Si la vie est une évolution, alors elle doit expliquer jusqu'à la connaissance, l'intelligence, la science et la technique de l'homme, l'homo faber ; si il y a en elle de la création, alors ce n'est pas un postulat extérieur, mais dans son histoire et dans notre vie même qu'on doit l'expérimenter. dans L'évolution créatrice, Bergson pousse ainsi la théorie de l'évolution et l'expérience de la " durée " jusqu'au bout, sans admettre ni une création transcendante ni une vie sans (...) émergence ou nouveauté. Les conséquences traversent toute la science, la théorie de la connaissance, et la philosophie, de 1907 à aujourd'hui. La première édition critique des œuvres de Bergson, dans laquelle s'inscrit le présent volume, répond à un double principe : offrir d'abord le texte intégral du livre tel que l'a publié Bergson, dans sa pagination de référence inchangée ; le compléter ensuite par un dossier comportant des notes historiques et philosophiques ainsi que les variantes éventuelles du texte, une table analytique de l'ouvrage, une série originale d'index, une anthologie des " lectures " majeures et une bibliographie commentée. (shrink)

SummaryThis paper is divided into two parts. The first sketches an interpretation of the thing in itself, the noumenon and the transcendental object which clarifies the connection between these conceptions and shows that each has a “critical” function. This is accomplished by linking them with transcendental reflection. It is shown that such reflection requires the distinction between two ways of considering an object and that “noumenon” and “transcendental object” characterize alternative descriptions of an object considered as it is in itself. (...) The second part deals with the problem of affection. Although the theory of “transcendental” or “double affection” is rejected, it is argued that affection, like objects, can be considered from two points of view . Thus, while there is no distinct event entitled “transcendental affection”, there is a transcendental consideration of affection. Moreover since such a consideration involves analytic judgments about how the affecting object must be thought, the appeal to categories such as causality does not violate “critical” structures. (shrink)

" Vivid . . . immense clarity . . . the product of a brilliant and extremely forceful intellect." — Journal of the Royal Naval Scientific Service "Still a sheer joy to read." — Mathematical Gazette "Should be read by any student, teacher or researcher in mathematics." — Mathematics Teacher The originator of algebraic topology and of the theory of analytic functions of several complex variables, Henri Poincare (1854–1912) excelled at explaining the complexities of scientific and mathematical ideas to (...) lay readers. Science and Method, written in 1908, has been appreciated by a wide audience of nonprofessionals and translated into many languages. It defines the basic methodology and psychology of scientific discovery, particularly in regard to mathematics and mathematical physics. Drawing on examples from many fields, it explains how scientists analyze and choose their working facts, and it explores the nature of experimentation, theory, and the mind. 1914 edition. Translated by Francis Maitland. (shrink)

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Dans cet essai, nous voudrions contribuer à offrir une compréhension adéquate de l’usage par Quine du prédicat de vérité dans la formulation des lois logiques. L’enjeu est central : puisque la « logique poursuit la vérité dans l’arbre de la grammaire » en généralisant sur des phrases exemplifiant la même structure logique au moyen du prédicat de vérité, commettre un contresens sur ce point, c’est se rendre incapable de comprendre adéquatement la relation interne entre logique et vérité. La méthode adoptée (...) consiste à corriger certaines confusions répandues au sujet de la relation entre logique, vérité et montée sémantique. (shrink)

Idées politiques et économiques au XVIe siècle.--Vie et écrits de Jean Bodin.--Analyse et commentaire de la République.

La relation de Descartes a saint Augustin a souvent ete etudiee. Tous les historiens de Descartes y font plus ou moins allusion, en particulier a l'occasion du cogito, quand ils pensent aux sources de sa philosophie: ceux de saint Augsuti aussi, quand ils envisagent l'influence de sa doctrine. Si le present livre reprend les diverses questions que cette relation peut poser, c'est evidemment avec la volonte de les voir sous un autre eclairage.

