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1

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Morality, Decision and Social Organization : Toward a Logic of Ethics (1974)

Menger, Karl

Dordrecht : Springer

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ISBN: 9789401021074

Sprache: Englisch

Seiten: Online-Ressource (124p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Vienna Circle Collection 6

Paralleltitel: Erscheint auch als

Schlagwort(e): Philosophy (General) ; Science Philosophy ; Social sciences Philosophy ; Philosophy and social sciences. ; Science—Philosophy.

Kurzfassung: I. Common Traits of the Classical Systems of Ethics: An Introductory Letter About what will not be Said -- II. Five Epistemological Notes About Good and Evil -- 1. The Development of a Person’s Sense of Morality -- 2. The Ideals -- 3. The Logical Role of the Ideals -- 4. The Essence of the Good. The Meaningless -- 5. The Development of the Epistemology of Morality -- III. The Ethics of Decisions: A Dialog on Demystified Ethics -- 1. Whether investigations according to the principles suggested in the preceding notes belong to ethics at all -- 2. Whether there do not exist still other ethical questions -- 3. Whether ethics is analogous to geometry -- 4. Whether systems of norms might not be combined by logical operations -- 5. Whether decisions are the only basis for morality -- 6. Whether rational foundations for decisions are possible -- 7. What role faith plays in morality -- 8. What demystified ethics might be able to achieve… -- 9. … except for a logic of norms -- 10. … and except for a logic of desires -- IV. Five Logico-mathematical Notes on Voluntary Associations -- 1. The Partitions of People Induced by Norms -- 2. Duality -- 3. Disjunctive Norms -- 4. A Person’s Demands on Himself and on Others -- 5. Several Modes of Behavior -- V. Logic, Imagination, Reality, Evaluations: A Concluding Letter about what has been said -- Postscript to the English Edition -- Karl Menger: Principal Dates -- Fields of Research -- Publications in Book Form.

DOI: 10.1007/978-94-010-2107-4

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2

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The Logic of the Articles in Traditional Philosophy : A Contribution to the Study of Conceptual Structures (1974)

Barth, E. M.

Dordrecht : Springer

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ISBN: 9789401098663

Sprache: Englisch

Seiten: Online-Ressource (560p) , digital

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Serie: Synthese Historical Library, Texts and Studies in the History of Logic and Philosophy 10

Serie: Synthese Historical Library 10

Paralleltitel: Erscheint auch als

Schlagwort(e): Philosophy (General) ; Logic. ; Philosophy and social sciences. ; Science—Philosophy.

Kurzfassung: 1. The Problem -- I. Introduction: Problems and Sources -- II. Naming What is -- III. The Semantics of the Logical Constants -- 2. Historical Survey -- IV. From the History of the Logic of Indefinite Propositions -- V. From the History of the Logic of Individual Propositions -- VI. Singular - General - Indefinite -- VII. The Identity Theories of the Copula -- 3. Descent -- VIII. Argument by Analogy -- IX. The Problem of the Logic of Relations and its Connection with the Logic of the Articles -- 4. Ascent -- X. Introduction of Indefinite Propositions by Ekthesis -- XI. Conjunction, Potentiality, and Disjunction -- XII. Summary and Conclusion -- Index of Proper Names -- Index of Subjects.

Kurzfassung: When the original Dutch version of this book was presented in 1971 to the University of Leiden as a thesis for the Doctorate in philosophy, I was prevented by the academic mores of that university from expressing my sincere thanks to three members of the Philosophical Faculty for their support of and interest in my pursuits. I take the liberty of doing so now, two and a half years later. First and foremost I want to thank Professor G. Nuchelmans warmly for his expert guidance of my research. A number of my most im portant sources were brought to my attention by him. During the whole process of composing this book his criticism and encouragement were carried out in a truly academic spirit. He thereby provided working conditions that are a sine qua non for every author who is attempting to approach controversial matters in a scientific manner, conditions which, however, were not easily available at that time. In a later phase I also came into contact with Professors L. M. de Rijk and J. B. Ubbink, with both of whom I had highly stimulating discussions and exchanges of ideas. The present edition contains some entirely new sections, viz. 1-9, IV-29, V-9, V-20, VII-14 (iii), (iv), VII-17 (i), VIII-22, IX-17, IX-19, X-9 and XI-8. Section X-9 was inspired by a remark made by Professor A.

