The philosophy of religion as presented by Hermann Cohen and Paul Natorp, the founders and main representatives of the Marburg School of Neo-Kantianism, is an important and at the same time controversial part of their philosophical systems. The discussion around the problems of religion began within the Marburg School and still continues among those who study that School. The reason for this is that “fitting” philosophical thinking about the phenomenon of religion into the classical triad of any system of philosophy, (...) i. e. effectively formulating that phenomenon in logical concepts, ethical postulates and aesthetic principles touched the very foundations of that system. Drawing mainly on the rough notes and correspondence of Cohen and Natorp I argue that, in spite of internal and quite important differences over the problems of religion and its place in philosophical constructions, Cohen and Natorp, first, retained their commitment to critical idealism and remained loyal to their philosophical school to the end and, second, followed the principle of mutual respect, preserving their professional and human sympathy for each other. Besides, I substantiate my assertion that Marburg Neo-Kantians had different concepts of the special place of religion in the system of philosophy. The specific nature of this difference warrants the discussion not only of the boundary of reason and rationality but adds new dimensions to that boundary, filling it with content and thus broadening the very sphere of critical idealism. In the course of the discussion of the problems of religion, Paul Natorp and Hermann Cohen stake a claim to projects for the serious transformation of philosophy which they tried to implement in their later works. (shrink)

A compact edition of Mr. Beck's excellent translation of the second Critique, slightly revised, together with a helpful short introduction and a bibliography.--V. C. C.

Study on Mānameyodaya of Nārāyaṇabhaṭṭapāda, treatise on Mimamsa philosophy.

Издание сдержит: Специфика изучения научного и философского наследия Е. И. Рериха и Н. К. Рериха. Духовная революция в России и космическое мышление; Дух как объективная реальность и познавательная сила и др.

In this paper I try to explain a strange omission in Hume’s methodological descriptions in his first Enquiry. In the course of this explanation I reveal a kind of rationalistic tendency of the latter work. It seems to contrast with “experimental method” of his early Treatise of Human Nature, but, as I show that there is no discrepancy between the actual methods of both works, I make an attempt to explain the change in Hume’s characterization of his own methods. This (...) attempt leads to the question about his interpretation of the science of human nature. I argue that his view on this science was not a constant one and that initially he identified this science with his account of passions. As this presupposes the primacy of Book 2 of his Treatise I try to find new confirmations of the old hypothesis that this Book had been written before the Book 1, dealing with understanding. Finally, I show that this discussion of Hume’s methodology may be of some interest to proponents of conceptual analysis. -/- . (shrink)

Purpose: To develop a realistic view that integrates the idea that knowledge is a constructive process. Problem: In the controversy between realism and constructivism, both sides have often misunderstood each other. Many realists still consider constructivism as a kind of idealism. And constructivists often assume that realists believe they have direct access to things as they really are. It seems necessary to clarify the statements of either side, to rule out some misunderstandings, and then to discuss anew the central epistemological (...) problems. Solution: A version of realism is proposed that takes into account constructivist ideas and objections. Realism as presented here is not opposed to the idea that cognition is a constructive process. According to this view, reality is something we presuppose in any attempt to attain knowledge though we can never be certain how things really are. Having knowledge amounts to the preliminary judgment that some hypotheses seem to correspond to reality better than others. In addition, it is demonstrated that a constructivist position that reduces the claim to knowledge even further does not solve the problems better but creates new ones. Finally, Mitterer's non-dualizing view of descriptions is discussed. It is argued that description necessarily presupposes something different from language. (shrink)

Recently, the scientific and journalistic heritage of A.Richynsky as an ideologist and organizer of the Ukrainian church-national movement in Volyn in the 20-30s of the XX century has attracted considerable attention of researchers. From this perspective, the most outstanding work of A.Richinsky's "Features of Ukrainian Religious Consciousness" is analyzed by scholars, though we admit that the theological and philosophical component in A.Richinsky's religious heritage remains almost unexplored. The article will trace the formation of A. Richinsky's teaching on the relationship between (...) the religious and ethnic in the Bible, in particular about the nation as established eternal reality. The basis for writing the article is the works of Arsen Rychinsky published in recent years. (shrink)

Издание содержит: Российская власть, общество и право в контексте исторических изменений и реформ, вмененности российского сознания, практики возобновляемой культуры.

Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be illustrated in the (...) context of mathematical problem solving and used to explain the development of conceptual structure in mathematical problem solving. We focus on how acts of mental re‑presentation play a vital role in the gradual internalization and interiorization of solution activity. Method: A conceptual analysis of the actions of a college student solving a set of algebra problems was conducted. We focus on the student’s problem solving actions, particularly her emerging and developing reflections about her solution activity. The interview was videotaped and written transcripts of the solver’s verbal responses were prepared. Results: The analysis of the solver’s solution activity focused on identifying and describing her cognitive actions in resolving genuinely problematic situations that she faced while solving the tasks. The results of the analysis included a description of the increasingly abstract levels of conceptual knowledge demonstrated by the solver. Implications: The results suggest a framework for an explanation of problem solving that is activity-based, and consistent with von Glasersfeld’s radical constructivist view of knowledge. The impact of von Glasersfeld’s ideas in mathematics education is discussed. (shrink)