The Morphology Of Knowledge A Study In The Logical Theories Of Hermann Lotze Bernard Bosanquet And John Dewey

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.

Designed to fill a large gap in American philosophy scholarship, this bibliography covers the first four decades of the pragmatic movement. It references most of the philosophical works by the twelve major figures of pragmatism: Charles S. Peirce, William James, John Dewey, George H. Mead, F.C.S. Schiller, Giovanni Papini, Giovanni Vailati, Guiseppe Prezzolini, Mario Calderoni, A.W. Moore, John E. Boodin, and C.I. Lewis. It also includes writings of dozens of minor pragmatic writers, along with those by commentators and critics of pragmatism. It encompasses literature not only concerning pragmatism as an alliance of philosophical theories of meaning, inquiry, belief, knowledge, logic, truth, ontology, value, and morality, but also as an intellectual and cultural force impacting art, literature, education, the social and natural sciences, religion, and politics. This bibliography contains 2,794 main entries and more than 2,000 additional references, organized by year of publication. 2,101 of the references include annotation. Its international scope is focused on writings in English, French, German, and Italian, though many other languages are also represented. Peter H. Hare contributed the Guest Preface. The introduction contains an historical orientation to pragmatism and guides to recent studies of pragmatic figures. This work is extensively cross-referenced, and it has exhaustive and lengthy author and subject indexes.

The ongoing revival of interest in the work of American philosopher and pragmatist John Dewey has given rise to a burgeoning flow of commentaries, critical editions, and reevaluations of Dewey's writings. While previous studies of Dewey's work have taken either a historical or a topical focus, Shook offers an innovative, organic approach to understanding Dewey and eloquently shows that Dewey's instrumentalism grew seamlessly out of his idealism. He argues that most current scholarship operates under a mistaken impression of Dewey's early philosophical positions and convincingly demonstrates a number of key points: that Dewey's metaphysical empiricism remained more indebted to Kant and Hegel than is commonly supposed; that Dewey owed more to the influence of Wundt than is commonly believed; that the influence of Peirce and James was not as significant for the development of Dewey's theories of mind and truth as has been argued in the past; and that Dewey's pragmatic theory of knowledge never really abandoned idealism. Shook's exposition of the unity of Dewey's thought challenges a large scholarly industry devoted to suppressing or explaining away the consistency between Dewey's early thought and his later work. In every respect, Dewey's Empirical Theory of Knowledge and Reality is a provocative and engaging study that will occupy a unique niche in this field. It is certain to stimulate discussion and controversy, forcing Dewey traditionalists out of habitual modes of thought and transforming our conventional understanding of the development of classical American philosophy.

John Dewey delivered two sets of related lectures at the University of Chicago in the fall quarter 1895 and the spring quarter 1896. Designed for graduate students, the lectures show the birth of Dewey’s instrumentalist theory of inquiry in its application to ethical and political thinking. From 1891 through 1903, Dewey attempted to develop a revolutionary experimentalist approach to ethical inquiry, designed to replace the more traditional ways of moral theorizing that relied on the fixed moral knowledge given in advance of the situations in which they were applied. In the lectures on the logic of ethics, he sets forth and defends the view that the "is" in a moral judgment such as "This is good" is a coordinating factor in an inquiry. Although the subject matter of the lectures is highly technical, its significance is paramount. It provides the key to and opens the door for a theory that preserves the difference between strictly scientific inquiry and moral inquiry even while it provides a "scientific treatment" of the latter.

This book addresses some of the key questions that scientists have been asking themselves for centuries: what is knowledge? What is information? How do we know that we know something? How do we construct meaning from the perceptions of things? Although no consensus exists on a common definition of the concepts of information and communication, few can reject the hypothesis that information – whether perceived as « object » or as « process » - is a pre-condition for knowledge. Epistemology is the study of how we know things (anglophone meaning) or the study of how scientific knowledge is arrived at and validated (francophone conception). To adopt an epistemological stance is to commit oneself to render an account of what constitutes knowledge or in procedural terms, to render an account of when one can claim to know something. An epistemological theory imposes constraints on the interpretation of human cognitive interaction with the world. It goes without saying that different epistemological theories will have more or less restrictive criteria to distinguish what constitutes knowledge from what is not. If information is a pre-condition for knowledge acquisition, giving an account of how knowledge is acquired should impact our comprehension of information and communication as concepts. While a lot has been written on the definition of these concepts, less research has attempted to establish explicit links between differing theoretical conceptions of these concepts and the underlying epistemological stances. This is what this volume attempts to do. It offers a multidisciplinary exploration of information and communication as perceived in different disciplines and how those perceptions affect theories of knowledge.

This exciting new edition of the classic Contemporary Theories of Knowledge has been significantly updated to include analyses of the recent literature in epistemology. In addition, a new case is made for the strong connection between epistemology and artificial intelligence, as Pollock and Cruz argue that a necessary condition for the correctness of any epistemological theory is that it be possible to build an implemented artificial intelligence system on the basis of it. Like the first edition, Contemporary Theories of Knowledge, Second Edition is an excellent teaching tool, introducing the reader to the fundamental issues and approaches in the field of epistemology.

Based on the formal concept of "knowledge structures" originally proposed by Jean-Claude Falmagne and Jean-Paul Doignon, this book contains descriptions of methodological developments and experimental investigations as well as applications for various knowledge domains. The authors address three main topics: * theoretical issues and extensions of Doignon & Falmagne's theory of knowledge structures; * empirical validations of specific problem types and knowledge domains, such as sentence comprehension, problem solving in chess, inductive reasoning, elementary mathematical reasoning, and others; and * application of knowledge structures in various contexts, including knowledge assessment, intelligent tutoring systems, and motor learning. Unlike most other approaches in the literature in cognitive psychology, this book provides both a rigorous mathematical formulation of knowledge-related psychological concepts and its empirical validation by experimental data.