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1

Inscrutability of Reference

100%
Nowaczyk A.
|
2008
|
vol. 17
|
issue 4(68)
191-205
EN
Richard Rorty gives credit to Quine for demolishing the myth that linguistic phrases have well determined reference. If Quine truly intended to discredit such beliefs he would have argued differently from what he actually said. He would have to realize that he adopts the anti-realist position and consequently he would have to modify his behaviorist conception of language. He would have had to admit that we could perceive, identify and name various objects before we were able to make use of highly advanced linguistic instruments such as personal pronouns and the plural form of nouns. Such assumptions cannot be found, however, in Quine's writings.
2

Revolution, Demarcation, and Psychology

100%
Wróbel S.
|
2004
|
vol. 13
|
issue 3(51)
177-194
EN
Is psychology like another empirical discipline, say physics or biology, or is it fundamentally different? The principal aim of the article is to demonstrate that the last two revolutions in psychology were made for the sake of science. Chomsky, Fodor, Pylyshyn battled against the behaviorist point of view. Lakoff, Johnson, Langacker fought against syntactocentrism of Chomsky's generative grammar. From Chomsky's point of view Skinner's behaviorist theory is not science, but from the perspective of Langacker's cognitive grammar Chomsky's theory of competence is not science either. That is the reason why the questions: what is science?, who is a scientist?, and how is the world 'science' to be used?- are so important. Such reconstruction of the scientific practice is to some extence consonant with Kuhn's analysis of the history of science.
3
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Terapia behawioralna zaburzeń rozwoju z perspektywy analizy zachowania

88%
Bąbel P.
Psychologia Rozwojowa
|
2011
|
vol. 16
|
issue 3
27-38
EN
The article presents the characteristics and methods of therapy of developmental disorders; these methods are derived from the theory of learning and are collectively called behavioral therapy. This presentation takes the standpoint of behavior analysis i.e. a science concerned with behavior and environmental variables which affect it. The article starts with a brief overview of the most basic assumptions of behavior analysis and of the main areas of its applications. Three essential goals of behavioral therapy of developmental disorders have been indicated, and the most important methods used to achieve these goals were described. It has been suggested to classify methods of behavioral therapy according to various kinds of learning from which they are derived and to the laws of learning that constitute the mechanism of their work. Conclusion of this article emphasizes empirically proven effectiveness of behavioral therapy in the treatment of developmental disorders.
4
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SELF-CONSCIOUSNESS AND SELF-KNOWLEDGE. EPISTEMOLOGICAL POINT OF VIEW. (Samoswiadomosc i samowiedza z punktu widzenia epistemologii)

75%
Zieminska R.
Analiza i Egzystencja. Czasopismo Filozoficzne
|
2008
|
issue 7
33-51
EN
Self-consciousness is the source or set of information about our own present mental states. My self-knowledge is the set of all my information about myself, not only about my present mental states, but also my past mental states, my personality, my body or even my unconsciousness. Many philosophers thought that self-consciousness data are certain knowledge (Brentano, Husserl, Ingarden) but many contemporary philosophers claim that the first-person knowledge does not exist (Wittgenstein, Ryle, Dennett). Davidson refutes both behaviorism and subjectivity myth and takes some moderate position: first-person knowledge is dependent on third-person knowledge but third-person knowledge is dependent on first-person knowledge. There are some problems to reduce consciousness to physical states and to know about it. So, first-person knowledge is not certain and autonomous but it does exist and play important role. The two interdependent kinds of knowledge are two pillars of human knowledge. According to Davidson there is also some third pillar and it is the second-person knowledge.
5
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Teoretyczne konteksty projektowania dydaktycznego kursów e-learningowych

63%
Neczaj-Świderska R.
Rocznik Andragogiczny
|
2011
|
vol. R. 2011
94-106
EN
Learning technologies offer new opportunities to meet the rapidly growing demand for new, constructivist ways of learning (such as competency-based, collaborative or adaptive learning). The article discusses the fundamentals of use educational theory (behaviorism, constructivism, humanistic psychology, cognitivism) in instructional design e-learning courses. The author presents the role of pedagogical aspects of interaction design in online asynchronous distance education.
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