Results for 'Concrete (Philosophy'

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  1.  13
    Proofs for the Existence of God in Gabriel Marcel's Concrete Philosophy.David Oyler - 1979 - Modern Schoolman 56 (3):217-235.
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  2.  3
    Concrete Philosophy, the Mystery of Love, and the Absurdity of Evil.Bert Randall - 1996 - Bulletin de la Société Américaine de Philosophie de Langue Française 8 (1):54-68.
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  3.  2
    Concrete Philosophy The Problem of Judgment in the Early Work of Herbert Marcuse.Tomash Conrad Dabrowski - 2016 - Philosophy and Social Criticism 42 (6):576-593.
    Herbert Marcuse’s early essays and reviews written while under the tutelage of Martin Heidegger continue to suffer a poor reception. Even the most sympathetic of his critics widely focus on either his deviations from existing Marxist orthodoxy, or his failure to demonstrate the commensurability of Marxism and existentialism. Although both these concerns highlight important problems in Marcuse’s work, this narrow focus of Marcuse scholarship neglects essential aspects of his early thought, particularly his concern with what types of truth claims inform (...)
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  4. Concrete Philosophy, The Mystery of Love, and The Absurdity of Evil.Bert Randall - 1996 - Journal of French and Francophone Philosophy 8 (1).
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  5. The Concrete Philosophy and Method of Marcel, Gabriel.Jl Canasfernandez - 1989 - Pensamiento 45 (178):157-181.
     
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  6. Heidegger and Marcuse: On Reification and Concrete Philosophy'.Andrew Feenberg - 2013 - In Francois Raffoul & Eric S. Nelson (eds.), The Bloomsbury Companion to Heidegger. Bloomsbury Academic. pp. 171.
     
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  7. The Philosophy of Gabriel Marcel: From Idealism to Realism, From Realism to Concrete Philosophy.J. Urabayen - 2004 - Pensamiento 60 (226):115-136.
  8. A Philosophy of Concrete Life: Carl Schmitt and the Political Thought of Late Modernity.Mika Ojakangas - 2006 - Minerva.
     
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  9.  8
    A Philosophy of the Concreted and the Concrete.Richard J. Westley - 1960 - Modern Schoolman 37 (4):257-286.
  10. The Concrete Background of Philosophy.Leonard Russell - 1951 - London.
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  11.  30
    “… or is the Question of Being at Once the Most Basic and the Most Concrete?” On the Ambitions and Responsibilities of Contemporary American Philosophy.Albert Borgmann - 2010 - AI and Society 25 (1):19-26.
    At its centennial in 2001, the American Philosophical Association bravely proclaimed: “Philosophy Matters.” But does it? It won’t unless it reaches the concreteness of everyday life. To do so was Martin Heidegger’s ambition, and one can read Saul Kripke’s books as an attempt to get mainstream American philosophy beyond its abstractions. At length, Kripke’s efforts, on one reading, failed while Heidegger’s remained incomplete. A theory of commodification can get us closer to the things that matter to us in everyday life.
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  12.  17
    Book Reviews : Dialectics of the Concrete: A Study on Problems of Man and World. By Karel Kosik. Synthese Library, Volume 106. Boston Studies in the Philosophy of Science Volume 52. Edited by Robert S. Cohen and Marx W. Wartofsky. Translated From the Czech by Karol Kovanda and James Schmidt. Dor Drecht : D. Reidel, 1976. Pp. 158. $18.20. [REVIEW]R. Albritton - 1980 - Philosophy of the Social Sciences 10 (2):233-239.
  13. Discussion on the Question of Methodology in the History of Philosophy+ Chinese-Philosophy-the Need for Concrete Analysis of Philosophical Thought From the Historical Past.C. Feng - 1981 - Chinese Studies in Philosophy 12 (2):76-81.
     
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  14. Concrete Flowers: Contemplating the Profession of Philosophy.Kristie Dotson - 2011 - Hypatia 26 (2):403-409.