DOI: 10.1007/978-94-010-9866-3

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Structuralism : Moscow-Prague-Paris (1974)

Broekman, Jan M.

Dordrecht : Springer

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ISBN: 9789401022514

Sprache: Englisch

Seiten: Online-Ressource (140p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Synthese Library, Monographs on Epistemology, Logic, Methodology, Philosophy of Science, Sociology of Science and of Knowledge, and on the Mathematical Methods of Social and Behavioral Sciences 67

Serie: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 67

Paralleltitel: Erscheint auch als

Schlagwort(e): Philosophy (General) ; Social sciences Philosophy ; Philosophy and social sciences.

Kurzfassung: 1 / The Structuralist Endeavour -- 1. The World as Musical Score -- 2. The Concept of ‘Structure’ -- 3. Epistemological Grounds -- 4. Sociology and Structuralism -- 2 / Moscow -- 1. Constellations -- 2. Russian Formalism -- 3. Formalism and Marxism -- 3 / Prague -- 1. Constellations -- 2. Czech Structuralism -- 4 / Paris -- 1. Constellations -- 2. Parisian Structuralism -- 3. Philosophical Designs -- 5 / What is Structuralistic Philosophizing? -- 1. Series -- 2. Ordo -- Index of Names -- Index of Subjects.

Kurzfassung: The use of the word 'structuralism', not only as a title for the present book but also as a valuable indication for outstanding philosophical and cultural developments of our century, may embarrass the English reader. The same might be the case regarding some of the philosophical thoughts developed in connexion with this structuralism. Emphasis is namely not on a set of technical operations using ideas and conceptions closely linked up with 'structural' or 'systematical' analyses, system and in formation theories, biology, psychology and even literary criticism. On the contrary, the concept of structuralism here defmitely refers to a holistic approach, not unlike existentialism or phenomenology. Many philosophical implications of this structuralism are however quite different from those contained in existential philosophies. The first difference applies to philosophy itself: no existential thinker will doubt or deny that the thoughts developed are genuine philoso phical thoughts. Structuralism however does not take that decision before hand, and thus no longer restricts itself to the traditionallaws and habits of philosophical reasoning. It presents itself on the one hand as a holistic attempt to interpret reality among lines of philosophical argumentation, bu t tries to do so without the decision that this argumentation leads to philoso phy. Structuralism therefore presents itself as a specific activity, a modus operandi in reality itself.

DOI: 10.1007/978-94-010-2251-4

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4

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A University of the Future (1974)

Berstecher, Dieter ; Drèze, Jacques ; Fragnière, Gabriel ; [weitere]

Dordrecht : Springer

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ISBN: 9789401020527

Sprache: Englisch

Seiten: Online-Ressource (212p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century 6

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Education—Philosophy.

Kurzfassung: 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.

Kurzfassung: 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" .

DOI: 10.1007/978-94-010-2052-7

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5

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Permanent Education : Project 1 Educating Man for the 21st Century (1974)

Schwartz, Bertrand

Dordrecht : Springer

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ISBN: 9789401020756

Sprache: Englisch

Seiten: Online-Ressource (269p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Plan Europe 2000 8

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century 8

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Continuing education.

Kurzfassung: 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.

DOI: 10.1007/978-94-010-2075-6

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6

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Perspectives in Primary Education (1974)

Borghi, Lamberto

Dordrecht : Springer

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ISBN: 9789401020695

Sprache: Englisch

Seiten: Online-Ressource (258p) , digital

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Serie: Plan Europe 2000 Published under the Auspices of the European Culture Foundation, Project 1 Educating Man for the 21st Century 7

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century 7

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Education and state. ; Education, Higher. ; Education—Philosophy.

Kurzfassung: 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.

Kurzfassung: 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.

DOI: 10.1007/978-94-010-2069-5

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7

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Access to Education : New Possibilities (1973)

Sauvy, Alfred

Dordrecht : Springer

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ISBN: 9789401024266

Sprache: Englisch

Seiten: Online-Ressource (164p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Plan Europe 2000 Project 1 Educating Man for the 21st Century 3

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Education and state. ; Demography. ; Population.

