v. 1. Language.--v. 2. Mythical thought.--v. 3. The phenomenology of knowledge.--v. 4. The metaphysics of symbolic forms.

Afhandlinger om den tyske filosof Ernst Bloch's værker og idéer.

Als wir bei Sonnenuntergang gerade durch die Herde Nilpferde hindurchfuhren, stand urplötzlich, von mir nicht gesucht, das Wort »Ehrfurcht vor dem Leben« vor mir. Der Pfad im Dickicht war sichtbar geworden. Nun war ich zu der Idee vorgedrungen, in der Welt- und Lebensbejahung und Ethik miteinander enthalten sind. Albert Schweitzer Seit fast 100 Jahren steht der Name Albert Schweitzer für aktives humanitäres Engagement. Dank seiner Philosophie der »Ehrfurcht vor dem Leben«, die er gemeinsam mit seiner Frau Helene Bresslau im Urwaldhospital (...) in Lambarene verwirklichte, gehört er zu den am meisten bewunderten Menschen der Welt. Mit dreißig Jahren ein geachteter Theologe und gefeierter Interpret der Orgelwerke Johann Sebastian Bachs entschloss er sich, noch ein Medizinstudium zu absolvieren, um den Ärmsten der Armen zu helfen. Ernst Luther nähert sich diesem Humanisten mit philosophisch-kritischen Betrachtungen, ordnet dessen Leben und Werk in die Umbrüche seiner Zeit ein und resümiert, was von Schweitzers Gedankengut bewahrt werden sollte. Ernst Luther, Jg. 1932, Studium der Pädagogik, Geschichte/Germanistik, extern Philosophie, Gasthörer Medizin an der Universität Halle; Promotion Dr. phil. 1961 zur medizinischen Anthropologie Viktor von Weizsäckers an der Universität Greifswald; Dr. sc. phil. 1970 Universität Halle mit einer Arbeit über Ethik in der Medizin. Herausgeber und Mitautor zahlreicher Arbeiten zur Ethik in der Medizin. Mitglied im Albert-Schweitzer-Komitee e. V. Weimar, im Deutschen Hilfsverein für das Albert-Schweitzer-Spital Lambarene, Frankfurt a. M., in der Internationalen Albert-Schweitzer-Vereinigung. Von 2000 bis 2002 Mitglied der Enquete-Kommission des Deutschen Bundestages Recht und Ethik in der Medizin. Inhalt: Vorwort Albert Schweitzer - der friedlichen Menschheit zugehörig Das »Bergwerk der Ethik« Das Menschenbild aus Schweitzers philosophischer und religiöser Sicht Albert Schweitzer und Karl Marx Albert Schweitzers Gedanken zu Kultur und Ethik in den Weltreligionen Albert Schweitzer und die Ethik in der Medizin Ethik und Völkerfrieden Sozialethik gegen Kolonialpolitik und Rassenhass. (shrink)

Cassirer, E. Antropología filosófica.--Vecchio, G. del. El hombre y la naturaleza.--Jaspers, K. La pregunta acerca del hombre.--Marx, K. Existencia y conciencia.--Mounier, E. Las estructuras del universo personal.--Ortega y Gasset, J. Pasado y porvenir para el hombre actual.--Platón. Fedón.--Santayana, G. El nacimiento de la razón. Schaff, A. El marxismo y la filosofía del hombre.--Shorojova, E. V. Lo general humano y lo clasista en la concienia del hombre.--Spear, O. Animal rationale.--Spengler, O. El advenimiento del hombre. Wahl, J. Algunas observaciones acerca del hombre.

Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be illustrated in (...) the context of mathematical problem solving and used to explain the development of conceptual structure in mathematical problem solving. We focus on how acts of mental re‑presentation play a vital role in the gradual internalization and interiorization of solution activity. Method: A conceptual analysis of the actions of a college student solving a set of algebra problems was conducted. We focus on the student’s problem solving actions, particularly her emerging and developing reflections about her solution activity. The interview was videotaped and written transcripts of the solver’s verbal responses were prepared. Results: The analysis of the solver’s solution activity focused on identifying and describing her cognitive actions in resolving genuinely problematic situations that she faced while solving the tasks. The results of the analysis included a description of the increasingly abstract levels of conceptual knowledge demonstrated by the solver. Implications: The results suggest a framework for an explanation of problem solving that is activity-based, and consistent with von Glasersfeld’s radical constructivist view of knowledge. The impact of von Glasersfeld’s ideas in mathematics education is discussed. (shrink)

Purpose: Ernst von Glasersfeld has dedicated a lot of effort to trying to define just where his views and those of his friend Humberto Maturana part company, epistemologically speaking (Glasersfeld 1991, 2001). As a contribution to unravelling this puzzle I propose in this article to delineate just where they seem to differ most and why these differences arise. Approach: Part of my contribution is to propose drawing a distinction between von Glasersfeld's Radical Constructivism as the last viable outpost of (...) constructivism before entering into the domain of solipsism, in contrast to Maturana's position which is saved from being located within the solipsistic domain by virtue of his ideas on "structure determined systems" and his theory of how language arises in human experience. Findings: Von Glasersfeld's puzzle arises due to what Kant called "transcendental illusion," that is, the error of trying to encompass two mutually untranslatable phenomenal domains within the same language framework. Conclusion: After an examination of some of the crucial differences between von Glasersfeld and Maturana I typify Maturana's positioning as that of "radical realism" in contrast to von Glasersfeld's "radical constructivism.". (shrink)

