はたして科学は万能なのか。19世紀以来の「科学主義」は、現在なお「自然主義」の衣を纏って生き続けている。本書は「科学主義」と「反科学主義」をともに退け、科学を自然というテクストを解読する解釈学的営みと して捉え直す。ハンソンとクーンの「新科学哲学」、クワインの「知識の全体論」、ウィトゲンシュタインの「アスペクト論」を手がかりに、科学哲学に「科学的理性批判」という本来の哲学的課題を担わせることを目指す 。ここに新たに論文3篇を加え、サイエンス・ウォーズや実在論/反実在論など、現代の哲学状況と切り結ぶスリリングな論考。.

古代・中世のアリストテレス的自然観を克服し、信仰や迷信から独立することで17世紀に近代「科学」は誕生した。しかしパラダイム転換はくり返され、20世紀には科学技術に伴うリスクも叫ばれるようになる。科学哲 学の第一人者がこうした決定的な転換点に光をあてながら、知の歴史のダイナミズムへと誘う。科学神話が揺らぐ今だからこそもう一度深く掘り下げる、入門書の決定版。.

一遍仏教やその周縁と対話し、無・型・身体性などを契機として日本独自の教育の構築を試みたユニークな教育再生論。.

現代人が直面する、安楽死、臓器移植、死刑といった倫理問題に、徳、善、良心、愛を基礎として、読者と共に考えぬく強靱な思索。.

売文業者か、思想家か。ネット・テレビ・活字論壇に登場し、今をときめく「メディア知識人」たち。忘れ去られた思想家清水幾太郎から、彼らの生存戦略そして「業」が見えてくる。.

斬新な視点から、やまと言葉の考察を通し、日本語の哲学の可能性を探り、「日本人の心のありか」を指し示す、刮目の書。.

『哲学探究』以後、最晩期に独立した地位を与える。ウィトゲンシュタインの知識の哲学。.

Life is short and transient--Japanese people call this sentiment mujokan. However, what if we could sweep away the "despair" looming over the present age by proactively accepting this mujo (transience)? Perusing the thought of mujo from the perspectives of philosophy, literature, art and religion, Takeuchi delves into the view of life and death unique to the Japanese people who have shared "grief" and "pain" with each other, as well as into the very core of their underlying spirit." -- Publisher's (...) description. (shrink)

「日本語の哲学」の可能性を求めて、「おのずから」と「みずから」の「あわい」という斬新な視点から、やまと言葉の思索を通して、日本人の思想と感情を究明する画期的論考。.

It has been suggested that preparing to teach and teaching are conditionally effective in enhancing one’s own learning. This paper focuses on interactivity—the level of teacher-student interaction in expected or actual teaching—as the potential key to understanding and controlling the variability in the effectiveness of learning by preparing to teach and teaching. By summarizing and reanalyzing the results of previous studies, I suggest that the learning benefits of studying with the expectation of direct teaching (i.e., teaching a student face-to-face) are (...) greater than those of studying with the expectation of indirect teaching (i.e., teaching a student indirectly by creating a lecture video, providing written explanations, or using other means) and that learning by direct teaching surpasses learning by explaining to oneself or indirect teaching at least after preparing to do so. Next, three candidate explanations for the impact of interactivity are discussed: the advantages of asking and answering questions, obtaining additional information about and from one’s student, and enhancing one’s motivation to process learning material deeply while preparing to teach and teaching. Finally, I conclude with the remaining questions and directions for future research. (shrink)

Study of Vaiśeṣika philosophy with special reference to Vaiśeṣikadaśapadārthaśāstra.

『三太郎の日記』による栄光の後に襲ってきた波乱。同時代の知識人との関係や教育制度から、大正教養派の代表者に迫る社会史的評伝。.

武內義雄是中國哲學思想研究的重要學者,他以實證論來研究中國思想史的方法,啟發了後來的許多重要學者.武內義雄按古代期(諸子,經學),中古期(三教交涉),近代期(儒教革新)的分類,研究和書寫了中國哲學思想 的源流與演變.既脈絡清晰賅要,又有新的論證角度與獨到見解,讀者可有頗多獲益與啟發.

To explain why students learn effectively by teaching, explaining to others in particular, Koh and colleagues advanced the retrieval practice hypothesis, which attributes the learning benefits entirely to the effect of practicing retrieval, that is, effortfully recalling to-be-taught information for the provision of instructional explanations. After delineating the rationale behind the retrieval practice hypothesis, the current situation of research, and the limitations of the existing approach, this paper proposes three tests for the evaluation of the hypothesis that address whether explaining (...) to others after initial studying surpasses restudying in learning performance, whether the amount of effort to retrieve to-be-taught information from memory moderates the learning effects of explaining to others, and whether the degree of elaboration during retrieval practice positively predicts the outcomes of learning by merely recalling to-be-taught information. Evidence is examined regarding whether each test is passed, and future directions for research on the retrieval practice hypothesis are discussed. (shrink)

Many educators today think that the school's lessons and activities do not stimulate or engage students' imaginations. In order to alleviate this problem, they tend to use images in conjunction with, or sometimes rather than, words; they employ so-called imaginative or creative activities rather than chalk and talk. However, these principles and methods are based on somewhat misguided or trivial understanding of the importance of imagination in students' lives. Dewey's understanding of the relevance of imagination gives us a useful perspective (...) to better understand where imaginative engagement becomes crucial in education. (shrink)