Dieser Band präsentiert den Text der Originalausgabe von 1907, drei weitere Arbeiten über ein optisches Paradoxon sowie sieben bisher unveröffentlichte Basisuntersuchungen zum Problem Sinneswahrnehmungen, die Brentano in eine zweite ...

Dem durch Kant verschütteten Verständnis der aristotelischen Kategorienlehre brach schon Brentanos erste Schrift 'Von der mannigfachen Bedeutung des Seienden nach Aristoteles' Bahn. Zu ihrem Thema kehrt er in den hier vereinten Diktaten aus seinem letzten Jahrzehnt zurück.

Epistemology is the study of knowledge and justified belief. Belief is thus central to epistemology. It comes in a qualitative form, as when Sophia believes that Vienna is the capital of Austria, and a quantitative form, as when Sophia's degree of belief that Vienna is the capital of Austria is at least twice her degree of belief that tomorrow it will be sunny in Vienna. Formal epistemology, as opposed to mainstream epistemology (Hendricks 2006), is epistemology done in a formal way, (...) that is, by employing tools from logic and mathematics. The goal of this entry is to give the reader an overview of the formal tools available to epistemologists for the representation of belief. A particular focus will be the relation between formal representations of qualitative belief and formal representations of quantitative degrees of belief. (shrink)

Äußerliche Argumente für die Behauptung, daß es gar keiner Beweise für das Dasein Gottes bedürfe . . . Leichtigkeit, mit der die Kinder den Glauben an Gott annehmen, und Übereinstimmung aller Völker in ihm deuten darauf, daß er priori ...

Alfred North Whitehead, although probably known best for his collaborative work with Bertrand Russell on the Principia Mathematica, also developed an original theory of learning and instruction which has much to offer for our times. His theory will be discussed in this paper. In order to do so, two criteria are first developed which in their combination give rise to five categories: radical behaviorism, cognitivism, and radical constructivism, with the intermediary categories of moderate behaviorism and moderate constructivism. A great number (...) of educational researchers are ascribed to one of these five categories. After discussing the shortcomings of the three major philosophical proponents of these three major educational approaches (Hume, Kant, and Berkeley), the basic assumptions of Whitehead’s philosophy of organism are presented, and his assumptions concerning learning and teaching are discussed in view of it. Finally, it is shown that Whitehead’s organismic philosophy is able to offer a frame for integrating Behaviorism, Cognitivism, and Constructivism, thereby solving a long standing scandal of education. (shrink)

After an exposition of the importance of the concept of diachronic identity and a short sketch of the bewildering confusion concerning the meaning of the terms intimately connected to it, an outline of the basic features of Whitehead’s process approach is presented in as far as it is relevant for the topic of the human person and identity. In a further step, Whitehead’s concept of ‘person’ as nested in this approach will be discussed and the dilemma between securing human identity (...) on the one side and accounting at the same time for its flexible adaptivity to the environment on the other, will be elaborated. Then the concepts of strict and partial identity and the problem of the fragility of human identity, and even its possible loss, and how identity can be secured within this processorganismic conception of ‘person’ will be dealt with. Finally, the sources of partial diachronic identity within the framework of process philosophy will be discussed. (shrink)

Die Wissenschaft der Manufakturperiode.--Der Begriff des Naturgesetzes.--Naturrecht und Gesellschaftsvertrag.--Die neue Moral und die neue Theologie.--Descartes.--Gassendi.--Hobbes.--Pascal.

Dans son ouvrage de 1874, repris et complété en 1911, puis augmenté à nouveau par une série d’appendices tardifs, dans l’édition procurée par Oscar Kraus, en 1924, Brentano n’est pas seulement celui qui ouvre le dossier très complet des questions psychologiques débattues dans l’après-Kant et jusqu’à la fin du XIXe siècle, dans l’espace intellectuel germanique, mais aussi et principalement anglophone; pas seulement celui qui, à la faveur de la redéfinition, à la fois très ancienne et novatrice, des phénomènes psychiques, caractérisés (...) par l’inexistence intentionnelle de leur objet immanent, ouvre la voie à un nouveau développement de la psychologie, ni rationnelle, ni expérimentale, mais proprement empirique, celle-là même qui se transformera ensuite en psychologie descriptive, puis phénoménologie; par la diversité de son « École », dont on mesure mieux aujourd’hui le rayonnement et la fécondité , par la richesse et le rayonnement de sa propre pensée en philosophie morale, théorie de la connaissance, logique, ontologie, Brentano est enfin reconnu en France – comme c’est déjà le cas depuis longtemps dans beaucoup de pays anglosaxons – comme une figure majeure, après Bolzano, de l’histoire de la philosophie autrichienne et comme un puissant interlocuteur encore présent dans les débats les plus contemporains en philosophie de l’esprit ou en ontologie. (shrink)