Immanuel Kant's work changed the course of modern philosophy; Karl Ameriks examines how. He compares the philosophical system set out in Kant's Critiques with the work of the major philosophers before and after Kant. Individual essays provide case studies in support of Ameriks's thesis that late 18th-century reactions to Kant initiated an "historical turn," after which historical and systematic considerations became joined in a way that fundamentally distinguishes philosophy from science and art.

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Alfred Stein, em memória de quem esse artigo é dedicado, mantinha, enquanto filósofo da história, a crença em valores absolutos como obsoletos bem como, enquanto filósofo da ética, o convencimento sobre a aleatoriedade relativista-cultural na valoração moral da ação humana. De uma tal valoração aparece indicado reconstruir a ação adequadamente, ou seja, compreendê-la intencionalmente e explicá-la por meio da causalidade. No decorrer desse compreender e desse explicar, se deve fazer uma referência a isso que Stern com, entre outros, Blaise Pascal, (...) chama de “a condição humana” (la condition humaine): o fato de que o humano é um ser consciente de si mesmo, de que ele é determinado por uma vontade de autopreservação, de que ele ama e odeia, de que ele sofre, busca escapar do sofrimento, de que ele sabe de sua mortalidade e, por fim, morre. De maneira semelhante à anthropéia physis de Thukydides, essas condições variantes resultam decorrer de ação bem diferentes e padrões de comportamento, de acordo com as especificidades da situação histórica – parecido com como um balão sobe, sob o efeito da mesma lei da gravidade, uma pedra, entretanto, cai ao chão. Seguindo essa construção compreensivo-explicativa da ação, vêm a sua valoração moral. Esta é, com Stein, guiada pelo princípio da liberdade como de um ser-livre de pressão e pelo princípio da maior minimização possível do sofrimento humano. (shrink)

Karl Pfeifer argues against Searle's "Connection Principle" which requires that unconscious intentional mental states must be in principle accessible to consciousness.

A brief historical comment on scientific knowledge as Socratic ignorance -- Some critical comments on the text of this book, particularly on the theory of truth Exposition [1933] -- Problem of Induction (Experience and Hypothesis) -- Two Fundamental Problems of the Theory of Knowledge -- Formulation of the Problem -- The problem of induction and the problem of demarcation -- Deductivtsm and Inductivism -- Comments on how the solutions are reached and preliminary presentation of the solutions -- Rationalism and empiricism-deductivism (...) and inductivism -- The possibility of a deductivist psychology of knowledge -- The Problem of Induction -- The infinite regression (Hume's argument) --The inductivist positions -- The Normal-Statement Positions -- The normal-statement positions: naive inductivism, strict positivism and apriorism -- Critique of strict positivism - twofold transcendence of natural laws -- The transcendental method - presentation of apriorism -- Critique of apriorism -- Kant and Fries -- Supplement to the critique of apriorism. (Psychologism and transcendentalism in Kant and Fries.-On the question of the empirical basis.) -- Probability Positions -- The probability positions - subjective belief in probability -- Statements about the objective probability of events -- Probability as an objective degree of validity of universal empirical statements -- One way of more closely defining the concept of the probability of a hypothesis (primary and secondary probability of hypotheses). The concept of simplicity -- The concept of the corroboration of a hypothesis - positivist, pragmatist and probabilistic interpretations of the concept of corroboration -- The infinite regression of probability statements -- Pseudo-Statement Positions -- The pseudo-statement positions: new formulation of the problem -- Natural laws as "instructions for the formation of statements" -- "True - false" or "useful - useless"? Consistent pragmatism --Difficulties of consistent pragmatism -- Tool and schema as purely pragmatic constructs -- Natural laws as propositional functions -- Conventionalism -- The pseudo-statement positions will temporarily be put away: conventionalism -- The three interpretations of axiomatic systems. (The circle of problems surrounding conventionalism) -- Conventionalist implicit and explicit definitions Propositional function and propositional equation -- Conventionalist propositional equations as tautological general implications -- Can axiomatic-deductive systems also be understood as consequence classes of pure propositional functions (of pseudo-statements)? -- The coordinative definitions of empiricism: synthetic general implications -- Conventionalist and empiricist interpretations, illustrated by the example of applied geometry -- Strictly Universal Statements and Singular Statements -- Implication and general implication -- General implication and the distinction between strictly universal and singular statements -- Universal concept and individual concept-class and element -- Strictly universal statements-the problem of induction and the problem of universals -- Comments on the problem of universals -- Back to the Pseudo-Statement Positions -- Return to the discussion of the pseudo-statement positions -- Symmetry or asymmetry in the evaluation of natural laws? -- The negative evaluation of universal statements. Critique of the strictly symmetrical interpretation of pseudo-statements -- An infinite regression of pseudo-statements -- An apriorist pseudo-statement position -- Interpretation of the critique up to this point; comments on the unity of theory and practice -- A last chance for the pseudo-statement positions -- Pseudo-Statement Positions and the Concept of Meaning -- The concept of meaning and logical positivism -- The concept of meaning and the demarcation problem-the fundamental thesis of inductivism -- Critique of the inductivist dogma of meaning -- Fully decidable and partially decidable empirical statements-the antinomy of the knowability of the world. (Conclusion of the critique of the pseudo-statement positions.) -- The dialectical and the transcendental corroboration of the solution -- Is the problem of induction solved? (shrink)

