Available for the first time in 20 years, here is the Rudolf Carnap's famous principle of tolerance by which everyone is free to mix and match the rules of ...

Excerpt from Philosophen-Lexikon: Leben, Werke und Lehren der Denker Die Verteilung des gewaltigen Stoffes auf einen einzigen, wenn auch stattlichen Band, bot nicht geringe Schwierigkeiten, und so wird man gewiß Nachsicht üben, wenn hier und da ein Artikel im Verhältnis etwas zu kurz oder zu lang ausgefallen ist, oder wenn sonst nochetwas vermißt wird. Es möge ferner beachtet werden, daß der Verfasser im Nachtrag am Schluß des Werkes noch eine Reihe Autoren, Schriften, Daten usw. Anführt, die aus diesem oder jenem (...) Grunde noch nicht im Texte enthalten sind. Eine absolute Vollständigkeit der Daten war freilich nicht zu erzielen. Der Ver fasser darf wohl hoffen, daß man über die Mängel, von denen ein solches Werk bei seinem ersten Inslebentreten kaum ganz frei sein kann, nicht die Menge des Gebotenen und das Ausmaß des selb ständig Erarbeiteten übersehen wird. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Introducing his paper, Slezak (p. 428) proposes “to examine Botha's criticisms in detail with a view to demonstrating that they are without foundation and are based on the most fundamental misunderstandings”. Concluding his paper, Slezak (p. 439) expresses the hope that he has shown “that the conceptions on which these criticisms rest are so seriously flawed as to make it unprofitable to attempt to unravel the rest of his analysis”. These formulations, by all standards, represent rather strong rhetoric. But, as (...) the preceding paragraphs have shown, Slezak's discussion sadly lacks the relevant and accurate analyses needed to give substance to his rhetoric. (shrink)

Excerpt from Worterbuch der Philosophischen Begriffe, Vol. 1: Historisch-Quellenmassig Bearbeitet; A bis N Die Anordnung des Materials ist so getroffen worden, dafs in erster Linie die Ubersichtlichkeit des Stoffes gesichert wurde. Die logisch - systematische und die chronologisch-genetische Dispositions weise wurden nach Moglichkeit miteinander combiniert. Auf allzu subtile Einteilungen kam es hier, in einem Worterbuchs, nicht so sehr an, verfuhrt doch eine solche, die gewohnlich durch allerhand Voraussetzungen und Annahmen bedingt ist, selbst also den Charakter einer Theorie, einer Hypothese hat, (...) zur Subjectiviernug der Darstellung, wahrend doch dem Herausgeber au moglichster Objectivitat lag; diese ist denn auch von der Kritik anerkannt werden. Den eigenen Standpunkt, den der Fachmann als einen in so mancher Beziehung selbstandigen erkennen wird, hat der Herausgeber in den an der Spitze der einzelnen Artikel stehenden Begriffs. Bestimmungen zwar kurz, pracis, aber, wie er glaubt, nicht nu wissenschaftlich, entwickelt. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.". (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Seit 80 Jahren DAS bewährte Standard-Nachschlagewerk zu Kants Werken! Umfassend zeigt Eisler, wie Kant über die Probleme von den ersten bis zu den letzten Zeiten seiner philosophischen Arbeit gedacht hat. Durch kurze, zusammenfassende und erläuternde Einleitungen bei größeren Artikeln wird die Übersichtlichkeit des Zusammenhangs gefördert. Bei jedem Stichwort wird auf andere verwiesen, unter denen sich noch Einschlägiges finden läßt. Philosophisch bedeutsame Stellen werden kurz angeführt. THE proven standard reference guide to Kant’s works for over 80 years! Eisler comprehensively demonstrates how (...) Kant thought about problems from the first to the last periods of his philosophical work. Short, explanatory summaries introduce the longer articles, giving an overview of the context. Each headword includes references to others where relevant information can also be found. Philosophically significant points are briefly cited. (shrink)

Samples of Steiner's work are to be found in this introductory reader in which Andrew Welburn brings together excerpts from Steiner's many talks and writings on Religion. This volume also features an editorial introduction, commentary and notes. Topics include: mysticism and beyond: the importance of prayer; the meaning of sin and grace; rediscovering the Bible; true communion; rediscovering the festivals and the life of the earth; finding one's destiny: walking with Christ; the significance of religion in life and death; Christ's (...) second coming: the truth for our time; universal religion: and the meaning of love. (shrink)

Name der Zeitschrift: Byzantinische Zeitschrift Jahrgang: 111 Heft: 3 Seiten: 813-815.

