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1

CARTESIANISM IN E. CONDILLAC'S THEORY OF SCIENCE

100%
Janeczek S.
Studies in Logic, Grammar and Rhetoric
|
2009
|
issue 15(28)
161-171
EN
Condillac's sensualist epistemology used to be combined with Locke's empiristic accomplishments, following Condillac's opinion himself. The French philosopher, while appreciating this solution, sought to develop it, and in particular he wished to make it more profound. He wanted to formulate special 'metaphysics' of knowledge, the synonym of genetic analyses that were supported to answer the question: how and why is knowledge possible? The author proves that, like in the case of Locke, the point of reference in Condillac's epistemology was Descartes' solution, including his theory of science.
2

KNOWLEDGE AS CONVERSATION

100%
Zuromski D.
Edukacja Filozoficzna
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2006
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issue 41
141-156
EN
In his book 'Philosophy and the Mirror of Nature' Richard Rorty claims that some projects of philosophy or philosophy -as theory of knowledge, as he calls it, are optional and contingent. In the first place, the author tries to show Rorty's strategy which leads him to that thesis. Secondly, he attempts to critically investigate his 'crucial premise' according to which the adequate model of knowledge is not a model of 'confrontation' but of 'conversation'. In the end he also considers a perspective in which both models do not rule out each other, but become two equally important aspects of knowledge.
3
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Štruktúra reálnych predmetov metafyzického realizmu a podstata samostatného myslenia Edity Steinovej

100%
Dufferova A.
Studia theologica
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2004
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vol. 6
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issue 3
37-46
EN
The paper reflects about the dissertation work by Peter Volek and about the Husserl's Phenomenology and St. Thomas Aquinas' Philosophy by Edith Stein in the light of Luz González Umeres' thinking. It refers to contribution of some Edith Stein's epistemological observations into the theory of knowledge in the structure of real objects of the metaphysical realism as well as to signification of her independent thinking. At the same time it reveals the reasons, why that important nowadays philosopher looks back to the traditional theories with so resolute metaphysical attitude.
4
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EPISTEMIC ASPECTS OF AN AESTHETIC EXPERIENCE IN THE PHILOSOPHY OF JOHN DEWEY (Teoriopoznawcze aspekty doswiadczenia estetycznego w filozofii Johna Deweya)

88%
Rachon N.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2011
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issue 4
17-28
EN
In this paper, the author elaborates on the idea of 'common pattern of inquiry', which is the core concept of late theory of knowledge of John Dewey. Author points at qualitative moments of this inquiry pattern which disclose aesthetic aspects of every kind of organized human activity. Conclusions of these analyzes enable to reveal some epistemological aspects of aesthetic experience. Despite, Dewey always rejected any sort of radical and fixed divisions of human experience into separate spheres, he has never conceived experience as completely undifferentiated monolith. For Dewey, experience is a dynamic unity, which undergoes various changes in which different aspects dominate only temporarily. Dewey claims, that among such kinds of experience, it is the aesthetic modus which discloses the sense of undivided and immediate character of human experience in the way which restrain it from complete shift into the matter of uncontrolled and unknowable qualities of primary experience. The art is thus the best expression of the essence of human experience and of the nature itself. The author claims, that due to distinguished role of aesthetic experience in the late naturalistic philosophy of Dewey, his standpoint may be understand as a sort of panaesthetism.
5

VEDECKÉ POZNÁVANIE A PRAGMA-DIALEKTIKA

88%
Taliga M.
Filozofia (Philosophy)
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2023
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vol. 78
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issue 8
675 – 688
EN
Based on a critical analysis of a specific theory of knowledge course, Gábor Zemplén has identified several barriers frustrating efforts to support critical thinking in science education. He proposes three strategies of how to bolster up critical thinking skills in teaching science-oriented courses. One of them is to implement the pragma-dialectical theory of argumentation in classes. The paper calls attention to three implicit assumptions behind the Zemplén’s proposal, subjects them to internal criticism, and argues that they cannot be reconciled with each other. By criticizing them externally, the paper aims to show that it is not apposite to explain or model scientific cognition by the pragma-dialectical theory of argumentation.
6
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O praktycznej możliwości oglądu intelektualnego. Wybrane wątki filozofii krytycznej Immanuela Kanta a Johanna Gottlieba Fichtego Drugie wprowadzenie do teorii wiedzy

88%
Jankowski M.
Filo-Sofija
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2009
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vol. 9
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issue 9
83-98
EN
The concept of intellectual intuition was one of main objects of Kant’s critique of classic metaphysics (represented by such philosophers as Christian Wolff or Alexander Gotllieb Baumgarten). After being denied by Critique of pure reason, the concept of intellectual intuition comes back in the philosophy of Johann Gottlieb Fichte (and other German idealists), who builds the whole conception of the science of knowledge on it. Is Fichte’s understanding of intellectual intuition the same as Kant’s? And if not, can we assume that Fichte’s science can be regarded as fully compatible with Kant’s transcendental philosophy?
7
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Jana z Głogowa rozważania nad naturą wiedzy

88%
Płotka M.
Filo-Sofija
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2012
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vol. 12
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issue 1(16)
69-82
EN
The treatises on methodology and metaphysics by John of Glogovia involve a series of problems concerning the nature of scientific knowledge. Inasmuch as John deals with the Aristotelian model of knowledge, which assumes that scientific knowledge has to be based on universal and necessary generalizations, some empirical influences of the 14th century nominalists can be seen in John’s works. Above all, his methodological considerations concentrate on the object of scientific knowledge. He discusses Aristotle and works out his own view, according to which the material, individual and contingent being can become the object of scientific knowledge.
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