To see the other types of publications on this topic, follow the link: Philosophy.
Dissertations / Theses on the topic 'Philosophy'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Philosophy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Schneider, Ulrich Johannes. "Der Stuhl." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-156944.
Full textAbstract:
"Denn wenn das Reisen für die Philosophie eine Rolle spielt, dann in Zusammenhang mit der Hervorbringung von philosophischen Texten. Diese nun sind nicht "Unterwegs" geschrieben, sondern "zuhause". Am Ende jeder Reise gab es ein Hinsetzen, ein Zu-Sich-Zurückkommen, ein Sich-Sammeln, und erst daraus entstand Philosophie. Jedenfalls ist das unsere Vorstellung. Das, was wir Philosophie nennen, halten wir für das Produkt einer geistigen Hervorbringung, einer gedanklichen "Setzung".
2
Camino, Macedo Federico. "Note on the Doxographic Tradition of the Terms 'Philosopher' and 'Philosophy'." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/112999.
Full textAbstract:
This note is a presentation, without pretending completion, of the doxographic tradition of the terms philosopher and philosophy, showing their variation in meaning. lt deals with the attribution to Pythagoras of these terms'creation, starting with Plato's and Aristotle's decisive relevance in the establishment and configuration of doxography.<br>La nota es una presentación, que no pretende ser exhaustiva, de los principales momentos de la tradición doxográfica sobre los términos filósofoy filosofía mostrando sus variaciones de significado. Se discute la atribución a Pitágoras de la creación de esos términos a partir de la importancia decisiva de Platón y Aristóteles en el establecimiento y configuración de la doxografía.
3
Schneider, Ulrich Johannes. "Jurt, Joseph (ed.): Zeitgenössische französische Denker : eine Bilanz. Rombach, Freiburg im Breisgau 1998, 273 S. (Rezension)." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-151917.
Full textAbstract:
Die französische Philosophie der zweiten Hälfte des 20. Jahrhunderts hat weltweit eine Rezeption erfahren, die immer wieder neu Zusammenfassungen und einführend-kommentierende Darstellungen herausfordert. Nun ist ein neuer Sammelband zu vermelden, der von dem Freiburger Romanisten Joseph Jurt herausgegeben wurde.
4
Jörnvi, Malin. "Visionary Philosophy." Thesis, Uppsala universitet, Avdelningen för estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-429020.
Full textAbstract:
In this thesis I look at possible implications of the philosophical use of sight metaphors as rendered visible in the philosophy of Iris Murdoch. Through Murdoch’s reading of Plato, and together with the perspectives added by Ludwig Wittgenstein, Paul de Man, Carolyn Korsmeyer, and Mats Persson, I argue that some contemporary philosophy as shaped by science and logic might be partially blind to essential aspects of human life and human awareness. I show that this partial blindness becomes visible in an inability to acknowledge and understand the philosophical importance of that which cannot be seen from a distance, and I argue that this may be due to a modern understanding of clarity. I claim that this understanding of clarity essentially differs from that of Plato and that it becomes particularly evident in Plato’s reliance on metaphors and allegories, not as unclear and obfuscating aspects to be untangled, but as depicting essential dimensions of the inexhaustible complexity of life. I finally argue that it is vital to recover and to philosophically consider these obscurer aspects if philosophy is to stay relevant to actual human beings living in the muddle that is everyday life.
5
Des, Armier David R. Jr. "Techniques to promote active learners in introductory philosopy courses a curriculum for a philosophy 101 course /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:105.
Full text
6
Schneider, Ulrich Johannes. "Der Stuhl: Philosophie im Sitzen." Leipziger Universitätsverlag, 1996. https://ul.qucosa.de/id/qucosa%3A13026.
Full textAbstract:
"Denn wenn das Reisen für die Philosophie eine Rolle spielt, dann in Zusammenhang mit der Hervorbringung von philosophischen Texten. Diese nun sind nicht "Unterwegs" geschrieben, sondern "zuhause". Am Ende jeder Reise gab es ein Hinsetzen, ein Zu-Sich-Zurückkommen, ein Sich-Sammeln, und erst daraus entstand Philosophie. Jedenfalls ist das unsere Vorstellung. Das, was wir Philosophie nennen, halten wir für das Produkt einer geistigen Hervorbringung, einer gedanklichen "Setzung".
7
Merklinger, Philip M. "Philosophy, theology, and Hegel's Berlin philosophy of religion, 1821-1827." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7593.
Full text
8
Morris, Paul Martin. "Three Hindu philosophers : comparative philosophy and philosophy in modern India." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278603.
Full text
9
Agwuele, Anthony Onyemachi. "Rorty's deconstruction of philosophy and the challenge of African philosophy." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/996390820/04.
Full text
10
Charlebois, Lise. "Scientism and philosophy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26309.pdf.
Full text
11
Tecusan, Manuela. "Symposion and philosophy." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358619.
Full text
12
Башлак, Ірина Анатоліївна, Ирина Анатольевна Башлак, and Iryna Anatoliivna Bashlak. "Philosophy of education." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40000.
