Philosophical Foundations of Historical Knowledge


Book Description

Murray G. Murphey is Professor of American Civilization at the University of Pennsylvania.




Historical and Philosophical Foundations of Education


Book Description

Structured around major movements in world history, the lives of leading educators, and the philosophies and ideologies that resulted from their ideas, Historical and Philosophical Foundations of Education: A Biographical Introduction, Fifth Edition provides a clear interdisciplinary exploration of the development of educational ideas. The author takes a global perspective on the history and philosophy of education, capturing the essence of educational evolution through the biographies of 23 theorists, philosophers, and educators. This biographical focus, combined with an introductory presentation of the inherent connections between education's major movements and its primary movers, helps students better understand the social and historical conditions that have informed today's educational arena.







Foundations of Knowledge


Book Description

"The inquiry into the foundations of knowledge is a systematic inquiry into the problem of truth. This problem constitutes one of the three main concerns of philosophical analysis, the others being the problem of beauty and the problem of goodness." Thus Evangelos P. Papanoutsos, Greece's leading contemporary philosopher, introduces this third book of his "Trilogy of the Mind." The first two volumes covered aesthetics and ethics; this one is a major work in epistemology. Combining rigorous analysis with thorough-going scholarship, displaying an intimate acquaintance with the physical and humanistic sciences, and drawing on a deep understanding of philosophical method and the history of philosophy, Professor Papanoutsos is held in high esteem by his European colleagues. This translation of his masterpiece will enhance his reputation and influence among readers of English. The themes of The Foundation of Knowledge range over the topics that have been continually challenging to the modern era of philosophers: being and consciousness, experience and reason, common sense and science, and the domains of knowledge, including the nature of philosophical knowledge. Special attention is paid to the analysis of theoretical consciousness, the problems of categorical thinking, the theory of judgment, mathematics and logic, and the limits of historical understanding.




Historical and Philosophical Foundations of Psychology


Book Description

For students of the history of psychology, this textbook connects the big ideas and key thinkers of psychology and philosophy in a cohesive theoretical narrative. Students are led to understand the relations between different schools of thought, and to connect the various thinkers, theories and facts in psychology's history.




The Genealogy of Knowledge


Book Description

First published in 1997, this volume expands the analytical philosophical tradition in the face of parochial Anglo-American philosophical interests. The essays making up the section on ‘Antiquity’ share one concern: to show that there are largely unrecognised but radical differences between the way in which certain fundamental questions – concerning the nature of number, sense perception, and scepticism – were thought of in antiquity and the way in which they were thought of from the 17th century onwards. Part 2, on early modern thought, explores the theoretical characterisation of the role of experiment in early modern physical theory through Galileo’s embracing of experiments, along with Descartes’ automata and issues in a relatively neglected but especially intractable part of Descartes’ philosophy: how he conceives of what a successful inference consists in and what it is that makes it successful. The final section deals with the philosophical foundations of physical theory, the distinction between the human and the natural sciences, the philosophical-cum-scientific foundations of Marx’s idea of socialism, and Nietzche’s criticisms of the very notion of science, concluding that Nietzsche’s probing questions cannot be dismissed, as he has opened up some genuinely challenging issues which we ignore at our peril.




Key Concepts in Early Childhood Education and Care


Book Description

This new edition of Cathy Nutbrown′s much loved book explains the key ideas and issues in Early Childhood clearly and concisely, keeping students up-to-date with the latest developments in the field. There are brand new entries on: - Attachment - Babies′ learning and development - Children′s Centres - Citizenship - Digital Technologies - Early Years Foundation Stage - Early Years Professional Status - Neuroscience - Sexualities The rest of the book has also been thoroughly updated and revised, and includes coverage of heuristic play, Early Literacy Development and Parental Involvement. The book offers starting points which provide a clear focus, further reading and discussion of research on thirty-five key topics. It is a must for students following courses in early childhood education and care. Professor Cathy Nutbrown directs and teaches on Masters and Doctoral programmes in Early Childhood Education at the University of Sheffield.




Our Knowledge of the Past


Book Description

How do historians, comparative linguists, biblical and textual critics and evolutionary biologists establish beliefs about the past? How do they know the past? This book presents a philosophical analysis of the disciplines that offer scientific knowledge of the past. Using the analytic tools of contemporary epistemology and philosophy of science the book covers such topics as evidence, theory, methodology, explanation, determination and underdetermination, coincidence, contingency and counterfactuals in historiography. Aviezer Tucker's central claim is that historiography as a scientific discipline should be thought of as an effort to explain the evidence of past events. He also emphasizes the similarity between historiographic methodology to Darwinian evolutionary biology. This is an important, fresh approach to historiography and will be read by philosophers, historians and social scientists interested in the methodological foundations of their disciplines.




Historical Foundations of Cognitive Science


Book Description

My interest in gathering together a collection of this sort was generated by a fortuitous combination of historical studies under Professor Keith Lehrer and studies in cognitive science under Professor R. Michael Harnish at the University of Arizona. Work on the volume began there while I was an instructor in the Department of Linguistics and was greatly encouraged by participants in the Faculty Seminar on Cognitive Science chaired by Professor Lance J. Rips. I wish to express my appreciation to all of these and to many other individuals with whom I discussed the possibility of contribution to this work. I am especially grateful to the authors of the essays included here, as they showed more patience than I could have hoped for in seeing me through a number of uncertain stages in development of the project. My thanks are also due to my colleague Charles Reid for assistance in reviewing submissions, to Tim McFadden for computer resources, and again, to Keith Lehrer for continuing advice in arrangements for publication. Financial support for manuscript preparation was provided in part under University Research Grant No. 617 from the University Research Council, Youngstown State University.