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The Higher Learning in a Democracy 民主国家的高等教育
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989388
C. Clark
IT IS now some centuries since Aristotle announced the philosophic principle of induction as the process by which the universal is extracted from a number of varying cases, to be followed by definition, fixing the principle thus extracted for use in all subsequent thinking. In so doing he not only developed a logical theory which furnished the intellectual method of Europe for almost two thousand years but laid the seeds of an intellectual controversy still rife today. As the lines came eventually to be drawn, the battle is between rationalism, on the one hand, and empiricism, on the other; the former devoted to principles, the latter to facts. The protagonist of the former is typically Descartes; of the latter, Francis Bacon. We have long been assured by our leading philosophers that the battle is largely sham, that all thinking worth while must make use of the rationalistic process of deduction, and of the empirical process of induction, of speculation and experimentation, of theorizing and of observing facts, each as complements of the other. If, therefore, an individual emphasizes one process more than the other, it is because of his tastes and inclination and not for reasons of eternal verity. In the natural sciences there seems a fair agreement on this, and it is accepted that the essence of scientific method is the verification of intelligent theory or even of shrewd guess. But in the social sciences such reconciliation is far from being obtained. John Dewey refers to the split as tragic, pointing to our oscillation "between a normative and rationalistic logic in morals and an empirical, purely descriptive method in concrete matters of fact," so that "our supposed ultimate ideals and aims
亚里士多德曾宣布归纳的哲学原理是一个过程,通过这个过程,可以从许多不同的情况中提取出普遍的东西,然后给它下定义,并把这样提取出来的原理固定在以后的一切思维中,这已经有几个世纪了。在这样做的过程中,他不仅发展了一种逻辑理论,为欧洲提供了近两千年的知识方法,而且为今天仍然盛行的知识争论埋下了种子。随着界限的最终划定,这场战争在理性主义和经验主义之间展开;前者致力于原则,后者致力于事实。前者的主角是典型的笛卡尔;后者是弗朗西斯·培根。长期以来,我们的主要哲学家向我们保证,这场斗争在很大程度上是虚假的,所有有价值的思考都必须利用推理的理性过程,归纳的经验过程,思辨和实验的过程,理论化和观察事实的过程,每一个都是相互补充的。因此,如果一个人强调一个过程多于另一个过程,那是因为他的品味和倾向,而不是出于永恒真理的原因。在自然科学中,人们似乎对这一点达成了相当一致的看法,人们普遍认为,科学方法的本质是对智慧理论甚至是精明猜测的验证。但在社会科学领域,这种调和还远远没有实现。约翰·杜威(John Dewey)将这种分裂称为悲剧性的,指出我们“在道德上的规范和理性主义逻辑和在具体事实问题上的经验的、纯粹描述性的方法之间”摇摆,因此“我们假定的最终理想和目标”
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引用次数: 3
Philosophy, Politics, and Education Our Basic Dilemma 哲学、政治和教育:我们的基本困境
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989389
W. Warren
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引用次数: 2
Shorter Notices 较短的通知
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989403
So valuable are the individual essays that it is difficult to choose among them. No doubt the historian of general philosophical ideas will welcome the pellucid handling of Bruno Bauer and the fecund Feuerbach. No doubt the historian of political philosophy will welcome the discussion of Marx's neglected analysis of Max Stirner. The student of political movements will profit from the conceptually less significant passages which are devoted to Arnold Ruge and Moses Hess. The handling of Strauss clearly shows the extent to which the doctrine of "myth" and "ideology" depends upon the doughty author of the Leben Jesu and Die Christliche Glaubenslehre in ihrer geschichtlichen Entwicklung und in Kampf mit der modernen Wissenschaft. Indeed, if one interrelationship stands out above the rest, it is the debt of Marx (and of social critics generally) to the spirit, and especially the method, of those scholars who were revolutionizing the attitude of modern thinkers toward ecclesiastical forms and dogmas.
