Keine ausführliche Beschreibung für "Geschichte der Neueren Erkenntnistheorie" verfügbar.

Excerpt: In 1974… I wrote a chapter assembling some philosophical precedents and presenting my interpretation of Piaget’s theory. It was the first time the epithet “radical” was used. It was intended in the sense that William James had used in his radical empiricism, i.e., meaning “going to the roots” or “uncompromising”. I chose it because at the time many developmental psychologists were mentioning Piaget’s constructivism but without going into its epistemological implications. What they called construction seemed to refer to the (...) fact that children acquire adult knowledge not all at once, but in small pieces. I did not think that this was a revelation and therefore called their approach “trivial constructivism”. It was clearly no way to gain the friendship of traditional psychologists but in the long run it did not do much harm. (shrink)

Background Health care workers (HCWs) are susceptible to moral stress and distress when they are faced with morally challenging situations where it is difficult to act in line with their moral standards. In times of crisis, such as disasters and pandemics, morally challenging situations are more frequent, due to the increased imbalance between patient needs and resources. However, the concepts of moral stress and distress vary and there is unclarity regarding the definitions used in the literature. This study aims to (...) map and analyze the descriptions used by HCWs regarding morally challenging situations (moral stress) and refine a definition through conceptual analysis. Methods Qualitative data were collected in a survey of 16,044 Swedish HCWs who attended a COVID-19 online course in autumn 2020. In total, 643 free-text answers with descriptions of moral stress were analyzed through content analysis. Results Three themes emerged from the content analysis (1) “Seeing, but being prevented to act; feeling insufficient/inadequate and constrained in the profession,” (2) “Someone or something hindered me; organizational structures as an obstacle,” and (3) “The pandemic hindered us; pandemic-related obstacles.” The three themes correspond to the main theme, “Being prevented from providing good care.” Discussion The main theme describes moral stress as various obstacles to providing good care to patients in need and acting upon empathic ability within the professional role. The themes are discussed in relation to established definitions of moral stress and are assessed through conceptual analysis. A definition of moral stress was refined, based on one of the established definitions. Conclusions On the basis of the study results and conceptual analysis, it is argued that the presented definition fulfils certain conditions of adequacy. It is essential to frame the concept of moral stress, which has been defined in different ways in different disciplines, in order to know what we are talking about and move forward in developing prevention measures for the negative outcomes of this phenomenon. (shrink)

Darwins bahnbrechendes Werk 'Über die Entstehung der Arten' (1859) löste eine neue Debatte aus, die weniger durch wissenschaftliche Forschung als durch weltanschauliche Proklamationen geprägt war. Sie nahm in Deutschland einen anderen Verlauf als in England: Die dort noch starke Physikotheologie war in Deutschland bereits einflußlos geworden, und der vorangegangene Materialismus-Streit hatte den Boden für die Rezeption der Lehre Darwins vorbereitet. Von Seiten des weltanschaulichen Materialismus wurde der Darwinismus wegen seiner Eliminierung eines zwecksetzenden göttlichen Verstandes als unverhoffte Bestätigung angesehen und als (...) eine neue und zudem wissenschaftlich abgesicherte "Schöpfungstheorie" rezipiert und zum Schlüssel für die Lösung aller wissenschaftlichen und philosophischen Rätsel stilisiert. (shrink)

A wide-ranging collection of philosophical essays in honor of Hans-Georg Gadamer.

_Zettel, _ an en face bilingual edition, collects fragments from Wittgenstein's work between 1929 and 1948 on issues of the mind, mathematics, and language.

Last October the German Ambassador to Britain delivered the annual Gresham Special Lecture in Gresham College in the City of London. The text of His Excellency's lecture is reproduced here with permission.

Every student of the twentieth century has heard both of the great Viennese economist Friedrich von Hayek and of the equally great philosopher Ludwig Wittgenstein. But what isn't well known is that the two were distant cousins and that, shortly after Wittgenstein's death in 1951, Hayek set out to write a biography of his cousin. The project was derailed by Wittgenstein family members, who felt it was to soon to publish such a work - especially one like Hayek's, so candid (...) about his cousin's difficulties and depressions. But Hayek's draft acquired an underground readership, and Wittgensteins biographers have used it extensively. Here finally, is the text of that work itself - a true goldmine in being one great thinker's view of another, whom he knew personally, even if not well. Hayek's account has the great merit of being close to its subject; the draft, moreover sheds light, not only on Wittgenstein but on Hayek as well. (shrink)

Wittgenstein's work remains, undeniably, now, that off one of those few philosophers who will be read by all future generations.

Purpose: The paper contributes to the naturalization of epistemology. It suggests tentative itineraries for the progression from elementary experiential situations to the abstraction of the concepts of unit, plurality, number, point, line, and plane. It also provides a discussion of the question of certainty in logical deduction and arithmetic. Approach: Whitehead's description of three processes involved in criticizing mathematical thinking (1956) is used to show discrepancies between a traditional epistemological stance and the constructivist approach to knowing and communication. Practical implications: (...) Reducing basic abstract terms to experiential situations should make them easier to conceive for students. (shrink)