The author has set out to provide an introduction to the theory of knowledge through a more "thorough study of three of its central topics." Unfortunately, he does not accomplish this for many reasons. Arner never discusses the birth of the epistemological problem that can be traced as far back as Plato, nor does he go into the implications of the problem. He chooses rather to give a superficial introduction into some of the more common problematic themes. Assuming this cursory (...) survey of 18 pages to be sufficient he devotes the remainder of the book to an offering of sampling selections by philosophers. Considering that the author furnishes only nine readings it is disconcerting to find C. I. Lewis and H. A. Prichard represented when notably absent are thinkers of such import as Plato, James, and Husserl among others. That no fewer pages are devoted to Lewis than to Kant and Descartes is indicative that Arner has missed the target. When a series of texts is used at the introductory level to offer a clear exposition of the philosophers’ thoughts, problems, methods, and attempted solutions, it is incumbent on the author to provide a general but thorough introduction to the theme along with appropriate brief introductions accompanying the particular readings. The fact that Arner has failed to do this, paired with the brevity and insignificance of some of the selections makes this book of little value to the student who professes no prior familiarity with the epistemological question.—K.R.M. (shrink)
If there is an age in which philosophy seemed to experience a demise it is the nineteenth century, and yet this was not due to a lack of philosophy nor to the fact that there prevailed an attitude of estrangement from philosophy. Rather, what appeared to be a de-emphasis was merely a replacement of writings by "philosophers" with those by the natural scientist and the humanist. Tatarkiewicz divides his period into three phases distinguishing the era with their peculiar disciplines: 1830-60 (...) marked by positivism, empiricism, naturalism, and dialectical materialism; 1860-80 in which the minimalistic philosophy of positivism reached full bloom; 1880-1900 dominated by minimalism, positivism, scientism and in addition the appearance of opposing doctrines. Although such familiar names as Comte, Mill, Marx, Engels, Spencer, Brentano and Nietzsche find their way into Tatarkiewicz’ book, of greater significance is the manifold of less familiar figures who play a determining role in this period of philosophy. Yet it is not the author’s intent to expound individual doctrines in reference to anything but philosophical currents of the day. Tatarkiewicz focuses on times not men. A very good summary is presented at the end of the book mapping out the social, economic, political, geographic, and religious climate prevalent in the nineteenth century, thus concluding a helpful survey of a period that has been somewhat neglected in the history of philosophy.—K.R.M. (shrink)
This compact book provides a much needed study of Leibniz’ moral philosophy which, unfortunately, has not been given the attention that his metaphysics and logic have received. It is Hostler’s contention that this neglect is an indication that the moral system of Leibniz has been incorrectly viewed as tangential to his other systems which are supposed to be Leibniz’ primary concerns. On the contrary, as Hostler points out, Leibniz’ moral philosophy was largely completed before his metaphysical works which were intended (...) to provide the principles for his ethical system. As Leibniz himself says in the New Essays, "you are more in the tradition of metaphysical thought, whereas I am more interested in ethics." Hostler embarks on his task by orienting us to Leibniz’s general metaphysics and proceeds throughout the study to show the interconnection between his morals and metaphysics. Leibniz’ ethics is traditionally grounded in that he acknowledges the essential relationship between the will, reason, and desire. At the same time he breaks with tradition by introducing two apparently contradictory motives for voluntary action. On one hand he proposes an egoism which aims at one’s own welfare, and on the other hand he proposes an altruism that demands that one should seek the welfare of the other. Hostler’s analysis of the concepts of the good, pleasure, happiness, and perfection shows that the contradiction is only apparent, and that egoism and altruism are reconcilable in Leibniz’ system. The good that I seek for myself is achieved when I do good for others, because in doing good to others I realize a perfection to some degree, and my awareness of that perfection is a source of pleasure which identifies itself as the consciousness of an increase in perfection. Hostler discusses the substantive part of Leibniz’ ethics wherein we find that love tempered by prudence produces justice, the demands of which are binding on all beings possessing reason and free will. Consequently, even God is subject to the moral imperative. As the ens perfectissimum God displays both perfect benevolence and wisdom in all his activities, hence he must create the best of all possible worlds, an act that Leibniz describes as "universal justice." Ultimately it can be seen that the reconciliation between egoism and altruism is explained through the principle of pre-established harmony for what affects one affects the others and every act has infinite consequences. It is only our finite intellect that prevents us from seeing the perfection in every object and thereby choosing it. The choice of the lesser good is a manifestation of that radical finitude. Hostler has presented us with a well organized study of Leibniz’ moral philosophy and has managed to situate it in terms of his philosophy as a whole. The brevity of the volume does not diminish its worth as a fine treatment of the subject.—K.R.M. (shrink)
