G I Wall; The Concept of Vocational Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 51–65, https://doi.org/10.1111/j.1467-9.

G I Wall; The Concept of Vocational Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 51–65, https://doi.org/10.1111/j.1467-9.

It is common knowledge that many problems in contemporary physics, particularly in microphysics and cosmology, present various infinities of which it is difficult to dispose, and that their role in mathematics is so considerable that it is often defined as the discipline of the infinite. Therefore it would be difficult to deny that infinity exists. But it is just as well known that, over the entire history of science, recognition of infinity has resulted in various difficulties, contradictions, aporias, antinomies, paradoxes (...) — in a word, "much that is impossible," as Aristotle puts it. As phrased by one of the outs tanding mathematicians of the last century, David Hilbert, infinity offers a real challenge to our thinking. (shrink)

In the system of the philosophical and sociological ideas of the Frankfurt School the "critical theory" of society occupies the central place. In the "critical theory" are interwoven all the most significant aspects of the philosophical, economic, political, sociological, psychological, aesthetic, and ethical ideas dealt with by the representatives of this school. And therefore it is not accidental that the concept of the "critical theory" of society is employed frequently as a synonym of the social philosophy of the Frankfurt School. (...) The multi-leveled problematique of the "critical theory" of society, and the contradictoriness of the theoretical positions of its adherents, complicate critical analysis. Therefore, the explanation of its methodological orientation, which can help us to understand better the existence and actual philosophical nature of this theory, has important significance for our discussion. (shrink)