Friday, January 24, 2020

Husserl, Carnap, Heidegger, and Wittgenstein :: Philosophy Philosophical Papers

Husserl, Carnap, Heidegger, and Wittgenstein ABSTRACT: Phenomenology and logical positivism both subscribed to an empirical-verifiability criterion of mental or linguistic meaning. The acceptance of this criterion confronted them with the same problem: how to understand the Other as a subject with his own experience, if the existence and nature of the Other's experiences cannot be verified. Husserl tackled this problem in the Cartesian Meditations, but he could not reconcile the verifiability criterion with understanding the Other's feelings and sensations. Carnap's solution was to embrace behaviorism and eliminate the idea of private sensations, but behaviorism has well-known difficulties. Heidegger broke this impasse by suggesting that each person's being included being-with, an innate capacity for understanding the Other. To be human is to be "hard-wired" to make sense of the Other without having to verify the Other's private sensations. I suggest that being-with emerged from an evolutionary imperative for conspecific animal s to recognize each other and to coordinate their activities. Wittgenstein also rejected the verifiability criterion. He theorized that the meaning of a term is its usage and that terms about private sensations were meaningful because they have functions in our language-games. For example, "I'm in pain," like a cry of pain, functions to get the attention of others and motivate others to help. Wittgenstein's theory shows how Dasein's being-with includes "primitive" adaptive behavior such as cries, smiles, and threatening or playful gesture. As Dasein is acculturated, these behaviors are partially superseded by functionally equivalent linguistic expressions. I. Introduction There are obvious and important ways in which analytic and continental philosophy differ, but this should not make us overlook their thematic and historical similarities. Both traditions had their roots in phenomenalistic theories that attempted to reduce all meaning to the immediately given. Even though phenomenology was more generous in construing what was immediately given, neither phenomenology nor logical positivism could do justice to our understanding of the subjectivity of other people. Heidegger and Wittgenstein each dealt with this problem in unique but complementary ways. Phenomenology and logical positivism both subscribed to the verifiability criterion for meaning ('verificationism' for short). Logical positivists emphasized linguistic meaning, and in their most antimetaphysical stage asserted that a synthetic sentence is meaningful for a person only if that person could use experience to discover the sentence's truth-value. Husserl was more interested in thoughts about the existence and nature of phenomena and believed that they gained meaning only through acts of verification. Husserl, Carnap, Heidegger, and Wittgenstein :: Philosophy Philosophical Papers Husserl, Carnap, Heidegger, and Wittgenstein ABSTRACT: Phenomenology and logical positivism both subscribed to an empirical-verifiability criterion of mental or linguistic meaning. The acceptance of this criterion confronted them with the same problem: how to understand the Other as a subject with his own experience, if the existence and nature of the Other's experiences cannot be verified. Husserl tackled this problem in the Cartesian Meditations, but he could not reconcile the verifiability criterion with understanding the Other's feelings and sensations. Carnap's solution was to embrace behaviorism and eliminate the idea of private sensations, but behaviorism has well-known difficulties. Heidegger broke this impasse by suggesting that each person's being included being-with, an innate capacity for understanding the Other. To be human is to be "hard-wired" to make sense of the Other without having to verify the Other's private sensations. I suggest that being-with emerged from an evolutionary imperative for conspecific animal s to recognize each other and to coordinate their activities. Wittgenstein also rejected the verifiability criterion. He theorized that the meaning of a term is its usage and that terms about private sensations were meaningful because they have functions in our language-games. For example, "I'm in pain," like a cry of pain, functions to get the attention of others and motivate others to help. Wittgenstein's theory shows how Dasein's being-with includes "primitive" adaptive behavior such as cries, smiles, and threatening or playful gesture. As Dasein is acculturated, these behaviors are partially superseded by functionally equivalent linguistic expressions. I. Introduction There are obvious and important ways in which analytic and continental philosophy differ, but this should not make us overlook their thematic and historical similarities. Both traditions had their roots in phenomenalistic theories that attempted to reduce all meaning to the immediately given. Even though phenomenology was more generous in construing what was immediately given, neither phenomenology nor logical positivism could do justice to our understanding of the subjectivity of other people. Heidegger and Wittgenstein each dealt with this problem in unique but complementary ways. Phenomenology and logical positivism both subscribed to the verifiability criterion for meaning ('verificationism' for short). Logical positivists emphasized linguistic meaning, and in their most antimetaphysical stage asserted that a synthetic sentence is meaningful for a person only if that person could use experience to discover the sentence's truth-value. Husserl was more interested in thoughts about the existence and nature of phenomena and believed that they gained meaning only through acts of verification.