Kurzfassung: I Introduction -- II Educational Ideas in the Past -- III The Socialist Countries (1945–1970) -- VI Western Europe from 1945 to 1970 -- A. The Growth of School and University Populations -- B. Conscqucnccs of Expansion -- C. Continuing Social Inequality -- D. Educational Reforms and Suggested Reforms -- V Basic Data Concerning the Year 2000 -- VI Prospects for the Socialist Countries up to the Year 2000 -- VII Prospects for Western Europe up to 2000 -- VIII Natural Inequality of Children at Birth -- IX Conclusion -- Biographical Notes.

Kurzfassung: It is difficult for us today to imagine that equal educational opportunity, with which we are so deeply preoccupied, was at one time considered to be if not an evil at least a futile objective, and that those who held such an opinion were completely insincere and even disinterested. For a vertically stratified society equality of education had to be opposed be cause it would disturb an equilibrium as vital as that of a building. In the Middle Ages only the Church was able to look for new members at the bottom of the social ladder, since ecclesiastical office was not inherited by birth. But efforts in this direction were necessarily very limited, even if only because of the material obstacles to such an aim. Equality of education, as well as any other type of equality could not even be imagined by the aristocracy whose very existence would have been threatened. Its initial indifference was followed by active opposition. When it became possible to formulate the question of the diffusion of education, in the 17th and 18th centuries, the principle itself met with a fundamental objection. The ruling class, idle by its very nature, feared that the workers and especially those on the land would abandon their productive labours, now felt to be degrading, and swell the ranks of the parasites in the cities.

DOI: 10.1007/978-94-010-2426-6

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Education in the Industrialised Countries (1973)

Poignant, Raymond

Dordrecht : Springer

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ISBN: 9789401575928

Sprache: Englisch

Seiten: Online-Ressource (XII, 324 p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century 5

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Education Philosophy ; Education, Higher ; Education and state. ; Education—Philosophy.

Kurzfassung: I The Organisation and State of Development of General Primary and Secondary Education -- II The Organisation and State of Development of Secondary Vocational and Technical Education and Higher Education -- III The Final Resources Allocated to Education -- General Conclusion -- Tables.

Kurzfassung: In 1965 Mr. Raymond Poignant published a comparative study, entitled "Education in the Common Market Countries", of the organi sation and state of development of education in the six countries of the Community and in three industrialised countries: the United States, the United Kingdom and the USSR. Mr. Poignant, at present Director of the International Institute for Educational Planning (UNESCO), compiled the material for this study when he was Chairman of a committee set up by the EEC Institute for University Studies. Since then it has become a reference work for all those who wish to under stand the similarities and the diversity of our educational systems; it has been translated into German and English. In the preface to the first edition we expressed the wish that this work of comparative analysis should be pursued and kept up-to-date. This wish is fulfilled in the work we are now introducing, and which was undertaken by Mr. Poignant pursuant to an agreement between the European Cultural Foundation and the International Institute for Educational Planning. It should be emphasised that this is not simply a revised edition of the previous work. The scope of the book has been enlarged, and Japan and Sweden are now included in the list of countries examined; more over the perspective is different.

DOI: 10.1007/978-94-015-7592-8

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The Maxims in the Novels of Duclos (1973)

Silverblatt, Bette Gross

Dordrecht : Springer

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ISBN: 9789401177566

Sprache: Englisch

Seiten: Online-Ressource (166p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Archives Internationales D’Histoire des Idees / International Archives of the History of Ideas, Series Minor 2

Serie: Archives Internationales D'Histoire Des Idées Minor 2

Paralleltitel: Erscheint auch als

Schlagwort(e): Philosophy (General) ; Philosophy and social sciences. ; Political science—Philosophy. ; Communication.

Kurzfassung: I. Introduction to Duclos -- II. A definition of the Maxim in Duclos’ novels -- III. The Maxims in Histoire de Madame de Luz -- IV. The Maxims in the Confessions du Comte de*** -- V. The Maxims in Mémoires sur les Moeurs de ce Siècle -- VI. The Maxims in the novels of Duclos: A conclusion.

DOI: 10.1007/978-94-011-7756-6

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Science, Decision and Value : Proceedings of the Fifth University of Western Ontario Philosophy Colloquium, 1969 (1973)

Leach, James ; Butts, Robert ; Pearce, Glenn

Dordrecht : Springer

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ISBN: 9789401025713

Sprache: Englisch

Seiten: Online-Ressource (220p) , digital

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Serie: The University of Western Ontario Series in Philosophy of Science, A Series of Books on Philosophy of Science, Methodology, and Epistemology Published in Connection with the University of Western Ontario Philosophy of Science Programme 1

Serie: The Western Ontario Series in Philosophy of Science, A Series of Books in Philosophy of Science, Methodology, Epistemology, Logic, History of Science, and Related Fields 1

Paralleltitel: Erscheint auch als

Schlagwort(e): Philosophy (General) ; Social sciences Philosophy ; Philosophy and social sciences.