This is a fine work that purports to serve as an introduction to philosophic problems surveyed from the historical perspective. Hartnack chooses to focus on a single work or theme of those philosophers who have significantly contributed to the development of philosophy starting with Heraclitus and ending with Wittgenstein. He renders concise and uncomplicated accounts that capture the nucleus of the problems. What makes this book stand out among so many other similar endeavors is that the expositions are not only (...) true to the problem but, refreshingly, they say neither too little nor too much. Rather they afford the reader a taste of the author’s wares whetting the appetite to further sample the original sources in hopes of finding the solutions to the problematics offered. For the freshman with little or no previous encounter with philosophy this can be an immeasurable bonus since too often he is victimized by arid and tedious readings. Hartnack makes good use of cross referencing providing the work with a thread of continuity, and it is only in his chapter on Kant’s epistemology that we note a deficiency in this area. Had he spelled out the influence of Hume’s skepticism on Kant’s Critique he might have approached the chapter in terms of the question which seems to be most central to Kant’s project, i.e., "Is metaphysics as a science possible?" rather than start out with an analysis of the antinomies that only indirectly point to this problem. However, if there is a deficiency in this chapter, it is offset by an excellent account of Kant’s moral philosophy. Notwithstanding this negative criticism plus the fact that there are several typographical errors, this is a scholarly accomplishment and deserves to be on the bookshelf of not only the beginning philosophy student who wishes to have a viable resource but also for those who have passed beyond this stage and wish to possess a valuable reference tool. Included at the end is a short but worthwhile bibliography.—K.R.M. (shrink)
This is a systematic and critical account of Berkeley’s philosophy of science. Brook’s intention is to evaluate Berkeley’s analysis of significant scientific concepts, his general theories in optics, physics, and mathematics, and finally Berkeley’s own interpretation and criticism of Newton’s principles. That Berkeley’s writings are pervaded with ambiguities, inconsistencies, and misinterpretations of Newton seems to be the conclusion that Brook reaches, although he does distinguish in the writings the areas in which he feels Berkeley is on target. Berkeley conceived the (...) purpose of science to be the practical mastery of nature, and his philosophy is indicative of a phase in the evolution of a "new" science that had its roots as far back as Galileo who envisioned a universe that could be read off in terms of mathematical relationships. This view entailed the overthrow of traditional physics and its concern with substantial forms and qualitative changes. As Brook points out, the object of physics for Berkeley is a phenomenal order that can at best display only uniformities, efficient causality belongs to the realm of metaphysics. Brook does not go into the metaphysical or historical foundations of Berkeley’s philosophy of science, but his first chapter on the theory of signification presents sufficient background for the more detailed and complex chapters that deal with his theory of vision, philosophy of physics and mathematics. This is not an easy book to read, and the chapter on Berkeley’s mathematics may prove to be especially difficult to those who lack an orientation to this field. Yet Brooks could hardly do better than he does considering the obscurities and obfuscatory trappings that are to be found in the primary sources from which he is working. A good bibliography is included that should serve to facilitate a reading of this book. Brook’s study is the only work to date that takes into account Berkeley’s scientific works as a whole and not just some aspects.—K.R.M. (shrink)
This small volume successfully captures the essential in Kant’s philosophy, his insight and understanding of the a priori as the universal and necessary condition in epistemology and ethics. Knowledge and morality, if they are to qualify as knowledge and morality, must be subjected to principles of universalizability, and it is Kant’s contribution to philosophy that he argues for the non-empirical conditions that make these possible. The author approaches Kant’s theory of knowledge from an untraditional perspective. Rather than start his inquiry (...) with a study of the Transcendental Aesthetic and Transcendental Analytic, Hartnack focuses in on the Transcendental Dialectic giving Kant’s arguments for the first two antinomies and presenting a cursory account of the paralogisms and Transcendental Idea. Hartnack defends his procedure by calling our attention to the fact that it was not primarily Hume’s attack on the necessary connexion of cause and effect that influenced Kant