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article from iussue 1/1938 of the journal »ŽIVOT. ČASOPIS ZAPOPULARIZACIJU NAUKE«, there pp. 37 to 51
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article from iussue 1/1938 of the journal »ŽIVOT. ČASOPIS ZAPOPULARIZACIJU NAUKE«, there pp. 37 to 51
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According to Hare’s device, an adequate association of two mutually akin but independent theoretical disciplines – metaethics (universal prescriptivism) and normative ethics (utilitarianism) – enables the formation of the complete and coherent moral system. The main subject of this book is reception and critical analysis of Hare’s constructivism; but much more attention is dedicated to the substantive aspect of his doctrine, where idea of all-encompassing ethical theory is fully developed and crystallized. In Hare’s opinion, the fact that something like this is possible is approved by detailed inquiry of the structure of so-called “moral thinking”, which, although in theory divided into three plateaus or levels, in practice can operate as unique faculty. The first part of the book considers Hare’s metaethical doctrine, i.e. metaethical level of moral thinking. This part especially analyzes semantic and logical properties of the moral words and judgments, which Hare grasps and marks off as elements that constitute specific ethical theory in narrow sense under the name of “universal prescriptivism”. Thence, it contrasts the theory with the most prominent types of rival metaethical conceptions; this is a way of showing its supremacy over them. The second part analyzes Hare’s multiple ways of connecting his metaethical with his normative doctrine, which is in formal sense determined as “Kantian utilitarianism”, and in substantive sense as “preference-utilitarianism”. Critical references to both dimensions of utilitarian doctrine aim at indication on scopes and limits of Hare’s ambitious redefinition of the doctrine. In addition, this part accessorily affirms a proposal about certain more rigorous terminological delimitation of different kinds of normativity. Further on it discusses about so-called “necessary ingredients” of moral reasoning, where special attention is being paid on element of “sympathetic imagination”, which Hare grasps in his developed theory not only as a normative demand but also as a logical thesis. Finally, it considers kinds of preferences that can or cannot be recognized (with help of established set of criteria) as morally relevant. The third (the last) part displays so-called “two-level theory” of normative moral thinking (“intuitive” level and “critical” level), including goals that are intended by its establishing. Given Hare’s holism, the metaethical level, considered as fundamental or the “third” level, has notable effect on process of normative reasoning, especially if it is taken as one of the determinant of the critical moral thinking. Upon examining the (utilitarian) character of the theory, its plausibility is verified in the light of its application to one specific theoretical realm – the realm of philosophy of moral upbringing and education.
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This book seeks to reconstruct Adorno’s understanding of the subject and probe the status, meaning and scope of this concept within his philosophy. In the first part, after the introduction, the concept is broken into its essential component meanings; furthermore, some adverse consequences are indicated that, in Adorno’s view, have been brought by the concept’s hypertrophy, in thought as well as in its practical applications. The next section of the book is a sort of necessary intermediate step: in it, the central role is played by the concept of identity which in Adorno’s nomenclature, along with the subject, marks the destiny of Western thought and action. The central and most extensive part of the text is devoted to thematizing the subject – and/or identity-character of traditional philosophy, and the ensuing „fatal strategies“. The next chapter examines the possibilities for overcoming or escaping this destiny of Western thought through the concepts of ‘non-identical’and ‘not being a subject’, i.e. through the emancipatory potential of traditional philosophy and metaphysics in light of their Adornian recomposition. The concluding parts of the book attempts to assess contemporary relevance – or lack thereof – of Adorno’s philosophy in the context of current controversies. A positioning of its significance enables, in the conclusion, to explicate those provocative moments of Adorno’s theory that, rather than growing obsolete, precisely determine in a substantial sense some recent disputes.
