D’une double formation de naturaliste et de philosophe, Émile Callot a consacré une partie de ses travaux à étudier les relations entre ces deux disciplines : à les définir d’abord, à les légitimer ensuite et, enfin, à les constater dans diverses œuvres de savants et de philosophes. Dans cet esprit, il commença par dresser un tableau de la Renaissance des sciences de la vie au XVIe siècle, où il fit apparaître le caractère novateur des premiers Naturalistes européens. Il s’attacha ensuite (...) à déterminer cet esprit et cet objet d’une façon théorique dans sa "Philosophie biologique", et d’une façon historique dans son "Histoire de la philosophie biologique par les textes". C’est également dans le contexte historique, qu’il décrivit la Philosophie de la vie au XVIIIe siècle, visant à dégager les idées biologiques chez des auteurs aussi différents que d’Holbach, Montesquieu et Linné. Dans cette voie, il mit en valeur Maupertuis, le savant et le philosophe, en donnant de cet auteur une étude où l’œuvre est analysée et illustrée par les extraits les plus significatifs. Enfin, il consacra à la Philosophie biologique de Cournot une monographie, où il souligna la part déterminante du vitalisme dans la pensée de cet auteur. C’est de la même façon que, dans sa Philosophie biologique de Gœthe, Émile Callot cherche, à partir des travaux scientifiques de Gœthe, à dégager les grandes lignes de sa méthode et les principes directeurs de sa conception du monde vivant. Mais ce monde prend place dans la Nature, dont le philosophe et l’artiste se sont fait également les interprètes. Il convenait donc, après l’analyse de ce domaine restreint, de montrer comment celui-ci se situe dans la vision globale et unificatrice de la pensée et de la sensibilité gœthéennes. Aussi, cet ouvrage apporte-t-il une contribution importante, non seulement à l’étude des idées biologiques qui eurent cours à la fin du XVIIIe siècle, mais encore à une compréhension mieux informée de cet esprit génial. (shrink)

Why should the work of the ancient and the medievals, so far as it relates to nature, still be of interest and an inspiration to us now? The contributions to this enlightening volume explore and uncover contemporary scholarship's debt to the classical and medieval past. Thinking About the Environment synthesizes religious thought and environmental theory to trace a trajectory from Mesopotamian mythology and classical and Hellenistic Greek, through classical Latin writers, to medieval Christian views of the natural world and our (...) relationship with it. The work also offers medieval Arabic and Jewish views on humanity's inseparability from nature. The volume concludes with a study of the breakdown between science and value in contemporary ecological thought. Thinking About the Environment will be a invaluable source book for those seeking to address environmental ethics from a historical perspective. (shrink)

By a well-known result of Cook and Reckhow [S.A. Cook, R.A. Reckhow, The relative efficiency of propositional proof systems, Journal of Symbolic Logic 44 36–50; R.A. Reckhow, On the lengths of proofs in the propositional calculus, Ph.D. Thesis, Department of Computer Science, University of Toronto, 1976], all Frege systems for the classical propositional calculus are polynomially equivalent. Mints and Kojevnikov [G. Mints, A. Kojevnikov, Intuitionistic Frege systems are polynomially equivalent, Zapiski Nauchnyh Seminarov POMI 316 129–146] have recently shown p-equivalence of (...) Frege systems for the intuitionistic propositional calculus in the standard language, building on a description of admissible rules of IPC by Iemhoff [R. Iemhoff, On the admissible rules of intuitionistic propositional logic, Journal of Symbolic Logic 66 281–294]. We prove a similar result for an infinite family of normal modal logics, including K4, GL, S4, and. (shrink)

Vorwort.--Schultz, F. Die philosophisch-weltanschauliche entwicklung der literarhistorischen methode.--Gumbel, H. Dichtung und volkstum.--Cysarz, H. Das periodenprinzip in der literaturwissenschaft.--Petersen, J. Die literarischen generationen.--Medicus, F. Das problem einer vergleichenden geschichte der künste.--Petsch, R. Die analyse des dichtwerkes.--Muschg, W. Das dichterporträt in der literaturgeschichte.--Jung, C. G. Psychologie und dichtung.--Ermatinger, E. Das gesetz in der literaturwissenschaft.--Nadler, J. Das problem der stilgeschichte.--Wundt, M. Literaturwissenschaft und weltanschauungslehre.--Strich, F. Weltliteratur und vergleichende literaturgeschichte.--Sarnetzki, D. H. Literaturwissenschaft und die dichtung und kritik des tages.