  15.  14
    The Concrete Universal in Collingwood's Moral Philosophy.M. J. O'Neill - 2010 - Collingwood and British Idealism Studies 16 (1-2):25-67.
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  16.  11
    Dialectics of the Concrete: A Study on Problems of Man and World. By Karel Kosik, Translated From the Czech by Karel Kovanda with James Schmidt. Boston Studies in the Philosophy of Science, Vol. LII. Dordrecht-Boston: D. Reidel Publ. Co., 1976, 158 Pages. [REVIEW]Vladimir Zeman - 1979 - Dialogue 18 (2):258-261.
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  17.  2
    Dishkant Hermann. The First Order Predicate Calculus Based on the Logic of Quantum Mechanics. Reports on Mathematical Logic, No. 3 , Pp. 9–17.Georgacarakos G. N.. Orthomodularity and Relevance. Journal of Philosophical Logic, Vol. 8 , Pp. 415–432.Georgacarakos G. N.. Equationally Definable Implication Algebras for Orthomodular Lattices. Studia Logica, Vol. 39 , Pp. 5–18.Greechie R. J. And Gudder S. P.. Is a Quantum Logic a Logic? Helvetica Physica Acta, Vol. 44 , Pp. 238–240.Hardegree Gary M.. The Conditional in Abstract and Concrete Quantum Logic. The Logico-Algehraic Approach to Quantum Mechanics, Volume II, Contemporary Consolidation, Edited by Hooker C. A., The University of Western Ontario Series in Philosophy of Science, Vol. 5, D. Reidel Publishing Company, Dordrecht, Boston, and London, 1979, Pp. 49–108.Hardegree Gary M.. Material Implication in Orthomodular Lattices. Notre Dame Journal of Formal Logic, Vol. 22 , Pp. 163–182.Jauch J. M. And Piron C.. What is “Quantum-Logic”? Qu. [REVIEW]Alasdair Urquhart - 1983 - Journal of Symbolic Logic 48 (1):206-208.
  18.  7
    Introducing Philosophy: Toward a New Sense of the Concrete.William F. Hamilton - 1980 - Metaphilosophy 11 (1):105–111.
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  19. On the'Abstraction'of Ming Thought: Some Concrete Evidence From the Philosophy of Lo Ch'in-Shun.Irene Bloom - 1979 - In William Theodore De Bary & Irene Bloom (eds.), Principle and Practicality: Essays in Neo-Confucianism and Practical Learning. Columbia University Press. pp. 65--125.
     
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  20. The Abstract and the Concrete in the Philosophy of Giovanni Gentile.A. Frigerio - 1996 - Rivista di Filosofia Neo-Scolastica 88 (3):457-482.
     
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  21. Created Receptivity and the Philosophy of the Concrete. Reply.Kenneth L. Schmitz & Sa Long - 1997 - The Thomist 61 (3):339-376.
     
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  22.  4
    Concrete/Abstract: Sketches for a Self-Reflexive Epistemology of Technology Use.Yoni Van Den Eede - forthcoming - Foundations of Science:1-10.
    This essay takes an epistemological perspective on the question of the ‘art of living with technology.’ Such an approach is needed as our everyday notion and understanding of technology keep being framed in the old categories of instrumentalism and essentialism—notwithstanding philosophy of technology’s substantial attempts, in recent times, to bridge the stark dichotomy between those two viewpoints. Here, the persistent dichotomous thinking still characterizing our everyday involvement with technology is traced back to the epistemological distinction between ‘concrete’ and ‘abstract.’ (...)
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  23.  32
    Peter Unger, Empty Ideas: A Critique of Analytic Philosophy. Reviewed By.Joel Dittmer - 2015 - Philosophy in Review 35 (6):316-318.
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  24.  5
    Beyond the Concrete: Toward an Art of Living with Abstract Conditions.Yoni Van Den Eede - forthcoming - Foundations of Science:1-4.