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In his latest book Pivčević argues that the scope and limits of rational explanation are set by a number of fundamental categories and principles which are all mutually complementary and interdependent. This lattice of basic categories and principles not only helps make sense of what we experience but conveys how the world is actually made up. In developing this thesis Pivčević is at the same time outlining some of the key features that mark out specifically philosophical explanation as opposed to other types of explanation such as those commonly found in the natural sciences and in naturalistic theology. Reasons for belief can be all sorts, but when do such reasons amount to a rational explanation? The thesis advanced in this book is that the scope and the limits of rational explanation are fixed by a number of fundamental ideas and principles which are all mutually complementary and interdependent, and provide an insight into how the world is actually made up. It is a logical requirement of rational explanation that such ideas, and the principles that go with them, should form a self-supporting analytical system. One such idea and a vital component of the system is the idea of self. This runs counter to what might be described as a ‘naturalistic’ approach to explanation. A naturalistic explanation, essentially, is based on the assumption that the world is fashioned by factors that exist independently of the conditions under which they may feature as objects of belief, rational or otherwise. The ideas in terms of which we make sense of what we experience are treated, accordingly, as ‘emergent’ phenomena and products of human evolution. This feature of naturalistic explanations does not necessarily detract from their capacity to serve as useful prognostic tools. Nevertheless such pragmatic utility as they may have cannot hide their philosophical limitations.
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Alice returns from Wonderland discusses scientific explanation and its importance for scientific knowledge. The classical ideal of coherence and completeness of physics was shaken in the early 20th century with the appearance of quantum mechanics, and this opened the floodgates of skepticism about the explanatory potential of science. Through extensive examination of principle and constructive approaches to methodology and explanation in quantum theory, Domazet discusses realist and antirealist approaches to scientific enterprise as a whole. The need for modification of the everyday conceptual framework through modification of some foundational units of the realist material ontology arises. The book argues for the reintroduction of the metaphysical component of science; to base explanations of empirical phenomena on ontological commitments. Despite the unfamiliar phenomena like quantum teleportation, imaginary Alice finds a way to hold on to familiar macroscopic objects, as one of many instances of durable generalized objects subjected not only to spatio-temporal constrictions but also to ontologically primitive fundamental laws of temporal evolution.
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Instead of a short abstract, please refer to the PDF-files of the introduction to the book, its table of content and the sample-PDF. We hope you will get through these files a more comprehensive impression about the book than would be provided by just a few lines of an abstract/summary.
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Much more information is available about Ibn Sina and his life than about any other Muslim philosopher. This is primarily due to the biography written by his loyal disciple Abu ‘Ubayd Jozjani (died 1046), and the first part of which is actually autobiographical, i.e. it was written by Ibn Sina himself. This writing will later be known as "Sargozasht" or "Sira" (both words, the first in Persian, the second in Arabic denoting a biography or biography). The oldest text of this biography available today is the book "Tatimah siwan al hikmah", the book of Zahiruddin Abu Hasan 'Ali ibn Zayd Beyhaki, which includes some recent information about Ibn Sinau. In addition to this, we have two other accounts of Ibn Sina's life, one in the book Uyun al Inba by Abu Usaybi, and the other in Ibn Qafti's history Tarikh al hikmah. However, the data we find in these two sources differ from each other, although both authors refer to Jozgani's tradition. In addition, Ibn Khalqan in his "Wafiyat al Aajan" brings certain information, which he seems to have taken from Beyheki, and which we do not find in Abu Usaybi and Ibn Qafti. Many years ago, Ahmed Fuad Ahvani found a text of Ibn Sina's biography on the margins of a manuscript copy of Shahrazuri's work "Nuzhetu-l-Arvah". According to Ahvani, these margins were written by Ahmed Kashi in 1353. In 1952, on the occasion of the thousandth anniversary of Ibn Sinai's birth in Cairo, Ahvani published a work entitled "Nukatun fi ahvali Sheikh al Reis Ibn Sina" (Sketches from the Life of the Great Teacher Ibn Sinai), as part of the collection "Zikr Ibn Sinaa". William E. Gohlman published a critical edition of this manuscript in 1974, based on several versions of it, with an English translation, entitled »The life of Ibn Sina«.
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The cultural approach is based on the belief that - despite even the most dramatic contradictions between strict and disciplined theory and the hardly perceived detachment and disparity of human habitation - philosophy is nothing but the life itself in the logos. To reconstruct the past philosophical system means not only to correctly restore the logical scheme of the respective doctrine, but above all, to manifest its living flesh, its beyond logical element.
