How Kant was Never a Wolffian, or Estimating Forces to Enforce Influxus Physicus

2021 ◽  
pp. 27-56
Author(s):  
Ursula Goldenbaum
Keyword(s):  
Political Debate ◽  
The Third ◽  
The Core ◽  
The Subject ◽  
And Mathematics ◽  
Core Problem ◽  
Political Battle

This chapter aims to show that Kant has never been a Wolffian but started his career precisely from the core problem of the Pietists to secure the influxus physicus and thereby liberum arbitrium. I will first present the battle of Pietist and other Lutheran theologians against Wolffianism as a theological-political battle, which explains its extension as well as its fierceness. Then I will explain how a metaphysical hypothesis such as Leibniz’s pre-established harmony could become the subject of a theological-political debate in the Protestant area of the Empire lasting for decades. Only in the third section I will situate Kant’s very first, but quite lengthy book in this context and contrast his declared intention to solve the controversy between Leibnizians and Cartesians about the estimation of forces with his actual metaphysical approach to save influxus physicus. It will be shown that Kant’s approach lacks any familiarity with modern mechanics and mathematics. Finally, I will point to the contemporary reception of Kant’s first book which confirms my evaluation.

scholarly journals Contaminant Source Identification in Aquifers: A Critical View

2021 ◽  
Author(s):  
J. Jaime Gómez-Hernández ◽  
Teng Xu
Keyword(s):  
Source Identification ◽  
Field Application ◽  
Point Of View ◽  
Problem Solution ◽  
Contaminant Source ◽  
The Core ◽  
Contaminant Source Identification ◽  
The Subject ◽  
Joint Identification ◽  
Core Problem

AbstractForty years and 157 papers later, research on contaminant source identification has grown exponentially in number but seems to be stalled concerning advancement towards the problem solution and its field application. This paper presents a historical evolution of the subject, highlighting its major advances. It also shows how the subject has grown in sophistication regarding the solution of the core problem (the source identification), forgetting that, from a practical point of view, such identification is worthless unless it is accompanied by a joint identification of the other uncertain parameters that characterize flow and transport in aquifers.

TOO MUCH THEOLOGY: A TEXTUAL PROBLEM IN OLYMPIODORUS' PROLEGOMENA 9.10-12 AND ITS SOLUTION

2016 ◽  
Vol 66 (2) ◽  
pp. 825-828
Author(s):  
S.R.P. Gertz
Keyword(s):  
Natural Science ◽  
Philosophical Education ◽  
The Third ◽  
Starting Point ◽  
The Subject ◽  
And Mathematics ◽  
Standard List

In the Neoplatonic schools, introductions to logic, and the Categories in particular, would begin with a list of ten different questions relating to Aristotle's philosophy and his ideal interpreter and student. Olympiodorus' own introduction to logic (the Prolegomena) follows this pattern; he expands on the remarks of his own teacher Ammonius of Alexandria, and closely models his discussion on his predecessor's work. In the standard list of ten questions that must be discussed in an introductory philosophy course, the third relates to the subject with which the student is to start his or her philosophical education. Which of logic, ethics, natural science and mathematics is the proper starting-point for philosophy?

7. Certainty

2019 ◽  
pp. 182-212
Author(s):  
JE Penner
Keyword(s):  
Subject Matter ◽  
Traditional Family ◽  
The Third ◽  
The Core ◽  
The Subject

Titles in the Core Text series take the reader straight to the heart of the subject, providing focused, concise, and reliable guides for students at all levels. A declaration of trust must be ‘certain’, meaning that a settlor must declare the terms of the trust with sufficient ‘certainty’ or precision for the trustees to know what they must do, or the intended trust fails. This chapter discusses the ‘three certainties’, following Knight v Knight (1840): certainty of intention; certainty of subject matter; and certainty of objects, in both the traditional family and commercial contexts. The first concerns the question whether what the putative settlor did or said amounts to a declaration of a trust over his property. The second requires that the property that is to form the trust corpus is identifiable. The third requires that the intended beneficiaries, the ‘objects’ of the trust, are identifiable.