Kurzfassung: The Concept of Obligation in the Context of Decision Theory -- Comments -- Reply to Professor Kyburg -- Behind Decision and Games Theory: Acting with a Co-Agent versus Acting Along with Nature -- Comments -- Comments -- Comments -- Measurement: A Systems Approach -- Comments -- Comments -- Utility Theory with Inexact Preferences and Degrees of Preference -- Information, Rewards, and Quasi-Utilities -- Open Action, Utility, and Utilitarianism -- Comments -- Emergent Utilities -- Cost-Benefit versus Expected Utility Acceptance Rules.

Kurzfassung: This volume grew out of the papers and comments presented at the Fifth University of Western Ontario Philosophy Colloquium, October 31- November 2, 1969. The colloquium papers were delivered by P. Suppes, R. B. Braithwaite, C. W. Churchman, and J. S. Minas. Comments are provided from others attending the colloquium, with one reply by P. Suppes. Also included are papers recently published elsewhere by A. Michalos, P. Fishburn and H. -N. Castaneda. The editors express thanks to these authors and to the editors of the following respective journals for per mission to publish: Theory and Decision, Synthese, and Critica. Finally, there is an extensive bibliography of decision theory, vis-a. -vis science and values. The editors wish to thank the officers of the University of Western Ontario for making the colloquium possible. THE EDITORS CONTENTS PREFACE V PATRICK SUPPES I The Concept of Obligation in the Context of Decision Theory 1 HENR Y KYBURG I Comments 15 PATRICK SUPPES I Reply to Professor Kyburg 19 R. B. BRAITHWAITE I Behind Decision and Games Theory: Acting with a Co-Agent versus Acting Along with Nature 22 ISAAC LEVI I Comments 56 RONALD GIERE I Comments 62 I. J. GOOD I Comments 67 C. WEST CHURCHMAN I Measurement: A Systems Approach 70 ISAAC LEVI I Comments 87 RONALD GIERE I Comments 95 PETER C. FISHBURN I Utility Theory with Inexact Preferences and Degrees of Preference 98 I. J.

DOI: 10.1007/978-94-010-2571-3

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The Social Philosophy of Adam Smith (1973)

Lindgren, J. Ralph

Dordrecht : Springer

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ISBN: 9789401024402

Sprache: Englisch

Seiten: Online-Ressource (180p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Archives Internationales D’Histoire des Idees / International Archives of the History of Ideas 8

Serie: Archives Internationales D'Histoire Des Idées Minor 8

Paralleltitel: Erscheint auch als

Schlagwort(e): Philosophy (General) ; Political science Philosophy ; Philosophy, Modern. ; History. ; Philosophy and social sciences.

Kurzfassung: I. Inquiry -- II. Moral Judgment -- III. Psychology -- IV. Government -- V. Commerce -- VI. Commercial Policy -- VII. Religion -- Works Cited.

Kurzfassung: Adam Smith was one of the most important seminal social philosophers of modern times. Although his great masterpiece - the Wealth at Nations - is most frequently associated with the field of economics, it has exer cised a profound and abiding influence not only in that but in all areas of social theory and practice as well. In view of this it is not a little puzzling that after nearly two centuries there does not exist a single reliable account of the full range of his social philosophy. The "circumstances which have contributed to this void in the literature are easily identified. All who are at all familiar with Smith's life and writings recognize that he was a philosopher by profession and that all his writings were conceived and executed as works of philosophy. During his lifetime his work was viewed iIi that perspective. At about the time of his death in 1790, however, Smith's work was eclipsed in the field of philosophy by Hume and Reid in Great Britain and Kant on the conti nent. Thereafter the interpretation of his writings was taken up by those who were profoundly interested in only one aspect of his work, viz. , his political economy. In the process of explicating that feature of his thought the social philosophy upon which his political economy was based and of which it was but one application was at first ignored and then represented as rather simplistic.

DOI: 10.1007/978-94-010-2440-2

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Dewey and his Influence : Essays in Honor of George Estes Barton (1973)

Whittemore, Robert C.

