Erstmals wird mit diesem Band in einer Wissenschaftstheorie auch umfassend die Verantwortung der Wissenschaften thematisiert. Die Wissenschaften sind für die Organisation des Zusammenlebens und der Bewältigung der Überlebensprobleme der Menschen unentbehrlich geworden. Dadurch sind für alle Wissenschaften Verantwortlichkeiten entstanden, an die hier nicht nur erinnert wird, sondern die im Einzelnen beschrieben werden. Wenn das Verantwortungsbewusstsein gegenüber dem menschlichen Gemeinwesen kaum oder gar nicht ausgebildet zu sein scheint, wird deutliche und wenn möglich konstruktive Kritik geübt. Nahezu alle Wissenschaften leiden an einer (...) mangelhaften Fundierung ihrer Grundlagen. Wenn dadurch ihre Existenzberechtigung fraglich ist, wird auf alternative Wissenschaftskonzepte hingewiesen wie etwa für die Rechtswissenschaften oder sogar ausgearbeitet wie z.B. für die Theologische Fakultät. (shrink)

Dieser Band bietet einen umfassenden Überblick über die normativen Theorien der Wissenschaft. Ende des 19. und Anfang des 20. Jhs. schien die Philosophie ihre Kompetenz in der Behandlung der Grundlagenprobleme der menschlichen Existenz an die Physik abzugeben. Einige Philosophen nutzten ihre Kenntnisse in Mathematik und Logik, um durch den Bezug auf die philosophischen Traditionen der Erkenntnistheorie mit den normativen Wissenschaftstheorien des Logische Positivismus, des Kritischen Rationalismus und des Konstruktivismus philosophisches Terrain zu erhalten. Ihr weit überzogener und nicht zu rechtfertigender Anspruch, (...) den Wissenschaftlern korrektes wissenschaftliches Arbeiten vorzuschreiben, hat trotz ihrer wissenschaftsfördernden Arbeiten wie etwa die Metrisierungstheorie oder die sprachliche Bedeutungslehre das Ansehen der Wissenschaftstheorie ruiniert. Der Band III ist darum ein Wiederbelebungsversuch einer interdisziplinären für alle Wissenschaften fruchtbaren Theorie der Wissenschaften. (shrink)

Dieser Band bietet eine umfassende Einführung in die geschichtliche Entwicklung von Wissenschaft seit der Antike. Menschen sind historische Wesen, d.h. ihr Denken und Handeln sind durch ihre historische Gewordenheit bestimmt. Dies gilt besonders für die Wissenschaft, die sich stets im Zustand der fortlaufenden Entwicklung befindet, weil das Denkvermögen des Menschen, das ihn zum wissenschaftlichen Denken befähigt, erst in einigen tausend Jahren kultureller Entwicklung entstanden ist. Beginnend mit den mythischen Bewusstseins- und Denkformen wird das Werden des begrifflichen und erkennenden Denkens nachgezeichnet (...) und das Werden der neuzeitlichen Wissenschaft in ihrer Abhängigkeit von sinnstiftenden Überzeugungen bis hin zur Quanten- und Relativitätsphysik. Wünschenswerte Weiterentwicklungen werden kurz behandelt. (shrink)

Dieses Lehrbuch wendet sich vordringlich an die Studierenden und Lehrenden an den deutschen Universitäten, um die Heranbildung von Forschern an den deutschen Universitäten im Geiste des Humboldtschen Bildungsideals der Einheit von Forschung und Lehre ebenso zu unterstützen wie das aktive Forschen in den universitären Forschungseinrichtungen. Dazu wird das Handwerkszeug der wissenschaftlichen Arbeit, die Begriffe in vielfältigen Varianten der logischen, theoretischen und empirischen Wissenschaften dargestellt und ihre Verwendung zur Erzielung von wissenschaftlichen Erkenntnissen und zur Problemlösung mannigfaltiger Art beschrieben und teilweise vorgeführt.

Study of rationalism in Urdu literature.

Festschrift volume to K. Ramakrishna Rao, Indian psychologist, philosopher and educationist; contributed articles.