to undertake his transcendental criticism as many scholars believe. By Kant’s own admission which he makes clear in a letter to Christian Garve in 1798 it was the antinomy of pure reason that "first aroused me from my dogmatic slumber and drew me to the Critique of Pure Reason itself in order to resolve the scandal of ostensible contradiction of reason with itself." It was the illegitimate use of reason that prompted Kant to search out the bounds and limits to which reason could legitimately make claim to. Bearing this in mind the present study centers on the dialectical illusion of reason which necessarily implies that it has another side to it, the legitimate and regulative use of reason. Hartnack strongly emphasizes the relationship between the Transcendental Analytic and Transcendental Dialectic and the relationship of the Critique as a whole to the Critique of Practical Reason where the a priori finds its expression in the categorical imperative. The Transcendental Dialectic are as two sides of the same coin. Reason on the one side legitimately applies its categories to the empirical, conditioned, phenomenal object of sense experience. But by nature reason seeks the unempirical, unconditioned, noumenal object which by definition cannot be given, and reason by applying the categories falls prey to the antinomies, paralogisms, and transcendental Idea. Hartnack’s critical account reveals the intimate and dynamic unity within the first Critique and its unity with the Critique of Practical Reason, a synthesis of Kant’s theory of knowledge and theory of morality. Much of what is obscure and obfuscatory in the primary sources is clarified and simplified for us in this work and yet the author has sacrificed none of the depth and dimension that characterize Kant’s writings. Rather in a few pages he has managed to target in on a significant aspect that sheds light and puts into proper perspective Kant’s project as a whole. Here is a case where less is better than more.—K.R.M. (shrink)
An enjoyable and well-written discussion of the change in the conception of politics from David Hume through Jeremy Bentham, and John Stuart Mill to Beatrice Webb. The longest, most interesting, and most useful section is on Hume, who expresses the dominant view of the eighteenth century that "man is a balanced whole whose object is to live decently and enjoyably." The discussion of Hume is the background for a less favorable consideration of Bentham, Mill, and Webb and although the latter (...) half of the book fails to match the first half in depth and interest, it remains a work which can be recommended and read with joy.—K. A. M. (shrink)
Philosophers committed to the task of coming to grips with reality must face the fact that there are no final solutions and the need to question is fundamental to their project. Taking this as his point of departure Clark proposes that questioning is not confined to the philosopher; it marks every self that is confronted with a given empirical order. Before rendering an analysis of the experience of questioning which is the main thrust of this work, Clark outlines the situation (...) of knowledge in which we find two prevailing viewpoints, the spectator approach, and the performative approach. In the former a subjectivism ensues when the knower passively receives the objects creating a solipsistic prison where the objects take residence precluding any response to the world. In this sense there is no appropriation of meanings as "mine." Clark maintains that this is not what occurs. The self does not merely stand against a world of objects, rather through his intentions he modifies the data conferring meaning on it and in doing so validates his own self. The performative account acknowledges the knower as an active constituting agent who not only intends the facts but uses them in his effort to become a self. A series of historical studies is presented examining these two viewpoints in such philosophers as Plato, Aristotle, Aquinas, Descartes, the empiricists, and finally ending with Kant who represents the synthesis of both perspectives. Using the Critiques as his source, Clark suggests that while the theoretical reason of Kant is a spectator approach, practical reason incorporates the performative account where the "I can" verifies the active self who is responsible for its realization. Kant’s endeavor to construct a transcendental analysis is seen by Clark as primarily an enterprise to set up the necessary conditions for knowledge which can be applied in the practical order. The self only questions for a reason, so that it "can" do something. The "I can" presupposes the "I know," but the "I know" presupposes the "I ask." Clark proposes his own transcendental analysis of questioning and asks what structures are necessary for the experience of questioning in general with total disregard for the content of that question. He attempts to show that the experience involves self discovery, for what is revealed will only be revealed through further self questioning which is always subject to modification. Questioning is a unique and personal response to a world in which I find myself and yet I intend the world, bestowing on it the meaning that is necessary for my fulfillment. There is an analogy between this transcendental analysis and Kant’s, although Clark is quick to point out that he has hesitations about Kant’s treatment of time and space which he has somewhat modified to serve as the necessary structures of the experience of questioning. Philosophy has been pregnant with analyses of the self primarily as a knowing agent and perhaps it is now time for a movement towards the direction that Clark is suggesting. This book may provide the stimulus for more thought on the self as a questioner.—K. R. M. (shrink)