Full textAbstract:
Across Europe, university life is changing at an unprecedented rate. As a result practically all European universities face these changes and problems which are common to them What is the role of the university today? Should national universities provide learning opportunities regardless of economic and social needs of the country, as well as the problems that the state poses and solves? Or universities should be centers of applied knowledge, being engaged in business, taking the mission of meeting economic and social demands? These two questions represent two extreme positions, which are constantly being discussed at the Conference of European Rectors (CRE) / Association of European Universities, as well as at forums for the European Association of Research institute (EAIR) and the British Society for the study of problems of higher education (SHRE). Society often makes different and often conflicting requirements for universities, though in public education reform programs they are presented as priorities of state educational policy in the form of a plain language. All modern European societies are pluralistic, in varying degrees and the task of the university is to balance the requirements of the state, and other interested persons (natural or legal).
13
S, Todorovych O. "PHILOSOPHY OF LOVE." Thesis, Національний авіаційний університет, 2017. http://er.nau.edu.ua/handle/NAU/28084.
Full text
14
Bowden, Chelsea Mina. "Isocrates' Mimetic Philosophy." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331049173.
Full text
15
Corbeil, Marc J. V. "Process environmental philosophy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc6148/.
Full textAbstract:
A process-information approach is examined as a foundation for an environmental philosophy that is dynamic and elastic, with particular emphasis on value, beauty, integrity and stability supporting Aldo Leopold's vision. I challenge one of the basic assumptions of Western philosophy, namely the metaphysical primacy of substance. The classical, medieval and modern metaphysics of substance is presented with particular attention given the paradoxes of substance. Starting from the philosophy of Heraclitus, relatively ignored by the Western tradition of philosophy, a process philosophy is developed as an alternative to standard metaphysical attitudes in philosophy. A possible resolution of Zeno's paradoxes leads to consideration of other paradoxes of substance metaphysics. It is argued that substance metaphysics is incompatible with evidence found in the shifting paradigms of ecology and general science. Process philosophy is explored as a basis for an environmental philosophy, attempting to put the environment back into philosophy.
16
Danka, Istvan. "Teaching philosophy online." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713489.
Full textAbstract:
The present dissertation investigates some possible aims and methods of online philosophy education. It argues that online philosophy education should put a greater emphasis on learning philosophical know-how via collaboration. Online education, contrary to recent criticism, could be done efficiently if it did not intend purely to imitate traditional education but defined its own strategic targets in accordance with some needs which have emerged online. Improving argumentative, systematic and interpretative skills are essential for being a good philosopher as well as a self-reliant online citizen. Preparing students for online practices via teaching them philosophical skills at least partly satisfies some internal purposes of philosophy education as well as some social needs. Learning these skills is irreducible to learning propositional knowledge. Establishing access to (even well-selected) information is insufficient for teaching philosophical skills. One way of teaching these skills is via role-playing philosophical discussions, for which Massively Multiplayer Online Role-Playing Games as a background technology is an effective way.
17
Sinclair, Nathan. "Empiricism and Philosophy." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/6021.
Full textAbstract:
Though Quine's argument against the analytic-synthetic distinction is widely disputed, one of the major effects of his argument has been to popularise the belief that there is no sharp distinction between science and philosophy. This thesis begins by distinguishing reductive from holistic empiricism, showing why reductive empiricism is false, refuting the major objections to holistic empiricism and stating the limits on human knowledge it implies. Quine's arguments (and some arguments that have been mistakenly attributed to him) from holism against the analytic-synthetic are considered, and while many of them are found wanting one good argument is presented. Holism does not, however, imply that there is no sharp distinction between science and philosophy, and indeed implies that the distinction between scientific and philosophical disputes is perfectly sharp. The grounds upon which philosophical disputes may be resolved are then sought for and deliniated.
18
Sinclair, Nathan. "Empiricism and Philosophy." University of Sydney, 2009. http://hdl.handle.net/2123/6021.
Full textAbstract:
Doctor of Philosophy(PhD)<br>Though Quine's argument against the analytic-synthetic distinction is widely disputed, one of the major effects of his argument has been to popularise the belief that there is no sharp distinction between science and philosophy. This thesis begins by distinguishing reductive from holistic empiricism, showing why reductive empiricism is false, refuting the major objections to holistic empiricism and stating the limits on human knowledge it implies. Quine's arguments (and some arguments that have been mistakenly attributed to him) from holism against the analytic-synthetic are considered, and while many of them are found wanting one good argument is presented. Holism does not, however, imply that there is no sharp distinction between science and philosophy, and indeed implies that the distinction between scientific and philosophical disputes is perfectly sharp. The grounds upon which philosophical disputes may be resolved are then sought for and deliniated.
19
Chabot, Pascal. "Processus techniques et processus d'individuation dans la philosophie de Gilbert Simondon." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211737.
Full text
20
SANTOS, PAULO CESAR CARLOS DOS. "THE PHILOSOPHER AS CIVILIZATION`S PHYSICIAN: LANGUAGE AS PHÁRMAKON IN NIETZSCHE`S PHILOSOPHY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6706@1.