Context: The recent death of Ernst von Glasersfeld opens a space in which there is an important opportunity to re-present and highlight key aspects of his life’s work constructing his model of radical constructivism. Purpose: To make available in a synthetic form one of his particular efforts to elaborate RC in a project that lasted 13 years. This particular project was conducted on the Oikos web site under the title of “Ask von Glasersfeld” and consisted of an opportunity for (...) questioners to pose any type of query directly to von Glasersfeld and normally expect a rapid reply. He was busy composing considered answers right up to his death in November 2010. Method: My intention is to re-present the liveliness of his explicatory interactions with all types of questioners by selecting eight categories of “Questions & Answers” from the web site. Because the selected contents are so extensive these eight categories will be presented in a series of four articles of which this is the first. Implications: This re-presentation of von Glasersfeld’s ideas offers an easily accessible resource for people of all levels of understanding who are seeking to deepen their appreciation of his work. One can come to appreciate not only the lucidity of his writings but also glean “insights” into the person himself, who can be glimpsed between the lines of these various interactions. (shrink)

Context: Under the title “Ask von Glasersfeld,” for 13 years the Oikos web site offered the opportunity to questioners to pose any type of query directly to Ernst von Glasersfeld. Purpose: Based on the collected questions and answers gathered on the web site, this series of four articles re-presents and highlights key aspects of von Glasersfeld’s life’s work constructing his model of radical constructivism. Method: The question-answer pairs are grouped into eight categories. Because the selected contents are so extensive, (...) these eight categories are presented in a series of four articles, of which this is the second and which deals with with von Glasersfeld’s views on human experience. The material is divided into two main themes: the first deals with his views on “experiential reality” and the second deals with the issue of “learning.” Results: One of von Glasersfeld’s main objectives was to define clearly that which we can rationally claim to know. As part of this task, in the first section of this article he deals with the question of how we go about constructing our personal experiential reality. The second part deals with his views on how to apply practically the tenets of radical constructivism in a variety of fields. He is especially interested in redefining what “learning” means and in creating novel approaches to teaching and training students. Implications: This re-presentation of von Glasersfeld’s ideas offers an easily accessible resource for people of all levels of understanding who are seeking to deepen their appreciation of his work. One can come to appreciate not only the lucidity of his writings but also glean “insights” into the person himself, who can be glimpsed between the lines of these various interactions. (shrink)

Context: Over a thirteen-year period Ernst von Glasersfeld directly answered a wide diversity of questions posed to him on the Oikos web site. Purpose: This is the fourth and final article in a series that is based on a selection from all of the questions posed in the thirteen-year period and is aimed at giving prominence to key aspects of his radical constructivist approach. Method: This article deals with the issue of “change,” divided into the two main themes of (...) (i) viability as defined by von Glasersfeld and (ii. the processes of personal learning and change. Implications: This ultimate article of this series offers an important source of original material for those readers who are seeking to elaborate their understanding of radical constructivism. (shrink)

Excerpt: It's very easy I think to pick up the first ideas of constructivism, but then to apply them to your daily thinking that takes a long time. But they say it takes seven years to play golf, it takes longer to be a constructivist.

Heft 1. Der Laie über die Weishelt, von E. Bohnenstädt.--Heft 2. Über den Beryll. von K. Fleischmann.--Heft 3. Drei Schriften vom verborgenen Gott. De Deo abscondito. De quaerendo Deum. De filiatione Dei. Hrsg. von E. Bohnenstaedt.--Heft. 5. Von Gottes Sehen. De visione Dei. Von E. Bohnenstaedt.--Heft 4. Der Laie über Versuche mit der Waage. Idiota de staticis experimentis. Von H. Menzel-Rogner.--Heft 6-7. Sichtung des Alkorans. Cribratio Alkoran. 1. Buch von P. Naumann. 2.-3. Buch von G. Hölscher.--Heft 8. Über den Frieden (...) im Glauben. De pace fidei. Von L. Mohler.--Heft 9. Vom Können-Sein. De possest. Vom Gipfel der Betrachtung. De apice theoriae. Von E. Bohnenstaedt.--Heft 10. Der Laie über den Geist. Idiota de mente. Von M. Honecker und H. Menzel-Rogner.--Heft 11. Die manthematischen Schriften, übers. von J. Hofmann, mit einer Einführung und Anmerkungen versehen von J.E. Hofmann.-- --Heft 13. Vom Globusspiel. De ludo globi, übers. und mit Einführung und Anmerkungen versehen, von G. von Bredow. --Heft. 15. De docta ignorantia. Die belehrte Unwissenheit. Übers. und mit Vorwort und Anmerkungen von P. Wilpert. (2 v.)--Heft. 16. Compendium. Kompendium. Übers. und mit Einleitung und Anmerkungen hrsg. von B. Decker und K. Bormann.--Heft 17. De coniecturis. Mutmassungen. Übers. und mit Einführung und Anmerkungen hrsg. von J. Koch und W. Happ.--[18] Über den Ursprung. De principio. Deutsch mit Einführung von Maria Feigl.--Heft 19. Die höchste Stufe der Betrachtung. Herausgegeben von Hans Gerhard Senger. (shrink)

Open peer commentary on the target article “How and Why the Brain Lays the Foundations for a Conscious Self” by Martin V. Butz. Excerpt: I feel that the use of terms such as “code,” “information,” and “symbol” for neural constellations that are not further described defeats the intention of the analysis presented because unless these terms are explicitly given specific neurobiological definitions they inevitably suggest the presence of a consciously reflecting agent.