ernst Cassirer articulated this critical epistemology in his philosophy of the symbolic form and his conception of the symbolic representation. The historical bases of this criticism has been reconstructed (...)
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  5.  42
    Reception of the Marburg Neo-Kantianism ideas in the early works by Yevhen Spektorskyi.Oksana Slobodian - 2018 - Наукові Записки Наукма. Філософія Та Релігієзнавство 2:35-42.
    This article concerns genealogy of ideas from the Marburg school of neo-Kantian philosophy in’s early works in the context of intellectual and educational tendencies in Europe and the Russian Empire at the turn of the 20th century. Yevhen Spektorskyi (1875–1951) is known as a prominent philosopher and lawyer, professor, and the last president at the Saint Volodymyr University. Analyzing his early works, which were strongly connected to his teaching and scientific activities at the law faculty of Warsaw University, (...)
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  6. Intersubjectivity and Physical Laws in Post-Kantian Theory of Knowledge Natorp and Cassirer.Scott Edgar - 2015 - In Sebastian Luft & J. Tyler Friedman (eds.), The Philosophy of Ernst Cassirer: A Novel Assessment. De Gruyter. pp. 141-162.
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  7. Between Heidelberg and Marburg: On the Aufbau’s Neokantian Origins and the AP/CP-Divide.Thomas Mormann - 2006 - Sapere Aude! 1:22 - 50.
    In A Parting of the Ways Michael Friedman proposed to conceive the contemporary divide between analytic philosophy (AP) and continental philosophy (CP) as the outcome of the bifurcation between the Neokantians of Heidelbarg and Marburg. According to Friedman, Carnap can be characterized as the executor of the Marburg school, while Heidegger is to be considered as the heir of the Southwest Neokantianism. In this paper it is argued that Carnap was much closer to the Southwest Neokantianism than (...)
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  8. Infinitesimals as an Issue of Neo-Kantian Philosophy of Science.Thomas Mormann & Mikhail Katz - 2013 - Hopos: The Journal of the International Society for the History of Philosophy of Science (2):236-280.
    We seek to elucidate the philosophical context in which one of the most important conceptual transformations of modern mathematics took place, namely the so-called revolution in rigor in infinitesimal calculus and mathematical analysis. Some of the protagonists of the said revolution were Cauchy, Cantor, Dedekind,and Weierstrass. The dominant current of philosophy in Germany at the time was neo-Kantianism. Among its various currents, the Marburg school (Cohen, Natorp, Cassirer, and others) was the one most interested in matters scientific and (...)
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  9. The Critical Philosophy Renewed: The Bridge Between Hermann Cohen's Early Work on Kant and Later Philosophy of Science.Lydia Patton - 2005 - Angelaki 10 (1):109 – 118.
    German supporters of the Kantian philosophy in the late 19th century took one of two forks in the road: the fork leading to Baden, and the Southwest School of neo-Kantian philosophy, and the fork leading to Marburg, and the Marburg School, founded by Hermann Cohen. Between 1876, when Cohen came to Marburg, and 1918, the year of Cohen's death, Cohen, with his Marburg School, had a profound influence on German academia.
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  10. The Unity of the Brentano School.Arnaud Dewalque - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 236-248.
    Franz Brentano’s works are not just full of deep and innovative insights into mind, world and values. His views also turned out to be highly influential upon several generations of students, who made them the basis of their own philosophical investigations, giving rise to what is known as the Brentano School (Albertazzi et al. 1996; Fisette & Fréchette 2007). In this chapter, I give a bird’s eye view of the Brentano School from a rather historical perspective. My leading (...)
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  11.  96
    Introduction. The School: Its Genesis, Development and Significance.U. Wybraniec-Skardowska - 2018 - In Urszula Wybraniec-Skardowska & Ángel Garrido (eds.), in: The Lvov-Warsaw School. Past and Present. Cham, Switzerland: Springer. pp. 3-14.
    The Introduction outlines, in a concise way, the history of the Lvov-Warsaw School – a most unique Polish school of worldwide renown, which pioneered trends combining philosophy, logic, mathematics and language. The author accepts that the beginnings of the School fall on the year 1895, when its founder Kazimierz Twardowski, a disciple of Franz Brentano, came to Lvov on his mission to organize a scientific circle. Soon, among the characteristic features of the School was its serious (...)
