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  • 1970-1974  (12)
  • 1974  (12)
  • Education
  • Metaphysics
Material
Language
Year
  • 1
    ISBN: 3534124812 , 3534059360
    Language: German
    Pages: 4 Bd.
    DDC: 193.9
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    Keywords: Language and languages Philosophy ; Knowledge, Theory of ; Symbolism ; Mythology ; Metaphysics ; Symbolism ; Symbol ; Philosophie ; Symbol ; Philosophie ; Symbolik ; Sprache ; Denken ; Erkenntnistheorie ; Mythologie
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  • 2
    Language: English
    Uniform Title: Philosophie der symbolischen Formen 〈engl.〉
    Keywords: Language and languages ; Philosophy ; Knowledge, Theory of ; Symbolism ; Mythology ; Metaphysics ; Symbol ; Philosophie ; Theoretische Philosophie
    Description / Table of Contents: v. 1. Language.--v. 2. Mythical thought.--v. 3. The phenomenology of knowledge.--v. 4. The metaphysics of symbolic forms
    Note: Vol. 4: Edited by John Michael Krois and Donald Phillip Verene; translated by John Michael Krois
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  • 3
    Online Resource
    Online Resource
    London : Palgrave Macmillan UK
    ISBN: 9781349020102
    Language: English
    Pages: Online-Ressource (XVI, 202 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 370.09
    Keywords: Education ; Education Philosophy ; Education History
    URL: Volltext  (lizenzpflichtig)
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  • 4
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401748292
    Language: English
    Pages: Online-Ressource (VIII, 250 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1 Educating Man for the 21st Century 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education Philosophy ; Education, Higher ; Education and state. ; Education—Philosophy.
    Abstract: PURPOSE OF THE STUDY Primary education in Europe, as in the United States and other conti­ nents, is passing through a period of profound change, affecting some of the fundamental educational aims at primary school level and teaching structure, content and methods. The purpose of this study is to sketch a broad picture of the Euro­ pean educational scene which may be brought about by the impact of innovation in industrialised countries. We are only too aware of the difficulties inherent in our task. Even when projections and forecasts are firmly rooted in an analysis of existing data, they are liable to be contradicted by the facts. We shall attempt to allow for those alternative situations which may provide the context for the organisation and functioning of primary education. We make no claim to portray the European primary school at the end of the twentieth or at the beginning of the twenty-first century. We shall do no more than analyse existing achievements and experiments based on research in the associated fields of education, psychology and sociology and from this analysis extrapolate a series of forecasts based on objective factors of a social and intellectual nature, offering realistic hypotheses for the future. Our aim is to provide sound guidelines for those who are to build a better future for our children.
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  • 5
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401019743
    Language: English
    Pages: Online-Ressource (158p) , online resource
    Edition: Second enlarged edition
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Metaphysics ; Philosophy.
    Abstract: I. The Origin of the Concept of Metaphysics -- 1. Reimer’s Theory -- 2. Aristotle’s Metaphysics -- II. The Tradition of the Concept of Metaphysics -- 1. Ancient Interpretations -- 2. Arabian School -- 3. Early Scholastics -- 4. Middle Scholastics -- 5. Later Scholastics -- 6. Wolffian School -- III. Kant and Metaphysics -- 1. The Stages of Kant’s Philosophy -- 2. Critique and Metaphysics -- 3. The Stages of Metaphysics -- 4. The System of Critical Metaphysics -- 5. The Supremacy of Practical Reason and the Poverty of Speculative Philosophy -- IV. Metaphysics and Dialectic -- 1. Hegel -- 2. Engels -- V. Metaphysics in Recent Philosophy -- 1. Bergson -- 2. Heidegger -- VI. The Logical Positivists’ View of Metaphysics -- VII. Conclusion.