The Causes of al-‘Ilāl According to Al-Bazzār in his Book al-Bahru’z-Zakhār “An Applied Study”

2020 ◽  
Vol 38 (- 2) ◽  
Author(s):  
Abdul Qadir ◽  
F. Gorashi
Keyword(s):  
Analytical Approach ◽  
Research Work ◽  
Scholarly Work ◽  
The Third ◽  
The Core ◽  
Applied Study ◽  
Valuable Book ◽  
The Subject ◽  
Work Done ◽  
Core Part

Critics among the traditionalists “Muhadditheen” defectify Hadith on the basis of certain reasons associated to a particular Hadith. This research work specifies the scholarly work done by the great critic, Imam Bazzar in the field of Hadith defection provided in his valuable book Musnad Al-Bazzar (Collection of Prophetic traditions).  The entire research work is divided into three main parts. The first part provides a brief introduction of the author, and his book "Musnad al-Bazzar ". The second part describes the science of Hadith Defection “ ‘Ilal”  and overview of the writings on the subject. The third part is the core part of this research work, identifying the causes of Hadith Defection “ ‘Ilal” adopted by Imam Bazzar, in addition to the illustrative examples, as well as the study of defectification in the light of rules laid down by the well-known critics and traditionalists ‘Muhadditheen’. The Research Methodology I have adopted here is descriptive analytical approach towards methods of Hadith collection, reviewing them and extracting the cause of defect in the light of methodology adopted by Imam Bazzar. The researcher concludes that the causes of Hadith Defection adopted by Bazzar are uniqueness, illusion, defilement, divergences in attribution, interval, Concealment and conduct.

Materialism, dialectics, and theology in Alain Badiou

2014 ◽  
Vol 2 (1) ◽  
pp. 38-54
Author(s):  
Mads Peter Karlsen
Keyword(s):  
Critical Analysis ◽  
Saint Paul ◽  
Alain Badiou ◽  
The Third ◽  
The Core ◽  
The Subject ◽  
The Relationship ◽  
Materialist Dialectic

This article examines the relationship between materialism, dialectics, and theology in Alain Badiou's work. The first three sections of the article focus on Badiou's reading of Hegelian dialectics in his 1982 work, Theory of the Subject. The first section accounts for Badiou's splitting of Hegel into an idealist and materialist dialectic, and presents an exposition of the latter. The second section outlines Badiou's critical analysis of the theological model implicit in Hegel's dialectics. The third section investigates the core of this criticism through a discussion of Badiou's reading of the “negation of the negation.” The remaining four sections examine the anti-dialectical interpretation of the Christ-event that Badiou presents in his book Saint Paul. Here the article illustrates how Badiou's insistence on separating the death of Christ from the resurrection is linked to his rejection of the doctrines of Trinity and Incarnation, and how this drives Badiou towards idealism.

ICT-Enabled Learning Settings

2013 ◽  
Vol 11 (3) ◽  
pp. 32-46 ◽  
Author(s):  
Luigi Colazzo ◽  
Andrea Molinari ◽  
Nicola Vill
Keyword(s):  
Social Networks ◽  
Virtual Communities ◽  
Virtual Community ◽  
Building Blocks ◽  
Learning Activities ◽  
The Third ◽  
The Core ◽  
The Subject ◽  
The Individual ◽  
Different Levels

The paper presents a discussion on the different approaches that the authors have found in learning settings respect to ICT platforms that support the educational activities. The authors discuss three different approaches in pursuing learning activities in real educational contexts. The considered approaches are different in the sense of the metaphor used. The approaches related to LMSs follow the metaphor of “course”, while in the approaches related with web 2.0 technologies (like Facebook™, Twitter™, Flickr™ etc), the founding metaphor is the individual with its social networks. Finally, the third approach has its building blocks in the idea of (virtual) community and virtual communities systems, where the core paradigm of the platform is the (virtual) community that offers specialized services for the purpose of the community to the enrolled members, and where the subject is just a participant that adheres to the rules of the community, with duties, rights, tasks to do and objectives to achieve. The authors will discuss all these three approaches, the different levels of applicability in learning settings, and specifically the potential of the virtual communities-based system that they adopted in the experimentations conducted in the last ten years.

The Global Insurgency

2015 ◽  
Author(s):  
David A. Lake
Keyword(s):  
Northeast Asia ◽  
Dominant Strategy ◽  
State Building ◽  
Global War On Terror ◽  
The Third ◽  
The Core ◽  
The Us ◽  
Global War ◽  
Core Problem

The Pax Americana has produced remarkable political order in Europe and Northeast Asia. For decades, the US has sought to expand this international order into the Middle East. This effort, however, has sparked a backlash against the US, globalisation, and Westernisation. With state elites now largely co-opted into the Pax Americana, opposition takes the form of ‘private’, non-state actors using terrorist methods. The US response to the global insurgency has included counterterrorism and regime change, but state-building has become the dominant strategy. The core problem in state-building, however, is that though the US and its allies seek legitimacy for the states they build, they also aim to appoint local leaders willing to cooperate in the global war on terror and other elements of the Pax Americana. These ‘loyal’ leaders can govern only autocratically in ways that foment further opposition. State-building as counterinsurgency strategy is counter-productive. The first section of this chapter explains the spread of the Pax Americana; the second briefly describes the reaction to this expansion, focusing on the current global insurgency; the third probes the counter-reaction, highlighting the role of state-building; the Conclusion argues that given a choice between expansion or retrenchment, the US should lean towards the latter.

