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1

ROUSSEAU AND HELVETIUS ON THE PROBLEM OF EDUCATION

100%
Roussel J.
Przegląd Humanistyczny
|
2005
|
vol. 49
|
issue 3(390)
29-38
EN
Although relationships between Rousseau and Hélvetius were full of respect, their concepts of education were so different that they resulted in a conflict. They both pursue to cognition of a man throwing away all forms of apriorism; they underline the influence of outer factors on creation of a human being and the role of senses in the cognitive process. Yet, sensualist tendencies are stronger in Hélvetius'. The 'pursuit of perfection' is what differs a man from animals, according to Rousseau. A human being is not only physical, the spiritual element is crucial. Thus the conflict becomes one of the representations of the discourse of freedom, which was essential for the époque.
2

WITTGENSTEIN ON THE EPISTEMOLOGICAL STATUS OF LOGIC

75%
Čana T.
Filozofia (Philosophy)
|
2013
|
vol. 68
|
issue 4
309 – 318
EN
The problem of the epistemological status of logic is the core of Wittgenstein’s philosophy of logic. There are two known solutions to this problem: apriorism and aposteriorism. It appears that one solution or the other must be true. Scholars believe that the early Wittgenstein’s approach to the epistemological status of logic is a radical version of apriorism. The aim of the paper is to provide an adequate reconstruction of the later Wittgenstein’s solution. The main question is: Provided that there is a disagreement between the two Wittgenstein’s views of the epistemological status of logic, do we need to consider his later position as an example of aposteriorism? Our answer is: No. The later Wittgenstein’s position questions the conceptual framework of the whole philosophical discussion. His remarks on the epistemology of logic are directed against both apriorism and aposteriorism in the philosophy of logic.
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