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  12. Hume’s Two Causalities and Social Policy: Moon Rocks, Transfactuality, and the UK’s Policy on School Absenteeism.Leigh Price - 2014 - Journal of Critical Realism 13 (4):385-398.
    Hume maintained that, philosophically speaking, there is no difference between exiting a room out of the first-floor window and using the door. Nevertheless, Hume’s reason and common sense prevailed over his scepticism and he advocated that we should always use the door. However, we are currently living in a world that is more seriously committed to the Humean philosophy of empiricism than he was himself and thus the potential to act inappropriately is an ever-present potential. In this paper, I explore (...)
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  13.  50
    Mainstream Economics and the Austrian School: Toward Reunification.Adam K. Pham - 2017 - Erasmus Journal for Philosophy and Economics 10 (1):41-63.
    In this paper, I compare the methodology of the Austrian school to two alternative methodologies from the economic mainstream: the ‘orthodox’ and revealed preference methodologies. I argue that Austrian school theorists should stop describing themselves as ‘extreme apriorists’ (or writing suggestively to that effect), and should start giving greater acknowledgement to the importance of empirical work within their research program. The motivation for this dialectical shift is threefold: the approach is more faithful to their actual practices, it better (...)
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  14. HMI and OFSTED : Evolution or Revolution in School Inspection.John Lee & Johh Fitz - 1997 - British Journal of Educational Studies 45 (1):39-52.
    HMI and Ofsted modes of school inpection are described and compared. The links between these modes are stressed. The information gathering capacity of Ofsted enables it to formulate specific and authoritative advice on good curriculum and pedagogic practice and thus to influence the direction of education policy and steer the system generally.
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  15. The Prague School.Hynek Janoušek & Robin Rollinger - 2017 - In Uriah Kriegel (ed.), The Routledge Handbook of Franz Brentano and the Brentano School. London and New York: Routledge. pp. 313-322.
    The name the “Prague school of Brentano” refers to three generations of thinkers who temporarily or permanently lived in Prague, bound together by teacher/student relationships, and who accepted the main views of Franz Brentano’s philosophy. This chapter discusses central aspects of the philosophical work done in the School.
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  16. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle & Thomas Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires (...)
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  17. What Can Philosophers Offer Social Scientists?; or The Frankfurt School and its Relevance to Social Science: From the History of Philosophical Sociology to an Examination of Issues in the Current EU.Mason Richey - 2008 - International Journal of Interdisciplinary Social Sciences 3 (6):63-72.
    This paper presents the history of the Frankfurt School’s inclusion of normative concerns in social science research programs during the period 1930-1955. After examining the relevant methodology, I present a model of how such a program could look today. I argue that such an approach is both valuable to contemporary social science programs and overlooked by current philosophers and social scientists.
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  18. A Frankfurti Iskola és 1968 (The Frankfurt School and 1968).Attila Tanyi - 2009 - Fordulat 3 (2):9-33.
    The aim of the paper is to investigate the connection between the Frankfurt School and the events of 1968. Accordingly, the paper focuses only on those important members of the School whose philosophical, ideological or practical influence on the events is clearly detectable. This means dealing with four thinkers in three sections: the influence of Adorno and Horkheimer is treated in the same section, whereas the work of Marcuse and Habermas is examined in separate sections. The three sections (...)
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  19.  33
    The Lvov-Warsaw School. Past and Present.Urszula Wybraniec-Skardowska & Ángel Garrido (eds.) - 2018 - Cham, Switzerland: Springer- Birkhauser,.
    This is a collection of new investigations and discoveries on the history of a great tradition, the Lvov-Warsaw School of logic , philosophy and mathematics, by the best specialists from all over the world. The papers range from historical considerations to new philosophical, logical and mathematical developments of this impressive School, including applications to Computer Science, Mathematics, Metalogic, Scientific and Analytic Philosophy, Theory of Models and Linguistics.
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  20. Kant’s Doctrines of Right, Law, and Freedom. Report of the Second International Summer School.Polina Bonadyseva & Alexander S. Kiselev - 2018 - Kantian Journal 37 (3):103-112.
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  21.  68
    The Reception of Ernst Mach in the School of Brentano.Denis Fisette - 2018 - Hungarian Philosophical Review 69 (4):34-49.