Full textAbstract:
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A associação que procuramos fazer entre a linguagem na
filosofia de
Nietzsche e a idéia do termo grego phármakon nos apareceu
quando da leitura de
O Nascimento da Tragédia. Segundo Nietzsche, a origem da
tragédia se deu na
busca de realizar a união da embriaguez com a lucidez,
numa experiência de
simultaneidade dos impulsos artísticos apolíneo e
dionisíaco. É nesse ponto que,
para ele, se configura a função terapêutica da linguagem,
como o principal
elemento apolíneo a incorporar os impulsos dionisíacos
através da união e
harmonização do texto com a música. Mas por outro lado,
Nietzsche atribui a
Sócrates a responsabilidade pela decadência da arte
trágica por meio da influência
sobre Eurípides, traduzida na supervalorização da
linguagem frente à música em
suas peças, com a conseqüente perda da tensão dramática e
da força artística, em
virtude de uma maior clareza intelectual da história
representada. O que para
Nietzsche acaba por se tornar um veneno que veio a matar a
tragédia antiga. Ou
seja, a problematização nietzschiana acerca da origem e
ocaso da tragédia sugere a
idéia de que a primeira investida do racionalismo sobre a
cultura grega se deu
justamente sobre o domínio da linguagem. O nosso objetivo
no presente trabalho
é ampliar a análise de Nietzsche a respeito do papel da
linguagem no nascimento e
ocaso da tragédia grega a todo o percurso de sua
filosofia, e com isso fazer uma
releitura do seu pensamento a partir da sua concepção
acerca da linguagem.<br>This thesis associates language in Nietzsche`s philosophy
with the Greek
concept of phámakon. In The Birth of Tragedy, Nietzsche
claims tragedy was born
when drunkenness and soberness were combined in one art
form that was driven
simultaneously by Apollonian and Dionysian artistic
drives. In this context,
language, an Apollonian element, has a therapeutical
function - it integrates
Dionysian drives and get music and text together
harmoniously. In spite of this,
Nietzsche blames Socrates` influence on Euripides for the
death of tragedy. The
Greek playwright emphasized language and rationality over
music in his plays,
losing dramatic tension and artistic power. It turned into
the poison that ultimately
exterminated ancient tragedy. Therefore, Nietzsche argues
that the first rationalist
assault over Greek culture was made through language. In
this thesis, we try to
broaden Nietzsche analysis about the role of language on
the birth and death of
Greek tragedy, studying his works from his ideas about
language.
21
Khalil, Aayazuddin. "How can Lean Philosophy Improve the Traditional Philosophy of Project Management." Thesis, Mälardalen University, Department of Computer Science and Electronics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-654.
Full textAbstract:
<p>The construction industry is suffering with many problems nowadays. Many projects are</p><p>getting failed and getting over budget. It has been generally noticed that chaos in</p><p>construction industry is only because of the absence of explicit theory of project</p><p>management. The paradigm of project management in construction is still following mass</p><p>production, which means considering only conversion activities. The present style of</p><p>conventional project management is based on two fundamental theories i.e. management-</p><p>as-planning (for planning and execution) and thermostat model (for control).</p><p>The new philosophy (lean production) considers production both conversion and flow</p><p>processes. The focus of lean production is to reduce flow processes, to improve the</p><p>conversion processes, and to reduce the wastes during production.</p><p>Among all other lean tools, this document is focusing on Last Planner System (LPS) for</p><p>the production control system. In the end of the document, two case studies have been</p><p>mentioned in which it is clearly demonstrated that, when project managers used the LPS</p><p>the value of PPC (percent planned completed) and PF (performance factor) have been</p><p>more salubrious as compared to the absence of LPS during the execution of the project.</p>
22
Juuso, H. (Hannu). "Child, Philosophy and Education:discussing the intellectual sources of Philosophy for Children." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285509.
