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 2
... They're each awfully good ; and just as in the approach above the first thing you would learn would be to refute the phi- losophers , so in the second approach you'd discover a new truth each succes- sive week , which would be the basis ...
... They're each awfully good ; and just as in the approach above the first thing you would learn would be to refute the phi- losophers , so in the second approach you'd discover a new truth each succes- sive week , which would be the basis ...
Seite 3
... they're same . If they are the same , it may be that they're all fundamentally scientific , and so we want to talk about applying scientific methods to resolve them . Or it may be that they're all fundamentally practical ; this is the ...
... they're same . If they are the same , it may be that they're all fundamentally scientific , and so we want to talk about applying scientific methods to resolve them . Or it may be that they're all fundamentally practical ; this is the ...
Seite 4
... they're no longer philosophical , but they'll still be problems to be solved . Then there was another group in the class that took the position that this was an obviously old - fashioned approach , one based on the supposition that ...
... they're no longer philosophical , but they'll still be problems to be solved . Then there was another group in the class that took the position that this was an obviously old - fashioned approach , one based on the supposition that ...
Seite 13
... they're all sciences . There are the theoretic sciences , the practical sciences , and the productive sciences . Their methods are different and their subject matters different , but to keep things clear let's call them all sciences ...
... they're all sciences . There are the theoretic sciences , the practical sciences , and the productive sciences . Their methods are different and their subject matters different , but to keep things clear let's call them all sciences ...
Seite 14
... they're statements about your feelings , your emotions , how you want other people to feel . Consequently , you will have only physical science , and physicalism is the position , for example , of Joseph Democritus . You know what is ...
... they're statements about your feelings , your emotions , how you want other people to feel . Consequently , you will have only physical science , and physicalism is the position , for example , of Joseph Democritus . You know what is ...
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