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The book “We followed the same or similar lines of thought.” The subject of logical correspondence between Gottlob Frege, Giuseppe Peano, David Hilbert, and Bertrand Russell consists of four chapters, Preface and Conclusion, Bibliography, Appendix (all the discovered letters of Frege set in a chronological order), and subject and name indices.Chapter one, entitled “Introductory Issues,” discusses Frege’s fundamental philosophical-semantic assumptions: his logicism (inspired by Leibniz’s idea of algebra based on logic), differentiation of sense from reference [Bedeutung] of the linguistic expressions, adequate and disjunctive division of the universum into functions (whose particular type are concepts) and function’s arguments, that is, objects. Apart from that, the chapter also discusses Frege, Peano, and Russell’s foundation for logical notation.Chapters two, three, and four have been devoted to Frege’s correspondence with Peano, Hilbert, and Russell respectively. Each of those chapters has the same structure: a general introduction to a given correspondence, a presentation of the correspondents’ familiarity with each other’s texts, as well as their citings, an enumeration of the extant letters, and a catalogue of the investigated subjects. After that, themes pertinent to a particular correspondence have been discussed in further sections of those chapters. The chapters end with a calendar of Frege’s cooperation with a given correspondent.Chapter two, “Correspondence with Giuseppe Peano,” provides an analysis of the Frege and Peano’s discussion of their logical symbolisms and a number of assumed primitive (i.e., undefinable) terms (signs or symbols). Further, it contains Frege’s and Peano’s records (and understanding) of quantifiers, as well as the related difference between universal and existential sentences. Also, a comparison of records of particular logical formulas from the logic of Frege with the logical formulas of Peano have been provided in this chapter. A concluding theme is the discussion over certain definitions of mathematical operations and conditions that proper definitions should comply with.Chapter three, “Correspondence with David Hilbert,” comprises an account of an epistolary discussion of Frege with Hilbert, which concerns Hilbert’s book Grundlagen der Geometrie and symbolismin mathematics. It contains a controversy over the concept of geometry (geometry based on spatial intuition or an abstract systemwith no interpretation), the structure of its system, the understanding of an axiom and its role in the system of geometry (the axiom is always a truefundamental fact of intuition or a definition of primitive concepts), consistency and independence of axioms, different understanding of the phrase es gibt (there is) and expectations as to the logical symbolism.Chapter four, “Correspondence with Bertrand Russell,” delineates Frege’s correspondence with Russell. It ismost voluminous, most interesting, and substantially most difficult part of Frege’s collected letters. In his first letter to Frege, Russell – referring to Frege’s first book Begriffsschrift – formulated the difficulty that led to antinomy. In a reply, Frege related the difficulty to Grundgesetze der Arithmetik and discovered the possibility of constructing the antimony in his own system of logic, which was to enable to define basic terms of the arithmetic of natural numbers and thus lay grounds for arithmetic based on logic. What is more, other formulations of the antimony put forth by Russell and Frege, the controversy over understanding of the class, a search for fundamental form of a function, and a profound understanding of its domain, various forms of eliminating the antimony in Frege’s system, as well as Frege’s arguments for the necessity to apply the differentiation of sense formreference in linguistic expressions.In the Appendix, the reader will find a chronological list of all the hitherto discovered scientific letters by Frege.Primary sources contain only basic works by Frege, Peano, Hilbert, and Russell, while literature on the subject – other sources that appeared in the footnotes. From all the extensive literary output of Frege as well as a comparison with the abovementioned, I limitmyself to only those references that I consider crucial.
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At every moment of time, a single context becomes real. Therefore, every moment splits the class of all contexts into two parts, the realized ones until that moment and the contexts that are not yet realized. The first part represents the past at a certain moment. A proposition is necessarily true at a given moment if it is a consequence of the past. From this definition of necessity it follows that the modal values of propositions depend on time, namely, the modal value of a proposition can be different at two given moments. For instance, there are propositions so that they are possibly true at a moment and become impossibly true later.
