knj. 1. Detinjstvo, đakovanje i studije (1875-1898).

Les vues philosophiques de Vladimir Jovanović : p.165-167.

Die philosophischen und Gesellschafts-Politishchen Anschauungen Milan Kujundžić Aberdars (1842-1893).

This paper summarizes the longstanding debate over psychology's fragmentation by illustrating two principal impediments to the fostering of consensus and unity. The paper then discusses the important benefits of past dialogue concerning these issues, suggesting that some progress has been made in dealing with problems of disunity and fragmentation, particularly at the metatheoretical and philosophical levels. This general discussion then forms the backdrop for the following articles, which together form a single argument in favor of a hermeneutic approach to the (...) problem of fragmentation. (shrink)

Gravitational decoherence (GD) refers to the effects of gravity in actuating the classical appearance of a quantum system. Because the underlying processes involve issues in general relativity (GR), quantum field theory (QFT), and quantum information, GD has fundamental theoretical significance. There is a great variety of GD models, many of them involving physics that diverge from GR and/or QFT. This overview has two specific goals along with one central theme:(i) present theories of GD based on GR and QFT and explore (...) their experimental predictions;(ii) place other theories of GD under the scrutiny of GR and QFT, and point out their theoretical differences. We also describe how GD experiments in space in the coming decades can provide evidence at two levels:(a) discriminate alternative quantum theories and non-GR theories;(b) discern whether gravity is a fundamental or an effective theory. (shrink)

The present volume contains Part Four, "The Great Shift," of Susanne Langer’s projected six-part magnum opus entitled, Mind: An Essay on Human Feeling. The first volume dealt with three parts: "Problems and Principles," "The Import of Art," and "Natura Naturans;" Volume II rests squarely on these three foundational parts. The balance of the work will be concerned with "The Moral Structure," and with "Knowledge and Truth." In this reviewer’s opinion, Professor Langer’s essay is easily the most significant theory of mind (...) yet developed in contemporary Anglo-American philosophy. The central task of her essay is to establish the total qualitative difference that divides human from animal mentality by showing that the nature and origin of that difference is explicable in terms of a continuous course of biological development. "The great shift" to human being as a mode of life typified by all that we understand as culture is accomplished, according to the conceptual framework extended throughout Volume II of the work, without recourse to metaphysical assumptions of nonzoological factors. By carefully locating a vast amount of exact psychobiological information in a conceptual structure that extends scientific definitions by modification, she makes the biological concept of human mentality adequate to the extraordinary reality it is intended to make comprehensible. Through the incorporation of highly sophisticated detail, she investigates repertoire and instinct; animal acts and ambients; animal values; interpretation of animal acts; the specialization of man; symbols and the evaluation of mind; and, finally, symbols and the human world. It is difficult to imagine that a reader could find fault with Susanne Langer’s method, because she never expands her conceptual structure by metaphorical extension, but only by modifying definitions in scientific terms so as to comprehend domains wider than those conventionally assigned to the sciences themselves. Her study, however, is not only eminently adequate methodologically, it is immensely satisfying in helping us understand that the uniqueness of human being can be fully articulated and intellectually sustained without resorting to a vitalistic discontinuity of any order. If, as Susanne Langer herself contends, the value of a philosophical outlook rests ultimately on its "serviceability," then this masterwork will serve all manner of investigators for a long time to come.—C.F.B. (shrink)

The aim of this study was to explore neonatal nurses’and mothers of preterm infants’experiences of daily challenges. Interviews took place asking for good, bad and challenging experiences. Data were analysed using qualitative content analysis and findings were clustered in two categories: good and challenging experiences, each containing three themes. The good experiences were: managing with success as a nurse, small things matter for mothers, and a good day anyhow for mothers and nurses. The challenging experiences were: mothering in public, being (...) pulled between responsibilities, and adverse things stick under the nurses’skin. The study shows that small daily clinical matters become big issues and could lead to moral distress, and that nurses integrate ethics of justice and ethics of care while mothers are concerned about health and well-being of their specific infant only. The challenge for nursing to integrate fairness and sensitive care in family-oriented neonatal care is discussed. (shrink)

Without extensive argument or elaboration of implications, the author presents Smith's views on ethical matters peculiarly important to our own era. Having previously assumed that Smith's statement alone is sufficient, the author permits him to speak extensively.--C. E. B.

