摘要:

SummaryThe present paper attemps to demonstrate an analogy between the metascientific, i. e. epistemological, concepts of Niels Bohr and Jean Piaget. To make such a comparison possible a general model of an open circular process of acquiring knowledge is proposed including the following stages: (i) generalization of a successful theory, (ii) origin of implicit assumptions, (iii) counter‐examples, (iv) disclosure of implicit and tacit assumptions (here the programme bifurcates); (VN) attempts to eliminate counter‐examples, (viN) cul‐de‐sac, (vP) emergence of competing theories, (vN) explication of fundamental notions, (viN) distinction between narrower and broader theories. Parallelly, historical exemplifications on each stage are given. Finally, the argument is advanced that scientific epistemology (sensu Piaget) is only possible at the expense of re‐defining ≫science≪ in such a way that it would cease to be science in its strict classical sense on which the claim to this name has been

ISSN:0012-2017    

DOI:10.1111/j.1746-8361.1979.tb00742.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

SummaryApart from all the epistemological sophistications, the sciences today, including biological, social and human sciences, are accumulating data with a view to a common perspective of the world in which we live, common to all men beyond races and cultures. Only in this scientific perspective of the world must lie the philosophical foundation of the future world civilization mankind needs for its survival. This article is an effort, in as plain words as possible, towards this goal.

ISSN:0012-2017    

DOI:10.1111/j.1746-8361.1979.tb00743.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

SummaryMore than enough people are still trying to define art. I wonder: Why do that? There don't seem to be any good reasons for doing it. I examine three of these reasons: that our concept of art is abasicconcept, that a definition will have practical value, and that a definition would be interesting from a theoretic point of view.

ISSN:0012-2017    

DOI:10.1111/j.1746-8361.1979.tb00744.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

RésuméDépositaire de valeurs scientifiques, ľUniversité accomplit une double tâche auprès des étudiants: leur transmettre des savoirs et développer leur esprit scientifique. La pédagogie académique reflète un déséquilibre dans ľimportance respective accordée à chacune de ces tâches. La première est survalorisée, souvent aux dépens de la seconde, qui est pourtant aussi importante pour la formation des universitaires. Dans ce travail, j'essaye de mettre en évidence les critères principaux ?une pédagogie de ≪ľouverture àľexpérience(Ferdinand Gonseth), fondement même de ľesprit scientifique, capacityé?ascèse intellectuelle sous‐tendue par une ferveur heuristique et une joie créatrice qui ne naissent qu'au seuil ?une certaine liberté, à la faveur ?une réelle activité de ľintelligence au sens où Piaget ľentend. Mettre en œuvre une pédagogie activatrice àľuniversityé pose un certain nombre de problèmes difficiles.S'y attaquer devient une nécessité, dès lors qu'est reconnue la valeur de ≪ľouverture àľexpériencecomme objectif de formation académique. S'ouvrir àľexpérience créatrice est un mouvement de tout ľêtre que favorise une relation pédagogique réelle entre des personnes réelles dont ľaffectivité est prise en considération au même titre que ľimagination et la pensée.SummaryDepositary of scientific values, University has a double task: to transmit knowledge to students and help them developing a scientific spirit. Academic pedagogy reflects a lack of balance between these two aims, the first place being given to transmission of knowledge and subsequently the importance of acquisition of scientific spirit being minimized.I shall try here to bring to evidence the principal criteria of a pedagogy of “opening to experiment” (Ferdinand Gonseth), foundation of scientific spirit, capacity of intellectual ascetism invigoreted both by heuristic earnestness and joy of creative thought. Two conditions are necessary to bring to life this attitude: a certain liberty and a real “activity” of the intellect as defined by Piaget.If motivating and activating pedagogy is to be practised in University, certain problems arise. As soon as the importance of “opening to experiment” is recognized as an academic objective, it becomes necessary to deal with these problems even if they seem difficult.Opening to creative experiment urges human being to a total activity which is favored by a real pedagogic relationship between real persons, the reality of their affectiv

ISSN:0012-2017    

DOI:10.1111/j.1746-8361.1979.tb00745.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

J.‐L. Galay Philosophie et invention textuelle. Essai sur la poétique ?un texte kantien. Préface de Jean‐Luc Nancy. Paris, Editions Klincksieck, 1977, 344

ISSN:0012-2017    

DOI:10.1111/j.1746-8361.1979.tb00746.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

ISSN:0012-2017    

DOI:10.1111/j.1746-8361.1979.tb00747.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

ISSN:0012-2017    

DOI:10.1111/j.1746-8361.1979.tb00748.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY