Malebranche argues that ideas are representative beings existing in God. He defends this thesis by an inference to the best explanation of human perception. It is well known that Malebranche’s theory of vision in God was forcefully rejected by philosophers such as Arnauld, Locke, and Berkeley. However, the notion that ideas exist in God was not the only controversial aspect of Malebranche’s approach. Another controversy centered around Malebranche’s view that ideas are to be understood as posits in an explanatory theory. (...) Opponents of this approach, including Arnauld and Locke, held that our talk about ideas was not explanatory but instead merely descriptive: we use the word ‘idea’ to describe phenomena that we observe by reflecting on our own minds. This controversy has not received much attention from scholars, but in the present paper I will show that it was an explicit and important subject of concern for Malebranche, Arnauld, Locke, and Berkeley and that attention to this controversy can illuminate several aspects of these philosophers’ work. (shrink)

The German theory of education refers mainly to what is called Bildung. The historical sense of Bildung is not cultivaion , but cultivation for inwardness. This concept has two sources, the neo-platonic inner soul on one hand, pietistic piety on the other hand. The article shows that these sources had been part of European discussions before the development of national cultures after 1750. So the German concept of Bildung, famous for the German Sonderweg in culture and politics, had been composed (...) out of non-German sources. The nationalizaiton of inwardness began at the end of the 18th century and was established in 19th century German Higher Education. (shrink)

Pierre-Sylvain Régis’s Cartesianism is quite singular in seventeenth-century French philosophy. Though, can we speak of a form of experimental science in Régis’s work? After exploring his notions of ‘system’ and ‘hypothesis’, I will define his position in relation to Claude Perrault, Jacques Rohault, and the Royal Society. I argue, first, that the contrasts which traverse French science are not so much about the use of experiments but about whether or not observational data can be traced back to hypotheses and to (...) a coherent system. Secondly, that we can detect a significant similarity between Boyle’s positions and the views expressed by Perrault and also by Régis. Lastly, that French science, even in its Cartesian version, is much more probabilistic than English experimental philosophy. (shrink)

The editor’s General Introduction is divided into two parts. The first part, ‘Context’, discusses Locke’s analysis of the nature of error, the causes of error and the prevention and cure of error in the Conduct. His enquiry is placed in the context of his way of ideas as given in his Essay concerning Human Understanding. Locke’s two-stage way of ideas, his occupation with our mental faculties and with method form the interrelated main ingredients of his logic of ideas. There is (...) a complicated relation of continuity and change between the content and the structure of this new logic on the one hand and the content and structure of works by both scholastic predecessors and novel philosophers on the other hand. Once this context is taken into account, the Conduct can be understood as work that has a function within the structure of Locke’s logic of ideas that runs parallel to the function of the De sophisticis elenchis in the Aristotelian Organon. The second part of the General Introduction, ‘Text’, gives a description of the relevant MSS, an overview of references to the Conduct in Locke’s correspondence, a history of the genesis of the Conduct until its first publication in 1706 in the Posthumous Works, an analysis of the evidence provided by the MSS on how the Conduct grew out of the Essay, and a statement of the principles that underlie the present editon. (shrink)