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The collection of papers Philosophy as a Life Journey was published in honour of Jan Zouhar, a distinguished professor, an expert in the history of Czech philosophy and an organizer of university life. The volume begins with an interview in which Professor Zouhar outlines his philosophical creed. The core of the collection comprises six personal contributions (Laudationes) and sixteen original scientific works that focus on a wide range of issues related to philosophy, history, literature, language, ethnography and culture. The final part of the volume (Appendices) contains a brief curriculum vitae of Professor Zouhar and a selection of his works and photographs followed by a list of volume contributors.
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The paper defines normative contexts, describes the general concept of defeasibility and the logical means to its solution. It also illustrates defeasibility of legal norms on case studies.
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Die vorliegende Arbeit erfüllt zwei Aufgaben. Erstens untersuche ich ausführlich Edmund Husserls früheste Philosophie der Surrogate, wie sie in seinem 1890 erschienenen Werk "Über die Logik der Zeichen (Semiotik)" zu finden ist. Ich analysiere seine psychologischen und logischen Untersuchungen von Surrogaten, wobei erstere sich damit befassen, zu erklären, wie diese Zeichen funktionieren, und letztere damit, wie sie dies zuverlässig tun. Seine Unterscheidung von Surrogaten auf der Grundlage ihrer genetischen Herkunft und des Grades ihrer Notwendigkeit wird erörtert. Zweitens wird die historische Bedeutung dieses Textes aufgezeigt, indem gezeigt wird, wie die Semiotik sowohl als Inspiration als auch als Folie für Husserls Erste Logische Untersuchung von 1901 dient. Husserl übernimmt nicht nur die Idee, dass sprachliche Zeichen durch Assoziation funktionieren können, sondern behauptet auch, dass solche Zeichen einen zur Ausführung einer von zwei Erfahrungen motivieren können. Der Hauptunterschied zwischen den beiden Texten besteht darin, dass Husserl 1901 seine Theorie der Surrogate aufgibt und stattdessen behauptet, dass man abwesende Objekte durch leere Absichten erfahren kann. Die Gründe, warum Husserl es für notwendig hielt, diesen Grundsatz seiner Philosophie zu ändern, werden ausführlich diskutiert.
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The book "Introduction to Logic: Classical Propositional Logic" is the first part of an introduction to logic which is intended primarily for students in humanities and related subjects. The book presents not only the main information about propositional logic, whereas an accent is put on the notion of entailment. The reader is gradually introduced to techniques enabling investigation of semantic properties of formulas and methods of formal demonstration as well as their applications in the field of natural language. The book involves a number of practical examples; a great portion of them practise constructing negations and equivalents and checking arguments.
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The field of didactics of mathematics, natural sciences and vocational education is an important area of education and training. Its importance is growing over time and, given the results of measuring different areas of pupil literacy, it can be assumed that it will not be otherwise in the future. The International Conference on Didactics, organized by the Pedagogical Faculty of Masaryk University, DTI University and The Unity of Czech Mathematicians and Physicists branch office Brno, is an important platform for sharing and developing the area of common interests of experts. The conference proceedings provide an overview of both the theoretical and practical problems in education, focusing on didactics of the above mentioned fields of study, and sharing good practice.
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Mathematics occupies a very important position in the Modern World. It may be remarked that Mathematics plays a vital role in technical professions and latest researches. Years ago, people believed that Mathematics is a classroom discipline. Now we realize Mathematics is a tool, rather than a discipline. This argument comes because; Mathematics is now the main ‘ingredient’ of any Applied Sciences. The paper emphasizes a growing need to develop such teacher`s skills which enable him/her to perceive and subsequently present a discussed issue in a broader context, and implement facts and knowledge from various scientific fields into science teaching. A teacher’s didactic mastery lies in his/her ability to see and point out the possibilities of interdisciplinary connections in teaching-learning process.
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The monography summarizes mathematical preliteracy of pre-school children in the context of their complex personal development. The research part of the article focuses on outcomes of research aimed at finding out how kindergarten teachers and prospective teachers of Pre-school teacher training programme reflect the mathematical aspects of their education and the development of mathematical preliteracy of children as an important area of their professional activities.
