This essay on the social history of logic instruction considers the programmatic writings of Carnap/Neurath, but especially in the widely read book by Lillian Lieber, Mits, Wits and Logic, where Mits is the man in the street and Wits the woman in the street. In the ‘pre-Toulmin’ days it was seriously argued that the intense study of formal logic would create a more rational frame of mind and have many beneficial effects upon the social and political life. It arose from (...) the conviction that most metaphysical conundrums, religious and political problems and even fanaticism had their root in the irrationality of ordinary discourse, which had to be replaced by the more logical ‘ideal language’ of Principia Mathematica. The enthusiastic promotion of formal logic occurred at a time when it was widely thought that minds could be ‘made over’, ‘reprogrammed’ by proper intervention. This stands in stark contrast to the motivation for teaching informal logic and critical thinking, as it becomes apparent in a 1981 exchange between Ralph Johnson and Gerald Massey in Teaching Philosophy. Most of this essay focuses on Lillian Lieber, an earnest and enthusiastic advocate of the cause of formal logic, and on the reasons for the widespread conviction that, for the sake of peace and social harmony, formal logic should, if possible, be taught to every man, woman and child. (shrink)

This chapter discusses the ordering of color percepts, and starts by presenting an overview of the critical issues surrounding the topic and by examining the relationship between stimuli and percepts. Certain types of variability were found by experimental psychology in the relationship between stimulus and response as a result of observation conditions. In the twentieth century, the view that the normal human color-vision system has a standard implementation and that all perceptual data are appropriately treated with normal statistical distribution methodology (...) became the standard paradigm. However, the idea that the large number of color percepts humans can experience must fit into some kind of ordering system is an old one, going as far back to Aristotle and his proposed color categories based on a scale of chromatic colors between white and black. The strengths and limitations of the more recently developed kinds of color order systems are also touched upon here. (shrink)

Berger and Miller argue that contemporary medical education directed toward “cultural competency” fails to address the structural inequities and systemic racism underpinning health dispariti...

Paul Churchland proposed a conceptual framework for translating reflectance profiles into a space he takes to be the color qualia space. It allows him to determine color metamers of spectral surface reflectances without reference to the characteristics of visual systems, claiming that the reflectance classes that it specifies correspond to visually determined metamers. We advance several objections to his method, show that a significant number of reflectance profiles are not placed into the space in agreement with the qualia solid, and (...) produce two sets of counterexamples to his claim for metamers. (shrink)

This is the first full English translation of Bernard Bolzano's masterwork, the Theory of Science (1837)--a monumental and revolutionary study in logic, epistemology, heuristics, and scientific methodology. Each volume includes an introduction which illuminates the historical context of Bolzano's work and its continuing relevance.

According to general relativity, we live in a four-dimensional curved universe. Since the human mind cannot visualize those four dimensions, a popular analogy compares the universe to a two-dimensional rubber sheet distorted by massive objects. This analogy is often used when teaching GR to upper secondary and undergraduate physics students. However, physicists and physics educators criticize the analogy for being inaccurate and for introducing conceptual conflicts. Addressing these criticisms, we analyze the rubber sheet analogy through systematic metaphor analysis of textbooks (...) and research literature, and present an empirical analysis of upper secondary school students’ use and understanding of the analogy. Taking a theoretical perspective of embodied cognition allows us to account for the relationship between the experiential and sensory aspects of the metaphor in relation to the abstract nature of spacetime. We employ methods of metaphor and thematic analysis to study written accounts of small groups of 97 students who worked with a collaborative online learning environment as part of their regular physics lessons in five classes in Norway. Students generated conceptual metaphors found in the literature as well as novel ones that led to different conceptions of gravity than those held by experts in the field. Even though most students showed awareness of some limitations of the analogy, we observed a conflict between students’ embodied understanding of gravity and the abstract description of GR. This conflict might add to the common perception of GR being counterintuitive. In making explicit strengths and weaknesses of the rubber sheet analogy and learners’ conceptual difficulties, our results offer guidance for teaching GR. More generally, these findings contribute to the epistemological implications of employing specific scientific metaphors in classrooms. (shrink)

