The fifth edition of the Philosophical Dictionary leaves a very favorable impression. It is a useful mass edition. It has been considerably enlarged—by almost one hundred fifty pages compared with the fourth edition. The dictionary now contains many new articles: "Acceleration of socioeconomic development," "The human factor," "The meaning of life," "Discipline," "Social conflict," "Understanding," "Computerization," "Informatics," "Philosophy of science," "The logic of scientific cognition," "Sociobiology," "Egoconception," "Scientific materialism," "Humanity," "Ethology," etc. Many of these terms were previously not found at (...) all in our philosophical reference literature, including the Philosophical Encyclopedia [Filosofskaia entsiklopediia] and the Philosophical Encyclopedic Dictionary [Filosofskii entsiklopedicheskii slovar']. (shrink)

During the last quarter of the twentieth century, Soviet Russian philosophy did away with ideology in the fields of Science; but until the mid-1980s, scientists could not escape intense ideological scrutiny. A great number of Soviet scientists did their best to avoid this ideological supervision, and pursued their research, remaining neutral toward Marxist ideology. Among these fields of research were so called “philosophical problems of natural sciences”. Some Soviet Russian philosophers put forward original conceptions of scientific development, the structural features (...) of science, and/or provided novel interpretations of certain scientific principles and ideas. These thinkers had deep roots in Marxism, though not orthodox Marxism. They, so to speak, overcame classical Marxism and proposed innovative ideas largely based upon epistemological considerations. The legacies of I. S. Alekseev and M. A. Rozov are especially worthy of attention for their original epistemological contributions to the philosophy of science. (shrink)

InhaltVorwortSiglenverzeichnisJürgen STOLZENBERG: Fichtes Deduktionen des Ich 1804 und 1794Ulrich SCHLÖSSER: Worum geht es in der späteren Wissenschaftslehre und inwiefern unterscheiden sich die verschiedenen Darstellungen von ihr dem Ansatz nach?Enrico GIORGIO: Der Begriff »absolutes Wissen« in der WL-1801/02 aus der Perspektive der SpätlehreFaustino FABBIANELLI: Ist die späte Wissenschaftslehre ein »Aktualer Idealismus«? Ein spekulativer Vergleich zwischen Fichtes und Gentiles DenkenVadim V. MURSKIY: Fichtes Spätwerk in Bezug auf das Problem der Einheit und der Veränderung seiner LehreJohannes BRACHTENDORF: Substanz, Subjekt, Sein – die Spinoza-Rezeption (...) der frühen und der späten WissenschaftslehreBirgit SANDKAULEN: Spinoza zur Einführung. Fichtes Wissenschaftslehre von 1812Ewa NOWAK-JUCHACZ: Philosophie als vox pacis. J. G. Fichtes Pragmatik als Gegenstück des regulativen Friedensideals I. KantsVladimir ALEKSEEVIC ABASCHNIK: Die ersten Fichteaner über die Schwierigkeiten des Verständnisses der WissenschaftslehreMarina PUSCHKAREWA: Fichte und Schelling. Das Problem des »Trägers des Wissens«Robert MARSZAŁEK: Fichtes Religionstheorie im Licht der Schellingschen Gedanken zur MythologieSalvatore PATRIARCA: Gesetz und Selbstbestimmung des Absoluten. Ein Vergleich zwischen der späten Philosophie Fichtes und der mittleren Philosophie SchellingsPaul ZICHE: Systemgrundriß und blitzartige Einsichten. Zum Verhältnis von Propädeutik und systematischer Philosophie bei Fichte und SchellingGiacomo RINALDI: Method and Speculation in Fichte’s Later PhilosophyAngelica NUZZO: Fichte’s 1812 Transcendental Logic – Between Kant and HegelDiogo FERRER: Hegels Fichte-Kritik und die späte WissenschaftslehreRolf AHLERS: Der späte Fichte und Hegel über das Absolute und SystematizitätMatteo Vincenzo D’ALFONSO: Schopenhauer als Schüler FichtesXabier Insausti UGARRIZA: José Manzanas Rezeption des späten FichteIbon Uribarri ZENEKORTA: Manzana zwischen Kant und Fichte. Das Absolute als entscheidende FrageHiroshi KIMURA: Fichte und Tekirei Edo – Bild und Feld. (shrink)

In our papers on the rationality of magic, we distinghuished, for purposes of analysis, three levels of rationality. First and lowest (rationalitYl) the goal directed action of an agent with given aims and circumstances, where among his circumstances we included his knowledge and opinions. On this level the magician's treatment of illness by incantation is as rational as any traditional doctor's blood-letting or any modern one's use of anti-biotics. At the second level (rationalitY2) we add the element of rational thinking (...) or thinking which obeys some set of explicit rules, a level which is not found in magic in general, though it is sometimes given to specific details of magical thinking within the magical thought-system. It was the late Sir Edward E. Evans-Pritchard who observed that when considering magic in detail the magician may be as consistent or critical as anyone else; but when considering magic in general, or any system of thought in general, the magician could not be critical or even comprehend the criticism. Evans-Pritchard went even further: he was sceptical as to whether it could be done in a truly consistent manner: one cannot be critical of one's own system, he thought. On this level (rationalitY2) of discussion we have explained (earlier) why we prefer to wed Evans Pritchard's view of the magician's capacity for piece-meal rationality to Sir James Frazer's view that magic in general is pseudo-rational because it lacks standards of rational thinking. (shrink)

Analysis of various Buddhist philosophical views.

Introduction : La philosophie en Égypte -- La philosophie chretienne arabe contemporaine : Kanawati et Youssef Karam -- Le discours éthique en Égypte -- Naguib Mahfouz et la philosophie -- La philosophie et la revolution en Égypte.

Verse work, with autocommentary, on Jain metaphysics and onthology.

This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously affiliated schools, comprising about 90% of all educational institutions in (...) Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context. (shrink)

Ser modern és ser racionalista. Aquest llibre repassa amb detall les tesis de Descartes, la seva relació amb els contemporanis i les conseqüències de les seves teories.