Von der offenen Ablehnung Bertrand Russells bis zur positiven Einschätzung durch Arthur Danto hat Nietzsche einen schlechten Ruf als Philosoph in der Analytischen Tradition gehabt. Im Wiener Kreis, der eine nicht wegzudenkende Rolle in der Geschichte der Analytischen Philosophie spielt, wurde Nietzsche jedoch schon immer zutiefst respektiert als jemand, durch dessen Werk Rolle und Funktion der Analyse historisch verständlich wird. Dies gilt vor allem für Moritz Schlick und Rudolf Carnap, aber auch für Ludwig Wittgenstein und für Otto Neurath, Ludwig von (...) Mises und Kari Popper. Sie alle nehmen Nietzsche als Denker ernst, ohne sich ihm mit analytischem Begriffsinventar zu nähern. (shrink)

In acht auf deutsch und zwei auf englisch geschriebenen Aufsätzen werden Themen aus der Forschungstätigkeit, dem Leben und der Lehre des Autors behandelt: das Schicksal eines Wiener Emigranten, die angloamerikanische und die österreichische Philosophie und manche ihrer hervorragenden Gestalten. Die Schriften sind autobiographisch, historisch und kritisch und vermitteln vor allem geistesgeschichtliche und kulturhistorische Aspekte unseres Jahrhunderts.

In this article we frame a set of important issues in the emerging field of Mind, Brain, and Education in terms of three broad headings: methods, models, and morality. Under the heading of methods we suggest that the need for synthesis across scientific and practical disciplines entails the pursuit of usable knowledge via a catalytic symbiosis between theory, research, and practice. Under the heading of models the goal of producing usable knowledge should shape the construction of theories that provide comprehensive (...) accounts of human learning and development spanning multiple levels of analysis. Under the heading of morality usable knowledge must be put to good use: Its application and dissemination ought to be infused with moral considerations gleaned from dialogue among all those potentially affected. Generally, the field should be shaped not only by its constituent scientific disciplines but also by its applications to education and learning. Thus we argue for the adoption of a kind of pragmatism that would be best actualized by building research-school collaborations between researchers and practitioners. (shrink)

The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods, and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, (...) and the study of brain and cognitive development; and Part III is dedicated to the neural foundations of language and reading in different cultures, and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences. (shrink)

Barry Smith has written a book about an important topic in philosophy and its recent history, concerning the legacy of Franz Brentano. “The Legacy of Franz Brentano” is also its subtitle, a subtitle much more revealing of its contents than its title: Austrian Philosophy. That title makes one expect either a general picture of philosophy in Austria, past and/or present, or an account of what Rudolf Haller has called Austrian Philosophy, a term that refers to its golden age, to a (...) tradition whose main characteristics are, according to Haller, empiricism, proximity to science, and a concern with language. Smith includes these properties in his characterization of the legacy of Brentano, and adds quite appropriately for that legacy “a concern with ontological structure” and “an overriding interest in the relation of macro-phenomena ... to ... micro-phenomena which underlie or are associated with them”. Smith is quite aware that this addition does not hold for the tradition of Austrian philosophy, since he opposes it to a German tradition, and delineates the former “by means of a list beginning with Bolzano, Mach and Meinong, and ending with Wittgenstein, Neurath, and Popper”. (shrink)

Von der offenen Ablehnung Bertrand Russells bis zur positiven Einschätzung durch Arthur Danto hat Nietzsche emen schlechten Ruf als Phüosoph in der Analytischen Tradition gehabt. Im Wiener Kreis, der eine nicht wegzudenkende Rolle in der Geschichte der Analytischen Phüosophie spielt, wurde Nietzsche jedoch schon immer zutiefst respektiert als jemand,durch dessen Werk Rolle und Funktion der Analyse historisch verständlich wird. Dies güt vor allem für Moritz Schlick und Rudolf Carnap, aber auch für Ludwig Wittgenstein und für Otto Neurath, Ludwig von Mises (...) und Kari Popper. Sie alle nehmen Nietzsche als Denker ernst, ohne sich ihm mit analytischem Begriffsinventar zu nähern. (shrink)

For two decades Adolf Grünbaum’s publications have shaken the foundations of psychoanalysis and stimulated the thinking of philosophers of science, psychiatrists, psychoanalysts, and psychologists. It all started with Grünbaum’s critique of Popper’s famous critique of psychoanalysis as not falsifiable. Grünbaum succeeded in giving counter-examples to Popper’s claims. Within two years after his own systematic and detailed analysis of psychoanalysis, and especially of Freud’s writings in The Foundations of Psychoanalysis: A Philosophical Critique he responded to fortyone reviewers with his “Is Freud’s (...) theory well-founded?”. (shrink)

Relational complexity theory has important virtues, but the present model omits key aspects and evidence. In contrast, skill theory specifies (1) a detailed series of developmental changes in relational complexity from birth to age 30, (2) processes of interaction of content and structure that produce variability in complexity, (3) the role of cortical development, and (4) empirical criteria for complexity levels, including developmental discontinuities. Many findings support these specifications.