When one thinks—knows, believes, imagines—that something is the case, one’s thought has a topic: it is about something, towards which one’s mind is directed. What is the logic of thought, so understood? This book begins to explore the idea that, to answer the question, we should take topics seriously. It proposes a hyperintensional account of the propositional contents of thought, arguing that these are individuated not only by the set of possible worlds at which they are true, but also by (...) their topic: what they are about. The book then builds epistemic, doxastic, probabilistic, and conditional logics based on this view. It applies them to issues ranging from dogmatism, scepticism, and epistemic fallibilism, to imagination and suppositional reasoning, belief revision, framing effects, and the acceptability of indicative conditionals. (shrink)

Fusing philosophy and theology, the book assigns both Judaism and Christianity distinct but equally important roles in the spiritual structure of the world and ...

Den Plan, seine Untersuchungen zur Deskriptiven Psychologie in einem umfassenden Werk zur Darstellung zu bringen, hat Brentano nicht verwirklicht. Neben kleineren Schriften zu diesem Gedankenkreis sind aber die Kollegmanuskripte der 1887 bis 1891 unter wechselnden Titeln gehaltenen Wiener Vorlesungen zur Deskriptiven Psychologie erhalten.

Vom Ursprung sittlicher Erkenntnis. Ein Vortrag. Brentano, Vom Ursprung sittl, Erkenntnis, 1 I. Die Einladung zu einem Vortrage, welche die Iuristische Gesellschaft Vom Ursprung sittlicher Erkenntnis Ein Vortrag Seite Wert der Geschichte und ...

On Jewish Learning collects essays, speeches, and letters that express Rosenzweig's desire to reconnect the profound truths of Judaism with the lives of ordinary people.

diefes thut Ariftoteles. indem er die verfchiedenen Bedeutungen. die nach feiner Beobachtung der Name des Seienden umfaßt. unterfcheidend. die eigentlichen von den uneigentlichen fondert und die let-,tern von der metaphyfifchen ...

Expanding on the theory of ethics first posited by Brentano in The Origin of our Knowledge of Right and Wrong this re-issued work, first published posthumously in 1952, is based on series of lectures on practical philosophy, given at the university of Vienna from 1876 to 1894. The English-speaking reader will find it interesting to examine the step-by-step development of Brentano’s ethical theory, his extensive critique of British moral philosophers, and his unusually detailed section on casuistry.

Brentanos 1904 vollendete Theorie, nur Reales sei vorstellbar und könne existieren, führte auch unter seinen Schülern zu Kontroversen. Dieser Band enthält eine umfangreiche Studie, die Einleitung der Herausgeber zu diesem Problemkreis, Auszüge aus dem Briefwechsel mit A. Marty und O. Kraus sowie die einschlägigen Abhandlungen Brentanos.

To celebrate the 270th anniversary of the De Gruyter publishing house, the company is providing permanent open access to 270 selected treasures from the De Gruyter Book Archive. Titles will be made available to anyone, anywhere at any time that might be interested. The DGBA project seeks to digitize the entire backlist of titles published since 1749 to ensure that future generations have digital access to the high-quality primary sources that De Gruyter has published over the centuries.

Aside from his remarkable studies in psychology and the social sciences, Donald Thomas Campbell (1916–1996) made significant contributions to philosophy, particularly philosophy of science,epistemology, and ethics. His name and his work are inseparably linked with the evolutionary approach to explaining human knowledge (evolutionary epistemology). He was an indefatigable supporter of the naturalistic turn in philosophy and has strongly influenced the discussion of moral issues (evolutionary ethics). The aim of this paper is to briefly characterize Campbells work and to discuss its (...) philosophical implications. In particular, I show its relevance to some current debates in the intersection of biology and philosophy. In fact, philosophy of biology would look poorer without Campbells influence. The present paper is not a hagiography but an attempt to evaluate and critically discuss the meaning of Campbells work for philosophy of biology and to encourage scholars working in this field to read and re-read this work which is both challenging and inspiring. (shrink)

Die vier Phasen der Philosophie und ihr augenblicklicher Stand nebst Abhandlungen über Plotinus, Thomas von Aquin, Kant, Schopenhauer und Auguste Comte. Unveränderter Print-on-Demand-Nachdruck der 2. Auflage von 1968. Inhalt: Einleitung I. Die vier Phasen der Philosophie (1895) II. Plotinus (1876) III. Thomas von Aquin (1908) IV. Über Kants Kritik der Gottesbeweise (1911/12) V. Schopenhauer 1911/12) VI. Auguste Comte (1869) VII. Über voraussetzungslose Forschung (1901) Anmerkungen Brentanos zu den vier Phasen der Philosophie Anmerkungen des Herausgebers zum Gesamtwerk Namen- und Sachregister.

As cause we often specify an event the occurrence of which first guaranteed that of the effect. This notion is explicated in a framework of branching worlds in Sections I to V. VI and VII point out its close relations to the concept of an agent's bringing about an event. The topic of the last two sections is the distinction between causes and necessary circumstances. For this purpose conditionals are used, interpreted with respect to branching worlds without a similarity relation (...) between them. (shrink)

Emotions are a core factor of learning. Studies have shown that multiple emotions are co-experienced during learning and have a significant impact on learning outcomes. The present study investigated the importance of multiple, co-occurring emotions during learning about human biology with MetaTutor, a hypermedia-based intelligent tutoring system. Person-centered as well as variable-centered approaches of cluster analyses were used to identify emotion clusters. The person-centered clustering analyses indicated three emotion profiles: a positive, negative and neutral profile. Students with a negative profile (...) learned less than those with other profiles and also reported less usage of emotion regulation strategies. Emotion clusters identified through spectral co-clustering confirmed these results. Throughout the learning activity, emotions built a stable correlational structure of a positive, a negative, a neutral and a boredom emotion cluster. Positive emotion cluster scores before the learning activity and negative emotion cluster scores during the learning activity predicted learning, but not consistently. These results reveal the importance of negative emotions during learning with MetaTutor. Potential moderating factors and implications for the design and development of educational interventions that target emotions and emotion regulation with digital learning environments are discussed. (shrink)

"Today, more than three-quarters of a century after it was written, the critique of philosophy in this book is what makes it of such great interest.