Dordrecht : Springer

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ISBN: 9789401024679

Sprache: Englisch

Seiten: Online-Ressource (149p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Tulane Studies in Philosophy 22

Paralleltitel: Erscheint auch als

Schlagwort(e): Philosophy (General) ; Philosophy and social sciences.

Kurzfassung: The Very Idea of a University -- The Argument Laughs at Socrates and Protagoras -- Dewey and Dialectic -- Experience as Revelatory of Nature in Dewey’s Metaphysical Methodology -- Dewey and the Behavioral Theory of Meaning -- Mead on the Self and Moral Situations -- Epistemology in William James’s Principles of Psychology -- George Barton and the Art of Teaching -- Dewey’s Transition Piece: The Reflex Arc Paper.

Kurzfassung: To those of us who have been privileged to call him col league, Georges Estes Barton is perhaps best and most fondly remembered as the man with a camera. At the beginning of every semester he could be observed carefully photographing each of his arriving students, and while we used to chaff him about this practice, all of us respected the motive behind it. For George Barton was and is a dedicated teacher and in his courses no student ever would be suffered to remain simply a face in the crowd. His favorite teaching technique has always been Socratic discourse, and he is, as Professors Roberts and DuBose remind us in their essays for this volume, a master of the method. In his chosen field of philosophy of education he has long been recognized as a leader, serving several terms on the Executive Committee of the Philosophy of Education Society and in I963 as its President. In I966 St. Edwards University conferred upon him the honorary degree LL.D in recognition of his significant contributions to curriculum development. Following a distinguished career in general education and educational research at the Rochester Institute of Technology and at the University of Chicago, Professor Barton was ap pointed in I956 to direct Tulane's Inter-Disciplinary Program for the Preparation of Liberally Educated Teachers. In Fe bruary I962, having seen the program through to a successful conclusion, he joined the Department of Philosophy at Newcomb College as Associate Professor of Philosophy.

DOI: 10.1007/978-94-010-2467-9

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13

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Empiricism and Sociology (1973)

Neurath, Otto ; Neurath, Marie ; Cohen, Robert S.

Dordrecht : Springer

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ISBN: 9789401025256

Sprache: Englisch

Seiten: Online-Ressource (500p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Vienna Circle Collection 1

Paralleltitel: Erscheint auch als

Schlagwort(e): Social sciences ; Social sciences Philosophy ; Sociology. ; Philosophy and social sciences.

Kurzfassung: 1. Memories of Otto Neurath -- 1. Otto Neurath’s Parents; the Father’s autobiographical sketch -- 2. Otto Neurath’s Childhood, from autobiographical notes -- 3. University Days, contributed by Marie Neurath -- 4. Military Life, contributed by G. Neumann -- 5. A Teacher of Political Economy, from N. Y. Ben-Gavriel -- 6. Excerpts from Ernst Lakenbacher -- 7. From Wolfgang Schumann -- 8. Autobiographical Excerpts from Otto Neurath -- 9. Munich 1919 and Later, from Ernst Niekisch -- 10. From Otto Neurath’s Son, the Sociologist Paul Neurath -- 11. Heinz Umrath -- 12. From Rudolf Carnap’s Intellectual Autobiography -- 13. Heinrich Neider -- 14. Viktor Kraft -- 15. Karl R. Popper -- 16. 26 September 1924 and After, from Marie Neurath -- 17. Charles Morris -- 18. Marie Neurath: 1940-1945 -- 19. Bilston and A. V. Williams -- 20. Marie Neurath: Otto’s Last Day, 22nd December 1945 -- References -- 2. Six Lessons -- 1. The Little Discourse on the Sanctity of Vocation (by La-Se-Fe) -- 2. The Strange (by La-Se-Fe) -- 3. The Little Discourse on the Virtues (by La-Se-Fe) -- 4. On Delay -- 5. Measure and Number -- 6. Of Masters and Servants -- References -- 3. On the Foundations of the History of Optics -- Reference -- 4. The Problem of the Pleasure Maximum -- References -- 5. Through War Economy to Economy in Kind -- List of Contents -- Preface (April 1919) -- The Theory of War Economy as a Separate Discipline (1913) -- The Converse Taylor System (1917) -- Character and Course of Socialization (1919) -- Utopia as a Social Engineer’s Construction (1919) -- Total Socialization -- References -- 6. Anti-Spengler -- 1. Rejection of Spengler -- 2. Phases of Culture -- 3. The Character of Culture -- 4. Spengler’s Description of the World -- References -- 7. From Vienna Method to Isotype -- 1. The Social and Economic Museum in Vienna (1925) -- 2. Visual Education and the Social and Economic Museum in Vienna (1931) -- 3. Museums of the Future (1933) -- 4. A New Language (1937) -- 5. Visual Education: Humanisation versus Popularisation -- Reference -- 8. Personal Life and Class Struggle -- Introduction: New Principles for Living -- 1. The Coming Man in the Present -- 2. Community Life and Economic Plan -- 3. Eternal Peace -- 4. Youth Associations, School, Vocational Guidance -- 5. Marx and Epicurus -- 6. Turning Away from Metaphysics -- References -- 9. Wissenschaftliche Weltauffassung: Der Wiener Kreis [The Scientific Conception of the World: The Vienna Circle] -- Preface -- 1. The Vienna Circle of the Scientific Conception of the World -- 2. The Scientific World Conception -- 3. Fields of Problems -- 4. Retrospect and Prospect -- References -- 10. Empirical Sociology. The Scientific Content of History and Political Economy -- 1. From Magic to Unified Science -- 2. History -- 3. Political Economy -- 4. Uniting History with Political Economy -- 5. Metaphysical Countercurrents -- 6. Sociology on a Materialist Foundation -- 7. Extrapolation -- 8. Coherence -- 9. Structure of Society -- 10. Sociological Prognosis -- References -- 11. International Planning for Freedom -- 1. Pursuit of Happiness -- 2. Production of Freedom -- 3. International Planning in the Making -- References -- 12. List of Works by Otto Neurath -- Notes: Names and Explanations -- Index of Names.

