Some Problems Of Lotze S Theory Of Knowledge Classic Reprint

Excerpt from Some Problems of Lotze's Theory of Knowledge This monograph was written while the author was a graduate student at Cornell University, and was intended as a dissertation for the degree of Doctor of Philosophy. Although the author had intended before publishing to add to the work an historical introduction dealing with the position of philosophy in Germany at the time when Lotze's views were forming, and had collected some material for this purpose, the study of Lots which he had undertaken was in all essentials complete at the time of his death. The first chapter had been rewritten and revised, and the remaining chapters, although lacking the author's final touch, would not probably have been changed greatly either in form or substance. In preparing the manuscript for the press, I have made no changes except in occasional passages where the addition or substitution of a word or phrase seemed necessary in order to render the meaning clearer. With regard to the general method and purpose of the study a word may be necessary. The author purposely refrained from criticism of particular passages or isolated statements in the system with which he was dealing. The aim of his study was sympathetically to interpret the spirit of Lotze's system as a whole-to do justice to the philosopher by taking him at his best rather than to exhibit the literal inconsistencies of his system. Edward Proctor Robins was born at Central Bedeque, Prince Edward Island, July 2, 1872. After passing through the primary and grammar schools of his native place, he entered Prince of Wales College, Charlottetown, at the age of sixteen. In the fall of 1891 he matriculated into Dalhousie College, Halifax, N. S. Although his preparation would have enabled him to enter the second year in any Canadian college, he characteristically preferred to take the full four years' course. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

L. T. Hobhouse (1864-1929) was fundamental to the New Liberal movement of the late nineteenth and early twentieth century. He authored many important works in the fields of philosophy, economics and social liberalism. First published in 1896, The Theory of Knowledge considers the content and validity of knowledge, and the conditions on which our understanding of knowledge is based. It is a rich and important classic, which remains of value to students and academics with an interest in sociology, anthropology and the philosophy of logic.

In a letter of 1932, Karl Popper described Die beiden Grundprobleme der Erkenntnistheorie – The Two Fundamental Problems of the Theory of Knowledge – as ‘...a child of crises, above all of ...the crisis of physics.’ Finally available in English, it is a major contribution to the philosophy of science, epistemology and twentieth century philosophy generally. The two fundamental problems of knowledge that lie at the centre of the book are the problem of induction, that although we are able to observe only a limited number of particular events, science nevertheless advances unrestricted universal statements; and the problem of demarcation, which asks for a separating line between empirical science and non-science. Popper seeks to solve these two basic problems with his celebrated theory of falsifiability, arguing that the inferences made in science are not inductive but deductive; science does not start with observations and proceed to generalise them but with problems, which it attacks with bold conjectures. The Two Fundamental Problems of the Theory of Knowledge is essential reading for anyone interested in Karl Popper, in the history and philosophy of science, and in the methods and theories of science itself.

In this groundbreaking study, Marcus Long explores the theories of Hermann Lotze, Bernard Bosanquet, and John Dewey and their contributions to the field of epistemology. Long argues that these philosophers shared a commitment to a naturalistic approach to knowledge and that their work can be understood as a collective effort to build a more comprehensive and integrated theory of knowledge. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

In this important new text, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the accepted definition of knowledge as justified true belief, Lehrer explores the truth, belief and justification conditions on the way to a thorough examination of foundation theories of knowledge, externalism and naturalized epistemologies, internalism and modern coherence theories as well as recent reliabilist and causal theories. Lehrer gives all views careful examination and concludes that external factors must be matched by appropriate internal ones to yield knowledge. Readers of Professor Lehrer's earlier book Knowledge will want to know that this text adopts the framework of that classic text. But Theory of Knowledge is a completely rewritten and updated version of that book that has been simplified throughout for student use.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.