The paper aims to complete the epistemological opposition of genesis and validity by discussing two types of their interconnection. On the one hand, it deals with genealogical arguments in the context of practical reasoning. This applies for positive justification (e.g. by tradition) as well as for negative delegitimisation (for instance Nietzsche’s genealogical critique of morality). On the other hand, it is about the hermeneutic explication of signification. Historical reflection offers ways to understand the meaning of an institution, the (perhaps hidden) (...) signification of a thesis or a tradition. An informative paradigm thereof is the self-understanding of philosophy concerning its own issues and definition. (shrink)

The paper aims to complete the epistemological opposition of genesis and validity by discussing two types of their interconnection. On the one hand, it deals with genealogical arguments in the context of practical reasoning. This applies for positive justification (e.g. by tradition) as well as for negative delegitimisation (for instance Nietzsche's genealogical critique of morality). On the other hand, it is about the hermeneutic explication of signification. Historical reflection offers ways to understand the meaning of an institution, the (perhaps hidden) (...) signification of a thesis or a tradition. An informative paradigm thereof is the self-understanding of philosophy concerning its own issues and definition. (shrink)

Grzegorczyk's modal logic corresponds to the class of upwards well-founded partially ordered Kripke frames, however all known proofs of this fact utilize some form of the Axiom of Choice; G. Boolos asked in [1], whether it is provable in plain ZF. We answer his question negatively: Grz corresponds to a class of frames, which does not provably coincide with upwards well-founded posets in ZF alone.

We show that the quantified propositional proof systems Gi are polynomially equivalent to their restricted versions that require all cut formulas to be prenex Σqi . Previously this was known only for the treelike systems G*i. © 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

1. Introduction The influence of Richard Rorty has not faded since his demise more than a decade ago. Some of his works have been published posthumously (Rorty 2010; Rorty 2016), others have been republished in valuable collections (Voparil & Bernstein 2010; Rorty 2014) and some of his unpublished work has already appeared too (Małecki & Voparil 2020). Important international symposia have been held around the world (see e.g. Penelas & Voparil 2014) and the Richard Rorty Society (RSS) was fou...

This paper argues for a comprehensive conception of empathy as comprising epistemic, affective, and motivational elements and introduces the ancient Stoic theory of attachment as a model for describing the embodied, emotional response to others that we take to be distinctive of empathy. Our argument entails that in order to provide a suitable conceptual framework for the interdisciplinary study of empathy one must extend the scope of recent “simulationalist” and “enactivist” accounts of empathy in two important respects. First, against the (...) enactivist assumption that human mindreading capacities primarily rely on an immediate, quasi-perceptual understanding of other’s intentional states, we draw on Alfred Schutz’ analysis of social understanding to argue that reflective types of understanding play a distinct, but equally fundamental role in empathic engagements. Second, we insist that empathy also involves an affective response toward the other and their situation. We suggest analyzing this response in terms of the Stoic concepts of attachment, concern, and a fundamental type of prosocial motivation, that can best be described as an “extended partiality.” By way of conclusion, we integrate the above concepts into a comprehensive conceptual framework for the study of empathy and briefly relate them to current debates about empathic perception and prosocial motivation. The result, we argue, is an account that stays neutral with regard to the exact nature of the processes involved in producing empathy and can therefore accommodate discussion across theoretical divides—e.g., those between enactivist, simulationalist, and so-called theory-theorist approaches. (shrink)

“THE ONLY THING NECESSARY IS NOT THEORETICAL LEARNING, but the Bildung of human beings, both in regard to their talents and their character.” Kant’s epigrammatic observation in his 1778 letter to Christian Wolke, director of the Philanthropin, adumbrates not only his mature sense of “enlightenment” but also the pedagogical role of his critical philosophy and his own life’s work. Over a decade earlier, his reading of Rousseau’s Emile: or, On Education had “set him straight” about what constitutes the true dignity (...) of humanity, namely, that it did not consist in the advance of knowledge by scholarly inquiry as he had believed. The primary thing was, instead, the “restoration of the rights of humanity,” an objective articulated in Kant’s mature moral thought as that pedagogical method which facilitates the self-consciousness and efficacy of the moral law in the individual. In another 1778 letter, this time to his former student, Marcus Herz, Kant states that the “main purpose of his academic life,” which he “at all times keeps before him,” is to “cultivate good characters.” In both his lectures on anthropology and on pedagogy, Kant repeatedly emphasizes the need for education and, by extension, for attending to the education of the educator. Human beings are nothing save what education makes of them, but they can only be educated by other human beings who must themselves first be educated. As early as his 1775/ 76 anthropology lectures, Kant observes that “if teachers and priests were educated, if the concepts of pure morality would prevail among them, then... the whole could afterwards be educated.” The resulting task is clear: it is incumbent on every generation to work on the plan of a more purposive education,” a task Kant describes as the “greatest and most difficult problem that can be assigned to humankind.”. (shrink)