This paper assesses the prospects of combining the distinctive strengths of the two major educational research programs of critical thinking and critical pedagogy—or, described more accurately, overcoming their shared limitations—in a new and superior educational objective called criticality. Several recent proposals explore the possibilities of engaging in bridge-building between these camps. The plan is that the distinctive strengths of these paradigms—the logical and epistemological precision of critical thinking together with the socio-political consciousness of critical pedagogy—could complement each other, while the (...) associated adjustments to the overall picture could also help us to address their shared shortcomings. This gives us a new and more grounded educational goal of criticality, as suggested and developed independently by a growing number of thinkers. This article joins the ongoing conversation but provides a more counterreactionary tone by striving to vindicate the traditional mainstream conception of critical thinking. I maintain that despite their admirable ambitions, the various expressions of criticality do not succeed in combining the best parts of critical thinking and critical pedagogy, since on a deep metatheoretical level these two paradigms have irreconcilable core principles. First, I argue that the depiction of the failures of critical thinking used to motivate criticality is to a large degree a straw man: in actuality, the existing conceptualization of critical thinking can already do the desired extra socio-political educational work, so there really is no pressing need for the suggested augmentations. Second, the traditional worries of indoctrination, which have followed critical pedagogy since the inception of this educational movement, still remain unresolved within criticality. The only way to address this concern successfully is to lean on critical thinking as the core of our educational theory, bringing us right back to where we started. (shrink)

This volume presents a collection of about 80 very brief, accessible essays written by international experts from medicine, social sciences, and the humanities, ...

Volume 20, Issue 7, July 2020, Page W1-W1.

At the beginning of his career in the 1920s, Adorno sketched a plan to write a major work on the theory of musical reproduction, a task he returned to time and again throughout his career but never completed. The choice of the word reproduction as opposed to interpretation indicates a primary supposition: that there is a clearly defined musical text whose precision exceeds what is visible on the page, and that the performer has the responsibility to reproduce it as accurately (...) as possible, beyond simply playing what is written. This task, according to Adorno, requires a detailed understanding of all musical parameters in their historical context, and his reflections upon this task lead to a fundamental study of the nature of notation and musical sense. In the various notes and texts brought together in Towards a Theory of Musical Reproduction, one finds Adorno constantly circling around an irresolvable paradox: interpretation can only fail the work, yet only through it can musics true essence be captured. While he at times seems more definite in his pronouncement of a musical scores absolute value just as a book is read silently, not aloud his discourse repeatedly displays his inability to cling to that belief. It is this quality of uncertainty in his reflections that truly indicates the scope of the discourse and its continuing relevance to musical thought and practice today. (shrink)

RésuméNous introduisons la notion de structure algébrique dynamique, inspirée de l'évaluation dynamique et de la théorie des modèles. Nous montrons comment cette notion constructive permet une relecture de la théorie d'Artin-Schreier, avec la modification capitale que le résultat final est alors établi de manière constructive. Nous pensons que ce que nous avons réalisé ici sur un cas d'école peut être généralisé à des parties significatives de l'algèbre classique, et est donc une contribution à la réalisation du programme de Hilbert pour (...) l'algèbre classique.We introduce the notion of “Dynamic Algebraic Structure” inspired by Dynamic Evaluation and Model Theory. We show that this constructive notion allows a rereading of the Artin-Schreier-Robinson solution for the 17th Hilbert Problem. So, once we know how to reread the proofs, this kind of abstract theory contains an algorithm which computes the concrete result . Our method gives a constructive semantic for certain parts of abstract classical mathematics.The idea is the following: replace the classical algebraic structures “constructed” by Choice and Principle of Third Excluded Middle , by DAS and dynamic evaluations of these DAS. Then TEM is replaced by construction of branching in the trees of dynamic evaluation of the DAS. If Choice is used in the form of Godel completeness theorem, it is not really necessary to use it for obtaining concrete results: in DAS, Choice is simply replaced by … nothing!. This is because the classical proof is by contradiction: “if there were not a sum of squares then some formal theory would admit a pathological model”. The constructive reasoning is more direct: since the pathological theory proves 0 = 1 we know how to construct the sum of squares … and classical models have disappeared in the proof. They are replaced by dynamic evaluations of DAS. We think that we have given, for an academic example, a new method, realizing a kind of Hilbert Program for significant parts of classical algebra. (shrink)