Armchair Philosophy

2019 ◽  
Vol 56 (2) ◽  
pp. 19-25
Author(s):  
Timothy Williamson ◽  
Keyword(s):  
Natural Science ◽  
A Priori ◽  
Natural Sciences ◽  
Philosophical Methodology ◽  
A Posteriori ◽  
Armchair Philosophy

The article presents an anti-exceptionalist view of philosophical methodology, on which it is much closer to the methodology of other disciplines than many philosophers like to think. Like mathematics, it is a science, but not a natural science. Its methods are notprimarily experimental, though it can draw on the results of natural science. Likefoundational mathematics, its methods are abductive as well as deductive. As in the natural sciences, much progress in philosophy consists in the construction of better models rather than in the discovery of new laws. We should not worry about whether philosophy is a priori or a posteriori, because the distinction is epistemologically superficial.

A priori

2018 ◽  
Author(s):  
Paul K. Moser
Keyword(s):  
Seventeenth Century ◽  
A Priori ◽  
Sensory Experience ◽  
Natural Sciences ◽  
A Priori Knowledge ◽  
Empirical Knowledge ◽  
A Posteriori ◽  
Priori Knowledge

An important term in epistemology since the seventeenth century, ‘a priori’ typically connotes a kind of knowledge or justification that does not depend on evidence, or warrant, from sensory experience. Talk of a priori truth is ordinarily shorthand for talk of truth knowable or justifiable independently of evidence from sensory experience; and talk of a priori concepts is usually talk of concepts that can be understood independently of reference to sensory experience. A priori knowledge contrasts with a posteriori knowledge, knowledge requiring evidence from sensory experience. Broadly characterized, a posteriori knowledge is empirical, experience-based knowledge, and a priori knowledge is non-empirical knowledge. Standard examples of a priori truths are the truths of mathematics, whereas standard examples of a posteriori truths are the truths of the natural sciences.

Philosophical Naturalism

2016 ◽  
Author(s):  
Hilary Kornblith
Keyword(s):  
Experimental Philosophy ◽  
Methodological Approach ◽  
A Priori ◽  
Empirical Work ◽  
Philosophical Methodology ◽  
A Posteriori ◽  
Cognitive Sciences ◽  
Philosophical Naturalism ◽  
Philosophical Questions

This article focuses on naturalistic approaches to philosophical methodology. It begins with an overview of naturalism, its relationship with views about the a priori, and the implications of a philosopher’s commitment to naturalism for proper method in philosophy. It then considers the disagreement among naturalists about the tenability of the a priori/a posteriori distinction with respect to naturalism, before turning to a discussion of the use of science to address philosophical questions. It also looks at work in epistemology which draws on results in the cognitive sciences as a way of understanding the nature of knowledge, with particular emphasis on the role of Alvin Goldman in getting epistemologists to pay attention to the import of empirical work for understanding epistemological issues. Finally, it explores experimental philosophy as a methodological approach to philosophical questions and comments on the debate over the legitimacy of armchair methods in philosophy.

A priori

2018 ◽  
Author(s):  
Paul K. Moser
Keyword(s):  
Seventeenth Century ◽  
A Priori ◽  
Sensory Experience ◽  
Natural Sciences ◽  
A Priori Knowledge ◽  
A Posteriori ◽  
Priori Knowledge

An important term in epistemology since the seventeenth century, ‘a priori’ typically connotes a kind of knowledge or justification that does not depend on evidence, or justification, from sensory experience. Talk of a priori truth is ordinarily shorthand for talk of truth knowable or justifiable independently of evidence from sensory experience; and talk of a priori concepts is usually talk of concepts that can be understood independently of reference to sensory experience. A priori knowledge contrasts with a posteriori knowledge, knowledge requiring evidence from sensory experience. Broadly characterized, a posteriori knowledge is empirical, experience-based knowledge, and a priori knowledge is nonempirical knowledge. Standard examples of a priori truths are the truths of mathematics, whereas standard examples of a posteriori truths are the truths of the natural sciences.

scholarly journals Tendências e perspectivas da formação continuada de professores da área de ciências da natureza e suas tecnologias: um panorama das pesquisas brasileiras no período de 1997 a 2018

2021 ◽  
Vol 5 (1) ◽  
pp. 89-112
Author(s):  
Solange Maria Piotrowski ◽  
Roque Ismael da Costa Güllich
Keyword(s):  
Action Research ◽  
Continuing Education ◽  
Thematic Analysis ◽  
Critical Reflection ◽  
A Priori ◽  
Natural Sciences ◽  
A Posteriori ◽  
Conceptions Of Teaching ◽  
Theses And Dissertations

