scholarly journals Boltzmann's philosophy of science

2007 ◽  
Vol 50 (2) ◽  
pp. 67-79
Author(s):  
Ilija Maric

Boltzmann's work can be roughly divided into scientific and philosophical which comprises about the last ten years of his life. In 1903 he succeeded the chair of philosophy of science at the University of Vienna from Ernst Mach. The great physicist had a well-grounded philosophical education, and Principien der Metaphysik (The Principles of Metaphysics, 1904) by Serbian philosopher Branislav Petronijevic was among the less known sources of his philosophical ideas. There was no particular book in which he expounded systematically his philosophy of science. Some of its aspects can be reconstructed from his articles and lectures collected in the anthology Populdre Schriften (Popular Writings, 1905). Boltzmann's understanding of science was highly estimated by P. Feyerabend, and K. Popper claimed that he concurred the most with the philosophy of science of this Viennese physicist.

1991 ◽  
Vol 24 (1) ◽  
pp. 21-44
Author(s):  
S. P. Fullinwider

Recent explorations into Sigmund Freud's intellectual development by Frank Sulloway and Lucille Ritvo have directed attention to the significance of evolutionary theory for psychoanalysis. In this paper I shall pursue the exploration by showing how Darwin was received by members of the so-called Helmholtz circle (Hermann von Helmholtz, Emil du Bois-Reymond, Ernst Brücke) and certain of Freud's teachers in the University of Vienna medical school. I will make the point that the Leibniz–Kant background of these several scientists was important for this reception. I will argue that the Leibniz–Kant tradition came forward to Freud by two roads, Helmholtz's unconscious inference as foundation for a physiology of the senses, and Arthur Schopenhauer's not unrelated uses of the principle of sufficient reason to explain the possibility of lawlikeness in a universe of lawless energies. Finally, I will suggest ways in which Freud received and used the tradition.


1998 ◽  
Vol 11 (2) ◽  
pp. 910-911
Author(s):  
M. Gerbaldi

Astronomy offers a unique opportunity for promoting the science teaching in its present crisis. Astronomy can be introduced at various levels and become the medium by which both primary science education and public understanding of science are stimulated.At the University level, astronomy can be introduced in the curricula of university colleges and be a subject for M.Sc. and Ph.D. degrees. Astronomy, can give students the opportunity to work scientifically from observations and known physical laws in order to derive knowledge in another field of science. Astronomy can be taught with less formalism and more experimentation, giving students a feel for the link between a phenomenon and its theoretical representation, and how and why a given observation can be represented by different theoretical models.


Music ◽  
2021 ◽  
Author(s):  
Mario Aschauer

Bruckner was born in Ansfelden (rural Upper Austria) in 1824 and was originally trained as a schoolmaster. He only left this career path in his early thirties when he assumed the organist position at the Linz cathedral, his first full-time employment as a musician. It was also in Linz that he completed six years of training in harmony and counterpoint with Simon Sechter (1855–1861) as well as lessons in form and orchestration with Otto Kitzler (1861–1863) after which he commenced work on his first symphony in 1865. Bruckner’s three large masses also date from his Linz period. Concert tours to France in 1869 and England in 1871 brought Bruckner major successes as organ improvisor. In 1868 Bruckner became professor of counterpoint and thoroughbass as well as professor of organ at the Vienna conservatory. Success as a composer did not follow suit as quickly. His passionate admiration of Wagner—to whom he dedicated his Third Symphony in 1873—rendered Bruckner the target of hostility from the supporters of Brahms in Vienna, especially of music critic Eduard Hanslick. The latter was also instrumental in obstructing Bruckner’s employment at the University of Vienna until 1875, when Bruckner finally became lecturer of harmony and counterpoint at the university. Despite his fame as an organist and music theorist, Bruckner saw himself, above all else, as a symphonic composer and it is the development of the symphony as a genre that occupied most of his compositional interest throughout his career. Accordingly, the multiple versions of Bruckner’s symphonies have long been a main focal point of Bruckner scholarship. These revisions were variously motivated. Earlier works, including the three masses and symphonies 1–5, underwent reworking during Bruckner’s “revision period” (1876–1880), largely as a result of the composer’s evolving notions of phrase and period structure. Later revisions were often the results of performances or were made to prepare the manuscripts for publication. Bruckner’s former students, most notably Franz and Josef Schalk and Ferdinand Löwe, were involved in these revisions, although the extent of this involvement has never been entirely revealed. Starting in the 1920s, scholars began to raise questions about the validity of the revisions made during the preparations of the editions published during the 1880s and 1890s. While some accepted the authenticity of these texts, other influential figures—among them Robert Haas, coeditor of the first Bruckner complete edition—claimed that Bruckner’s students had urged the composer, wearied by rejection in Vienna, into making ill-advised changes or, worse yet, altered his scores without his knowledge and permission. The resulting debate, the Bruckner Streit, involved serious source-critical issues, but eventually devolved on ideological claims more than factual analysis. The process led to the first Bruckner Gesamtausgabe, which published the manuscript versions of Bruckner’s works starting in 1934, first under the editorship of Robert Haas and later of Leopold Nowak. However, these editions are now largely outdated due to the many manuscript sources that have become available since the mid-20th century. Haas’s work has also been criticized in more recent years for rather subjectively mixing sources. Therefore, two new complete editions have recently been started. Another topic that has fascinated Bruckner scholarship for much of the last century is the unfinished finale of the 9th symphony and its possible completion.


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