Full textAbstract:
Abstract The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man's ability to consider and solve problems that he meets in practical life kata ton orthon logon – by doing right things in the right place at the right time in the right way. This phronetic idea of 'humanizing modernity' combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey's ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey's philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child's curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child's subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman's practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an 'educative space' from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it<br>Tiivistelmä Tutkimuksessa eritellään Matthew Lipmanin kehittelemän Filosofiaa lapsille (P4C) ohjelman teoreettisia perusteita. Tarkoituksena on ensinnäkin identifioida P4C:n amerikkalaiseen pragmatismiin palautuvat filosofiset ja pedagogiset pääperiaatteet sekä paikallistaa niiden pedagogisoituminen sekä mahdolliset ongelmat Lipmanin ajattelussa. Tällöin tarkastelun kohteena on erityisesti John Deweyn ja Georg H. Meadin ajattelu sekä lisäksi Lev Vygotsky, jotka kolme Lipman itse nimeää oman ajattelunsa merkittävimmiksi lähteiksi. Toisaalta tutkimuksessa pyritään avaamaan P4C:lle uusia näkökulmia ja tematisointeja mannermaisen ajatteluperinteen näkökulmasta. P4C:n keskeiset järkevyyteen ja arvostelukykyyn liittyvät periaatteet tulkitaan viimekädessä uusaristotelisena pyrkimyksenä kontekstualisoida filosofia palauttamalla se kohtuullisuuteen, ihmisen kykyyn harkita ja ratkaista käytännöllisessä elämässä kohtaamiaan ongelmia kata ton orthon logon – tekemällä oikeita asioita oikeassa paikassa oikeaan aikaan oikealla tavalla. Tämä 'modernin inhimillistämisen' froneettinen idea yhdistyneenä aikuinen-lapsi käsitteen evoluutioon argumentoidaan P4C:n yhdeksi mahdollisuusehdoksi, joka jättää kuitenkin pedagogiseen toimintaan sinänsä liittyvät perusongelmat ratkaisematta. John Deweyn modernin tietoisuusfilosofian kritiikistä nousevat, filosofian merkitystä ihmisen käytännöllisessä elämässä korostavat näkemykset, jotka liittyvät inhimillisen tietämisen ja älyllisen kasvun perusluonteeseen sekä edelleen demokraattisen yhteisön ideaaliin osoitetaan P4C:n keskeisiksi intellektuaalisiksi lähteiksi. Dewey'n filosofia yleisenä kasvatuksen teoriana merkitsee kokemuksen ja tutkimuksen käsitteiden kiinteää kytkemistä kasvatuksen käytäntöön. Tämä perustuu naturalistiseen ihmiskäsitykseen, jonka mukaan ihminen rakentuu dynaamisessa transaktiossa ympäristönsä kanssa kokien ideoidensa todet merkitykset toimintansa seurauksissa pyrkiessään ratkaisemaan ongelmallisia tilanteita. Tällöin tutkimus reflektiivisen ajattelun metodina muodostaa perustan älylliseen kasvuun perustuvalle kasvatukselle. Sen ehtona on sellainen lapselle merkityksellinen konteksti, jossa tutkimuksen paradigma voi toteutua autenttisena. Kasvatuksessa on siten tärkeää luoda olosuhteet, jotka stimuloivat lapsen uteliaisuutta käynnistäen tutkimuksen prosessin, joka edelleen mahdollistaa reflektiivisten tapojen muodostumisen kautta demokraattisen yhteisön kehittymisen. Tutkimuksen prosessissa tapahtuvan pedagogisen interaktion tarkoituksena on tuottaa lapselle kasvattavia kokemuksia häivyttäen samalla pedagogista suhdetta. Ajatuksena on, että pedagogisessa toiminnassa lapsen subjektiviteetti, hänen halunsa ja impulssinsa sovittuvat traditioon generoiden samalla kuitenkin tulevaisuuteen suuntautuvaa, reflektiivistä tapaa vapauttaen näin kasvatettavan ajattelemaan älykkäästi itse. Tutkimuksessa osoitetaan näiden periaatteiden artikuloituminen Lipmanin käytännöllisessä pyrkimyksessä muuntaa koululuokka tutkivaksi yhteisöksi, mutta samalla kuitenkin argumentoidaan, että mainittu pedagogisen toiminnan sivistysteoreettinen ydinongelma liittyen sen paradoksaaliseen erityisluonteeseen autonomisen subjektiviteetin tuottamiseksi ei tematisoidu. Tämän kysymyksen yhteydessä tutkimuksessa tarkastellaan Kantin ja Hegelin kasvatusajattelua erityisesti filosofian opetuksen näkökulmasta. Uutena avauksena tutkimuksessa hahmotellaan tutkivaa yhteisöä 'kasvattavana tilana' hermeneuttiselle pedagogiikalle ominaisen pedagogisen suhteen ja siihen kytkeytyvien ei-reflektiivisten, pedagogiseen intuitioon perustuvien toimintarakenteiden ja ilmiöiden näkökulmasta
23
French, Christopher Forbes. "Philosophy as conceptual engineering : inductive logic in Rudolf Carnap's scientific philosophy." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55135.
Full textAbstract:
My dissertation explores the ways in which Rudolf Carnap sought to make philosophy scientific by further developing recent interpretive efforts to explain Carnap’s mature philosophical work as a form of engineering. It does this by looking in detail at his philosophical practice in his most sustained mature project, his work on pure and applied inductive logic. I, first, specify the sort of engineering Carnap is engaged in as involving an engineering design problem and then draw out the complications of design problems from current work in history of engineering and technology studies. I then model Carnap’s practice based on those lessons and uncover ways in which Carnap’s technical work in inductive logic takes some of these lessons on board. This shows ways in which Carnap’s philosophical project subtly changes right through his late work on induction, providing an important corrective to interpretations that ignore the work on inductive logic. Specifically, I show that paying attention to the historical details of Carnap’s attempt to apply his work in inductive logic to decision theory and theoretical statistics in the 1950s and 1960s helps us understand how Carnap develops and rearticulates the philosophical point of the practical/theoretical distinction in his late work, offering thus a new interpretation of Carnap’s technical work within the broader context of philosophy of science and analytical philosophy in general.<br>Arts, Faculty of<br>Philosophy, Department of<br>Graduate
24
Humphrey, Patrick. "Campbell's objectivist philosophy : a critical examination of the Philosophy of rhetoric." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539792.