    Responding to the commentaries by Corey Anton and Ian Angus, I outline anew, and so seek to further clarify, the starting points of and motivations behind my reflection about the concrete-abstract distinction and the ways in which this plays out in technology use, seen from an epistemological standpoint. My eventual purpose is to begin to develop, on the basis of the conceptual exercise, guidelines for an emancipatory ‘art of living with technology,’ that circles around the attempt to think beyond (...)
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  25. Structural Learning and Concrete Operations: An Approach to Piagetian Conservation.Joseph M. Scandura - 1980 - Praeger.
  26. Remembrance of Philosophy Classes Past: Why Cognitive Science Suggests That a Brief Recap Is the Best Way to Start Each Class Day.Dan Lowe - 2016 - Teaching Philosophy 39 (3):279-289.
    In the past few decades there has been rapid progress in cognitive science with respect to how people learn. Indeed, it can be difficult to keep up with all of the recent findings, and it is sometimes unclear how these findings should influence day-to-day teaching in the philosophy classroom. But one simple way to use the insights of cognitive science in the philosophy classroom is to begin each class with a five-minute recap of the previous few lessons. Cognitive science suggests (...)
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  27. "Philosophy as Therapy for Recovering (Unrestrained) Omnivores".Matthew C. Halteman & Megan Halteman Zwart - 2016 - In Andrew Chignell, Terence Cuneo, and Matthew C. Halteman, eds., Philosophy Comes to Dinner: Arguments about the Ethics of Eating, New York: Routledge, 2016.
    Recourse to a variety of well-constructed arguments is undoubtedly a significant strategic asset for cultivating more ethical eating habits and convincing others to follow suit. Nevertheless, common obstacles often prevent even the best arguments from getting traction in our lives. For one thing, many of us enter the discussion hampered by firmly-entrenched but largely uninvestigated assumptions about food that make it difficult to imagine how even well-supported arguments that challenge our familiar frames of culinary reference could actually apply to us. (...)
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  28.  6
    The Heart of Buddhist Philosophy.Nolan Pliny Jacobson - 2010 - Southern Illinois University Press.
    In arriving at the heart of Buddhist philosophy, Nolan Pliny Jacobson attempts to eliminate some of the confusion in the West concerning the Buddhist view of what is concrete and ultimately real in the world. Jacobson presents Nāgārjuna, the Plato of the Buddhist tradition, as the major exemplar of the Buddhist expression of life. In his comparison of Buddhism and Western theology, Jacobson demonstrates that some efforts in Western religious thought approach the Buddhist empirical stance. _ _.
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  29.  89
    The Vienna Circle’s “Scientific World-Conception”: Philosophy of Science in the Political Arena.Donata Romizi - 2012 - Hopos: The Journal of the International Society for the History of Philosophy of Science 2 (2):205-242.
    This article is intended as a contribution to the current debates about the relationship between politics and the philosophy of science in the Vienna Circle. I reconsider this issue by shifting the focus from philosophy of science as theory to philosophy of science as practice. From this perspective I take as a starting point the Vienna Circle’s scientific world-conception and emphasize its practical nature: I reinterpret its tenets as a set of recommendations that express the particular epistemological attitude in which (...)
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  30.  30
    Ground and Grounding: The Nature of Things in Schelling’s Philosophy.Joan Steigerwald - 2015 - Symposium: Canadian Journal of Continental Philosophy/Revue canadienne de philosophie continentale 19 (1):176-197.
    This paper examines the notions of ground and grounding across several of Schelling’s works, from the philosophy of nature, through transcendental idealism and identity philosophy, to the Freedom essay and The Ages of the World. It contends that Schelling repeatedly returns to the same problematic, that each attempt to establish a foundation for philosophy is inscribed with the particular and the concrete, so that the work of grounding is also an ungrounding. It reads the different expressions of Schelling’s philosophy (...)
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  31.  23
    Teaching Chinese Philosophy On-Site.Peimin Ni - 1999 - Teaching Philosophy 22 (3):281-292.
