Misch, Georg Kühne-Bertram, Gudrun Rodi, Frithjof Der Aufbau der Logik auf dem Boden der Philosophie des Lebens Misch, G: Aufbau d. Logik

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Zusatzinformation: Der Aufbau der Logik auf dem Boden der Philosophie des Lebens Misch, G: Aufbau d. Logik - Misch, Georg Kühne-Bertram, Gudrun Rodi, Frithjof

ISBN(s) 9783495477779
Einbandart Einband - fest (Hardcover)
Seitenanzahl 592
Sprache Deutsch
Artikel Typ Physisch
Genre Geisteswissenschaften/Kunst/Musik
Kurztitel Misch, Georg: Der Aufbau der Logik auf dem Boden der Philosophie des Lebens
Warengruppe HC/Philosophie/Allgemeines, Lexika
ISBN-10 3495477772
Länge 235 mm
Breite 160 mm
Höhe 40 mm
Gewicht 943 gr
Produkttyp Hardcover, Softcover
Verlag Alber Karl Alber, K
Untertitel Göttinger Vorlesungen über Logik und Einleitung in die Theorie des Wissens

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Traditio A.4 = Héraclite d'Éphèse, La Tradition antique et médiévale, A. Témoignages et citations, 4. This volume contains over 375 texts with testimonia on Heraclitus and his teaching and quotations from his book dating from the 6th-14th cent. AD (e. g. by Tzetzes, the Suda, Albert the Great and Thomas Aquinas). Volume II.A.4 contains the fourth part of Traditio (A), i. e. the testimonia on Heraclitus and his teaching and the quotations from his book which indubitably recd6fer to him and date from the last, Medieval period of the transmission of his corpus: from Maximus the Confessor (6th cent. A.D.) to Petrarch (1304-1374).This book of 225 pages is divided into 84 chapters devoted each to one witness (sometimes to a group of anonymous witnesses) and includes over 375 texts. The most important chapters are those dealing with John Tzetzes, the Suda, Eustathius, Hisdosus, Albertus Magnus (30 texts, 29 p.), Thomas Aquinas (23 texts, 13 p.) Sigerus de Brabantia and Petrarch. This volume ends up with indexes to the four volumes of Traditio (A) - a table of contents, an alphabetical index of the sources edited and a concordance with the editions of Diels-Kranz/Mondolfo-Tarßn and Marcovich –, and with Addenda et Corrigenda to the previous volumes. In volumes II.A.1 to II.A.4 each text in the wide sense (or item) falls into 5 structural constituents: 1. The internal numbering (which is systematic and new in each chapter) and the external numbering (which is consecutive, and one and the same for the whole of Traditio (A)); 2. The references: author, title, 'book', chapter and paragraph of the passage, volume(s), page(s), line(s) and name(s) of the Editor or Editors of the critical edition(s) used - up to four-five editions for the same item; 3. The original text in the narrow sense, i. e. the Greek (Latin, Armenian.) text, as established by the Editor of Heraclitea; 4. A translation of it into French; and 5. The three critical apparatuses to the text including: (I) the cross references to indirect witnesses and to parallel texts (sometimes quoted), (II) the cross references to previous editions of Heraclitus (from Henricus Stephanus to the present time) and (III) the manuscript variants (with a list of the MSS) and the conjectures by modern scholars (with references to their works).
Encouraging Philosophical Thinking
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Kann man denken lernen? Welche Rolle spielt die Philosophie in der heutigen Gesellschaft? Können Kinder philosophieren? Kann das Philosophieren kritisches Denken und Toleranz fördern? Diesen und ähnlichen Fragen widmeten sich ExpertInnen aus aller Welt im Rahmen des internationalen Kongresses 'Encouraging Philosophical Thinking' in Graz, Österreich. Die Themen des Kongresses umfassten unter anderem: Die Rolle des Philosophierens, des kritischen, vernetzten Denkens und die Relevanz für aktuelle und insbesondere auch ethische Probleme unserer Zeit. Diese Probleme betreffen Fragen in den Bereichen Denken und Erziehung, Umwelt und Ökologie, Citizenship und Demokratie, sowie interkulturelle Kommunikation und globales Denken. *** Can we learn how to think? Which role does philosophy play in contemporary society? Are children capable of philosophical thinking? Can philosophy further independent, critical thinking and tolerance? Experts from all over the world discussed some of these questions during the international conference 'Encouraging Philosophical Thinking' in Graz, Austria. The main topics of the conference were: the role of philosophy, the development of creative and critical thinking and the relevance for current 'especially ethical' problems. These problems refer to questions in the fields thinking and education - environment and ecology - citizenship and democracy and intercultural communication and global thinking. With contributions from: Ann Margaret Sharp: Doing Philosophy in a Global Society · Roger Sutcliffe: Can there be Global Citizenship without Philosophy? · Helena Theodoropoulou: The Children-bolides, the Philosophy (of Education) and the 'Good Conscience' · Tock Keng Lim:9aa Asian Values in Philosophy for Children · Karel L. van der Leeuw: Philosophical Dialogue and the Search for Truth · Rainer Born: Reflecting Dialogue: Sense Making and the Creation of Reflective Sensibility as a Possible Foundation for Children's Philosophy · Daniela G. Camhy, Melanie Untermoser: Philosophical Dialogue in Environmental Education · Ieva Rocena: What is a Proper Place of Philosophy for Children in the Elementary School Curriculum? · Evelina Ivanova: Integration through Art and Philosophy · Monika Pilgerstorfer, Dietrich Albert, Daniela G. Camhy: Considerations on Personalized Training in Philosophy for Children · Catherine McCall: Socrates for Six Year Olds: Theory and Practice · Maughn Gregory: Thinking & Inquiry · Maria J. Figueiroa-Rego: The Practice of Philosophy with Children. Fostering a Culture of Citizenship · Liza Haglund, Charlotte Bagge: An Intentional Analysis of Children's Reasoning in Philosophy - Patterns Revealed · Hannu Juuso, Timo Laine: Tact and Atmosphere in the Pedagogical Relationship