Thursday, January 16, 2020

Fundamental Principles to Adult Education Essay

Adult education’s principal and fundamental principle is to harness and enhance adult individual’s skill and knowledge to be productive contributors to the society. Adult learners are provided then with programs and adult education movement for granting more opportunities for their advancement, as their success is regarded as the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. Fundamental Principles to Adult Education Being a teacher of a particular credit-based community college course is a very serious and tedious task. Since there would be a variety of 35 students’ whose age range vary from 17- 70 years old, this would certainly mean a† big challenge† for the instructor’s part, in order to teach and provide learning effectively. Malcolm S. Knowles, a prominent writer and instructor, advocated the theory of non-formal (informal) andragogy or adult education in the United States. He taught various principles and wrote numerous detailed accounts discussing on how to facilitate learning especially for the adults. Applying clinical Rogerian psychology in his writings and teaching; in result, he was able to train his students to acquire the attitude of being self-motivated. Furthermore, Knowles initiated the interest for implementation of informal adult education and he differentiated the advantages of the informal education, to the standard, traditional formal education. According to Knowles, formal education are mostly implemented and commonly used in secondary educational schools, commerce schools, and universities; whereas in informal adult education, students are just likely to complete credits on particular vocational or training courses and their classes are to be held on â€Å"community center unions, and other industries and even churches. Moreover, formal education requires that of being stable for completion of long term four-year course or more; when the latter (informal education) serves to be more temporary and flexible. However, it does not mean that informal education is not serious, the system just purports to be flexible enough to meet the needs of the adults who may be busy with their lives (job, family, religious and other activities). And these cases meet the demands of several adults who would want to re-educate themselves and to refresh their knowledge and learning from their vast experience, or to simply increase and gain more knowledge and training from their desires course of interest. In brief, Malcolm Knowles acknowledged the increasing demand and importance of adult education in the present 20th century. Knowles objective of real learning in adults, he emphasizes that an adult learner should acquire self-concept, readiness to learn, experience, orientation towards learning, and especially, the motivation to learn (Smith, 2002). On the other hand, a professor in New Zealand named, T. A. Hunter, also propounded the proliferation and development of an adult education movement. Hunter’s principle of education is grounded on his belief that education is depicted to the successful adjustment of a man to physical and social changes in one’s environment. His blueprint for adult education is the successful integration of biological, physiological, sociocultural, and cognitive knowledge derived from the informal training or education (Hunter, 1929). Adult education should mainly function to harness and enhance adult individual’s skill and knowledge. Adult learners at the same time should still be given the opportunity for advancement since their success is the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. In addition, this adult education is more of an inspiration among individuals who are in search for more adequate and applicable learning, and is regarded as an opportunity to success with one’s endeavors and purpose of serving the society (UNESCO, 1960). Fundamental principles of adult education then, should be grounded on the â€Å"realistic† and objective goal of learning. Education as embedded in the infinite realm of knowledge should be available to everyone regardless of age, sex, race, ethnicity, and culture. Adult education, as it plays a significant role and is the demand of most populace, should be taken seriously to address the learner’s need for proper, adequate, and effective learning. Moreover, there is a call for the government, to increase attention for the provision of the proper adult education. Increase of funding for the adult learners’ facilities, venues, and other learning tools is urgent to make this effective learning possible (UNESCO, 1960). References Hunter, T. A. (1929, July 1). Adult education. The New Zealand Railways Magazine, 4, 3. Retrieved from October 13, 2008, from http://www. nzetc. org/tm/scholarly/tei- Gov04_03Rail-t1-body-d7. html Smith, M. (2002) Malcolm Knowles, informal adult education, self-direction and Anadragogy. Tthe encyclopedia of informal Education. Retrieved October 13, 2008, from http://www. infed. org/thinkers/et-knowl. htm UNESCO. (1960). World conference on adult education. Retrieved October 13, 2008, from http://www. unesco. org/education/uie/confintea/montre_e. pdf