Stewart presents a very useful and worthwhile exposition of a part of Hume's philosophy which is often overlooked. Even if one does not share the author's view that Hume "was primarily a political and moral theorist," a reading of this work will show that Hume has much of interest of say in the area. Of particular service is the concise presentation of the more relevant parts of Hume's eight volume History of England. Stewart is a practicing politician and his book (...) clearly demonstrates that a great philosopher such as Hume affords access from many directions, and that philosophic understanding can be enriched by contributions from many sources.—K. A. M. (shrink)
In an attempt to discover that which makes man distinctively human Wilson takes as his starting point two opposing accounts of what distinguishes man from inanimate objects and indicates why both of them are invalid. The Cartesian concept maintains that man is distinct from the inanimate by virtue of his consciousness, the neo-Wittgensteinian views the distinction as one of behavior and interaction explicable in terms of reason and motives. Wilson agrees that emotion and behavior constitute the primary difference between man (...) and the inanimate but that this human type of activity is analyzable in causal terms. He refutes certain anti-causal arguments that posit a non-contingent connection between an emotion and its object. Wilson rightly points out that a necessary proposition is one that is necessarily true, but a relation cannot be true or false, and therefore cannot be necessarily or contingently true or false. In order to prove his thesis that the emotion-object relationship is one of causality the term "object" is restricted to that which has existential status. Emotions referable to non-existent objects are malfounded emotions and not causally connected. Wilson proposes that the problem does not lend itself to a logico-grammatical analysis of statements that assign objects to emotions, but that the approach requires a study in the philosophy of mind. Such an inquiry discloses that emotion is caused by a mental state, i.e., attention to the object in which a thought or belief about the object causes a certain feeling or reaction. After a rather complicated analysis of the emotion-object relationship in which he considers the questions of materialism, free will intentionality, and rationality, Wilson returns to his original concern and concludes that "a person’s action and his end of action make sense and form a coherent whole because they are rooted in a complex network of feelings and attitudes." This is what makes man distinctively human.—K. R. M. (shrink)
This provocative book provides a stimulating study of the self that is somewhat reminiscent of Husserl’s transcendental ego. But for Earle the ego is absolute and infinite, yet so unique and singular that it precludes any descriptive analysis in terms of a universal structure. As the primary and absolute source of objectification the ego is opposed to these "others" to which something "happens" as the necessary is opposed to the contingent. The realm of happening is the realm of existence, and (...) the ego as the constitutive agent of objects and their meanings transcends this world, and in this sense is non-existent. Yet it is, and its mode of being is "eternity." Paradoxically, the self is both absolute and independent, but so relatively dependent on others for its fulfillment that it can only realize itself as a person on the level of intersubjectivity and most significantly in transcendental love. Earle remains insistent on the incommunicability and singularity of the I and maintains that if there is no common nature in which the I partakes neither is there any universal or abstract moral ought. Value is transcendentally grounded and is what I choose it to be and what I decide ought to be. There are some valuable critical accounts found in this work on Husserl, Sartre, and a very fine in depth refutation of James’ theory of memory. For Earle memory is the one essential way for the transcendental ego to preserve itself "amid the distraction and chaos of its chosen existence." The last two chapters are devoted to a phenomenology of horror and death, and although it is somewhat unrelated to the main topic it does make interesting reading. The book is replete with rich material for critical thinking and offers a challenge to investigate the self from a new and what may appear to some a radical approach. An index facilitates the reading.—K. R. M. (shrink)
A scholarly account of an important and previously uninvestigated aspect of Bruno's philosophy. Yates sets out in the historian's careful way to show that "Bruno's philosophy and his religion are one and the same, and both are Hermetic." A treatment of the development of the Hermetic tradition from Ficino and Pico allows the author to show that "the philosophy of the infinite universe and the innumerable worlds... is not... scientific thinking" but a continuation of the tradition which was mistakenly thought (...) to stem from an ancient Egyptian magical religion. Although this is definitely the work of an historian, any philosopher interested in the beginnings of modern science or in Renaissance thought will find it a valuable aid and contribution.—K. A. M. (shrink)