Full textAbstract:
As several rhetorical scholars have previously critically reviewed works written by philosophers and rhetoricians, and have focused upon their treatment of the concepts of epistemology, ontology, and rhetoric, this study critically examines the epistemology and ontology of George Campbell, eighteenth-century philosopher-rhetorician, and author of the Philosophy of Rhetoric. Campbell's work is interpreted as indicative of an "objectivist" stance consistent with the position of twentieth-century scholars such as Cherwitz and Hikins. This objectivist stance embodies four basic tenets: (1) Reality is certain; (2) Reality is independent; (3) Reality is knowable; and (4) Reality is communicable.Although most authors examining Campbell's philosophy have focused upon external connections between Campbell and other philosophers, this study conducts a critical, textcentered analysis of his work. Every statement deemed relevant as indicative of Campbell's objectivist stance is categorized according to the objectivity tenets; passages either directly refer to these tenets, indirectly suggest them, and/or are unclear, requiring assistance from other sources. The findings, taken as a whole, offer sufficient evidence that Campbell's epistemology and ontology were objective. Significant implications arise from this study, which may increase our understanding concerning Campbell's philosophy, his historical context, and terms used in the modern epistemology debate. Moreover, some difficult passages potentially imply inconsistencies in Campbell's objectivist philosophy; subsequent analysis reduces the threat made to this study's claim. In addition, several scholars have made findings which corraborate this study's claim.<br>Department of Speech Communication
25
Schneider, Ulrich Johannes. "Situation der Philosophie, Kultur der Philosophen." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-148897.
Full textAbstract:
Seit 1990 sind westdeutsche Verhältnisse auch im Osten der erweiterten BRD anzutreffen: Für wenige Bereiche trifft das so allgemein zu wie für die Universitäten, die in den neuen Bundesländern strukturell denen der alten Bundesländer gleichgemacht wurden. Die Inhalte haben gewechselt, je nach Disziplin. Aber ist damit alles gesagt? Was heißt das zum Beispiel für die Philosophie, nachdem die Universitäten das westdeutsche Muster adaptiert haben, und zugleich Inhalte und Personen fast völlig ausgetauscht wurden?
26
Jenkins, Maricarmen Marshall. "Philosophical assumptions in legal philosophy, a critique of contemporary philosophy of law." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/NQ50993.pdf.
Full text
27
Jenkins, Maricarmen Marshall. "Philosophical assumptions in legal philosophy : a critique of contemporary philosophy of law /." *McMaster only, 1998.
Find full text
28
Bailey, Rowan. "The philosophy of sculpture : the sculpture of philosophy : casting bodies of thought." Thesis, University of Leeds, 2009. http://eprints.hud.ac.uk/16898/.
Full textAbstract:
This thesis explores both the conceptual register and tropic play of sculpture as a fine art in some of the key writings of Plato, Immanuel Kant, Johann Gottfried Herder, and Georg Wilhelm Friedrich Hegel. It serves to show how sculpture is both shaped by and reshapes in turn philosophy's explicit register of sculpture as an art form. The central argument within this thesis is that sculpture turns its back on philosophy as soon as philosophy casts sculpture out of its mould. Registering sculpture as a fine art within philosophy reveals that whilst specific examples of sculpture may appear to confirm the conceptual meanings ascribed to it by the philosophers Kant, Herder and Hegel, can equally show its unreliability and inconsistency as an art form. The title of this thesis The Philosophy of Sculpture: The Sculpture of Philosophy serves as a heading for an engagement with an explicit reading of sculpture as a fine ati and the sculptural as a trope. Therefore, the sculpture of philosophy is read as a heading for the presentation of sculpture as an object or art form in the writings of Kant, Herder and Hegel. The philosophy of sculpture appeals to an engagement with the use of the sculptural through the tropes of casting, moulding, sculpting, carving, modelling, shaping and forming in the writing of philosophy. This will show that there is something specifically philosophical about sculpture as a practice. Furthermore, the crossovers between these two approaches highlight the effects they give place to, particularly in the context of reading sculpture through a case study. Therefore, the latter half of this thesis engages with the ways in which the sculptural appears within architectural formations and explores an alternative reading of sculpture in relation to some of the themes generated out of a collaborative project between the philosopher Jacques Derrida and the architect Peter Eisenman.
29
Osborne, Peter Gordon. "The carnival of philosophy : philosophy, politics and science in Hegel and Marx." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253269.
Full text
30
Bitters, Todd Aaron. "The Philosophy of Richard Rorty Interpreted as a Literary Philosophy of Education." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403973904.
Full text
31
Gefwert, Christoffer. "Wittgenstein on philosophy and mathematics : an essay in the history of philosophy /." Åbo : Åbo akademic Förlag, 1994. http://catalogue.bnf.fr/ark:/12148/cb357214439.