    This paper is about the reception of Ernst Mach by Brentano and his students in Austria. I shall outline the main elements of this reception, starting with Brentano’s evaluation, in his lectures on positivism, of Mach’s theory of sensations. Secondly, I shall comment the early reception of Mach by Brentano’s pupils in Prague. The third part bears on the close relationship that Husserl established between his phenomenology and Mach’s descriptivism. I will then briefly examine Mach’s contribution to the controversy on (...)
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  22. In Defence of the School. A Public Issue.Jan Masschelein & Maarten Simons - 2013 - E-ducation, Culture & Society Publishers.
    As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The (...)
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  23. Hayek in the Lab. Austrian School, Game Theory, and Experimental Economics.Gustavo Cevolani - 2011 - Logic and Philosophy of Science 9 (1):429-436.
    Focusing on the work of Friedrich von Hayek and Vernon Smith, we discuss some conceptual links between Austrian economics and recent work in behavioral game theory and experimental economics. After a brief survey of the main methodological aspects of Austrian and experimental economics, we suggest that common views on subjectivism, individualism, and the role of qualitative explanations and predictions in social science may favour a fruitful interaction between these two research programs.
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  24.  20
    Leadership for Creating a Thinking School at Buranda State School.L. Golding, C., Gurr, D., and Hinton & Clinton Golding - 2012 - Journal of Australian Council of Educational Leaders 18 (1):91-106.
    ABSTRACT: This article explores the role of principal leadership in creating a thinking school. It contributes to the school leadership literature by exploring the intersection of two important areas of study in education  school leadership and education for thinking  which is a particularly apt area of study, because effective school leadership is crucial if students are to learn to be critical and creative thinkers, yet this connection has not be widely investigated. We describe how (...)
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  25.  13
    With Liberty and Justice for Some: A Philosophical Argument Against the Small School Movement in New York City.Keri Rodgers - 2015 - Philosophical Studies in Education 45:125-135.
    The small school movement originated in the democratic ideology of Deborah Meier, who sought to create schools that gave students, parents, teachers, and all stakeholders in the communities they served a voice in education. In New York City, Meier's vision was implemented haphazardly by a group of business and political elites able to pour millions of dollars into an initiative without carefully considering the complex interests involved in creating new small schools. According to this author, this lack of forethought (...)
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  26. Civic Purpose in Late Adolescence: Factors That Prevent Decline in Civic Engagement After High School.Heather Malin, Hyemin Han & Indrawati Liauw - 2017 - Developmental Psychology 53 (7):1384-1397.
    This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall (...)
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  27. Gender Differences in Response to a School-Based Mindfulness Training Intervention for Early Adolescents.Y. Kang, H. Rahrig, K. Eichel, H. F. Niles, Tomas Rocha, N. Lepp, J. Gold & W. B. Britton - 2018 - Journal of School Psychology 68:163-176.
    Mindfulness training has been used to improve emotional wellbeing in early adolescents. However, little is known about treatment outcome moderators, or individual differences that may differentially impact responses to treatment. The current study focused on gender as a potential moderator for affective outcomes in response to school-based mindfulness training. Sixth grade students (N = 100) were randomly assigned to either the six weeks of mindfulness meditation or the active control group as part of a history class curriculum. Participants in (...)
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  28. History, Theory and Methodological Pluralism in the English School.Richard Little - 2009 - In Cornelia Navari (ed.), Theorising International Society: English School Methods. Palgrave-Macmillan.
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  29. Charity, Childcare, and Crime: From Objectivist Ethics to the Austrian School.Kathleen Touchstone - 2016 - Libertarian Papers 8:23-57.
    : The purpose of this paper is to address from a normative perspective issues raised by John Mueller in Redeeming Economics: Rediscovering the Missing Element. Mueller criticizes economists, including Austrians, for failing to properly address unilateral transfers—in particular, charity, childcare, and crime—in economic thought. Mueller challenges economist Gary Becker’s position that giving increases the […] The post “Charity, Childcare, and Crime: From Objectivist Ethics to the Austrian School” appeared first on Libertarian Papers.
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  30.  76
    The Frankfurt School and the Young Habermas: Traces of an Intellectual Path (1956–1964).Luca Corchia - 2015 - Journal of Classical Sociology 15 (1):191-208.
