Thomas S. kuhn e Michael Polanyi: uno studio sulle "abilità preverbali"

EPISTEMOLOGIA ◽  
2015 ◽  
pp. 302-323
Author(s):  
Alfio Allò
Keyword(s):  
Author(s):  
Ronald Hoinski ◽  
Ronald Polansky

David Hoinski and Ronald Polansky’s “The Modern Aristotle: Michael Polanyi’s Search for Truth against Nihilism” shows how the general tendencies of contemporary philosophy of science disclose a return to the Aristotelian emphasis on both the formation of dispositions to know and the role of the mind in theoretical science. Focusing on a comparison of Michael Polanyi and Aristotle, Hoinski and Polansky investigate to what degree Aristotelian thought retains its purchase on reality in the face of the changes wrought by modern science. Polanyi’s approach relies on several Aristotelian assumptions, including the naturalness of the human desire to know, the institutional and personal basis for the accumulation of knowledge, and the endorsement of realism against objectivism. Hoinski and Polansky emphasize the promise of Polanyi’s neo-Aristotelian framework, which argues that science is won through reflection on reality.


1953 ◽  
Vol 20 (1) ◽  
pp. 81-81
Author(s):  
Leonard Linsky
Keyword(s):  

2021 ◽  
pp. 147787852199623
Author(s):  
Jon Fennell ◽  
Timothy L. Simpson

What would we have the school teach? To what end? In the name of democracy, and building on the pioneering epistemology of Michael Polanyi, Harry S. Broudy, a leading voice in philosophy of education during the twentieth century, calls for a liberal arts core curriculum for all. The envisioned product of such schooling is a certain sort of person. Anticipating the predictable relativistic challenge so much on display in our own time, Broudy justifies the selection of subject matter (and thus the envisioned character formation and cultivation of moral imagination) by reference to the authority of experts in the disciplines. This response fails to fully repel the assault, thereby revealing the need for a dimension of Polanyi’s thought whose significance exceeds even that of the epistemology that Broudy so effectively invokes.


2000 ◽  
Vol 5 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Allan Janik

Drastic changes in professional education have led to a need to emphasize that education must be a matter of life-long learning. About this there can be no doubt: the question is how should we conceive life-long learning. I argue on the basis of recent research in Sweden that professional knowledge is in its most crucial dimension what Michael Polanyi called ‘tacit knowledge’ and as a result that the humanities are indispensable to any concept of continuing education worth taking seriously.


1978 ◽  
Vol 14 (2) ◽  
pp. 143-157 ◽  
Author(s):  
Jerry H. Gill

Reasoning about religion would seem to involve both explicit and tacit factors. These latter are what Pascal had in mind when he spoke of the ‘reasons of the heart which the reason knows not of’. Moreover, these reasons of the heart are the more interesting by virtue of being at least the more difficult and perhaps the more crucial. In these pages I want to examine the notion of reasons of the heart from the angle provided by the insights of Michael Polanyi. Space will not permit a review of the major features of Polanyi's crucial concept of tacit knowledge.1 I shall simply introduce and explore certain of these features as they seem relevant to the main concern of the paper. I trust this can be done in such a way as to be both meaningful to the reader and fair to Polanyi.


2021 ◽  
Vol 47 (3) ◽  
pp. 32-43
Author(s):  
Eduardo Beira ◽  

This review article continues the forum from Tradition and Discovery 47/1 (February 2021) on Gábor Bíró’s book, The Economic Thought of Michael Polanyi (London: Routledge, 2019; 178 pp. Hardback: 9780367245634, £120.00; eBook: 9780429283178, £22.50).


2021 ◽  
pp. 89-116
Author(s):  
Agnès Festré ◽  
Stein Østbye
Keyword(s):  

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