Full text
32
Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Full text
33
Todes, Samuel. "The human body as material subject of the world." New York : Garland Pub, 1990. http://catalog.hathitrust.org/api/volumes/oclc/20828551.html.
Full text
34
Jonmarie, Diana. "The Loss of the Philosophic Tradition and the Rise of the Positive Philosophy of Auguste Comte." Thesis, University of Nevada, Reno, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707845.
Full textAbstract:
<p> This study examines the loss of original principles that distinguish ancient Western philosophy as a valid conceptual framework for political theory and practice. I explore how the Philosophic Tradition as a centuries-old foundation of inquiry and discourse loses its significance and finally its authority in the postmodern world. With the exclusion of metaphysical reflection and reason as a basis for understanding human existential and political phenomena, the transition to Historicism and Philosophic Positivism effectively redefined the nature and application of politics. Critical to this research and serving as a focal point of this study are the works of theorist and originator of the Positive Philosophy, Auguste Comte. I analyze the author's several volumes, these dedicated to establishing a new foundation of political thought, one in which scientific inquiry would serve as the ground for seeking truth and knowledge and as a basis for methodologically directing social and political reorganization. Essentially, Positive politics would as the theorist proposed, be free of abstract speculation (metaphysics) and work to reframe human nature by achieving a universal social state defined by `Order and Progress' and a futuristic system of advancement alike to no other period in human history. As this study examines this prophesy, it takes into view the rise and popularity of the Positive Philosophy from ancient perspectives to modern and postmodern Western thought. It further illustrates the resistance to and eventual replacement of traditional theoretical foundations leaving an indelible imprint on political philosophy which had experienced a profound transformation from its pre-scientific origins. Once as truth-seeking, self-critical and reflective as to moral values and ethical considerations of justice, prudence, and the public good, the Positive Philosophy would serve instead as the ground and authority for, as Comte envisaged, a modification of human existence. Thus politics reformulated was set to task in ordering the social world into its mission of productivity and progress and reconciling its vision of human perfectibility with a proposed end to political conflict.</p>
35
Machado, Oscar A. "A Philosophy of Architecture." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_theses/205.
Full textAbstract:
To evaluate specific architectural theories, an analytic methodology was used. The specific architectural theories evaluated all have in common the fact that their formative models can explain how their original ideas manifest in the practice of architectural works. Although these architectural theories researched are thousands or in some cases hundreds of years apart, a way to compare and contrast them was to use philosophies of art common to all. This contemporary approach to analysis was done with the use of ?analytic philosophy? for its effectiveness to clarify concepts. Central aspects of architectural theories will be analyzed in detail through the lenses of four contemporary theories of the philosophy of art. They are: formalism (including neo-formalism and theories that emphasize the connection between form and function), expression theories, representation theories (including neo-representational and mimetic accounts), and theories based on aesthetic experience. Looking at architecture from the viewpoint of analytic philosophy of art provides new insights into the nature of architecture and illuminates the field in significant ways. A recommendation for further study is enclosed.
36
Rettová, Alena. "Philosophy in Utenzi metre." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-90858.
Full textAbstract:
Makala haya yanachanganua jinsi dhana za kifalsafa zinavyoakisiwa katika ushairi wa Kiswahili yakizingatia hasa tenzi zilizoandikwa kuhusu historia za dola za Kiafrika baada ya kupatikana kwa Uhuru. Tenzi nyingi za kundi hili zilitungwa Tanzania wakati wa ujamaa, ndiyo maana itikadi zinazoelezwa zaidi katika tenzi hizi zinahusiana na falsafa ya ujamaa. Uelekeo huu unaonyeshwa katika uchambuzi wa Utenzi wa Pambazuko la Afrika uliotungwa na Mohammed Seif Khatib na kuchapishwa mwaka 1982, ambao unaakisi falsafa ya ujamaa, itikadi za umoja wa Afrika (Panafricanism) na upingani wa ukoloni, ukigusana pia na imani ya Afrika kuwa chanzo cha mawazo mengi ya kifalsafa (Afrocentrism).
Kwa namna hii, inaonekana kwa uwazi kwamba utungaji wa tenzi ni njia muhimu sana ya kueleza falsafa ya kisiasa na ya kihistoria katika utamaduni wa Kiswahili. Njia hii inalingana na njia nyinginezo: mawazo hayohayo yanaelezwa vilevile katika vitabu vya kitaaluma (kwa mfano, vitabu vya Mwalimu Nyerere kuhusu ujamaa), katika riwaya, au katika ushairi wa aina nyingine (kama vile mashairi, ngonjera, n.k.). Tenzi nyingine za hili kundi la ‘tenzi za Uhuru’ zinaakisi vilevile falsafa za aina nyingine, ikiwemo falsafa ya kidini inayotokana na dini ya Uislamu au falsafa ya ‘utu’, ambayo ina mizizi mirefu sana katika tamaduni nyingi za Afrika.