A first attempt to give the essential characteristics of politics and the political order in the context of the most important elements of Heidegger's thought. This well-documented, systematic interpretation of Heidegger's political thought shows that his philosophical principles led to the affirmation of the first four years of national socialism and the authoritarian "Führerstaat." Unfortunately, the discussion is carried on almost entirely in Heidegger's terminology. A useful bibliography and table of Heidegger's works are included—K. A. M.
A practical book for teaching beginning speech is attached to a confusing essay in which rhetoric is said to be the means by which "Man the Talker" can overcome the "crisis in values." Lasswell's analysis of values is said to form the basis of this text book, but what relation the essay on values has to the practical speech book is not made clear.—K. A. M.
An attempt by one of the leading political scientists to "extricate from the total political reality those aspects that can be considered the fundamental processes or activities without which no political life in society could continue." The conceptual framework for a "more complex structure of a theory" is developed around the concepts of demand, support, stress, and input-output. Easton explicitly rejects the discussion of political theory in terms of what he calls political philosophy, but the work is nevertheless of interest (...) to philosophers who have the stamina and interest to wade through a long and over-drawn discussion of the nature of political life.—K. A. M. (shrink)
A comprehensive review of Marxism and its development by Engels, Lenin, and contemporary Soviet philosophers. Two sections of equal length deal with "Marxism as a Philosophy" and "Marxism as a Theory of History." The results of recent scholarship done in many parts of the world are presented in a systematic account of Marx and his relationship to Engels, Lenin and others. In post-Marxian philosophy, major emphasis is placed on the "classical" dialectical materialism, but other types of Marxism are considered as (...) well. Extensive notes and an excellent annotated bibliography are included. This volume will be of use both as a text book and as a resource to those who are interested in Marx or Marxism-Leninism.—K. A. M. (shrink)
Although Ash does put the Marxist position in language familiar to the English reader, both Marxism and moral concepts are not treated in depth. Marxism is primarily a theory which holds values are based in a direct way on economic relations. Recent advances in Marx scholarship or discussions with the Marxist movement are ignored as the attack is focused on the capitalist order.—K. A. M.
This is a fresh and stimulating analysis of the esthetic experience in terms of the import it gives to the role of "affective hazard" in the constitution of the esthetic form. The author, who comes with a background in English literature, proposes that all esthetic experiences have one common feature, their form as felt unity which endows the object with a value that distinguishes it from other objects. The experiencer as one of the terms of the relationship is confronted with (...) a manifold of elements one of which stands out in a hazardous way as an impediment to the union of the terms. Its very hazardousness, however, impregnates the whole structure, and in spite of an apparent obstruction to the order it actually bestows a balance and symmetry that would otherwise be lacking. There is a bending, but no breaking; the fragility itself is a necessary precondition for the form that constitutes the esthetic experience marking the object as a potentiality for some form yet unactualized but implicitly determined. The scholastic notion of being is evident in Slattery’s analysis of form as the principle of "unity," "intelligibility," and "determination." Rather than emphasize the static quality of things she chooses to focus on the object as both open and closed; open to receive many forms but closed in that it is only actualized as one form by a mind who at will chooses it from a manifold of other possible forms which it rejects. Unlike the Aristotelian form which inheres in the thing independent of the experiencer the form in the esthetic object is constituted by an experiencer who is an active participant in the relationship. This active term also confers upon the object its value which defines it as an object of esthetic quality. Interspersed throughout the book are descriptive analyses of various esthetic forms that illustrate what Slattery means by the decisive role of "affective hazard," and it is here that she is at her best. So well does she capture the essence of the dynamic richness peculiar to the esthetic object that she evokes in the reader an affective excitement and an awareness of a felt unity. This in itself verifies her thesis, and we could only have wished that she furnished us with more of the heightening experiences.—K. R. M. (shrink)
A series of lectures on the problems of eternal peace, the nature of democracy, the role of education, and the philosophical and political background of the first amendment. Through the discussions, the question of the role of political theory is raised.—K. A. M.
