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Encyclopaedism” is the systematically pursued activity within the Unity of Science Movement, devoted to the collecting of scientific statements of the logic of science logic, mathematics, physics, biology and other sciences, including all the “cross connections” between the given disciplines.

In the field of educational administration there have been several years of active debate over how America's school systems are run. Contemporary educational administrators have been forced to reflect not only on educational policy and practice, but on the very nature of their position. How does administration contribute to the type of society we have? In what ways does it impede or enhance our cultural ideals and values? "Paradigms and Promises" offers an unorthodox solution by presenting administration as an arena (...) for critical reflection and humanistic action, rather than a more technically-oriented style of management. Foster's critical analysis is premised on an understanding of the relationship of theory to practice, and as he provides alternative theories, he sheds new light on educational administration. Orthodox administrative theory receives heavy criticism in this text. Foster employs progressive critical theory as well as conventional analyses in critical appraisal, and advocates a dialectical concept, through which administrators, teachers and students are encouraged to challenge and question each other - the eventual result being a more responsive, democratically-run system. (shrink)

Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840?1902), Sidonie-Gabrielle Colette's (France, 1873?1954), and Willa Cather's (US, 1873?1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls? and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls (...) and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the more using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors? texts?subverting through the everyday, becoming one's own steward, and moving from survival to self-actualization. Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden. (shrink)

We study the expressive power in the finite of the logic Fixed-Point+Counting, the extension of first-order logic which is obtained through adding both the fixed-point constructor and the ability to count. To this end an isomorphism preserving (`generic') model of computation is introduced whose PTime restriction exactly corresponds to this level of expressive power, while its PSpace restriction corresponds to While+Counting. From this model we obtain a normal form which shows a rather clear separation of the relational vs. the arithmetical (...) side of the algorithms involved. In parallel, we study the relations of Fixed-Point+Counting with the infinitary logics L r ∞ω (∃ ≥ m ) m∈ω and the corresponding pebble games. The main result, however, involves the concept of an arithmetical invariant. By this we mean a functor taking every finite relational structure to an expansion of (an initial segment of) the standard arithmetical structure. In particular its values are linearly ordered structures. We establish the existence of a family of arithmetical invariants (J r ) r≥ 1 with the following properties: $\bullet$ The invariants themselves can be evaluated in polynomial time. $\bullet$ A class of finite relational structures is definable in Fixed-Point+Counting if and only if membership can be decided in polynomial time on the basis of the values of one of the invariants. $\bullet$ The invariant J r classifies all finite relational structures exactly up to equivalence with respect to the logic L r ∞ω (∃ ≥ m ) m∈ω . We also give a characterization of Fixed-Point+Counting in terms of sequences of formulae in the L r ωω (∃ ≥ m ) m∈ω : It corresponds exactly to the polynomial time computable families (φ n ) n∈ω in these logics. Towards a positive assessment of the expressive power of Fixed-Point+Counting, it is shown that the natural extension of fixed-point logic by Lindström quantifiers, which capture all the PTime computable properties of cardinalities of definable predicates, is strictly weaker than what we get here. This implies in particular that every extension of fixed-point logic by means of monadic Lindstrom quantifiers, which stays within PTime, must be strictly contained in Fixed-Point+Counting. (shrink)

v. 1. Philosophy of religion.--v. 2. Origin and development of Christianity.

Este trabajo trata de mostrar cómo sobre la base de una filosofía del ingenio, Vico se dispone a delinear una representación figurada fundamentándose sobre una "convertibilidad" de los signos y de sus significados así como de los "conjuntos" de signos y su representación figurativa. La denominada "semiótica" viquiana se transforma a sí misma en una "sematología" de la "representación histórica".This paper intends to show how Vico sets himself to shape a figurative representation on the basis of the philosophy of wit. (...) In doing so, he takes as foundation the "convertibility" of signs and their meanings together with the "sets" of signs and their figurative representation. The so called Vichian "semiotics" is thus shifted into a "sematology" of the historical representation. (shrink)

In der vorliegenden Arbeit wird der Versuch unternommen, folgende Frage zu beantworten: Welche Bedingungen sind notwendig dafür, dass es objektiv gerechtfertigt ist, jemandem moralische Verantwor-tung im Sinne einer Pflicht zuzurechnen? Durch die Beantwortung dieser Frage soll ein kleiner, aber wesentlicher Bereich der Verantwortungsproblematik geklärt werden. Dies zu tun, erscheint allein schon deshalb notwendig, weil die Häufigkeit, mit welcher die Ausdrücke 'verantwortlich' und 'Verantwortung' verwendet werden, mit einer gewissen Unbestimmtheit in Bezug darauf einher geht, was damit jeweils gemeint sein könnte. Diese (...) Unbestimmtheit betrifft nicht zuletzt die Fragen, ob sich die Rede von jemandes Verantwortung auf eine Pflicht der betreffenden Person bezieht oder nicht und ob eine solche Pflicht als moralische Angelegenheit zu sehen ist oder als eine des Rechts oder anderer Normsysteme. Um moralische Verantwortung im Sinne einer Pflicht zu bestimmen, ist insbesondere notwendig, die Bedingungen anzugeben, die erfüllt sein müssen, damit es objektiv gerechtfertigt ist, jemandem Verantwortung im Allgemeinen zuzurechnen, andererseits aber ist zu klären, in welchem Sinne sich Menschen dabei auf Moral berufen. Eine solche Analyse ist notwendig, um zu erkennen, auf welche Weise die Rede von moralischer Verantwortung in unser Leben eingreifen kann und soll. (shrink)