Kwa kumaliza, makala yanasisitiza kwamba, tukipenda kufahamu ‘falsafa ya Kiafrika’ ni nini, ni lazima tutazame njia zilizoko na vyombo vilivyoko katika tamaduni za Kiafrika vya kuelezea dhana na thamani, bila ya kutarajia kwamba njia hizo na vyombo hivyo vitakuwa vilevile au vitafanana kimsingi na vyombo vya kawaida vya kuelezea falsafa katika tamaduni za Magharibi (yaani maandishi ya kitaaluma kuhusu falsafa). Ushairi ni njia mojawapo, tena muhimu sana, ya
kueleza mawazo ya kifalsafa katika utamaduni wa Kiswahili, lakini ziko na njia nyingine, kama vile maelezo ya taaluma mbalimbali na tanzu nyingi za fasihi na sanaa, ambazo inafaa zitambulikane na ichambuliwe katika fani ya falsafa.
37
Häggqvist, Sören. "Thought experiments in philosophy." Doctoral thesis, Stockholms universitet, Filosofiska institutionen, 1996. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81418.
Full text
38
Ristic, Nevenka. "Food, philosophy and love." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007478.
Full textAbstract:
This thesis is a metaphilosophical investigation into how food can be handled philosophically. The first chapter considers the question of whether food can be the subject matter of philosophy, and concludes that there are three possible ways: Foodist Philosophy, Philosophy of Food, and Philosophy and Food. This thesis focuses on the category Foodist Philosophy. The second chapter develops an account of foodist philosophy: it is a style of philosophy that assumes that our food and eating practices are fundamental aspects of the human condition. The third chapter analyses Plato's concept of love in the Symposium and these conclusions are objected to in a foodist critique in the fourth chapter.<br>KMBT_363<br>Adobe Acrobat 9.54 Paper Capture Plug-in
39
Agam-Segal, Reshef. "Cora Diamond's Moral Philosophy." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486964.
Full textAbstract:
The dissertation explores and critically evaluates Cora Diamond's moral philosophy, understood as an adaptation ofWittgenstein's more general philosophical ideas and methods. In particular, it examines Diamond's 'Wittgensteinian aversion to theoretical thinking in ethics. Even loyal Wittgensteinians sometimes (mis)use Wittgenstein's ideas to advance various deniable theories, including forms of realism and anti-realism in moral philosophy, and varieties of ethical relativism and conservativism. Diamond's moral philosophy, by contrast, maintains a non-theoretical stance which, nevertheless, offers a satisfying philosophical alternative to theorybuilding. Part One distinguishes Diamond's 'realistic spirit' from Sabina Lovibond's philosophical realism. I argue that Lovibond's McDowellian quietism is covertly committed to various theses. I explain Diamond's rejection of Lovibond's conception of ethics as a subject matter, and the differences between their appeals to the ideas of form oflife, and their attacks on the conception oflanguage as rule-governed. Part Two argues that Elizabeth Anscombe's Wittgensteinian rejection of the notion ofself-legislation unwittingly reflects dogmatic views of our conceptual life. I explain how Diamond's use of the Wittgensteinian idea of a picture, and her clarification of the grammar of secondary uses, help in attaining a more realistic view of our conceptual life. This part, and the next, examines the importance of the imagination in ordinary uses oflanguage, and in philosophy. Part Three distinguishes Diamond's conception of grammar and language games from that of Norman Malcolm. It also distinguishes Diamond's conceptions of the imagination, of moral philosophy, and of the good of philosophy in general, from those ofIris Murdoch. I examine Malcolm's and Murdoch's views as reflected in their discussions of Anselm's ontological argument. Malcolm uses Wittgensteinian tools dogmatically, while Murdoch's correctives to Malcolm themselves tum out to verge on dogmatism. I show how Murdoch's views can be given a Wittgensteinian inflection without becoming philosophical theses. This, however, reveals that Diamond's realistic spirit must also struggle against temptations to disregard some possibilities of our conceptual life that are created by the Wittgensteinian philosophical vocabulary itself.
40
Cameron-Caluori, George. "Philosophy and musical criticism." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5314.
Full text
41
Guo, Jianwu. "Contemporary Chinese Marxist philosophy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22461.pdf.
Full text
42
Husein, Fatimah. "Fazlur Rahman's Islamic philosophy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37208.pdf.
Full text
43
Raabe, Peter Bruno. "Philosophy of philosophical counselling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/NQ38962.pdf.
Full text
44
Parent, Marcel 1975. "Is comparative philosophy postmodern?" Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79800.
Full textAbstract:
This thesis examines the claims of Jeffrey Timm and James Buchanan that the field of Comparative Philosophy is moving in a postmodern direction. I examine their conception of the postmodern and compare to both the most influential views of postmodernism and with my own understanding of postmodernism. To evaluate their claims I examine the journal Philosophy East and West, which I argue is representative of the field of Comparative Philosophy. I analyze the works of the editors of the journal and also do a statistical analysis of the journal to determine whether the field is becoming more postmodern. I conclude that Timm and Buchanan may be correct.