History of Philosophy as a Memory

2019 ◽  
Vol 1 ◽  
pp. 129-142
Author(s):  
Stanisław Buda
Keyword(s):  
Special Property ◽  
The Third ◽  
The Core ◽  
Current State ◽  
History Of ◽  
The Subject ◽  
The Relationship ◽  
Philosophical Progress ◽  
New System ◽  
The Way

In the first part I focus on the issue of progress, in particular progress in philosophy. Philosophical progress has a special property that it shares with the process of becoming a better person. It is constantly finding yourself “on the way”. This path is not only anchored in the Absolutely Perfect but it conditions and stimulates the reflection towards the truth about the relationship between Him and us. We can assume that the core of this reflection is philosophy. The second part is devoted to the paradoxical nature of the most generally understood memory. I assume that the condition of awareness of a certain content is its outdatedness, that is, its transfer to the sphere of memory. Memory is a constantly updated and constantly re-ordered picture of everything that the subject has ever relegated from being, so that it can be replaced by something else. The foundation of this order is a certain axiology. In the third part I show how the sketched concept of memory is used to describe the mechanism of the evolution of philosophical thought. The “on the way” philosophy would consist of two constantly repeated activities: on reconstructing what is to be denied, and thus on the recognition of the previous philosophical achievements in its totality, and on its negation. This denial would concern the whole of this achievement as an axiologically reconstructed unity. The new system is only realized as a series of consequences of the negation of the current state. The vast majority of philosophical reflection focuses on the constitution of this current state, its supposed unity. In the short part of the fourth, I draw up prospects for further deliberations.

scholarly journals Obituary notices of fellows deceased

1918 ◽  
Vol 94 (664) ◽  
Keyword(s):  
Eighteenth Century ◽  
Early Years ◽  
Home Life ◽  
English Grammar ◽  
The Third ◽  
The Family ◽  
The Subject ◽  
And Mathematics ◽  
Typhus Fever

Sir Andrew Noble, who died at Ardkinglas, his Scottish home, on October 22, 1915, was born at Greenock on September 13, 1831. His father was George Noble, a retired naval captain, who lived in a house which at that time was called 65, Union Street, but was afterwards named “Springbank.” In earlier days the Nobles had been landowners in Dumbartonshire, but the property was sold at the end of the eighteenth century. It was bought back again in 1889 by the subject of this memoir, who, when he was made a baronet in 1902, was able to associate with his name the family estates of Ardmore and Ardardan. George Noble had twelve children, five sons and seven daughters. Andrew was the third son. The home life was one of strictness and discipline, for the father's ideas of education were very thorough. the rudiments of learning were instilled into the boys by various teachers in Greenock, beginning with Peter Murray, who grounded them in English grammar, and ending with the classes of Mr. Robert Buchanan, who taught them writing and mathematics. From his early years Andrew always did well in these local intellectual contests, and he became the possessor of several small silver medals, with the word Dux upon them, From Greenock he went on to the Academy at Edinburgh, and passed as a cadet into Woolwich in the spring of 1847. His father died of typhus fever in the autumn of the same year.

scholarly journals Research on STSE-HPS Teaching Design Based on the Core Quality of Chemistry Subjec—Taking the Teaching Design of "Introduction to Junior Three Chemistry" as an Example

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Ruizhu Xu ◽  
Mengjiao Tuo ◽  
Ting-ting Yan
Keyword(s):  
Junior High School ◽  
Critical Role ◽  
The Third ◽  
The Core ◽  
Teaching Design ◽  
The Subject ◽  
First Time ◽  
Core Literacy ◽  
Future Learning

For students in the third year of junior high school, it is their first time learning the subject of chemistry. Their future learning will be largely related to the first introduction lesson taught by the teacher, so this article takes the third year chemistry introduction lesson as an example, through the combination of STSE and HPS theories applied to teaching in the process of teaching design, which plays a critical role in cultivating students' core literacy in chemistry.

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