    Despite consistent student interest in Chinese philosophy, the author reports that American students tend to demonstrate a sense of distance from Chinese authors and texts, often exoticizing or romanticizing them. This paper describes one pedagogical strategy that proved highly effective for overcoming this cultural distance which can hinder students’ ability to engage critically or deeply with the material. The author recounts her experience of teaching a six week Chinese philosophy course to illustrate how becoming acquainted with the place and culture (...)
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  32.  36
    Philosophy, Kant and The Scheme of Decision-Making.Victor Shreiber - 2008 - Proceedings of the Xxii World Congress of Philosophy 53:249-266.
    Some options to single out the foremost function of philosophy in culture are discussed. As any functioning part has to possess definite level of the internal unity, I begin by tracing out the main views on the unanimity of philosophical knowledge and demonstrate that the opposed variants can be reduced to well‐known contraposition between subject matter (a strong variant) and method (a weak one). I show further that at least one strong version, which identifies philosophical subject matter with the (...) universal being, seizes on only one piece of metaphysics. As a result, the boundary line between strong and weak versions erodes and the strong version converges into the weak one. Finally, I argue that fundamental philosophical themes can be united on the base of three famous Kant’s questions: What can I know? What may I hope? What ought I to do? Difference across modalities testifies against the interpretation of these questions as synopsis. Moreover, these questions correlate well with the three core parts of the making‐decision situation. Such a situation includes a set of possible alternatives and a system or an aggregate of selection criteria for a choice of the variant desired. These two components are logically prior to goal setting. Clearly, to achieve desired object one is to determine what steps are necessary for success. It is no less clear that in the structure of an action, they represent something one ought to do. Thus, specific cultural mission of philosophizing lies in the design and justification of Weltanschauung. (shrink)
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  33.  31
    A Philosophy Curriculum for Universalized University Education.Charles C. Verharen - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:293-307.
    Focusing on philosophy’s roles in problem solving, this essay proposes a philosophy curriculum for a university “universalized” according to a Cuban model. This model arises from Fidel Castro Ruz’s “dream” that the Cuban nation itself should become a university for its people. The paper’s immediate stimulus was aVenezuelan paper on rural universalized universities at the Havana conference on university education, Universidad 2008. What should be the place of philosophy in a university curriculum for rural students? In the idiom of Richard (...)
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  34.  33
    The Project of an Anthropology of Philosophy.Kai Kresse - 2007 - The Proceedings of the Twenty-First World Congress of Philosophy 7:207-221.
    Philosophy should not be understood as a Eurocentric project of Greco-Judaic origin, but as a critical and fundamentally reflective intellectual practice which occurs worldwide, in many different forms. If this is so, anthropology has a crucial role to play in the project of reshaping philosophy's self-conception, to include the multiplicity of regional intellectual histories that have been neglected, and thus acknowledge and take seriously philosophical reflections from around the world. Through empirical observation, documentation, and comparative analysis, an anthropology of philosophy (...)
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  35.  19
    Estranged Familiars: A Deweyan Approach to Philosophy and Qualitative Research.Amy Shuffelton - 2015 - Studies in Philosophy and Education 34 (2):137-147.
    This essay argues that philosophy can be combined with qualitative research without sacrificing the aims of either approach. Philosophers and qualitative researchers have articulated and supported the idea that human meaning-constructions are appropriately grasped through close attention to “consequences incurred in action,” in Dewey’s words. Furthermore, scholarship in both domains explores alternative possibilities to familiar constructions of meaning. The essay explains by means of a concrete example the approach I took to hybridizing these approaches. It describes an ethnographic and (...)
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  36.  25
    Ignacio Ellacuría's Philosophy of Historical Reality.Mejido C. Manuel - 2006 - Philosophy and Theology 18 (2):287-318.
