English title: The Problem of the Synthetic a priori Judgements According to Hermann Lotze. The present article compares Kant’s and Lotze’s concepts of synthetic judgements. Lotze’s aim is a renewing of the Kant’s solutions, what he achieves thanks to introduction of the distinction between analytic (identical) content and synthetic form of these judgements which Kant recognised as synthetic. This distinction makes possible to lay down the concept of intentional sense which has influence over Frege and Husserl.

Paul Natorp, John Dewey and Sergius Hessen are usually considered to represent three different philosophical and pedagogical doctrines developed at the turn of the Twentieth century. These are, respectively: neo‐Kantianism, pragmatism and humanistic pedagogy widely rooted in Wil‐ helm Dilthey’s philosophy. Contrary to this common classification, Hessen himself described his own concept of pedagogy as an applied philosophy as a continuation of Natorp’s thought. However, Hessen also noted that an approach very similar to his one can be found in John (...) Dewey’s theory. In this case, the fundamental issue is to determine the relationship between philosophy and pedagogical theory and practise. The main part of this article will identify the specificity of this relationship: the specificity implied by the concept of pedagogy understood as applied philosophy. The concept of pedagogy, understood as an applied philosophy in its theoretical and practical aspects, is the basis for critical reconstruction of social life in general. It is the opinion shared by all three philosophers that this type of reconstruction should be based on the communal dimension of basic social interactions, that is, on the communal dimension of work. The only way for the renewal of a different form of social life leads through regaining through them an essential communal dimension of human work. All three authors agreed that to regain the communal dimension of human work by another form of social interaction would only be possible when certain conditions are present; that is, when work will be permeated by individual creativity. The presence of such conditions shall be ensured by the educational community. Thus, the educational community should be a starting and end point for any critical social reconstruction as well as for the pedagogy understood as an applied philosophy. (shrink)

From Fichte to Kant and back. Several considerations on Marek J. Siemek’s concept of transcendentalism: The basic interpretation claim presented in Marek J. Siemek’s book is that Kant created a completely new level of philosophical reflection, for which the epistemological question remains characteristic. This question — in contrast to the epistemic questions posed before Kant — neither solely focuses on the problem of the ontic structure of the reality nor it does on the cognitive conditions which enable a subject to (...) get to know the latter. The epistemological question deals with the very relationship that occurs between the cognition and the reality and constitutes both the ontological and cognitive conditions of knowledge. According to Siemek, Kant developed a transcendental perspective, but only Fichte was able to fully develop it, while Kant dealt with interweaving epistemic and epistemological threads. However, one can defend the thesis that Kantian solutions, on the one hand, are much more strongly situated on the epistemological level of reflection than Siemek was ready to admit, and on the other hand, they offer a weaker model of transcendentalism which — in contrast to the stronger Fichte’s model — explores only the impassable limits of transcendental reflection. (shrink)