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Philosophical Foundations of Innovative Learning - Philosophische Grundlagen innovativen Lernens
Anlässlich des 20. Geburtstags der Österreichischen Gesellschaft für Kinderphilosophie fand in Graz der internationale Kongress 'Philosophische Grundlagen innovativen Lernens - Philosophical Foundations of Innovative Learning' statt. Kann das Philosophieren mit Kindern und Jugendlichen die Lernfähigkeit verbessern? So lautete eine zentrale Frage des Kongresses. Das gigantische Ausmaß der Wissensexplosion in der Informationsgesellschaft stellt den Menschen vor vielfältige neue Aufgaben und Probleme. Um diese gemeinsam bewältigen zu können und um der Herausforderung nach Multikulturalität Rechnung zu tragen, müssen wir herkömmliche Werte überdenken, ethische Überlegungen anstellen und globales Denken in den Vordergrund stellen. Gefragt sind Strategien, die autonomes, kritisches und kreatives Denken unterstützen. Philosophieren als elementare Kulturtechnik bietet die Möglichkeit, kognitive, soziale, emotionale und kommunikative Grundfertigkeiten aufzubauen und Kreativität zu fördern. In diesem Band berichten internationale Expertinnen und Experten über ihre neuesten Forschungsarbeiten und über Erfahrungen in der Praxis. *** On the occasion of the 20th anniversary of the ACPC Austrian Center of Philosophy with Children, the international congress 'Philosophische Grundlagen innovativen Lernens - Philosophical Foundations of Innovative Learning' took place in Graz. Can philosophizing with children and young people improve their learning ability? This was one of the central themes of the congress. The gigantic dimension of knowledge imparted in the information society today poses new and varied problems and tasks for human society. To deal with this, and 10e3to accommodate the challenge of multi-cultural society, we have to re-think accepted values, establish ethical considerations, and emphasize global thinking. Strategies which support autonomous, critical and creative thinking are necessary. Philosophizing as an elementary cultural technique offers the possibility of establishing cognitive, social, emotional and communicative basic skills, and encouraging creativity. International experts report on their latest research activities and practical experiences in this volume. Ekkehard Martens: Lust am Philosophieren - nicht nur für Kinder · Jen Glaser: Educating for Citizenschip & Social Justice · Johann Götschl: Philosophie der Musik: Zur existentiellen und kulturellen Bedeutung der Musik · Zaza Carneiro de Moura: Live Philosophy - Respect, Dialogue and Learning · Eva Marsal: Das philosophische Rätselspiel als 'selbstläufiges' Gespräch: Philosophieren mit Kindern im öffentlichen Lernraum · Dietrich Albert / Monika Pilgerstorfer: Preliminary Considerations on Personalized Assessment of Logical and Moral Thinking Skills · Erzsi Ercek: Philosophy with Children in Hungary · Michael Murray: Facilitating Learning: Cultivating Awareness - Educational Environment: Purpose and Elements · Ann M. Sharp: The Classroom Community of Inquiry and the Education of Emotions · Maughn Gregory: Political Aspects of Philosophy in School · Barbara Weber: Über die Bedeutung der Lehrerpersönlichkeit für den philosophischen Dialog mit Kindern: Einige ethische Überlegungen · Marina Santi: Democracy and Inquiry: The Internalization of Collaborative Rules in the 'Community of Philosophical Discourse' · Satoshi Higuchi: Learning as Mimesis: Aspects of Play, Art and Morality · Ana Maria Vicuña Navarro: Building a Moral Community through the Development of Reasonableness · Ulrike Kurth: Fächerübergreifende Unterrichtsreihe: TRAUM · Barbara Weber: 'Kinder philosophieren': Profile, Ziele und Perspektiven einer bildungspolitischen Initiative · Rainer Born: Gedanken zu den Möglichkeiten, Grundlagen und Perspektiven eines künftigen 'Philosophierens mit Kindern · Ragnar Oohlsson: Developing Intellectual Virtues - A Goal for Philosophy with Children · Takara Dobashi: Unterricht als Urwissenschaft - Takeji Hayashi und Philosophieren mit Kindern · Yasunari Ueda: Idiomatische Wendungen, politische Karikaturen, Interkulturalität · Petr Bauman: Czech Curricular Reform and Philosophy for Children · Daniela G. Camhy: Philosophical Dialogue as Foundation of Innovative Learning · Dominique Gillebeert: Philosophieren mit Kindern als Forschungsmethode. Erste Erfahrungen und Reflexionen des Verfahrens · Petra Herczeg: Welche Philosophie und welches Menschenbild wird im Kinderfernsehen transportiert und welche Implikationen ergeben sich aus den 'Gut-Böse'-Schemadarstellungen auf das Weltbild von Kindern?
