Jednou z hlavních námitek proti parapsychologii je, že její experimenty nejsou replikovatelné. Z diskuse mezi obhájci a kritiky tohoto oboru však vysvítá, že obě strany chápou požadavek replikace odlišným způsobem. Na základě sporu o parapsychologii lze rozlišit několik typů replikace – statistickou replikaci, krátkodobě a dlouhodobě spolehlivou replikaci, dva typy nezávislé replikace, retrospektivní a prospektivní replikaci. Bez explicitního rozlišování těchto různých kritérií nelze o problému parapsychologie konstruktivně diskutovat.

Vier Essays bilden den Inhalt dieses Buches: - Einige Denkgrundlagen im Werk von C.G. Jung - C.G. Jung - ein Mystiker? - Die Faszination durch Aberglauben und Parapsychologie - Hermann Brochs «Der Tod des Vergil» - ein Beitrag zum Problem der Individuation In allen vier Beiträgen geht es um die erkenntnistheoretischen Grenzen, die unserem Bewußtsein gestellt sind und um die Erfahrung eines transzendenten Bereichs, den die Mystiker immer wieder zu fassen suchten.

The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the aims of moral education. (...) To do so, I will engage with the concept of moral education, point out different ways in which reasoning skills play an essential role in it, and support these considerations by appealing to further empirical studies. My conclusion will be that the promotion of ethical reasoning skills fulfils two important aims of moral education: First, it enables students to critically reflect on their ethical beliefs. Second, it allows them to explore ethical questions in a joint conversation with others. Lastly, I will refer to education in the field of sustainable development in order to exemplify the importance of these abilities. (shrink)

The information technological progress that has been achieved over the last decades has also given the humanities the opportunity to expand their methodological toolbox. This paper explores how recent advancements in natural language processing may be used for research in the history of ideas so as to overcome traditional scholarship's inevitably selective approach to historical sources. By employing two machine learning techniques whose potential for the analysis of conceptual continuities and innovations has never been considered before, we aim to determine (...) the extent to which they can enhance conventional research methods. It will amount to a critical evaluation of how the advantages of computational in-breadth analysis could be combined with the merits of traditional in-depth analysis in a philosophically fruitful way. After a brief technical description, the approach will be applied to an example: the conceptual (dis)continuity between medieval and early modern philosophy. All the challenges encountered during development and application will be carefully evaluated. We will then be able to assess whether these tools and techniques present promising extensions to the methodological toolbox of traditional scholarship, or whether they do not yet have the potential for a task as complex as the analysis of philosophical literature. The present investigation can thus be seen as an experiment on how far one can go with current machine-learning techniques in this area of research. In doing so, it provides important insights and guidance for future advances in the field. (shrink)

Recently, interest has surged in similarity-based epistemologies of possibility. However, it has been pointed out that the notion of ‘relevant similarity’ is not properly developed in this literature. In this paper, I look at the research done in the field of analogical reasoning, where we find that one of the most promising ways of capturing relevance in similarity reasoning is by relying on the predictive analogy similarity relation. This takes relevant similarity to be based on shared properties that have structural (...) relations to the property of interest. I argue that if we base our epistemology of possibility on similarity reasoning on the predictive analogy similarity relation, we require prior knowledge of the specifics of these structural relations. I discuss a number of possible responses to this on behalf of the similarity theorists given their methodological approach to the epistemology of modality more generally. They could either opt for making explicit the metaphysics underlying these structural relations, in which case they need to spell out how we can come to know these relations. Or they could opt for developing a theory that explains why we do not need to have explicit knowledge of these structural relations; for example by suggesting that we make use of epistemic shortcuts. (shrink)

Reality is much more than the physical world before us. In Expanding Reality, Mario Beauregard examines a variety of phenomena investigated by the most open-minded and visionary scientists. These phenomena provide the evidence that mind, consciousness, and spirit cannot be simply reduced to electrical and chemical activity in the brain.