A collection of fourteen essays, three of them previously unpublished, which manages to be both indispensable and unsatisfying. Wellek surveys methods of criticism in Europe and America, then outlines the conceptual ideals that ought to be followed. Wellek's belief in literature as a structure of norms, as imaginative writing concerned with values, will be familiar from his earlier Theory of Literature. Theoretically speaking, literary study has been muddled; the hope for it lies in applying period concepts, by approaching literature as (...) a structure of norms, and by following the guidelines set down by the New Critics. But the polemics go side by side with the erudition, in such a way that one finds judgment without argument. Contains a bibliography of Wellek's writings.—C. L. B. (shrink)

This book is a eulogy of Sir Francis Bacon and of his ostensible prophetic insight into the nature of knowledge; it attempts to reinstate him in a position of relevance to contemporary times. Bacon is cast as an innovator in the history of ideas for having espoused experiment and inductive knowledge rather than "scholastic system building." The booklet, however, evokes the uneasy feeling that, according to the author, almost any significant thinker of the past would be just as relevant in (...) facing the "modern dilemma." The reader searches in vain for an explanation of why Bacon ignored the possibility of a mathematically-based philosophy-something, being of no little significance to the development of modern science, that Eiseley needs to consider if his contention is to be persuasive.—C. E. B. (shrink)

"The more we learn about the history of mankind, the more we realize that there is no spontaneous generation in history but only a continuous shaping of new 'Forms' out of existing 'Matter.' Islamic philosophy is an interesting example of this process which constitutes the continuity of human civilization." Walzer concludes that Islamic thought, based on too narrow a concept of reason, failed where Greek philosophy had failed before it.--C. E. B.

happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education? How does it differ from physics? What is wrong with the prevai1~ ing, virtually unopposed research tradition in education? What could or should be done to replace it with a more adequate tradi tion? (...) What concepts are necessary to describe and explain what we find there? It is in this realm that we find ourselves. Where to start? One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries. (shrink)

This paper concerns the difficulties of imagining the subjective point of view of another human being, and the relevance of these difficulties to medical decisions. It explores especially the difficulties of imagining the experience of the mentally impaired, and examines several standards for decision-making: the 'prior expressed wishes standard', the 'substituted judgement standard', and the 'best interests standard'.

Werner Jaeger’s epic-making work on Aristotle long ago established that the form and substance of the various types of Aristotelian logoi, or treatises, are historically unique in that their intelligibility is indissolubly connected with the Lyceum as an educational institution. The laborious reconstructive work of centuries of commentators should not obscure the fact that both the exoteric and the esoteric treatises have their ultimate Sitz im Leben in the Lyceum, that peculiar philosophical school whose communal life formed, perhaps, the first (...) historical semblance of a "university" in the modern sense. Professor Lynch studies Aristotle’s school from its pre-Aristotelian origins as a religious sanctuary in Athens to the expiration of the Athenian Peripatos at the beginning of the first century before Christ. Although his primary focus is not on the relation between the nature of the school and the kind of philosophical thought it produced, his scholarly book reinforces the conviction of the historian of philosophy that investigating the Peripatos as a community of men concerned with higher education is a necessary propaedeutic for understanding how the Perpatetikoi actually philosophized. In a famous essay on the Academy and the Peripatos Hermann Usener discerned that the essence of these philosophical schools resided in their geistige Arbeit. (shrink)

Professor Lucas has written what is perhaps the most trenchant, sophisticated, and comprehensive treatise on time and space to have appeared in a long while. The book is distinguished not only by its acute treatment of the mathematical and physical concepts constituting its subject but also by a meditative quality all too rare in philosophical works dealing with the unquestionably fundamental and complex themes of time and space. The book is a phenomenology or morphology of time and space in that (...) it is a foundational analysis of the philosophical, mathematical, physical, logical, and theological aspects of our understanding of these concepts. The work is organized into five general sections each of which is internally refined with a keen sense of what is essential to the particular context of discussion. The first section investigates "Time by Itself" through reference to such notions as instant and interval, the topology and direction of time, cyclic time, permanence and omni-temporality, and the mathematical ideas of denseness and continuity. (shrink)