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Religion in Utopia
The present collection brings together some of the papers presented at the international congress Religión en Utopía (Religion in Utopia), held at the Universidad Carlos III in Madrid, under the auspices of the Instituto de Estudios Clásicos sobre la Sociedad y la Política 'Lucio Anneo Séneca' and Seminario de poética del Renacimiento of the Universidad Autónoma de Barcelona. The aim of the conference was to analyse religion in Utopia, a topic that cannot be avoided when interpreting the genre, as well as the subject of countless controversies. The studies included in this volume examine different aspects of religion in pre-Enlightenment Utopia, reflecting the breadth and thematic richness of the religious question in utopian space. Javier García Pinilla's paper concentrates on the Spanish sixteenth century, a period in which utopian texts are traditionally regarded as being absent, with the exception of isolated episodes inserted in works of another nature (the exemplum of the 'Villano del Danubio', included by Fray Antonio de Guevara in his Relox de príncipes; King Polydorus's tale in Alfonso de Valdés's Diálogo de Mercurio y Carón and Juan de Maldonado's Somnium). García Pinilla refers to these minor texts, but at the same time demonstrates the existence of an authentic, unpublished utopia, the anonymous Regimiento de Príncipes, which he examines in great detail. He shows that sixteenth century utopian writings in Castile are clearly connected to reformist ideals, some Erasmian, and others undeniably dissident in nature. Marie-Luce Demonet studies the work of François Rabelais for traces of utopian (and dystopian) thought. She examines the way the idea of utopia can manifest itself as the desire for retreat, driven by the dialectical relationship between action and contemplation. She reviews the biographical sources of this utopian nostal1694gia (as well as its topographical referents) and its transformation in Rabelaisian thought. Elaine C. Sartorelli sets out the utopian elements of the Radical Reformation, also referred to as restitutio. She explains that this differs from the Reformation in the strict sense of the term and is closer to popular currents of medieval prophetism, from which it takes its belief in the Millennium. Its millenarian conceptions (which determine its view of history and the development of the ecclesiastical institutions) are in fact what most separate the Radical Reformation from traditional Christianity. Sartorelli studies the specific case of Miguel Servet's masterpiece, the Christianismi Restitutio, and reviews the fundamental attributes of this restitutionist model of utopia. Carlos Eduardo Ornelas Berriel's contribution studies religion in Campanella's thought. He maintains that Campanella's ambitious political project ?already expounded in the Commentarii sulla monarchia de' Cristiani (1593) and in the Discorsi del governo ecclesiatico (1594) is based on the universalist premise that the Christian world ought to be subject to one sovereign who exercises earthly powers and also a priestly function. His desire to reconstruct the authority of the Church is particularly apparent in the City of the Sun (1602). Berriel's examination of this utopian story focuses attention on the concept of natural religion and Campanella's hope of reconciling reason and faith by means of the project of the ideal polis. Ana Cláudia Romano Ribeiro includes the idea of Paradise among the essential concepts underpinning the utopian imaginary. She analyses the representation of Paradise in Terra austral conhecida (1676), the utopian text by Gabriel de Foigny, conceived as a parody of the story of Genesis. She demonstrates that Foigny's critique of religious institutions reflects the principles of the initial phase of the Reformation, and is primarily concerned with the question of the believer's direct contact with God, which is a relationship that is able to dispense with the Church as intermediary. The aim of the article by Yvone Greis is to analyse chapter XXIV of Barthélemy Aneau's Alector: histoire fabuleuse, published in 1560. Greis sets out to show how the religious dimension of the text is conveyed through the character of the priest, Croniel, the description of the temple and the forms of worship of the citizens of Orbe, and how the relationship between utopia and religion is structured. Fátima Vieira explores the view of religion and the family in utopian literature of the seventeenth century, a period of great political tensions that gave rise to new proposals for social organization. She states that two divergent models of religious radicalism, involving different attitudes towards women, were expressed in the utopian texts of the time. Vieira analyses these utopian stories in detail and the way in which they rewrite (as well as restate) the traditional attributes of woman in the family and society. Iveta Nakládalová invites the reader to reflect upon the spiritual dimension of the utopian genre. The objective of her article is, in the first place, to stress the utopian drive, that is, the immanent impulse that makes utopia the repository of longings for a better society, although her particular aim is to demonstrate its numinous nature –also manifest in its religious attributes– nourished by the desire to transcend the everyday order of reality. Utopia, in her opinion, enshrines the search for secular, as well as spiritual perfection; from this it follows that the alleged absence of the metaphysical dimension from the ideal city should be re-examined.

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