As early as 1884, while tutoring a boy with special needs, Steiner began a lifelong interest in applying spiritual knowledge to the practical aspects of life. Steiner originally published the essay at the core of this book in 1907. It represents his earliest ideas on education, in which he lays out the soul spiritual processes of human development, describing the need to understand how the being of a child develops through successive "births," beginning with the physical body's entry into earthly (...) life, and culminating in the emergence of the I-being with adulthood. Also included here are several early lectures on education (1906-1911). Contents: "The Education of the Child in the Light of Spiritual Science," essay "Teaching from a Foundation of Spiritual Insight," Berlin, May 14, 1906 "Education in the Light of Spiritual Science," Cologne, December 1, 1906 "Education and Spiritual Science," Berlin, January 24, 1907 "Interests, Talent, and Educating Children," Nuremberg, November 14, 1910 "Interests, Talent, and Education," Berlin, January 12, 1911. (shrink)

9 lectures, Oxford, England, August 16-29, 1922 (CW 305) These lectures follow from those presented in Soul Economy. Given during a conference on spiritual values in education and life and attended by many prominent people of the time, Steiner's Oxford lectures present the principles of Waldorf education at the highest cultural level. The Manchester Guardian reported: "Dr. Steiner's lectures...brought to us in a very vivid way an ideal of humanity in education. He spoke to us about teachers who, freely and (...) unitedly, unrestricted by external prescription, develop their educational methods exclusively out of a thorough knowledge of human nature. He spoke to us about a kind of knowledge needed by the teacher, a knowledge of the being of man and the world, which is at the same time scientific and also penetrates into the most intimate inner life, which is intuitive and artistic." These lectures form one of the best introductions to Waldorf education. Contents: Introduction by Christopher Bamford The Spiritual Ground of Education The Perception of Soul and Spirit The Spiritual Ground of Physical Education The Art of Educating Young Children The Art of Educating Older Boys and Girls Teachers As Artists in Education The Organization of the Waldorf School Moral Teaching & Eurythmy in the Waldorf School Teachers in the Waldorf School German source: Die geistig-seelischen Grundkr fte der Erziehungskunst. Spirituelle Werte in Erziehung und sozialem Leben (GA 305). (shrink)

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Die Einheit des 15. Jahrhunderts wird zerissen, wenn man dieses Saeculum nur als Zeit der Vorbereitung von Reformation und Renaissance versteht. Um diese Einheit und Koharenz mit der vorhergehenden Zeit bemuht sich Stadelmann: Das Werk vermittelt differenzierte Einsichten in die Weltauffassung einer zu Ende gehenden Epoche und ruckt deren denkwardige Gestalten in diese so gewonnene Sicht: Cusanus, Wessel, Agrippa, Denck und Franck.'Der Neudruck macht mit einem klassischen Werk der deutschen Geschichtsschreibung erneut bekannt: Parallel zu Huizingas Herbst des Mittelalters entstanden [.], (...) behandelt es die gleiche Zeit aus ahnlichem Ansatz, jedoch unter anderem, eigenstandigen Aspekt. Starker geistesgeschichtlich orientiert, wird das 15. Jahrhundert unter den Merkmalen Skepsis (Ockham, Nominalismus, Cusanus), Resignation (Mystik), Emanzipation (Rationalismus) und Pessimismus (Historisches Selbstbewusstsein) betrachtet, ein bemerkenswert moderner Ansatz.' ekz-Informationsdienst. (shrink)

14 lectures and talks, Ilkley, Yorkshire, August 5-17, 1923 (CW 307) In this fine introduction to Waldorf education, written out of a series of lectures given in 1924, Steiner provides one of the most comprehensive introductions to his pedagogical philosophy, psychology, and practice. Steiner begins by describing the union of science, art, religion and morality, which was the aim of all his work and underlies his concept of education. Against this background, many of the lectures describe a new developmental psychology. (...) On this basis, having established how children's consciousness develops, Steiner discusses how different subjects should be presented so that individuals can grow and flourish inwardly. Only if the child absorbs the right subject in the right way at the right time can the inner freedom so necessary for life in the modern world become second nature. Contents: Introduction by Christopher Bamford Science, Art, Religion, Morality The Principles of Greek Education Greek Education and the Middle Ages Spirit's Relationship to the Body Freeing Volition in the Human Organism Walking, Speaking, Thinking Rhythm, Sleep, Imitation Reading, Writing, Nature Study Arithmetic, Geometry, History Physics, Chemistry, Handwork, Language, Religion Memory, Temperaments, Physical Education, Art Education toward Inner Freedom The Three Eras of Human Religious Education Closing Address Index "Readers of Steiner's lectures printed here will be 'quietly astonished' and 'genuinely enthusiastic.' After an introduction, in which he speaks of reuniting science (intellectual knowledge), art, and morality once again, he turns to the principles of Greek education, in which body, soul, and spirit were still a unity. He then traces the development through the Middle Ages, during which new, evolving elements were added. In our time, he says, we must understand the concrete connection of the spirit with the human being, so that thinking, feeling, and willing can once more become alive. He relates this to the child's developmental stages, as well as the human basics such a sleeping and waking. Then he turns to the specifics of the curriculum: reading, writing, nature study, arithmetic, geometry, history physics, chemistry, crafts, language, and religion. Finally, he turns to memory, the temperaments, physical culture, art, and the actual organization of a Waldorf school--to which this volume is, all in all, one of the best introductions." --Christopher Bamford, from his introduction German source: Gegenw rtiges Geistesleben und Erziehung (GA 307). Previous English edition: Education and Modern Spiritual Life. (shrink)