    The aim of this study is to discern intersections between the intellectual path of the young Habermas and the issues addressed by the Positivismusstreit, the dispute between Popper and Adorno about methodology in the social sciences. I will present two perspectives, focusing on different temporal moments and interpretative problems. First, I will investigate the young Habermas’ relationship to the intellectual tradition of the Frankfurt School: his views on philosophy and the social sciences, normative bases of critical theory and political (...)
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  31. A Case Study of Misconceptions Students in the Learning of Mathematics; The Concept Limit Function in High School.Widodo Winarso & Toheri Toheri - 2017 - Jurnal Riset Pendidikan Matematika 4 (1): 120-127.
    This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay (...)
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  32. Terrible Knowledge And Tertiary Trauma, Part II: Suggestions for Teaching About the Atomic Bombings, with Particular Attention to Middle School.Mara Miller - 2013 - The Clearing House 86 (05):164-173.
    In a companion article, “Terrible Knowledge And Tertiary Trauma, Part I: Japanese Nuclear Trauma And Resistance To The Atomic Bomb” (this issue), I argue that we need to teach about the atomic bombings of Hiroshima and Nagasaki, even though the material is difficult emotionally as well as intellectually. Because of the nature of the information, this topic can be as difficult for graduate students (and their professors!) as for younger students. Teaching about the atomic bombings, however, demands special treatment if (...)
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  33. Evaluating School Choice Policies: A Response to Harry Brighouse.Johannes Giesinger - 2009 - Journal of Philosophy of Education 43 (4):589-596.
    In his writings on school choice and educational justice, Harry Brighouse presents normative evaluations of various choice systems. This paper responds to Brighouse's claim that it is inadequate to criticise these evaluations with reference to empirical data concerning the effects of school choice.
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  34.  60
    Responsibility and School Choice in Education.Ben Colburn - 2012 - Journal of Philosophy of Education 46 (2):207-222.
    Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, which implies (...)
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  35. Stance in a Corsican School: Institutional and Ideological Orders and the Production of Bilingual Subjects.Alexandra Jaffe - forthcoming - Stance: Sociolinguistic Perspectives.
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  36. The Current State of Medical School Education in Bioethics, Health Law, and Health Economics.Govind C. Persad, Linden Elder, Laura Sedig, Leonardo Flores & Ezekiel J. Emanuel - 2008 - Journal of Law, Medicine and Ethics 36 (1):89-94.
    Current challenges in medical practice, research, and administration demand physicians who are familiar with bioethics, health law, and health economics. Curriculum directors at American Association of Medical Colleges-affiliated medical schools were sent confidential surveys requesting the number of required hours of the above subjects and the years in which they were taught, as well as instructor names. The number of relevant publications since 1990 for each named instructor was assessed by a PubMed search.In sum, teaching in all three subjects combined (...)
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  37. Single-sex education as a means of accounting gender characteristics in the process of forming planetary-cosmic personality of school pupils.Tetiana Matusevych - 2013 - In O. Bazaluk (ed.), The image of the man of the future: Whom and How to educate in younger generation, part 3.
    The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...)
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  38. Kuznetsov V. From studying theoretical physics to philosophical modeling scientific theories: Under influence of Pavel Kopnin and his school.Volodymyr Kuznetsov - 2017 - ФІЛОСОФСЬКІ ДІАЛОГИ’2016 ІСТОРІЯ ТА СУЧАСНІСТЬ У НАУКОВИХ РОЗМИСЛАХ ІНСТИТУТУ ФІЛОСОФІЇ 11:62-92.
    The paper explicates the stages of the author’s philosophical evolution in the light of Kopnin’s ideas and heritage. Starting from Kopnin’s understanding of dialectical materialism, the author has stated that category transformations of physics has opened from conceptualization of immutability to mutability and then to interaction, evolvement and emergence. He has connected the problem of physical cognition universals with an elaboration of the specific system of tools and methods of identifying, individuating and distinguishing objects from a scientific theory domain. The (...)
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  39. Culture and Gender Representation in Iranian School Textbooks.Ali Salami & Amir Ghajarieh - 2016 - Sexuality and Culture 20 (1):69-84.
    This study examines the representations of male and female social actors in selected Iranian EFL (English as a Foreign Language) textbooks. It is grounded in Critical Discourse Analysis and uses van Leeuwen’s Social Actor Network Model to analyze social actor representations in the gendered discourses of compulsory heterosexuality. Findings from the analysis show that the representations endorse the discourse of compulsory heterosexuality which is an institutionalized form of social practice in Iran. Three male and three female students were interviewed to (...)