Kurzfassung: On the last day of his life, Otto Neurath had given help to a Chinese philosopher who was writing about Schlick. Only an hour before his death he said to me: "Nobody will do such a thing for me." My answer then was: "Never mind, you have Bilston, isn't that better?" There were con sultations in new housing schemes, an exhibition, and hopes for a fruitful relationship of longer duration. I did not dream at that time that I would one day work on a book like this. The idea came from Horace M. Kallen, of the New School for Social Research, New York, years later; to encourage me he sent me his selection from William James' writings. Later I met Robert S. Cohen. Carnap had sent him to me with the message: "If you want to find out what my political views were in the twenties and thirties, read Otto Neurath's books and articles of that time; his views were also mine." In this way Robert Cohen became ac quainted with Otto Neurath. Even more: he became interested; and when I asked him, would he help me as an editor of an Otto N eurath volume, he agreed at once. In previous years I had already asked a number of Otto Neurath's friends to write down for me what they especially remembered about him.

DOI: 10.1007/978-94-010-2525-6

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14

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Possible Futures of European Education : Numerical and System’s Forecasts (1973)

Jensen, Stefan

Dordrecht : Springer

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ISBN: 9789401023757

Sprache: Englisch

Seiten: Online-Ressource (XVIII, 270 p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century, Published under the Auspices of the European Cultural Foundation 1

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century 1

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Education and state.

Kurzfassung: Possible Futures of European Education -- 1. On General Problems of Social Forecasts -- 2. Forecasts of Educational Expenditures in Fourteen European Countries and the United States -- 3. A Systems Prognostication of the European Social System -- 4. On a Theory of Education -- 5. Trends in the System’s Development -- 6. Summary -- How Should the Future be Studied? -- Social and Cultural Futures in Western Europe a Framework for Analysis -- 1. Social Change or Continuity — Problems in Social and Cultural Futures -- 2. A sociological framework for Hypothetical Futures -- 3. The dynamics of social Change and Discontinuity -- 4. Emerging European Futures — The Basic Qualitative Dilemma -- Biographical Notes.

Kurzfassung: In "Plan Europe 2000," launched by the European Cultural Foundation, the first project is devoted to education. This project sets out to isolate the principal features, and to sketch the "image" of the educational system in the year 2000. It is not a matter of "forecasting," for that would imply that the modes of educating people in the next thirty years are predeter mined and subject to the operation of factors that must be respected like the laws of an inevitable evolution. We should be trying to unveil what is to come. Nor is the enterprise a project based on the options considered to be most desirable, which would imply that man has an entirely free will and is capable of dominating anything that might oppose that will. We should then be trying to "dictate" what we want to exist in the year 2000. It would be the act of a demiurge. The project is in fact a long-term prospective effort, which must take into consideration· - major constraints and unyielding tendencies, scarcely susceptible of significant change; - data and factors that can be more or less freely manipulated but not ignored or eradicated; - priorities dictated by the limitations of time and means; - the authors' freedom of action, subject to the above limitations, and in any event to the following one: they must not conflict with European aspirations, even the latent ones; they must not outrage mental atti tudes that can only be modified by persuasion.