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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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Verse 27 of Surat al-Shoora clarifies the criteria by which the blessings and opportunities in the life of this world are distributed among the servants, and thus helps the minds to correctly grasp the message emphasized in verse 26, that Allah gives more of His bounty to His servants who believe and do good deeds. If Allah had given all people the blessings and resources such as intelligence, health, talent, etc. abundantly and equally in this world, there would be no unity, stability and order on earth. People would not be concerned about developing their skills, there would be no regular working life, no search for a balance and system (for example, the science of economics) for the sake of employment and the sharing of material opportunities, and as a result, civilizations and states would not have been established. When we interpret the message of verse 41 of Surat al-Rûm in a general framework within the framework of the economic problems of today's world, we come to the fact that the cause of the economic problem (mischief) is man and the capitalist economic system that makes man think about what he needs and not what he should think about the distribution of the blessings (justice in distribution). Therefore, if an economic understanding centered on prosperity and felah, that is, the economic principles of Islam, takes its place in people's lives, there will be no trace of these problems.
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Philosophy and Religious Studies, one of the three main departments within the Islamic Sciences and Theology faculties, investigates the phenomenon of religion through the lens of humanities disciplines such as history, sociology, logic, psychology, philosophy, and education. Situated at the intersection of theology and the humanities, the Department of Philosophy and Religious Studies plays a significant role in the internationalization of theology education. Concurrently, these disciplines serve as intermediaries in contextualizing Islamic Sciences within contemporary understanding. The Department of Philosophy and Religious Studies generates data on contentious contemporary issues such as artificial intelligence, transhumanism, migration, and conflict resolution, thereby elucidating the intellectual background of these issues and providing theoretical insights through empirical research. Within this framework, the study addresses the incorporation of courses offered by the Department of Philosophy and Religious Studies, presenting them aligned with the project's objectives. The study aims to introduce the Department of Philosophy and Religious Studies, elucidating its content, functions, and outcomes, to foster critical thinking and analytical skills among students through philosophical education, facilitating a deeper comprehension of diverse aspects of religion, and delineating the disparities and connections between philosophy of religion and religious sciences. Furthermore, the study seeks to enable students to assess the logical and philosophical dimensions of various religions and belief systems, while also contributing to theological education by highlighting the unique fields of study and values inherent in Philosophy and Religious Studies. Ultimately, the study endeavors to facilitate the international integration of the Department of Philosophy and Religious Studies and its adaptation to contemporary needs within theological education. The research is predicated on the premise that Philosophy and Religious Studies should to be more inadequately introduced to students, particularly at the secondary school level, despite their increasing relevance in light of evolving global agendas. As a result of the analyses conducted, insights have been gleaned regarding the content, functioning, outcomes, fields of study, and methodologies of departmental courses. Consequently, this book aims to introduce the field of Philosophy and Religious Studies to students from high school to graduate levels, guiding new researchers, and offering ideas and direction to advisors and students regarding potential areas of study. Covering a broad research area alongside its departments, this book will guide prospective theology students, current departmental students, and those seeking graduate education within this discipline. In alignment with the stated objectives, the study will conclude by compiling chapters contributed by lecturers from diverse disciplines. Employing a quantitative research method and documentation technique, the study has gathered data from articles, books, field research, and lecturers’ experiencies. Detailed accounts of sub-units of Philosophy and Religious Studies, such as the History of Religions, Sociology of Religion, Psychology of Religion, Philosophy of Religion, Religious Education, Islamic Philosophy, Logic, and History of Philosophy, are provided, covering aspects such as history, methodologies, research topics, notable figures, fundamental resources, graduate education, academic journals, interdepartmental relations, and international collaborations. Each completed chapter has been peer-reviewed by relevant department lecturers using blind refereeing principles, with necessary corrections implemented by the authors. The book encompasses eight departments, delving beyond superficial analysis to address foundational issues within each department. Additionally, each chapter includes recommended readings and films. This study asserts itself as a potential textbook for introducing Philosophy and Religious Studies as an elective course in Imam Hatip high schools. It can also serve as an elective textbook for first-year undergraduate programs.
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