    The fundamental task of Filosofía de la realidad histórica (Philosophy of Historical Reality) is to put forth historical reality as the ultimate manifestation of reality, as the proper object of philosophy. Ellacuría develops the concept of historical reality as the synthesis of the Hegelian-Marxian dialectic and Xavier Zubiri’s radicalization of Scholastic realism. Historical reality is physical, not conceptual; material, not ideal; concrete, not abstract. Historical reality encompassesthe material, biological, individual, and social moments of reality. And when it is considered (...)
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  37.  22
    Transcendental Philosophy and the Specific Demands of Paideia.Manfred Gawlina - 2000 - The Proceedings of the Twentieth World Congress of Philosophy 7:45-56.
    The classics of transcendental philosophy (Kant’s “Criticism,” Descartes’s “Metaphysics,” and Fichte’s “Doctrine of Science”) all conceive of rational autonomy as the ultimate ground for justification. Correspondingly, their philosophical pedagogy is focused on seizing and making that very autonomy or active self-determination intellectually and existentially available. But in the concrete way of proceeding, the three models diverge. Descartes expects one to become master of oneself and “the world” by methodologically suspending his judgement on what cannot qualify itself to be undoubtable. (...)
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  38.  15
    John Dewey's Philosophy And Chinese Culture.Flavia Stara - 2008 - Proceedings of the Xxii World Congress of Philosophy 28:137-143.
    This paper explores both some of the concepts John Dewey exposed while in China in the 1920’s and considers why his idea of democracy did not thrive in China. In the lectures Dewey delivered in China he focused on the strength of democracy, from the perspective of political science, social science, philosophy and education. Dewey clarified the democratic way of thinking, doing and living to the Chinese people. Of these topics, he considered the philosophy of education and social and political (...)
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  39.  19
    Can a Postmodern Philosopher Teach Modern Philosophy?Ladelle McWhorter - 2000 - Teaching Philosophy 23 (1):1-13.
    This paper considers the following question: how can those whose thought is informed by poststructuralist values, arguments, and training legitimately teach the history of philosophy? In answering this question, three pedagogical approaches to courses in the history of philosophy are considered and criticized: the representational, the phenomenological, and the conversational. Although these three approaches are seemingly exhaustive, each is problematic because the question they attempt to answer rests on the false assumption that there is one, universally right way to teach (...)
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  40.  27
    On Simmel's Conception of Philosophy.Turo-Kimmo Lehtonen & Olli Pyyhtinen - 2008 - Continental Philosophy Review 41 (3):301-322.
    Over the past few decades, the work of Georg Simmel (1858–1918) has again become of interest. Its reception, however, has been fairly one-sided and selective, mostly because Simmel’s philosophy has been bypassed in favor of his sociological contributions. This article examines Simmel’s explicit reflections on the nature of philosophy. Simmel defines philosophy through three aspects which, according to him, are common to all philosophical schools. First, philosophical reasoning implies the effort to think without preconditions. Second, Simmel maintains that in contrast (...)
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  41.  9
    Four Key Rules of the Managerial Philosophy of the Global Center.Leonid Tysyachnyy - 2008 - Proceedings of the Xxii World Congress of Philosophy 50:801-805.
    Following the design of the author, reforms of the UN would consist of four rules. The first rule: Payments from the global community should correspond with the services provided by the UN. - For this purpose it is necessary to develop a system of compensation in which payment would be made only for the completion of a concrete service. Such a system would in effect serve as a continuous audit and guarantor of quality service at all times visible to (...)
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  42.  2
    Ignacio Ellacuría's Philosophy of Historical Reality.C. Mejido - 2006 - Philosophy and Theology 18 (2):287-318.
    The fundamental task of Filosofía de la realidad histórica is to put forth historical reality as the ultimate manifestation of reality, as the proper object of philosophy. Ellacuría develops the concept of historical reality as the synthesis of the Hegelian-Marxian dialectic and Xavier Zubiri’s radicalization of Scholastic realism. Historical reality is physical, not conceptual; material, not ideal; concrete, not abstract. Historical reality encompassesthe material, biological, individual, and social moments of reality. And when it is considered in its totality, as (...)
