Ist wirklich unser ganzes Leben vorausbestimmtes, un entrinnbares Schicksal? Oder gibt es außer der mechanischen naturwissenschaftlichen Vorstellung der Welt noch eine andere Wirklichkeit, ohne daß ein unlösbarer Konflikt beider Anschauungsweisen besteht, die im Grunde jeden Menschen, den naiven wie den gelehrtesten, angehen. Der Widerspruch besteht, daß wir uns in unserem Denken und Handeln frei fühlen und damit eine Verantwortung tragen, auch wenn wir von unserem erbbedingten Charakter und von unserem Erleben beeinflußt sind, aber doch nicht unent rinnbar an diese uns (...) versklavt scheinen. Andererseits lehrt die klassische gesamte Naturwissenschaft, daß ganz wie in der klassischen Physik eine strenge, nirgends durchbrochene Kausalität uns beherrscht. Dieser Widerspruch hat mich seit meiner Jugend nie zur Ruhe kommen lassen. Das Weltbild des Arztes mußte seit dem Altertum an der Heilbestrebung des Organismus festhalten und mußte an die rettende Tat im ärztlichen Berufe glauben. Die klassische Physik schon im Altertum, aber noch weit bewußter seit der Renaissance, lehrt dogmatisch den mechanischen Ablauf allen Geschehens unter der absoluten Herrschaft des Kausal gesetzes. Immer, wenn ich mich wissenschaftlich zu äußern hatte, bin ich dem Weltbild des Arztes gefolgt, das soll gerade diese Schrift aufzeigen. Seit aber einige Physiker von der "klassischen" Physik zu einer "modernen" Physik üb- v gegangen sind, scheint zum erstenmal das fast zweieinhalb Jahrtausende währende Rätsel lösbar. (shrink)

Russell's book on Leibniz appeared in 1900. That it is important, because of its subject and because of its author, hardly needs to be argued. An examination of it, or of parts of it, after more than half a century is therefore in order. Yet the title I chose indicates only part of my intent. The other part is to examine certain ideas, irrespective of what either Leibniz or Russell thought and of what the latter thought about the (...) thoughts of the former. The title best suited to this part is Individuals, Natures, Relations, and Change. The mixed form of presentation, analytic and quasihistorical, has very great advantages. For the nature of the philosophical enterprise is such that an analyst is lost without some grasp or, at least, some image of “structural history.” The danger is that only very few, if any, are masters of two trades; in this case, logical analysis and historical scholarship. I, for one, make no pretense whatsoever of being a scholar. Naturally, I have read in Leibniz; and I did not skip or take lightly anything in the letters to Arnauld and Clarke; but I have by far not read everything that is available. Reading about Leibniz, aside from Russell, of which I did but little, I found Latta and, particularly, Joseph sometimes helpful. More often, though, I felt that the former's Hegelianism and the latter's Aristotelianism had got between them and their subject. (shrink)

1. In his paper “On Denoting” Russell points out what he calls a puzzle every satisfactory theory of denoting will have to solve. Of the three sentences George IV. wished to know whether Scott was the author of WaverleyScott is the author of WaverleyGeorge IV. wished to know whether Scott was Scott the first two, and, are presumably true, while the third,, is presumably false. The reason given for considering this arrangement of truth values a puzzle is that the (...) ‘is’ in signifies identity; that the proper name ‘Scott’ and the descriptive phrase ‘the author of Waverley’ denote the same object; and that, therefore, if the latter is replaced by the former in the true sentence, the resulting sentence,, should again be true. Yet is false, or, as one also says, the context considered is nonextensional with respect to this replacement. (shrink)

Teachers are urged to integrate grammar instruction with lessons on writer's craft, but what does that look like in real classrooms with real kids? In The Craft of Grammar, Jeff Anderson shows how he brings grammar and craft together meaningfully for student writers. Jeff and his sixth-grade students move easily from analyzing sentences to freewrites in writer's notebooks to "express-lane edits" of their writing in daily workshops. The lessons, individual conferences, and small-group activities on the video demonstrate how to use (...) high-quality children's and young adult literature as mentor texts and as an alternative to "Daily Oral Language." This sixty-minute DVD includes examples of: developing whole-class lessons focused on short mentor text; linking the writer's notebook to grammar instruction; assisting students in individual conferences as they test new writing strategies and analyze text; scaffolding learning through guided practice and small-group work; creating mnemonic devices to help students retain key rules; celebrating student success and tactfully correcting errors. Jeff presents simple and imaginative tools and memory devices—from the whoop of the AAAWWUBIS to the clever and catchy FANBOYS—that help students see the value of grammar and mechanics in crafting powerful writing and retain that knowledge. Filmed in his diverse, Title I classroom in San Antonio, Texas, and featuring Jeff's unique brand of energy, passion, and self-deprecating humor, The Craft of Grammar helps teachers of intermediate and adolescent writers find new and engaging ways to connect the writing process with grammar and mechanics. (shrink)

Gustav Bergmann was, arguably, one of the greatestontologists of the twentieth century. In 2006 and 2007, after aperiod of relative neglect, international conferences devoted solelyto Bergmanns work were held at the University of Iowa in the USA,Universit de Provence in France, and Universit degli Studi diRoma Tre in Italy. The fifteen papers collected in this volume werepresented at the third of these conferences, in Rome, and are here dividedinto three sections: "Categories of a realistic ontology," "World,mind, and relations," (...) and "Metaphysics of space and time". (shrink)

This posthumous work by Gustav Bergmann was essentially complete before his death in 1987.

Gustav Bergmann was, arguably, the greatest ontologist of the twentieth century in pursuing the fundamental questions of first philosophy as deeply as any philosopher of any time. In 2006 and 2007, international conferences devoted solely to Bergmann's work were held at the University of Iowa in the USA, Université de Provence in France, and Università degli Studi Roma Tre in Italy. The papers in this volume were presented at the first of these conferences, in Iowa City, where (...) Bergmann taught for nearly four decades after escaping from Europe, following the dissolution of the Vienna Circle of which he had been the youngest member. There are nine philosophical papers, reminiscences of three of his students, and a complete bibliography of his published writings. (shrink)