Resumo: Neste estudo, realizamos um levantamento bibliográfico das teses e dissertações presentes no Instituto Brasileiro de Informação em Ciência e Tecnologia, referentes à formação continuada de professores de Ciências da Natureza e suas Tecnologias (CNT). Em nossa investigação, analisamos as concepções de ensino/formação e as principais temáticas que permeiam estas pesquisas desenvolvidas em nosso país, no período de 1997 a 2018. A partir da análise temática do conteúdo, categorizamos a priori as concepções de ensino/formação, sendo que as temáticas foram construídas a posteriori. A partir dos referenciais da área, discutimos as concepções e as temáticas identificadas, destacando a formação continuada pela via compartilhada, na perspectiva da investigação-formação-ação, como modelo possível de desenvolver a concepção emancipatória na área de CNT.Palavras-chave: Formação continuada; Concepções de ensino; Investigação-ação; Reflexão crítica. Trends and perspectives of continuing formation for teachers in the nature sciences area and its technologies: a panorama of brazilian research in the period 1997 to 2018 Abstract: In this study, we carried out a bibliographic survey of the theses and dissertations present at the Instituto Brasileiro de Informação em Ciência e Tecnologia, referring to the continuing education of teachers of Natural Sciences and their Technologies (NST). In our investigation, we analyzed the teaching/formation conceptions and the main themes that permeate these researches developed in our country, from 1997 to 2018. From the thematic analysis of the content, we categorize the teaching/formation conceptions as priorities, and the themes were built later. Based on the references in the area, we discuss the conceptions and themes identified, highlighting continuing education through the shared path, from the perspective of research-formation-action, as a possible model to develop the emancipatory conception in the NST area.Keywords: Continuing education; Conceptions of teaching; Action research; Critical reflection.  

Med. Dr. Adalbert Wraný (1836–1902) – doctor of medicine, mineral collector and donor to the National Museum in Prague

2019 ◽  
Vol 188 (1) ◽  
pp. 95-146
Author(s):  
Martin Bohatý ◽  
Dalibor Velebil
Keyword(s):  
Natural Science ◽  
Natural Sciences ◽  
The Other ◽  
National Museum ◽  
Industrial Chemistry ◽  
Pediatric Pathology ◽  
Geological Institute ◽  
History Of ◽  
Precious Stones

Adalbert Wraný (*1836, †1902) was a doctor of medicine, with his primary specialization in pediatric pathology, and was also one of the founders of microscopic and chemical diagnostics. He was interested in natural sciences, chemistry, botany, paleontology and above all mineralogy. He wrote two books, one on the development of mineralogical research in Bohemia (1896), and the other on the history of industrial chemistry in Bohemia (1902). Wraný also assembled several natural science collections. During his lifetime, he gave to the National Museum large collections of rocks, a collection of cut precious stones and his library. He donated a collection of fossils to the Geological Institute of the Czech University (now Charles University). He was an inspector of the mineralogical collection of the National Museum. After his death, he bequeathed to the National Museum his collection of minerals and the rest of the gemstone collection. He donated paintings to the Prague City Museum, and other property to the Klar Institute of the Blind in Prague. The National Museum’s collection currently contains 4 325 samples of minerals, as well as 21 meteorites and several hundred cut precious stones from Wraný’s collection.

A priori/a posteriori

2017 ◽  
Author(s):  
Heinrich Schepers ◽  
Giorgio Tonelli ◽  
Rudolf Eisler
Keyword(s):  
A Priori ◽  
A Posteriori

ПСИХОДИДАКТИЧЕСКИЕ АСПЕКТЫ ОСВОЕНИЯ СТУДЕНТАМИ-ГУМАНИТАРИЯМИ СОДЕРЖАНИЯ ЕСТЕСТВЕННОНАУЧНЫХ ДИСЦИПЛИН// Academy Journal No.5(17), 2019/ Chief Editor Susan Belih /OEAPS Inc.(Open European Academy of Public Sciences). Tallinn, Estonia. 09.05.2019: OEAPS Inc., 2019. - pp. 37-44.

2019 ◽  
Author(s):  
Раиса Николаевна Афонина ◽  
Татьяна Степановна Малолеткина
Keyword(s):  
Left Hemisphere ◽  
Natural Science ◽  
Chief Editor ◽  
Natural Sciences ◽  
Evidence Based ◽  
European Academy ◽  
Emotional Perception ◽  
The World ◽  
Humanities Students ◽  
Figurative Thinking

В статье рассматриваются психодидактические аспекты освоения студентами-гуманитариями содержания естественнонаучных дисциплин. Специфика обучения естественнонаучным дисциплинам студентов-гуманитариев определяется наличием у данной группы обучающихся особенностей восприятия и переработки информации. Для гуманитариев в большей мере характерно превалирование ассоциативного, образного мышления, эмоционального восприятия информации, отторжение формализованных, доказательных способов рассуждений, доминирование реального восприятия окружающего мира над абстрактным, идеализированным. Современные педагогические методики в основном ориентированы на левополушарное восприятие, именно поэтому правополушарные учащиеся оказываются в невыгодном положении. The article deals with psychodidactic aspects of mastering the content of natural sciences by humanities students. The specificity of teaching the natural science disciplines of humanities students is determined by the presence of features of perception and processing of information in this group of students. For the humanities, the prevalence of associative, figurative thinking, emotional perception of information, the rejection of formalized, evidence-based ways of reasoning, the dominance of the real perception of the world over the abstract, idealized, are more characteristic. Modern pedagogical methods are mainly focused on left hemisphere perception, which is why right hemispheric students find themselves at a disadvantage.

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