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A. Heyting 《Synthese》1966,16(1):47-52
Sans résumé 相似文献
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Arend Heyting 《Erkenntnis》1931,2(1):106-115
Ohne Zusammenfassung 相似文献
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Many philosophers of education emphasise the impossibility to really ‘solve’ philosophical—and with that, educational—problems
these days. Philosophers have been trying to give philosophy a new, constructive turn in the face of this insolvability. This
paper focuses on irony-based approaches that try to exploit the very uncertainty of philosophical issues to further philosophical
understanding. We will first briefly discuss a few highlights of historical uses of irony as a philosophical tool. Then we
concentrate on two different interpretations of irony, formulated by Bransen and Rorty, that aim at gaining insight into how
we make meaning of the world, while at the same time recognising that such an understanding would be impossible. After discussing
some problematic aspects of these interpretations a third interpretation of irony is developed, based on a third view of the
nature of meaning-making. Following these three interpretations, we will discuss their philosophical merits and the different
kinds of insight they can produce for philosophy of education. 相似文献
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Before World War II, Czechoslovakia went through its constituting process, including the development of an educational system. We made an analysis of Czechoslovak discussions about educational uses of intelligence tests from a discourse-theoretic and social constructionist perspective. In particular, we examined which connotations became associated with the concept "intelligence" in educational scientific publications about possible educational uses of the newly introduced tests in the years 1900-1939. Results substantiate the inextricable entwining of the meaning of "intelligence" with the unique characteristics of the historical situation in Czechoslovakia before World War II. 相似文献
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In the Netherlands, intelligence testing has been pragmatic and has not generated the heated controversies found in other cultures. Four historical reasons are presented for this paradoxical development. First, the Binet test was used mainly as a diagnostic instrument for professional judgments about admission to special education. Second, the eugenic use of IQ tests was moderated by the marginal position of eugenics in Dutch society. Third, the process of “pillarization” gave considerable power to denominational groups in Dutch society, and they strongly criticized deterministic ideas about the heredity of intelligence. Fourth, the educational scientist, cognitive psychologist, philosopher, and government adviser, Philip Kohnstamm, was very influential in Dutch science and politics. He rejected intelligence testing and its deterministic connotations in favor of the idea of the educability of cognitive capacities. © 1998 John Wiley & Sons, Inc. 相似文献
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