    Abstract: In the summer of 1960 I visited Oxford and stayed there several months. This book was written as some slight memorial of my days in that ancient seat of learning. It is my pleasant duty to acknowledge the great debt I own to Mr. D. Lyness in the task of putting it into English. In addition I remember with gratitude Dr. J. L. Ackrill of Brasenose College, who gave me unfailing encouragement, and also Dr. R. A. Rees of Jesus College, who read my manuscript through and subjected it to a minute revision. Lastly for permission to quote from Sir W. D. Ross' translation of Aristotle's Metaphysics, I have to thank the editors of Oxford University Press. Kyoto, Japan T.A. 61 Sep.19 . To answer the readers' complaints that the first edition did not ex­ plain the author's attitude towards metaphysics, one more chapter on new positivism was written in 1966, but the publication was delayed till the second edition. Special thanks are due to Mr. E. B. Brooks for his assistance in writing English, to Prof. Philip P. Wiener, and to Dr. R. A. Rees, both for some kind services. T. A. Okayama 1973 CONTENTS INTRODUCTION I I. THE ORIGIN OF THE CONCEPT OF METAPHYSICS I. Reimer's Theory 3 2. Aristotle's Metaphysics 6 II. THE TRADITION OF THE CONCEPT OF METAPHYSICS Ancient Interpretations 1.
    Description / Table of Contents: I. The Origin of the Concept of Metaphysics1. Reimer’s Theory -- 2. Aristotle’s Metaphysics -- II. The Tradition of the Concept of Metaphysics -- 1. Ancient Interpretations -- 2. Arabian School -- 3. Early Scholastics -- 4. Middle Scholastics -- 5. Later Scholastics -- 6. Wolffian School -- III. Kant and Metaphysics -- 1. The Stages of Kant’s Philosophy -- 2. Critique and Metaphysics -- 3. The Stages of Metaphysics -- 4. The System of Critical Metaphysics -- 5. The Supremacy of Practical Reason and the Poverty of Speculative Philosophy -- IV. Metaphysics and Dialectic -- 1. Hegel -- 2. Engels -- V. Metaphysics in Recent Philosophy -- 1. Bergson -- 2. Heidegger -- VI. The Logical Positivists’ View of Metaphysics -- VII. Conclusion.
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  • 6
    ISBN: 9789401020527
    Language: English
    Pages: Online-Ressource (212p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education—Philosophy.
    Abstract: 1 Aims and Purposes of the University in Europe in the Year 2000 -- I: Formulating the Problem -- II: Present Trends relative to the traditional Tasks of the University -- III: Present Trends in Group Attitudes and Pressures -- IV: Aims and Purposes of the University -- 2 Pedagogical Action -- I: Factors of Change -- II: Two present Trends in Action and Research in Pedagogy at the University Level -- III: Pedagogy and Society: Two Models -- IV: A concrete Prospective -- 3 Cost and Financing Problems in University Education -- I: Economic Constraints affecting the Development of European Universities -- II: Sources and Methods of Financing: Possible Alternatives and Implications -- III: Institutionalised Planning for Change -- 4 The University System: Structures and Relationships with the Power Structure -- I: Assumptions -- II: Trends -- III: Patterns of Evolution -- Annex 1 Three Models of Society and Their Pedagogical Implications -- Section 1: 3 models of the Evolution of European Societies -- A. Adaptation of Society to the Evolution of the present economic System -- B. Reform of Society -- C. Radical Change of Relationship between Society and the economic System -- D. Conclusion -- Section 2: The University educational System in Model 1 -- Section 3: The University System in Model 2 -- Section 4: The University System in Model 3 -- General Conclusions -- Annex 2 Notes on Some Factors Related to the Evolution of Knowledge -- 1. Unity or University -- 2. Science and Ideology -- 3. Intellectual Creation -- 4. Mental Processes -- 5. The Physical Sciences and Technology in the Service of Pedagogy -- 6. Provisional Conclusions -- Annex 3 Charts: Annual Increase in University Expenditure for 1950/60–1970 -- Statistical Sources -- France -- Germany (Fed. Rep) -- The Netherlands -- Norway -- United Kingdom -- United States -- Biographical Notes.
    Abstract: In instituting its prospective studies the European Cultural Founda­ tion has to some extent gone against tradition. Until now those who were deeply committed to the idea of a European Community looked into the past rather than into the future for bases on which the com­ munity could be integrated. However, if we want a European society to become a reality it must be built on the basis of shared fundamental values. The majority of publications dealing with a unified or inte­ grated Europe have until now accepted that this foundation guarantee­ ing the stability of a future European society should be found in certain common elements of the history of the European nations. The futurological studies instituted by the European Cultural Foun­ dation have not rejected this mode of approach outright. They have respected the historical framework indispensable to any futurological undertaking. But the research and discussions of the groups working within the framework of Plan Europe 2000 offer increasing support to the conviction expressed by Gaston Deurinck in the first words of his introduction to the present study: "The future does not exist .. thf〉 future is to be created, and before being created, it must be conceived, it must be invented, and finally willed" .