45
Johnston, P. "Wittgenstein and moral philosophy." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375906.
Full text
46
Laughland, John. "Schelling's philosophy of freedom." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323008.
Full text
47
Moseley, Darran A. "A philosophy of war." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/1721.
Full textAbstract:
This thesis examines in four parts a collection of philosophical arguments dealing with war. The conclusions drawn are that war is a definable and applicable concept, that above the level of biological reactions war is the result of beliefs, that an objective distinction exists between aggressive and defensive actions, and that war is only justifiable in the protection of core rights. The first part analyses competing definitions of war. It is argued that the concept of war is philosophically appropriate and captures the conceptual common denominator between particular wars. The essence of war is defined as “a condition of open-ended violence”. Part Two explores the causal relationships between metaphysical and epistemological beliefs and war. It is held that war cannot be explained away as an unalterable fact of the universe, hence deterministic explanations fail in favour of the conclusion that wars are the product of ideas and ideas are volitionally obtained. The third part continues an exploration of determinist accounts of war and examines how various theories of human nature attempt to explain why war occurs. For methodological purposes human nature is trisected into biological, cultural, and rational aspects. Theories that attempt to interpret war using only a single aspect are inadequate, for each aspect must logically presuppose the existence and hence the influence of the others. It is concluded that human wars are the product of ideas, but ideas are distinguishable between tacit and explicit forms. Tacit forms of knowledge evolve through social interaction and sometimes have unintended consequences; war on the cultural level can be the product of human action but not of human design (Ferguson), hence attempts to abolish war by reason alone are bound to fail. Part Four assesses the application of ethical and political reasoning to war. It is argued firstly that morality, in the form of universalisable core rights and socially generated general rules of conduct, must not be removed from the sphere of war. Secondly it is concluded that the ideal just government exists to protect rights, from which it will follow that defensive wars and wars of intervention to protect rights are morally supportable.
48
Kwok, Hang-wah Yvonne, and 郭亨華. "William James' psychological philosophy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29798462.
Full textAbstract:
(Uncorrected OCR)
Abstract of thesis entitled
'William James' Psychological Philosophy'
submitted by
Kwok Hang Wah Yvonne
for the degree of Master of Philosophy at the University of Hong Kong
in November 2002
The aim of this thesis is to suggest a way to better understand William James' philosophy by recognising its relation with his evolutionary psychology. In order to clarify James' version of 'evolutionary psychology', I will present it in contrast to Herbert Spencer's biological psychology. In Chapter Two, I will discuss how Spencer establishes his development hypothesis and how he understands the mind as a biological product being modified by environmental changes. In Chapter Three, I will interpret James' argument against Spencer's ideas that the mind operates passively, and that Spencer has overlooked the subjective factors in mental development. Through the discussion, we can understand the main difference between James' and Spencer's evolutionary psychologies. The fourth chapter will focus on James' psychology of the active mind. I will offer a more detailed explanatory account of James' views of three important mental functions, namely 'discrimination', 'association' and 'conception', as well as how they operate to construct experiences. In the last chapter, I will interpret one of the topics in James' philosophical discussions, so as to illustrate his psychological view in his philosophy. The discussion will show James' views of the different
i
roles of perception and conception in life, and his evolutionary concern of the functional use of concepts for experience. I will then explain how these views are related to James' argument against rationalism and his position in his radical empiricism. Through these discussions, I hope to shed light on the connection between James' evolutionary psychology and his philosophical ideas, which ultimately offers a better understanding to James' philosophy.
ii<br>abstract<br>toc<br>Philosophy<br>Master<br>Master of Philosophy
49
Galasso, Dario Emanuele. "Nietzsche : asceticism, philosophy, history." Thesis, Birkbeck (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409689.
Full text
50
Folina, Janet. "Poincaré's philosophy of mathematics." Thesis, University of St Andrews, 1986. http://hdl.handle.net/10023/2703.
Full textAbstract:
The primary concern of this thesis is to investigate the explicit philosophy of mathematics in the work of Henri Poincare. In particular, I argue that there is a well-founded doctrine which grounds both Poincare's negative thesis, which is based on constructivist sentiments, and his positive thesis, via which he retains a classical conception of the mathematical continuum. The doctrine which does so is one which is founded on the Kantian theory of synthetic a priori intuition. I begin, therefore, by outlining Kant's theory of the synthetic a priori, especially as it applies to mathematics. Then, in the main body of the thesis, I explain how the various central aspects of Poincare's philosophy of mathematics - e.g. his theory of induction; his theory of the continuum; his views on impredicativiti his theory of meaning - must, in general, be seen as an adaptation of Kant's position. My conclusion is that not only is there a well-founded philosophical core to Poincare's philosophy, but also that such a core provides a viable alternative in contemporary debates in the philosophy of mathematics. That is, Poincare's theory, which is secured by his doctrine of a priori intuitions, and which describes a position in between the two extremes of an "anti-realist" strict constructivism and a "realist" axiomatic set theory, may indeed be true.