Wednesday, January 8, 2020

Italian For Travelers - Common Phrases and Expressions

Taking a trip to Italy and want to learn Italian? If you want to have an incredible experience (not like all of those typical tourists) with the language tour to Tuscany you booked or the relatives in southern Italy you’re visiting, learning to speak basic Italian is a must. Its not enough to fare la valigia (pack your suitcase) and watch Italian language movies before you arrive. Whether youre sightseeing in world-famous cities like Florence, Rome, and Venice, on a business trip in Milan, or reuniting with family, there are a multitude of ways to improve your Italian before traveling to Italy. Â   Italian Survival Phrases Your first objective should be to learn Italian survival phrases. Greetings and farewells will earn you goodwill, and ones related to train travel and your hotel will help you solve problems quickly. Plus, remembering a few phrases related to dining out can make the difference between a good meal and a memorable one. After all, if you dont know the difference between a pesca (peach) and pesce (fish), you might go hungry. Â   The Basics If youre pressed for time, focus on the fundamentals. Study the Italian ABCs and Italian numbers, learn how to pronounce Italian words and ask questions in Italian, and brush up on the euro (after all, youll have to reach into your portafoglio—wallet—eventually). Â   How Tos Dont want to miss the next train to Venice? Have tickets to La Scala for 20:00 and arent sure when that is? Here are quick, step-by-step instructions on how to tell time in Italian that will help you avoid missing curtain call. Michelangelos is around the corner. Or so you thought the sign said. Avoid missing the highlights of Italy with simple instructions on how to ask for directions in Italian. Travelers to Italy might also want to know , how to pronounce Italian words, and how to conjugate Italian verbs like a native. Â   Its All in the Hands When all else fails—your is buried deep in your suitcase and you can’t even begin to think in Italian—try to speak Italian with your hands. Its not just pointing and grunting when ordering your favorite , either. Italian hand gestures are a way to convey emotions and passions that Italians will understand implicitly. What might seem at first to be physical theater or a scene in an Italian comedy will actually be a way to connect that will be much appreciated. Â   Buon Appetito! One of the primary reasons for traveling to Italy (besides the magnificent art, the incredible history, the amazing archeological sites) is la cucina italiana. One challenge is since dishes are usually served on separate plates in a specific order. include the autogrill, or roadside snack bar; the osteria, an informal place; the trattoria, which is a medium-priced, often family-run eating establishment; and the paninoteca, a place where sandwiches and salads are often available. Travelers are often puzzled about tipping in restaurants in Italy, and for good reason. Il coperto (cover charge for bread and water)—but not the service charge—is usually included in il conto (the bill). Italians tend to tip minimally. Â   Divertiti - Have fun! One of the best ways to pass time like an Italian is to spend a day (or a month) at the beach. Here are phrases to help you do that. You’re going to see incredible sights, so you’ll want to have suitable vocabulary to express how incredible whatever you’re seeing is. Plus, you’ll find some of the best shopping in the world in Italy. You better be prepared for it. If you’re interested in learning Italian and becoming fluent, read this. And if you’re feeling really brave, you can visit these places that aren’t on the typical tourist’s itinerary. Buon viaggio!