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  • 7
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401020695
    Language: English
    Pages: Online-Ressource (258p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000 Published under the Auspices of the European Culture Foundation, Project 1 Educating Man for the 21st Century 7
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state. ; Education, Higher. ; Education—Philosophy.
    Abstract: I Structural and Educational Developments in the Primary School -- 1. Aims of Education -- 2. Innovations in the Structures of Primary Education -- 3. Progress in Educational Psychology -- 4. Personality, Family and Social Factors of Achievement -- II The Curriculum in the Primary School -- 5. Mathematics -- 6. Social Studies -- 7. Artistic and Creative Activity -- Biographical Notes.
    Abstract: PURPOSE OF THE STUDY Primary education in Europe, as in the United States and other conti­ nents, is passing through a period of profound change, affecting some of the fundamental educational aims at primary school level and teaching structure, content and methods. The purpose of this study is to sketch a broad picture of the Euro­ pean educational scene which may be brought about by the impact of innovation in industrialised countries. We are only too aware of the difficulties inherent in our task. Even when projections and forecasts are firmly rooted in an analysis of existing data, they are liable to be contradicted by the facts. We shall attempt to allow for those alternative situations which may provide the context for the organisation and functioning of primary education. We make no claim to portray the European primary school at the end of the twentieth or at the beginning of the twenty-first century. We shall do no more than analyse existing achievements and experiments based on research in the associated fields of education, psychology and sociology and from this analysis extrapolate a series of forecasts based on objective factors of a social and intellectual nature, offering realistic hypotheses for the future. Our aim is to provide sound guidelines for those who are to build a better future for our children.
    URL: Volltext  (lizenzpflichtig)
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  • 8
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401020183
    Language: English
    Pages: Online-Ressource (XXVII, 210 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Metaphysics ; Philosophy, modern
    Abstract: I. Anthropological Didactic -- Book I. On the Cognitive Powers -- Book II. The Feeling of Pleasure and Displeasure -- Book III. On the Appetitive Power -- II. Anthropological Characterization -- A. The Character of the Person -- B. On the Character of the Sexes -- C. On the Character of Nations -- D. On the Character of Races -- E. On the Character of the Species -- Notes.
    Abstract: In a footnote to the Preface of his A nthropology Kant gives, if not altogether accurately, the historical background for the publication of this work. The A nthropology is, in effect, his manual for a course of lectures which he gave "for some thirty years," in the winter semesters at the University of Konigsberg. In 1797, when old age forced him to discontinue the course and he felt that his manual would not compete with the lectures themselves, he decided to let the work be published (Ak. VII, 354, 356). The reader will readily see why these lectures were, as Kant says, popular ones, attended by people from other walks of life. In both content and style the Anthropology is far removed from the rigors of the Critiques. Yet the Anthropology presents its own special problems. The student of Kant who struggles through the Critique of Pure Reason is undoubtedly left in some perplexity regarding specific points in it, but he is quite clear as to what Kant is attempting to do in the work. On finishing the Anthropology he may well find himself in just the opposite situation. While its discussions of the functioning of man's various powers are, on the whole, quite lucid and even entertaining, the purpose of the work remains somewhat vague. The questions: what is pragmatic anthropology? what is its relation to Kant's more strictly philosophical works? have not been answered satisfactorily.
    Description / Table of Contents: I. Anthropological DidacticBook I. On the Cognitive Powers -- Book II. The Feeling of Pleasure and Displeasure -- Book III. On the Appetitive Power -- II. Anthropological Characterization -- A. The Character of the Person -- B. On the Character of the Sexes -- C. On the Character of Nations -- D. On the Character of Races -- E. On the Character of the Species -- Notes.
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  • 9
    ISBN: 3261014849
    Language: German
    Pages: 539 S.
