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1

OTVORENÁ TEXTÚRA POJMU – PÔVODNÝ ZMYSEL A KRITIKA

100%
Gahér F.
Filozofia (Philosophy)
|
2018
|
vol. 73
|
issue 8
620 – 635
EN
The aim of this article is to analyse and explain in more detail Waismann’s idea of the open texture of concept (Die Porosität der Begriffe) as a means for criticizing the principle of verifiability and to point out its distorted understanding as an open text. The open texture or porosity of a concept should relate to its potential, intensional indeterminacy – to signal the doubts that may arise in its application under unforeseen circumstances. Extensional essentialism is present in the background of this view. Against this view, Tichý presented his approach of intensional essentialism. On the basis of this approach we have enriched the critique of the open texture of concepts by the distinction between distinctive and scientific concepts and their correlations of various strengths. Furthermore, we have explained Waismann’s examples of a “giant cat” and “radioactive gold” as a replacement of one distinctive concept by another, both of them closely related in terms of their content, they have the same name and they are correlated with the same scientific concept with an unchanged essence.
2

CHILDREN'S THINKING. CLOUDS, RAIN, AND RAINBOW IN CHILDREN'S EXPLANATIONS (Laste motlemine. Pilved, vihm ja vikerkaar laste seletustes)

86%
Kikas E.
Mäetagused
|
2010
|
vol. 46
139-156
EN
The article describes the learning process of children, and the associated difficulties in the transfer from everyday thinking to scientific. Everyday explanations (direct descriptions of phenomena, fragments heard from adults, analogy-based explanations) are prevalent in preschool children. In school, children begin to learn scientific (non-experiential) knowledge and develop the scientific level of thinking. This is a long and time-consuming process, in the course of which children continue to use everyday explanations, adding to them synthetic concepts and explanations. The relevant theory is illustrated by analysing the explanations of children with regard to clouds and rain as conventional meteorological phenomena, and the rainbow as an extraordinary and attractive object which deserves attention. Individual interviews were conducted with 116 primary school students. The results show that everyday and synthetic explanations are predominant in primary school children, with the relevant reasons being pointed out
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