The author of Rasse, Volk, Kultur and editor of Das Deutsche in der deutschen Philosophie offers his opinions on a wide range of topics. The essence, kinds and limits of knowledge of the natural and the human sciences, and of philosophy are all "discussed" in a hundred pages. Attacks are made on pragmatism, Darwinism, atomism and behaviorism.--K. A. M.
A new translation of five dialogues of Bruno translated in 1950 by Sidney Greenberg in The Infinite in Giordano Bruno under the title "Concerning the Cause, Principle and One." A rather superficial introduction fails to substantiate the claim that the "materialistic dialectic" is the core of Bruno. It is not clear why a new translation is needed, except for the fact that Greenberg's book is unfortunately out of print.—K. A. M.
Sixteen authors ranging from Plato to Gandhi are used to provide a "comprehensive source book in the area of social and political philosophy." About forty pages of texts are provided from each author, but many of the selections have been edited extensively. Although there are no selections from the period between Aristotle and Machiavelli, more recent figures, such as Thoreau, Engels, Mussolini and Hitler are included.--K. A. M.
A thorough historical account of the unsuccessful attempt by the Philosophic Radicals to establish an independent political party in the 1830's. Although definitely an historical, rather than a philosophical treatment of the early followers of John Mill, it does give a great deal of detailed information on a relatively unknown and unsuccessful period of J. S. Mill's life—K. A. M.
A collection of articles in English, German and French by fourteen Hungarian authors. Of particular interest and value is "Über die erkenntnistheoretischen Ansichten des jungen Marx" by György Markus. Although the footnotes are full of criticisms of the "revisionists", the early Marx is taken seriously as a philosophical thinker in his own right, and an effort is made to lay out what might be a theory of knowledge for this early Marx. Other articles of interest are by Edit Rózsahegyi, "The (...) Place and Role of Purpose in the Process of Cognition" and a criticism of Heisenberg by A. Szabó. On the whole, the articles are genuinely philosophical and deserve attention, although long, boring and dogmatic pieces such as "Objective Contradiction" by G. Tamás, and "Communism and Conditions for the Development of Personality" by A. Wirth are also present.--K. A. M. (shrink)
Greenleaf combines solid historical scholarship with philosophical understanding in this useful and detailed study of political thought in 16th and 17th century England. The first half of the book reconstructs the position of the royalists and argues that the philosophical defense of absolute monarchy is much stronger than Locke would lead us to believe in his attack on Filmer. After a chapter on Bodin the empiricists are discussed as the forerunners of empirical and historical study of politics. The concluding chapter (...) summarizes the discussion and establishes the background for Locke's political writings.—K. A. M. (shrink)
Using electromagnetic levitation in combination with the oscillating drop technique and drop calorimeter method, the surface tensions and specific heats of undercooled liquid Co-10 wt% Mo, Co-26.3 wt% Mo, and Co-37.6 wt% Mo alloys were measured. The containerless state during levitation produces substantial undercoolings up to 223 K , 213 K and 110 K respectively for these three alloys. In their respective undercooling ranges, the surface tensions were determined to be 1895 m 0.31, 1932 m 0.33, and 1989 m 0.34 (...) mN m m 1 . According to the Butler equation, the surface tensions of these three Co-Mo alloys were also calculated, and the results agree well with the experimental data. The specific heats of these three alloys are determined to be 41.85, 43.75 and 44.92 J mol m 1 K m 1 . Based on the determined surface tensions and specific heats, the changes in thermodynamics functions such as enthalpy, entropy and Gibbs free energy are predicted. Furthermore, the crystal nucleation, dendrite growth and Marangoni convection of undercooled Co-Mo alloys are investigated in the light of these measured thermophysical properties. (shrink)