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  43.  5
    On The Philosophy With Juridical Norms.Ion Craiovan - 2008 - Proceedings of the Xxii World Congress of Philosophy 40:31-38.
    My paper tackles the generic relationship between philosophy and law, the necessity of applying philosophy to law, the legitimacy and range of such an approach, the configuration of the way in which philosophy has left its mark in the juridical sphere. It surveys, in a chronological order, as well as in terms of their co-existence, the various stages of the relationship between philosophy and law. 1. Although both have been “within the walls”, law secludes itself, relatively speaking, in “the world (...)
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  44.  66
    Politics, Philosophy, Culture: Interviews and Other Writings, 1977-1984.Michel Foucault - 1988 - Routledge.
    Politics, Philosophy, Culture contains a rich selection of interviews and other writings by the late Michel Foucault. Drawing upon his revolutionary concept of power as well as his critique of the institutions that organize social life, Foucault discusses literature, music, and the power of art while also examining concrete issues such as the Left in contemporary France, the social security system, the penal system, homosexuality, madness, and the Iranian Revolution.
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  45. The Philosophy of the Limit.Drucilla Cornell - 1992 - Routledge.
    Deconstruction both by its friends and enemies has come to be associated with a set of cliches that completely misunderstands its ethical aspiration. It is particularly within the field of law that we can see the ethical force of deconstruction, and also illuminate its concrete and practical importance. In The Philosophy of the Limit Drucilla Cornell examines the relationship of deconstruction to questions of ethics, justice and legal interpretation. She argues that renaming deconstruction "the philosophy of the limit" will (...)
     
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  46. Experiments on Aristotle's Thesis: Towards an Experimental Philosophy of Conditionals.Niki Pfeifer - 2012 - The Monist 95 (2):223-240.
    Two experiments (N1 = 141, N2 = 40) investigate two versions of Aristotle’s Thesis for the first time. Aristotle’s Thesis is a negated conditional, which consists of one propositional variable with a negation either in the antecedent (version 1) or in the consequent (version 2). This task allows to infer if people interpret indicative conditionals as material conditionals or as conditional events. In the first experiment I investigate between-participants the two versions of Aristotle’s Thesis crossed with abstract versus concrete (...)
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  47.  42
    A Realist Philosophy of Social Science: Explanation and Understanding.Peter T. Manicas - 2006 - Cambridge University Press.
    This introduction to the philosophy of social science provides an original conception of the task and nature of social inquiry. Peter Manicas discusses the role of causality seen in the physical sciences and offers a reassessment of the problem of explanation from a realist perspective. He argues that the fundamental goal of theory in both the natural and social sciences is not, contrary to widespread opinion, prediction and control, or the explanation of events. Instead, theory aims to provide an understanding (...)
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  48. Philosophy, Famine Relief, and the Skeptical Challenge From Disagreement.Peter Seipel - 2016 - Ratio 29 (1):89-105.
    Disagreement has been grist to the mills of sceptics throughout the history of philosophy. Recently, though, some philosophers have argued that widespread philosophical disagreement supports a broad scepticism about philosophy itself. In this paper, I argue that the task for sceptics of philosophy is considerably more complex than commonly thought. The mere fact that philosophical methods fail to generate true majority views is not enough to support the sceptical challenge from disagreement. To avoid demanding something that human reasoning cannot supply, (...)
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  49.  67
    Reading the Book of Nature: An Introduction to the Philosophy of Science.Peter Kosso - 1992 - Cambridge University Press.
    This is an introductory survey to the philosophy of science suitable for beginners and nonspecialists. Its point of departure is the question: why should we believe what science tells us about the world? In this attempt to justify the claims of science the book treats such topics as observation data, confirmation of theories, and the explanation of phenomena. The writing is clear and concrete with detailed examples drawn from contemporary science: solar neutrinos, the gravitational bending of light, and the (...)
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  50. TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY.Desh Raj Sirswal - 2013 - University News 51 (18):21-23.
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make the lectures more (...)
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