每一篇文章都很有价值,很难从中做出选择。毫无疑问,一般哲学思想的历史学家会欢迎布鲁诺·鲍尔和费尔巴哈的清晰论述。毫无疑问,政治哲学史家将欢迎讨论马克思对马克斯·施蒂纳的被忽视的分析。研究政治运动的学生将从阿诺德·鲁格和摩西·赫斯在概念上不那么重要的段落中获益。对施特劳斯的处理清楚地表明,“神话”和“意识形态”的教义在多大程度上依赖于《犹太》和《基督教的进步》以及《现代哲学的奋斗》的勇敢作者。的确,如果说有一种相互关系比其他关系更突出的话,那就是马克思(以及一般的社会批评家)对那些正在彻底改变现代思想家对教会形式和教条态度的学者的精神,尤其是方法的贡献。
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引用次数: 0
Remarks on Education and the Professions 教育与专业讲稿
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989392
T. Parsons
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引用次数: 40
Education: Ideas or Knowledge? 教育:思想还是知识?
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989390
C. Perry
ed knowledge of spatial relations and of characteristics applicable to the kind of places and objects dealt with. Conversely, apprehension of abstract systems of classification and of relations depends upon knowledge of particulars, upon the arrangement of particulars on the basis of similarities and uniformities, and upon the generalization of the prin-systems of classification and of relations depends upon knowledge of particulars, upon the arrangement of particulars on the basis of similarities and uniformities, and upon the generalization of the principles of order discovered. When speaking of "facts," President Hutchins doubtless refers primarily to items falling within the first mode of knowledge, namely, the designation and description of specific objects and events. There is no doubt but that in recent generations there has been an overemphasis or wrong emphasis on this type of knowledge. If one considers how many things and events there are in the world and how lengthily each might be described, one is appalled at the amount of information that might be accumulated if men were not restrained. There are a billion or more human beings now in existence whose heights, weights, head shapes, habits, travels, opinions, incomes, diets, tools, diseases, and scars might be recorded; and men long dead are not entirely beyond the reach of investigation. A census of farm animals has been made; but we can only guess at how many other animals are waiting to have facts about them made public. Without mentioning stars, mountains, trees, brooks, houses, or telephone poles, one can readily see that any person with imagination would be horrified by the huge mass of available facts pressing for admission into university curriculums, and by realization that large batches of such facts are from time to time actually slipping into university courses. Of course professors do not demand that university courses present descriptions of all particulars that might be described; and most of them resent the accusation that the particulars which they describe are unimportant. It is true, nevertheless, that there are various factors tending to encourage more or less random dipping into the huge reservoir of possible description. One basic factor is that the problem of formulating principles for determining what is important has not been dealt with adequately. Another is that many scholars, eager to discover laws and general principles but having no clear notions as to the methods and principles relevant to such research, proceed hopefully and vigorously on the asThis content downloaded from 157.55.39.215 on Wed, 31 Aug 2016 04:18:18 UTC All use subject to http://about.jstor.org/terms
培养空间关系和适用于所处理的地点和物体的特征的知识。相反地,理解抽象的分类和关系系统依赖于对细节的认识,依赖于在相似和一致的基础上对细节的安排,依赖于对分类和关系的主要系统的概括,依赖于对细节的认识,依赖于在相似和一致的基础上对细节的安排,以及对所发现的秩序原则的概括。当谈到“事实”时,哈钦斯校长无疑主要指的是属于第一种知识模式的项目,即对特定对象和事件的指定和描述。毫无疑问,最近几代人过分强调或错误地强调了这类知识。如果一个人考虑到世界上有多少事物和事件,以及每一件事情都可以被描述得有多长,那么如果人们不受限制,可能会积累如此多的信息,他会感到震惊。现在世界上有10亿甚至更多的人,他们的身高、体重、头型、习惯、旅行、观点、收入、饮食、工具、疾病和伤疤都可能被记录下来;死去很久的人也不是完全无法调查的。对农场动物进行了一次普查;但我们只能猜测有多少其他动物在等待有关它们的事实公之于众。如果不提星星、山脉、树木、小溪、房屋或电线杆,我们就不难看出,任何一个有想象力的人都会被大学课程中大量的事实所震惊,并且意识到这些事实中有大量的事实确实不时地溜进大学课程。当然,教授们并不要求大学课程描述所有可能被描述的细节;他们中的大多数人对他们所描述的细节不重要的指责感到反感。然而,确实有各种各样的因素倾向于鼓励或多或少地随机地进入可能描述的巨大储存库。一个基本因素是,制定确定什么是重要的原则的问题没有得到充分处理。另一种情况是,许多学者急于发现规律和一般原则,但对相关研究的方法和原则没有明确的概念,因此满怀希望地、积极地进行研究。本内容下载于157.55.39.215,星期三,31 Aug 2016 04:18:18 UTC