    Series Statement: Europäische Hochschulschriften 19
    Series Statement: Reihe 11, Pädagogik
    Series Statement: Europäische Hochschulschriften / 11
    Dissertation note: Zugl.: Aachen, Univ., Diss., 1973
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    Keywords: Geschichte der Pädagogik ; Sozialisation durch Schule ; Bildungsinhalt ; Soziale Entwicklung ; Reichwein, ; 1898-1944 ; Education ; Philosophy ; Hochschulschrift ; Reichwein, Adolf 1898-1944 ; Pädagogik ; Reichwein, Adolf 1898-1944 ; Pädagogik ; Reichwein, Adolf 1898-1944 ; Sozialerziehung
    Description / Table of Contents: Literaturverz. S. 497 - 539
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  • 10
    ISBN: 3168351628
    Language: German
    Pages: IX, 257 Seiten , Illustrationen
    Series Statement: Schriftenreihe wissenschaftlicher Abhandlungen des Leo-Baeck-Instituts 28
    Dissertation note: Dissertation Freie Universität Berlin 1974
    DDC: 301.45/19/24043
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    Keywords: Minderheit ; Wirtschaftsgeschichte ; Sozialgeschichte ; Diskriminierung ; Juden / Geschichte / Wirtschafts- und Sozialgeschichte ; Student / Geschichte ; Akademiker / Geschichte ; Juden / Hochschulwesen ; Jews ; Germany ; Education ; Students, Jewish ; Germany ; Professions ; Germany ; Jews in the professions ; Germany ; Hochschulschrift ; Deutschland ; Juden ; Akademiker ; Geschichte 1678-1848 ; Deutschland ; Juden
    Note: Mit Bibliogr
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  • 11
    Book
    Book
    Toronto : Ontario Teachers' Federation
    ISBN: 0888720327
    Language: English
    Pages: 184, 3 p , 28 cm
    Edition: Rev. ed
    DDC: 371.9/7/97
    Keywords: Indians of North America ; Education ; Indians of North America ; Education ; Canada
    Note: Includes bibliographies
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  • 12
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401020756
    Language: English
    Pages: Online-Ressource (269p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000 8
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 8
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Continuing education.
    Abstract: I. System of Values Underlying This Project -- What Type of Society? -- For What Kind of Man? -- II. Main Trends and Margins of Choice -- Central Hypotheses -- Concentration of Means of Production -- Concentration of Decision-Making -- Increasing Division of Labour -- Increasing Leisure Time -- Increasing Consumption of Goods and Services -- Proliferation of Information -- Increasing Demand for Education -- A Plan for Education is Always a Political Plan -- III. The Political and the Educational -- Education: Product and Motive Force -- Under What Circumstances Can Social Conditions be a Cultural Factor? -- To What Extent Can the Educational System Correct Cultural Inequalities? -- The Proposal We are Backing: Permanent Education -- IV. Guiding Principles of Our Plan -- Continuity in Space and Time — Structural Incidences -- Developing and Using Human Faculties to the Full — Definition of This Principle — Structural incidences -- V. General Structures -- Pre-School Education -- The Basic School -- Post-School Education -- VI. General Education and Specialization -- What is General Education? -- Curricula Only Have Meaning When Related to Objectives -- Definition of General Education — Our Aims -- General Education and Common Curriculum -- General Education and Special Options -- VII. Assisted Independent Learning, Auto-Assessment and Autonomy -- Introductory remarks -- How Modern Technology is Likely to Affect the Fundamentals of Teaching Methods -- Methods of Self-Education -- Self-Assessment -- Assisting Independent Learners -- By Way of Conclusion: Pluralism -- VIII. Creativity and Socialization -- Education for Personal Development -- Development of Creativity -- Development of Man as a Social Being -- IX. The Educational and Cultural District -- Purposes and Size of the District -- The District Administration Knows, Informs and Guides the Consumers -- The District Offers Courses Matched to Demand -- The District Recruits, Manages and Trains Its Teaching Staff -- The District Organizes, Manages and Distributes Aids and Equipment -- The District as a Public Concern -- X. Functions of Central Administration -- Definition and Implementation of an Educational Policy -- Predicting demand and planning. Programmes and curricula. Evaluation of methods. Legislation -- Organizing Public Information and Participation -- Implementation of a Policy for Teacher Training and Utilization -- Implementation of a Policy for the Development of Educational Technology -- Implementation of a Policy for Educational Research and Innovation -- Conclusion -- The Problem of Costs -- Initial Steps — the Transition Period -- Annexes -- I — Educational credit -- II — System of capitalizable units -- III — An example of a primary school in Great Britain -- V — An adult education scheme in the Lorraine Iron Ore Mining District -- VI — Implications of open-plan schools -- VII — The use of a medium (film) as an aid in self-instruction -- VIII — The Handen (Sweden) public library -- The Author.
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