On Knowing--The Natural SciencesUniversity of Chicago Press, 12.05.2018 - 420 Seiten Well before the current age of discourse, deconstruction, and multiculturalism, Richard McKeon propounded a philosophy of pluralism showing how "facts" and "values" are dependent on diverse ways of reading texts. This book is a transcription of an entire course, including both lectures and student discussions, taught by McKeon. As such, it provides an exciting introduction to McKeon's conception of pluralism, a central aspect of neo-Pragmatism, while demonstrating how pluralism works in a classroom setting. In his lectures, McKeon outlines the entire history of Western thinking on the sciences. Treating the central concepts of motion, space, time, and cause, he traces modern intellectual debates back to the ancient Greeks, notably Plato, Aristotle, Democritus, and the Sophists. As he brings the story of Western science up to the twentieth century, he uses his fabled semantic schema (reproduced here for the first time) to uncover new ideas and observations about cosmology, mechanics, dynamics, and other aspects of physical science. Illustrating the broad historical sweep of the lectures are a series of discussions which give detail to the course's intellectual framework. These discussions of Plato, Aristotle, Galileo, Newton, and Maxwell are perhaps the first published rendition of a philosopher in literal dialogue with his students. Led by McKeon's pointed questioning, the discussions reveal the difficulties and possibilities of learning to engage in serious intellectual communication. |
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Seite 16
... what we begin with are sense impressions . Sense impressions don't give us knowledge , but out of our sense impressions we can work out the arguments which will tell us what the atoms are , though we never see the atoms , we never have ...
... what we begin with are sense impressions . Sense impressions don't give us knowledge , but out of our sense impressions we can work out the arguments which will tell us what the atoms are , though we never see the atoms , we never have ...
Seite 26
... What do you think is going on ? Where is he start- ing ? What is the function of this ? What's this got to do with our problem on the nature of motion ? FRANKL : It seems to me he wants to set up a division between what has be- ing and what ...
... What do you think is going on ? Where is he start- ing ? What is the function of this ? What's this got to do with our problem on the nature of motion ? FRANKL : It seems to me he wants to set up a division between what has be- ing and what ...
Seite 28
... What's the first question we will want to ask ? ... Yes ? STUDENT : Who its maker is . MCKEON : Is that the first question ? Let me read you what it says in my book . " [ T ] he question which I am going to ask has to be asked about the ...
... What's the first question we will want to ask ? ... Yes ? STUDENT : Who its maker is . MCKEON : Is that the first question ? Let me read you what it says in my book . " [ T ] he question which I am going to ask has to be asked about the ...
Seite 29
... what the efficient cause is here , correspond- ing to what he calls the maker . MCKEON : He's asking a question of method . He's asking , How do I know about that stuff ? And what's the second thing he asks ? ROGERS : Is this the ...
... what the efficient cause is here , correspond- ing to what he calls the maker . MCKEON : He's asking a question of method . He's asking , How do I know about that stuff ? And what's the second thing he asks ? ROGERS : Is this the ...
Seite 30
... What essence is to generation ... " [ 29c ] , I suggest that you cross those two words out and make the proportion - it's a better translation- " What being is to becoming , that truth is to belief . " Mr. Dean , what's his conclusion ...
... What essence is to generation ... " [ 29c ] , I suggest that you cross those two words out and make the proportion - it's a better translation- " What being is to becoming , that truth is to belief . " Mr. Dean , what's his conclusion ...
Inhalt
1 | |
12 | |
25 | |
Method | 60 |
Method Part 2 and Principle | 72 |
Discussion Aristotle Physics | 84 |
Interpretation | 118 |
Discussion Galileo Two New Sciences | 130 |
Interpretation Method and Principle | 330 |
Discussion Review | 342 |
Class Schedule | 357 |
Selected Lecture Notes on Necessity Probability and Nature | 359 |
Selected Lecture Notes on Democritus and the Sophists | 362 |
Selected Lecture Notes on Cause | 364 |
Complete Lecture Notes for Lecture 10 | 368 |
Discussion Notes For Einstein | 373 |
Selection | 185 |
Selection Part 2 | 194 |
Discussion Newton Principia Mathematica | 208 |
Method Interpretation and Principle | 281 |
Method Interpretation and Principle | 292 |
Discussion Maxwell Matter and Motion | 304 |
Final Examinations | 378 |
Schema of Philosophic Semantics | 380 |
Notes | 381 |
Index | 395 |
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Häufige Begriffe und Wortgruppen
absolute space accelerated motion accelerative answer argument Aristotle atoms begin body cause centripetal force Clerk Maxwell comprehensive principle conception Consequently DAVIS deal definition Democritus Descartes dialectical discussion distance equal equation essentialist existentialist experience FLANDERS Galileo give GOREN gravity HENDERSON holoscopic impressed force inertia involved kinds of motion knowable knower knowledge lecture logistic method look MAROVSKI mathematics matter MCKEON mean measure meroscopic MILSTEIN Miss Frankl mode of thought momentum move nature Newton notice ontic ontological operational method operationalist particles pendulum phenomena philosophic physics plane Plato potential Principia Mathematica principle of motion proposition quantity quantum mechanics question reason relation relative respect ROTH Sagredo scholium sense soul STERN STUDENT Suppose talking tell there's things Timaeus tion uniform motion universal methods variables velocity What's whole WILCOX words world soul