Since the beginning of the 20th Century to the present day, it has rarely been doubted that whenever formal aesthetic methods meet their iconological counterparts, the two approaches appear to be mutually exclusive. In reality, though, an ahistorical concept is challenging a historical analysis of art. It is especially Susanne K. Langer´s long-overlooked system of analogies between perceptions of the world and of artistic creations that are dependent on feelings which today allows a rapprochement of these positions. Krois’s insistence on (...) a similar point supports this analysis. - I - Unbestritten bis heute gilt, formwissenschaftliche und ikonologische Methoden scheinen sich grundsätzlich auszuschließen, da die ersteren auf ahistorischen und die letzteren auf historischen Grundlagen aufbauen. Dem entgegen soll mit diesem Beitrag gezeigt werden, wie insbesondere die Forschungen Susanne K. Langers und ergänzend diejenigen von John M. Krois eine Annäherung beider Positionen ermöglichen. (shrink)
A la hora de describir aquellos elementos que intervienen en la situación hermenéutica desde la cual comprendemos e interpretamos la realidad, es posible poner el acento en unos aspectos u otros. Mientras que la interpretación tradicional de la propuesta hermenéutica de Heidegger ha hecho hincapié en el modo previo de ver, el lenguaje de la comunidad o incluso las cosas mismas objeto de interpretación son puestas de relieve en el modelo hermenéutico de la antropología del conocimiento de Apel. A comparar (...) críticamente ambas propuestas está dedicado el presente trabajo, con el objetivo de señalar las ventajas que la transformación gnoseo-antropológica de la situación hermenéutica presenta en el panorama filosófico actual. When it comes to describe the ingredients of the hermeneutic situation from which reality is understood and interpreted, it is possible to emphasize some of them or others. Whereas the traditional interpretation of Heidegger's hermeneutic proposal has highlighted the previous way of seeing, the community language or even the things themselves subject of interpretation are emphasized in the hermeneutic model of Apel's anthropology of knowledge. The main aim of this paper is to compare and evaluate both proposals, showing the advantages of the gnoseo-anthropological transformation of the hermeneutic situation within the contemporary philosophical framework. (shrink)
Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)
When Wittgenstein moved from Manchester to Cambridge he was following a path from the study of the natural sciences to the study of philosophy which was then not unusual, and has since become increasingly common. Russell had preceded him in that intellectual emigration and many more were to follow. Of the three philosophy departments I have been in, two were headed by natural scientists. Both my research supervisors in philosophy were natural scientists. Less surprising, but still significant, a considerable proportion (...) of Presidents of the British Society for the Philosophy of Science were originally trained as natural scientists. Yet it is a subject still unrecognized by the Royal Society. The editors of both the British Journal for the Philosophy of Science and the journal Analysis were both originally natural scientists. Eminent scientists seem to feel impelled to discuss there own subjects in a wider context of philosophy. Bohr, Schrodinger, Kilmister, Hoyle, Hawking and Penrose, are but a few from a long list. (shrink)
Abstract Daniel H. H. Ingalls referred to Gaudap?da's M?nd?kya K?rik?, a very early Advaita text, as ? ... the most puzzling perhaps, of all Sanskrit philosophical texts?. This article shows that some of the philosophical quandaries associated with this text are the result of inappropriately imposing a graphic and prose model of textuality upon a text composed in the k?rik? (memorial verse) genre and in an oral cultural context. Developing a model of textuality consistent with the literary genre and cultural (...) context, the article is not only able to resolve some of the philosophical problems associated with the text, but also raises the possibility that this inappropriate hermeneutical process has contributed to mislabelling Gaudap?da as an idealist. (shrink)