Search results
Results from the WOW.Com Content Network
Contemporary transcendental philosophy is developed by German philosopher Harald Holz with a holistic approach. Holz distanced transcendental philosophy from the convergence of neo-Kantianism. He critically discussed transcendental pragmatism and the relation between transcendental philosophy, neo-empiricism, and so-called postmodernism.
A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. [ 8 ] [ 5 ] [ 7 ] [ 14 ] This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize ...
According to Kantian philosophy, transcendental philosophy is defined a priori. [4] Dating back to Ancient philosophy and the Hellenistic period, [10] coined by Plato and Aristotle, a priori is a Latin phrase used in philosophy to describe knowledge that exists in the mind prior to and independent of experience. [11]
According to transcendental perspectivism, a truth-conferring perspective is something transcendental, and outside immediate human reach. The idea is that there is a transcendental or ideal epistemic perspective and the truth is, roughly, what is accepted or recognized-as-true from that ideal perspective. There are two subvarieties of ...
Transcendentalism is a philosophical, spiritual, and literary movement that developed in the late 1820s and 1830s in the New England region of the United States. [1] [2] [3] A core belief is in the inherent goodness of people and nature, [1] and while society and its institutions have corrupted the purity of the individual, people are at their best when truly "self-reliant" and independent.
A transcendental argument is a kind of deductive argument that appeals to the necessary conditions that make experience and knowledge possible. [ 1 ] [ 2 ] Transcendental arguments may have additional standards of justification which are more demanding than those of traditional deductive arguments. [ 3 ]
The exposition of transcendental realism continues that not only is the world divided into a real world and our knowledge of it, but it is further divided into the real, the actual and the empirical. The real is the intransitive domain of things that exist (i.e. the real world): objects, their structures and their causal powers. It is important ...
The aim of integral education is to integrate all dichotomies, to integrate the material and spiritual dimensions of the human personality; it does not recognize the description of vidya as Para Vidya (higher spiritual knowledge) and Apara Vidya (the knowledge of the senses and the surface mind) because the latter without the light and ...