Questions of Form: Logic and Analytic Proposition from Kant

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Follesdal distinguishes between ‘two principal traditions’ within AP: ‘one inspired by logic. it is a mistake governed by. And, if life is not meaningful now, how could its un-ending continuation confer meaningfulness to it? We should also expect them to have missed much of the point of the philosophical enterprise should they never get a chance to ‘think’ philosophically through the pen or keyboard. It is one of the largest centers for philosophy in the world and one of the strongest in China, with an international reputation for excellence in both teaching and research.

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An Approach to Wittgenstein's Philosophy

Derek Bolton

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Analysts disagree. only about whether ideal or ordinary language is best (2–3). geographical.4 Likewise. in an early anthology of classic analytic works. talk of AP has tended to keep close to the historical. Philosophy is the goal toward which religion was only a helplessly blind groping. Yet the features of any given work exemplify the salient particular consequences of and guideposts to greater, abstract principles. The CEU Department of Philosophy offers Master's and Doctoral level education up to the standards of the best international institutions, and its programs are accredited in the United States as well as in Hungary.

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Elements of Analytic Philosophy

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Couture. ‘Oxford and the “Epidemic” of Ordinary Language Philosophy’. ‘Remarks on Bertrand Russell’s Theory of Knowledge’. Quine’s views had an enormous impact on analytic philosophy, and until his death at the end of the century, he was generally regarded as the dominant figure in the movement. But even more importantly, not all historical knowledge is expressed in narratives. Or will traditions of inquiry in such areas as ethics, democratic theory, what counts as "knowledge," and so forth, continue as sustained conversations among diverse texts and perspectives, to which each is regarded as making a distinct contribution?

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Wittgenstein, Concept Possession and Philosophy: A Dialogue

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Though they are in disagreement on the conditions for meaningfulness, both objective and subjective naturalism are united in their rejection of supernaturalism and supernaturalism’s insistence that God is necessary in order to secure a meaningful life. The continental tradition, instead, language has been seen an institution emerging within certain biological and socio-political structures. Whereas analytic philosophy of history had emphasized scientific analogies for historical knowledge and advanced the goals of verifiability and generalizability in historical knowledge, English-speaking philosophers in the 1970s and 1980s were increasingly influenced by hermeneutic philosophy, post-modernism, and French literary theory (Rorty 1979).

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Rethinking Commonsense Psychology: A Critique of Folk

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In connection with this realistic movement. These sciences, quite rightly for their own purposes, ignore the existence of minds; and scientists are liable to forget that somehow minds have grown up in a world of matter, and that it is by means of their activities that matter and its laws have become known. Cognition. "International Journal of Cognitive Science." The study of classical philosophy also developed in two new ways.

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Unfortunately, the mature Kant does not have the aesthetic realism of Plato and Schopenhauer, or of the younger Kant himself (in the Observations on the Feeling of the Beautiful and Sublime, 1764). Plant, Robert (Forthcoming) ‘This strange institution called “philosophy”: Derrida and the primacy of metaphilosophy’, Philosophy and Social Criticism. Along with his teacher Plato, Aristotle is regarded as one of the most influential ancient thinkers in philosophy.

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Knowledge, Belief, & Witchcraft:; Analytic Experiments in

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One needs to take into account the putative knower’s practical situation as well; I think a similar thesis is true about other epistemic notions. Recently, the overflow argument has been challenged both empirically and conceptually. Meanwhile. and it was certainly the only point of unity the analysts still had that bore even the slightest suggestion of their being a philosophical school. Even a cursory reading of these opening paragraphs reveals that they touch on, in nascent form, some but by no means all of the issues that have spawned vigorous debate down the ages; restated more explicitly in terms familiar to philosophers of education, the issues the discussion above flitted over were: education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy (which, roughly, is the tension between education as conservative and education as progressive and as an instrument of human liberation, which also is closely related to differing views about human “perfectibility”—issues that historically have been raised in debates concerning the aims of education); the question of what this knowledge, and what these skills, ought to be—part of the domain of philosophy of the curriculum; the questions of how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated; the tension between liberal education and vocational education, and the overlapping issue of which should be given priority—education for personal development or education for citizenship (and the issue of whether or not this is a false dichotomy); the differences (if any) between education and enculturation; the distinctions among educating versus teaching versus training versus indoctrination; the relation between education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims; the issue of whether the rights of children, parents, and socio-cultural or ethnic groups, conflict—and if they do, the question of whose rights should be privileged; the question as to whether or not all children have a right to state-provided education, and if so, should this education respect the beliefs and customs of all groups and how on earth would this be accomplished; and a set of complex issues about the relation between education and social reform, centering upon whether education is essentially conservative, or whether it can and/or should be an (or, the) agent of social change and/or personal liberation.

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Wittgenstein: A Very Short Introduction (Very Short

A. C. Grayling

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While he continued his work on formal logic, Quine importantly attacked what he called ,Iwo dogmas of empiricism" (entry 43; see also 44), which he saw as dogmas of logical positivism. I know that the guide contains many dead links and omits many valuable new sites. I recall a colleague from a nearby college who was a good 10 years my academic junior insisting on several occasions that I was just bullshitting when I declined to embrace the “analytic philosopher” label and offered the same sorts of reasons.

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Modal Logic as Metaphysics

Timothy Williamson

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This futility partly arises, then, through an asymmetry between the vantage points of the lifeless, distant future that lacks consciousness of any sort, and the present filled with conscious life and its various dimensions. The Russell/Bradley Dispute and its Significance for Twentieth-Century Philosophy. These dialogical situations feature dramatic elements that bring attention to both the participants and the social contexts of Upanishadic philosophy, characterizing philosophy as something achieved through discussion and debate.

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The Philosophy of Gottlob Frege

Richard L. Mendelsohn

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Do these ideas really amount to Critical Theory? Everyone's philosophy of life has been believed in by someone else, somewhere, at some time. Stebbing herself tries to address these issues. concern with formulating the method of philosophic analysis dominates all these places’: Since it is held that clarity as to the method of philosophy will save men from blind-alley pursuits.92 Analytic Philosophy But this cannot be all. .. this theory (145).

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