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This article aims to interpret Leibniz’s dynamics project through a theory of the causation of corporeal motion. It presents an interpretation of the dynamics that characterizes physical causation as the structural organization of phenomena. The measure of living force by mv2 must then be understood as an organizational property of motion conceptually distinct from the geometrical or otherwise quantitative magnitudes exchanged in mechanical phenomena. To defend this view, we examine one of the most important theoretical discrepancies of Leibniz’s dynamics with (...) |
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The aim of the essay is to demonstrate that the contact of European philosophy with Chinese thought in the second half of the 17th and 18th century influenced the rise and development of secularism, which became a distinctive feature of the Western Enlightenment. The first part examines how knowing the history of China and Confucian ethics has questioned biblical chronology and undermined faith as a necessary condition of morality. These allegations were afterwards countered by reinterpreting Confucianism as crypto-monotheism. I will (...) |
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The philosophy of pattern cladism has been variously explained by reference to the work of Louis Agassiz. The present study analyzes Agassiz's attempt to combine an empirical approach to the study of nature with an idealistic philosophy. From this emerges the problem of empiricism and of the isomorphy between the order of nature and human thinking. The analysis of the writings of Louis Agassiz serves as the basis for discussion of the reality of natural groups as postulated by pattern cladists. |
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The article discusses two basic paradigms of western educational theory, namely the concept of “influence” and the concept of “development”. Two historical contextes are analyzed, John Locke's theory of human learning and Jean-Jacques Rousseau's theory of natural development. Both theories are rejected in favour of a position beyond “influence” and “development”. This position of a theory of education ( Erziehung ) is marked with the term “moral communication”. |
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In this paper, I argue a position that has almost never been held: that Leibniz was a materialist. At the conclusion of my article, I consider whether the difficulty of reconciling Leibnizs idea of concluding that there is instead a Leibnizian idea of which does a better job. |
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In recent years a certain emphasis has been put by some scholars on Leibniz’s concern about empirical sciences and the relations between such concern and the development of his mature metaphysical system. In this paper I focus on Leibniz’s interest for the microscope and the astonishing discoveries that such instrument made possible in the field of the life sciences during the last part of the Seventeenth century. The observation of physical bodies carried out by the “magnifying glasses” revealed a matter (...) |
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Gottfried Wilhelm Leibniz (1646–1716) was one of the great thinkers of the seventeenth and eighteenth centuries and is known as the last “universal genius”. He made deep and important contributions to the fields of metaphysics, epistemology, logic, philosophy of religion, as well as mathematics, physics, geology, jurisprudence, and history. Even the eighteenth century French atheist and materialist Denis Diderot, whose views could not have stood in greater opposition to those of Leibniz, could not help being awed by his achievement, writing (...) |
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This paper attempts to reconcile two apparently opposed ways of thinking about the imagination and its relationship to literature, one which casts it as essentially concerned with fiction-making and the other with culture-making. The literary imagination’s power to create fictions is what gives it its most obvious claim to “autonomy”, as Kant would have it: its freedom to venture out in often wild and spectacular excess of reality. The argument of this paper is that we can locate the literary imagination’s (...) |
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