Constitutional and judicial law-making is increasingly beginning to find its reflection not only in the Anglo-Saxon, but also in the Romano-Germanic legal family. However, the prerequisites for the use of this legal instrument are different, which determines the relevance of conducting a comparative analysis regarding the provision of such a mechanism in the USA and Kazakhstan. The purpose of the research is to identify common and distinctive features in the process of implementation of constitutional and judicial law-making in countries belonging (...) to different legal systems. The article uses the methods of analysis, synthesis, comparison, deduction and generalization. As a result, the specificity of ensuring the mechanism of constitutional law-making in the USA was expressed, taking into account various forms of law-making activity. It has been established that the development of constitutional provisions in the United States takes place with the help of the constitutional doctrines of the Supreme Court of the United States, which provide for the introduction of amendments to constitutional provisions without a formal procedure. As a result of the study of the experience of Kazakhstan, it was established that special priority was given to the role of precedent, in particular, the decision of the Supreme Court of the Republic of Kazakhstan. This is explained by the integrative nature of the Romano-Germanic legal system, which allows effective development of national legislation as a whole and its provisions. The obtained results can be used during the professional training of judges in the Republic of Kazakhstan. (shrink)

K. Satchidananda Murty (1924-2011) was a vociferous writer and an iconoclast. This volume is a collection of his unpublished writings. It includes Murty's views on the Veda, its meaning, relevance, and study, and shows the significance of the Vedāntic vision to the modern world. Murty elucidates the basic tenets of Advaita Vedānta and expounds the Advaitic doctrine of the relationships between Brahman and God, Brahman and the individual self, as well as between God and the world. In his writings, Murty (...) contrasts empirical knowledge with transcendental wisdom and surveys the history of Indian science and scientific views in ancient times. The book also includes Murty's musings on the scholar Śankara's philosophy, authorship and religious life. An important contribution to Indian philosophy, the volume will be of great interest to scholars, teachers and students of Hindu philosophy, Vedāntic philosophy, Advaita Vedanta, comparative philosophy, religious studies, and South Asian studies. (shrink)

This monograph aims to mathematically codify the notion of "moral systems" and define a sensible distance between them. It consists of three parts, aimed at an audience with varying interests and mathematical backgrounds. The first part steers philosophical, formally defining moral systems and several related concepts. The second part studies black box algorithms, including questions of inference and metric construction. The third part explores the technical construction of metrics amongst conditional probability distributions.

PART The Early Wittgenstein Half of what I say is meaningless. I say it so that the other half may reach you. Kahlil Gibran My work consists of two parts ...

Principles of justice, David Estlund argues, cannot be falsified by people’s unwillingness to satisfy them. In his Utopophobia, Estlund rejects the view that justice must bend to human motivation to deliver practical implications for how institutions ought to function. In this paper, I argue that a substantive argument against such bending of justice principles must challenge the reasons for making these principles sensitive to motivational limitations. Estlund, however, provides no such challenge. His dispute with benders of justice is therefore a (...) verbal one over the true meaning of justice, which need not worry those with the intuition that justice should perform a function that requires bending. By focusing on John Rawls’s reasons for bending his justice principles, I point towards a substantive critique of bent justice. (shrink)

What is interest and how has it been conceptualized and studied? -- What explains the power of interest? : Why are students who have an interest for content more likely to continue to reengage and develop more conceptual sophistication? -- What is known about assessing existing interest? How do new interests develop? How can the phase of a person's interest be identified and measured? -- What is the relation between the development of interest and other motivational variables? -- Is it (...) a paradox that interest declines as subject matter gets more developed? What is "interest driven learning"? Does it matter if interests are taken up in rather than out of school? How different is an interest in one versus another subject matter, or domain? -- What we can now say about interest, its generation and development? What are the implications of knowing that interest can be developed? What could further research help us to understand? (shrink)

Recent research in the cognitive science of religion suggests that humans intuitively believe that others survive death. In response to this finding, three cognitive theories have been offered to explain this: the simulation constraint theory (Bering, Citation2002); the imaginative obstacle theory (Nichols, Citation2007); and terror management theory (Pyszczynski, Rothschild, & Abdollahi, 2008). First, I provide a critical analysis of each of these theories. Second, I argue that these theories, while perhaps explaining why one would believe in his own personal immortality, (...) leave an explanatory gap in that they do not explain why one would intuitively attribute survival of death to others. To fill in the gap, I offer a cognitive theory based on offline social reasoning and social embodiment which provides for the belief in an eternal social realm in which the deceased survive—the afterlife. (shrink)