Bertrand Russell described this study, with its companion volume on Hegel and Marx, as 'a work of first-class importance which ought to be widely read for its masterly criticism of the enemies of democracy, ancient and modern. His (Popper's) attack on Plato, while unorthodox, is in my opinion thoroughly justified. His analysis of Hegel is deadly. Marx is dissected with equal acumen, and given his due share of responsibility for modern misfortunes. The book is a vigorous and profound defence of (...) democracy, timely, very interesting, and very well written'. 'A powerful and important book. It is a criticism of a set of dogmas which underlie the most influential political theories, and in consequence powerfully affect the actual conduct of human affairs. Dr Popper writes with extreme clarity and vigour. His studies in Greek history and Greek thought have obviously been profound and original. Platonic exegesis will never be the same again. Nor, I think, will Marxist exegesis. Readers should not miss studying the notes collected at the end of the two volumes.' - Gilbert Ryle, Mind. (shrink)

Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, _Knowledge-building_ offers the first primer in this fast-growing approach. Through (...) case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics. (shrink)

Kants Ethik zeigt das typische Profil einer klassischen Theorie: Sie präsentiert im Kontext jeder Zeit neue und überraschende Perspektiven. 200 Jahre nach dem Tod Kants ist die AuseinanderSetzung mit seiner Ethik keineswegs auf das philologische oder philosophiehistorische Interesse beschränkt. Vielmehr ist sie eine der wenigen Beispiele für den Sachverhalt, dass mit dem zeitlichen Abstand der Entstehung eines Werks die systematische Bedeutung immer noch zunehmen kann. Heute werden die großen ethischen Themen der Gegenwart, von den Menschenrechten bis zur Bioethik, nicht ohne (...) ausdrücklichen Bezug auf Kants Ethik behandelt. In diesem Band werden Beiträge vorgelegt, die durchgehend ein systematisches Interesse verfolgen. Sie rekonstruieren ausgehend von einem exegetisch gesicherten Ort im Werk Kants die Erträge für die gegenwärtige Philosophie. Mit Kant wird gleichsam über den ursprünglichen Horizont seines Denkens hinausgegangen. Dabei zeigt sich, dass die kantische Ethik nicht nur auf den ihr vertrauten Gebieten von Gerechtigkeit, Autonomie, Verbindlichkeit und Recht Bedeutendes leistet, sondern auch zum Problem der Motivation Lösungsvorschläge bereithält - einem Bereich, der lange Zeit als ihr Schwachpunkt angesehen worden ist. (shrink)

TRANSLATOR’S PREFACE: From 1808 to 1816, Hegel served as professor of philosophy and headmaster of a gymnasium in Nuremberg. He lectured on a wide variety of subjects - from logic and ethics to phenomenology and metaphysics - and prepared a series of notebooks which he used as the basis of his lectures. Students made their individual transcriptions of his oral dictations, and Hegel would revise these, in a steady stream of redactive work over the years. In 1838, seven years after (...) Hegel’s death, the notebooks-cum-transcriptions were found by Karl Rosenkranz, who edited and put them together for publication as Hegel’s Philosophische Propaedeutik. This became Volume 18 of Hegel’s Werke. Rosenkranz wrote a lively foreword to the volume, discussing Hegel’s approach to teaching and his views on the role of philosophy in secondary-school education. To this, Rosenkranz added his own views on the function of philosophy in culture as a whole - and one cannot help feeling that the biting piquancy of his language on these issues carries echoes of numerous talks with Hegel. This translation of the Rosenkranz essay will be incorporated into the text of the first English translation of Hegel’s Philosophical Propaedeutic, now completed and under consideration by a university press. (shrink)