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引用次数: 0
Philosophical Fragments, or A Fragment of Philosophy. Johannes Climacus , David F. Swenson 《哲学片段》或《哲学片段》约翰内斯·克里马库斯,大卫·f·斯文森
Pub Date : 1937-04-01 DOI: 10.1086/INTEJETHI.47.3.2989401
H. Alexander
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引用次数: 0
On the Contented Life. Edgar A. Singer, Jr. 论满足的生活。小埃德加·辛格
Pub Date : 1937-04-01 DOI: 10.1086/INTEJETHI.47.3.2989398
M. Otto
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引用次数: 0
Whitehead's Theory of Value 怀特海的价值理论
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989387
George Morgan,
T nHE status of values suffered aprogressive degradation parallel to that of knowledge in modern philosophy. Descartes's "bifurcation. of nature" banned tertiary as well as secondary qualities from the physical world. With values confined to the realm of minds conceived to be independent substances, the complete subjectivity of values was inevitable, no matter how much philosophers might dignify their retreat with moral "postulates." Finally, values took flight altogether, and the nineteenth century witnessed nihilistic doctrines which completely severed the realm of values from the realm of facts-the one unreal, the other worthless. Whitehead's philosophy strikes at the presuppositions of this whole development, which lie in the category of substance and the derivative fallacies of "simple location," "misplaced concreteness," and "vacuous actuality." If the ultimate actualities are not isolated substances but acts of experience related by mutual immanence, so that each is part of the "real internal constitution" of the other, and if none is purely mental or purely physical but each is both, then no "mind" is cut off from community with others, nor are "minds" excommunicated from nature. And, if the actualities themselves are infected with flux and relativity, there is no reason to banish values for a kindred crime. Thus it is a feature of Whitehead's theory of value that it is part of a general reconstruction of categories, not an isolated argument thriving on suppressed metaphysical premises. He opposes the compartmentalization of philosophy as a major source of sterility and guides his own thinking by the ideal of a coherent system in which all parts presuppose one another. Hence his philosophy includes values from the start and does not have to bring them in later as an apologetic afterthought.
在现代哲学中,价值的地位与知识的地位一样经历了逐步的退化。笛卡尔的“分叉。“自然”禁止了物质世界的第三和第二品质。随着价值被局限于被认为是独立实体的精神领域,价值的完全主体性是不可避免的,无论哲学家们如何用道德“假设”来美化他们的退路。最后,价值完全失控了,19世纪见证了虚无主义的教义,它们把价值的领域与事实的领域完全割裂开来——一个是不真实的,另一个是毫无价值的。怀特黑德的哲学打击了这整个发展的前提,这些前提存在于实体范畴和派生的谬误,如“简单位置”、“错位的具体”和“空洞的现实性”。如果最终的现实不是孤立的物质,而是相互内在联系的经验行为,因此每一个都是另一个的“真正的内在构成”的一部分,如果没有一个是纯粹的精神或纯粹的身体,但每一个都是两者兼而有之,那么没有“心灵”与他人的社区隔绝,也没有“心灵”被逐出自然。而且,如果现实本身受到了流动性和相对性的影响,就没有理由为了一种类似的罪行而摒弃价值观。因此,怀特黑德价值理论的一个特点是,它是范畴总体重建的一部分,而不是在被压抑的形而上学前提上蓬勃发展的孤立论证。他反对将哲学划分为贫乏的主要来源,并通过一个连贯系统的理想来指导自己的思想,在这个系统中,所有部分都以彼此为前提。因此,他的哲学从一开始就包含了价值观,而不需要把它们作为事后的道歉而引入。
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引用次数: 5
Education and the Disciplines 教育与学科
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989393
R. Mckeon
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引用次数: 5
History as a Central Study 作为中心研究的历史
Pub Date : 1937-04-01 DOI: 10.1086/intejethi.47.3.2989391
B. Wright
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引用次数: 0
期刊
The International Journal of Ethics
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