While quick to question the claims to knowledge that others make, philosophers have not so readily submitted their own affirmations to the same scrutiny. In fact, it seems to be the common conviction of philosophers that the assertions they make are cognitive, are true or false, and that philosophical disagreement is genuine disagreement. In this stimulating essay Professor Lange confronts this assumption, presents his own view of philosophy as proposal, and then seeks a solution to the paradox that his view poses for philosophy.
Originally published in 1970.
The Princeton...
While quick to question the claims to knowledge that others make, philosophers have not so readily submitted their own affirmations to the same scr...
While quick to question the claims to knowledge that others make, philosophers have not so readily submitted their own affirmations to the same scrutiny. In fact, it seems to be the common conviction of philosophers that the assertions they make are cognitive, are true or false, and that philosophical disagreement is genuine disagreement. In this stimulating essay Professor Lange confronts this assumption, presents his own view of philosophy as proposal, and then seeks a solution to the paradox that his view poses for philosophy.
Originally published in 1970.
The Princeton...
While quick to question the claims to knowledge that others make, philosophers have not so readily submitted their own affirmations to the same scr...
The difference between a status-quo, but revisable, "common sense" and new realities, new discoveries, and such, generates a tension. One of the places where philosophy spends its time is the border country between a new science and an old common sense. What sense can we make of new truths, new possibilities, in, reprogenetics, cloning, genetic engineering, artificial intelligence, artificial life, and such? How shall we think about them? Should they alter our view of the world, not merely additively, as in learning a new telephone number, but radically, as in taking seriously the hypothesis...
The difference between a status-quo, but revisable, "common sense" and new realities, new discoveries, and such, generates a tension. One of the place...
Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning. This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching.
Built around a series of 'contributing ideas', this book includes a conceptual framework for critically analysing and thinking about the teaching and learning...
Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with te...
Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning. This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching.
Built around a series of 'contributing ideas', this book includes a conceptual framework for critically analysing and thinking about the teaching and learning...
Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with te...
