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H. Zwart (2002) “Philosophical Tools and Technical Solutions”. In: J. Keulartz et al (eds.) Pragmatist Ethics for a Technological Culture. Dordrecht: Kluwer, pp. 37-41
Philosophical Tools and Technical Solutions2002 •
2021 •
This article discusses the importance of modern technology in the teaching of philosophy. One of the significant methodological difficulties in understanding the problem of technologization of education is due to the ambiguity of the interpretation of the concept of educational technology in pedagogy (researchers identify more than six aspects of understanding technology, reflected in the definitions of this concept. Due to the noted semantic ambiguity of the concept under consideration, the arsenal of educational technologies, reflected in modern scientific and pedagogical literature, includes educational approaches, and types of educational activities, and methods, and methods and forms of education.
This paper claims that what philosophy primarily does is interpret our notions, offer ways of understanding these notions that are not scientific in nature but not contrary to science either. The paper draws a distinction between conceptual analysis, a highly constrained enterprise that is supposed to bring to light what was in the concept all along, and the interpretation of notions, a creative enterprise that offers ways of understanding notions that were not already prefigured by the content of these notions-philosophy consists in the latter, not the former. It explains how these interpretations are justified and what the difference is between better and worse interpretations. The remainder of the paper is organized around three headings: philosophy and science, philosophy and language, and philosophy and progress. It claims that in philosophy there is no real progress, but that philosophy does move forward because the notions at issue are endlessly interpretable.
2014 •
2016 •
From physics to society∗ Abstract. In Part I of our joint paper [WuB13], we outlined our respective theories, The Basic Theory of the Philosophy of Information (BTPI) and Logic in Reality (LIR) and showed their synergy for the understanding of complex informational processes. In this part, we develop Wu’s fundamen-tal philosophical insight of the origin of the values of information in the interactions of complex information processing. A key concept in our work is that of a logical isomorphism between human individual and social value and the natural laws of the physical world. On the basis of Wu’s concept of Informational Thinking, we propose an Informational Stance, a philosophi-cal stance that is most appropriate for, and not separated nor isolated from, the emerging unified theory of information. We propose our metaphilosophy and metalogic of information as further support for the ethical development of the Information Society.
Oxford Handbooks Online
Philosophical and Conceptual Analysis2016 •
This article examines the main lines of contemporary thinking about analysis in philosophy. It first considers G. E. Moore’s statement of the paradox of analysis. It then reviews a number of accounts of analysis that address the paradox of analysis, including the account offered by Ernest Sosa 1983 and others by Felicia Ackerman (1981, 1986, 1991); the latter gives an account of analysis on which properties are the objects of analysis. It also discusses Jeffrey C. King’s (1998, 2007) accounts of philosophical analysis, before turning to views of analysis that are not aimed at addressing the paradox of analysis, including those associated with David Lewis, Frank Jackson, and David Chalmers. In particular, it comments on Lewis’s argument that conceptual analysis is simply a means for picking out the physical state that occupies a certain role, where formulating what that role is constitutes a conceptual analysis of the relevant notion.
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