DOI: 10.1007/978-94-010-2375-7

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15

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Education and Division of Labour : Middle- and Long-Term Prospectives in European Technical and Vocational Education (1973)

Visalberghi, Aldo

Dordrecht : Springer

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ISBN: 9789401024860

Sprache: Englisch

Seiten: Online-Ressource (189p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Educating Man for the 21st Century 4

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century 4

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Education and state.

Kurzfassung: Preface -- 1. Introduction: Scope and limits of the prospective inquiry -- 2. Historical background: Questions of terminology, socio-economic factors and ideological issues -- 3. The present situation and current changes -- 4. Medium- and long-term trends -- 5. Guidance and career choice -- 6. Polyvalency and permanent education -- 7. Technical and vocational training for women -- 8. University, post-secondary education and recurrent education -- 9. Division of labour: old and new models -- 10. Conclusions -- Appendix A: Tables and comments on replies to questionnaire -- Appendix B: Gino Martinoli: Thoughts on the training of tomorrow’s manpower -- Appendix C: Questionnaire -- Biographical notes.

Kurzfassung: The Steering Committee for the Plan Europe 2000, Project 1: Education, invited the working group to analyse the problems of technical and vocational education projected over the next 30 years, both at se condary school and at university level. This report summarises the findings of approximately two years' research and discussion by the group, coordinated by the undersigned. It is in fact a combined report, although one chapter - the eighth is devoted specifically to university problems. This we consider to be amply justified by the nature of the subjects discussed: it is difficult to make a clear-cut distinction between solutions on the secondary level and solutions on the post-secondary level, especially when they are projected into the future. The group organised its work as follows: it consulted the literature to the extent possible and sought replies to a comprehensive analytical questionnaire from a wide sample of experts in different countries (the composition of the sample is described in the opening section of Appendix A); it arranged many meetings with qualified persons for discussions, as well as visits by individuals or small groups to training institutions in several European countries to meet experts in this field and it took part in national and international congresses and conferen ces on technical and/or vocational training and associated problems.

DOI: 10.1007/978-94-010-2486-0

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16

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Individual Orientation in Education (1972)

Reuchlin, M.

Dordrecht : Springer

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ISBN: 9789401024181

Sprache: Englisch

Seiten: Online-Ressource (108p) , digital

Ausgabe: Springer eBook Collection. Humanities, Social Sciences and Law

Serie: Plan Europe 2000, Project 1: Educating Man for the 21st Century 2

Paralleltitel: Erscheint auch als

Schlagwort(e): Education ; Educational psychology.

Kurzfassung: I. The Accumulation of Scientific and Technical Knowledge -- II. Technological and Economic Development and Change -- III. The Evolution of Some Sociological and Biological Factors Determining Individual Orientation -- IV. Resources and Aims of Education in the Future -- V. A Summary of Future Trends in Educational Orientation -- Biographical Notes.

Kurzfassung: When considering future trends in educational and vocational orientation we must constantly bear in mind, in as concrete a way as possible, that schools form an integral part of society as a whole. To point out that education and society are inseparable concepts has of course become almost a ritual statement in the majority of studies of future developments in education. All too often however "society" becomes an allegorical figure to which characteristics can be attributed varying with the tradition of thought adhered to by each writer. This figure is given a part to play in the plot which we are trying to unravel, but it remains allegorical. The theatre is furthermore closed to the public. Teachers and taught, pedagogic experts and philosophers of education, are alone together and share the functions of author, actors, producer, audience, and critics. To seek a better future for education is to try to improve the quality of a performance given in camera, to give each character a role which is most satisfying to the mind and above all to the emotions and in which the most noble sentiments can be expressed in the cause of the highest ideals. The theatri cal and gratuitous nature of university life, and lyrical statements about the future of the universities, were characteristic aspects of traditional frameworks.

DOI: 10.1007/978-94-010-2418-1

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