Ricoeur developed a very elaborated philosophy of religion. At the same time, he always moved along interdisciplinary borders of philosophy, theology, exegesis, historical and language sciences. His religious concerns are in this sense related to pre-philosophical experiences that within certain fields lend themselves to hermeneutical articulation. His analysis of the Scriptures in terms of narrativity deals with biblical texts. However, he doesn’t speak as a theologian,but as a philosopher, since the question of a philosophical and theological hermeneutics is from his (...) own point of view closely related to the fundamentaltension between autonomy and heteronomy. This paper regards his work as a new form of French philosophy of religion, and as a result of this includes a criticalconsideration of the pre-textual sphere understood as an absolute “priority”. This absolute “priority” should be presupposed by any hermeneutics of the written revelation, even when it is not able to provide a final response to its radical-phenomenological implications. (shrink)

Schule und Hochschule sind als als dispositive Ordnung in diversen Texten thematisiert worden, etwa bei Michel Foucault und Michel Serres zum Spannungsfeld von Unterwerfung und Selbstbestimmung. Die performative Beschreibung der Schulsituation durch Elise v. Bernstorff ermöglicht dabei eine neue Perspektive auf das Dispositiv von Klang und Zeit, der hier nachgegangen wird.

Originally presented as the author's thesis (doctoral)--Universit'at Erlangen-N'urnberg, 1981.

Gibt es einen spezifisch "linken" Kitsch in Abgrenzung zu politisch "rechtem"? Dieser vernachlässigten, für das Verständnis "linken Denkens" seit der Französischen Revolution aber wichtigen Frage gehen die Beiträge dieses Bandes nach.0Gezeigt wird, dass "linkes" Denken aus ganz anderen Gründen kitschanfällig ist als sein "rechtes" Pendant, auch wenn die Pathosformeln sich mitunter frappierend ähneln. Denn während rechte Ideologien den Veränderungsdruck der Moderne kompensieren, streben linke eher danach, ihn nach dem Motto "Mehr desselben" zu überbieten. Dieses Phänomen »linker Kitsch± nimmt der Band (...) in historischer und theoretischer Hinsicht anhand von sprachlichen, bildlichen und filmischen Beispielen in den Blick, sodass es in seinem konstitutiv transmedialen Charakter zur Geltung kommt. (shrink)

T. 1. Synthese und Theorie. Trägerschichten.

This book examines the presence of idealism in modern philosophy from the seventeenth century to the turn of the twenty-first. We define idealism proper as the position that reality is ultimately mental or conceptual in nature, to be contrasted to materialism or physicalism. So defined, idealism has hardly been a popular view, at least in the twentieth century. But we distinguish between metaphysical and epistemological arguments for idealism, and argue that while the former have rarely been popular, the latter are (...) so, and present in many philosophers who would hardly call themselves idealists. We conclude that metaphysical arguments in favor of a reduction of all reality to either mind or matter are highly questionable, because we have no reason to believe that we have arrived at an adequate understanding of either. However, epistemological arguments in favor of idealism that point to some version of conceptual idealism or other are indeed difficult to avoid. (shrink)

Die Untersuchung der wallonischen consolatio-Übersetzung führte zur Entdeckung und Neudatierung eines lateinischen consolatio-Kommentars, der auch von Jean de Meun benutzt wurde. Somit kann durch Gegenüberstellung von Vorlage und Übersetzung an einem konkreten Beispiel Einblick in die Übersetzungspraxis im Mittelalter gewonnen werden.

Maine de Biran (1766-1824) has rarely been thought of as a forerunner of phenomenology in German speaking countries, although mere self-apperception, which follows the primacy of practical transcendentality, surfaces in his analysis. Examining the differential lecture of the sense of touch, as well as the ‚Metaphysics of the Hand‘ by J. Derrida, the author questions his monistic premises to perceive the immediacy of any initial endeavour as a motion, which originates in the possibility of life itself. This result in combination (...) with the sensitivity of the skin leads to a radical phenomenological description of immanent self-manifestation in the flesh, bodily subjectivity and the visibility of flesh as body. (shrink)