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  40. Philosophy Goes to School in Australia: A History 1982-2016.Gilbert Burgh & Simone Thornton - 2016 - Journal of Philosophy in Schools 3 (1):59-83.
    This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials for philosophy (...)
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  41. Education and Articulation: Laclau and Mouffe’s Radical Democracy in School.Itay Snir - 2017 - Ethics and Education 12 (3):1-13.
    This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...)
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  42. Marburg Neo-Kantianism as Philosophy of Culture.Samantha Matherne - 2015 - In Sebastian Luft & J. Tyler Friedman (eds.), The Philosophy of Ernst Cassirer: A Novel Assessment. De Gruyter. pp. 201-232.
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  43. Analyse contrastée des attentes et des représentations d’étudiants en formation initiale à l’enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaireComparative analysis of the students’ expectations and representations in pre-service teacher training for secondary school depending on whether they have a student teaching placement or not.Sandra Pellanda Dieci, Laura Weise & Anne Monnier - 2012 - Revue Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies according to whether (...)
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  44. Psychoanalytic Aesthetics: An Introduction to the British School: Book Reviews. [REVIEW]Roger Squier - 2010 - British Journal of Aesthetics 50 (2):212-215.
    (No abstract is available for this citation).
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  45.  74
    Cartesian Meteors and Scholastic Meteors: Descartes Against the School in 1637.Lucian Petrescu - 2015 - Journal of the History of Ideas 76 (1):25-45.
    This essay presents Descartes’s anti-hylomorphism in The Meteors published in 1637 and in the unpublished works that precede it, The World (Treatise on Light) and the Rules for the Direction of the Mind.
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  46.  46
    Unfair Discrimination: Teaching the Principles to Children of Primary School Age.Geoffrey Short & Bruce Carrington - 1991 - Journal of Moral Education 20 (2):157-176.
    This paper describes an initiative to promote social justice in two groups of primary aged children. The initiative was concerned with the extent to which first? and third?year juniors can apply principles of unfair discrimination to issues of gender,?race? and social class having been taught the principles in contexts unrelated to structural inequality. The study provides evidence consistent with the claim that children between the ages of seven and 11 can learn to recognise certain manifestations of unfair discrimination against oppressed (...)
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  47.  26
    Concepts of philosophy in the school and world and training of the philosopher according to E. Kant.Marcos Cesar Seneda - 2009 - Kriterion: Journal of Philosophy 50 (119):233-249.
    Este texto pretende discutir, do ponto de vista kantiano, o que pode ser ensinado e o que pode ser aprendido em Filosofia. Seu objetivo é construir os argumentos hipotéticos de Kant em face do método estruturalista de leitura de textos filosóficos. Para circunscrever este tema, aparentemente muito amplo, tomaremos como fi o condutor um célebre texto de aula de I. Kant, publicado por G. B. Jäsche sob o título Manual dos Cursos de Lógica Geral. Kant ministrou este curso por mais (...)
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  48. Beginnings of a New School of Metaphysics: A Facsimile Reproduction with an Introduction by Dino Buzzetti ; with Early Reviews of the Book and B.H. Smart's 'a Letter to Dr. Whately'. [REVIEW]Benjamin Humphrey Smart - 1842 - Scholars' Fasimiles & Reprints.
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  49. PHILOSOPHY AND VALUES IN SCHOOL EDUCATION OF INDIA.Desh Raj Sirswal - 2010 - Suvidya Journal of Philosophy and Religion 4 (02):00.
    In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education has become (...)
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  50. Illuminationist School and Critique of Avicenna’s Karársīs Fi ‘L-Hikmah.Farshad Norouzi - forthcoming - New Philosophy.
    Shahāb ad-Dīn" Yahya ibn Habash ibn Amirak as-Suhrawardī, (also Shaikh al-Ishraq, Shaikh al-Maqtul) was founder of the illuminationist school (Ar. Hikmat al-ishraq; Pers. falsafaye ešrāqi ). Derived from “illumination,” a conventional translation of the Arabic term ishraq (lit. radiance, shining of the rising sun), “illuminationism” refers to the doctrine of the Ishraqiyyun, a school of philosophical and mystical thought of various Graeco-Oriental roots whose principles were propounded as an ancient “science of lights” (‘ilm al-anwar) . He chose this (...)
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