Thesis (Ph. D.)--Universiteit van Amsterdam, 1999. / Title for title page screen, viewed Oct. 28, 2004. Includes bibliographical references (p. [263]-278).

Thesis (M.A.)--Cincinnati Bible College & Seminary, 1992. / Abstract. Includes bibliographical references (leaves 640-718).

Thesis (Ph. D.)--University of Hawaii, 1993. / Includes bibliographical references (leaves 313-331).

Em 1975, no artigo The Meaning of Meaning, Putnam defende a doutrina que ficou conhecida por externalismo semântico. A ideia é a de que os significados das palavras não podem ser estabelecidos por um sujeito em isolamento (ou por uma mente pensada em isolamento). Neste trabalho, investigamos a doutrina de Putnam a partir de várias perspectivas, visando dar ao leitor elementos para compreendê-la em detalhes. Essas perspectivas envolvem a definição precisa do externalismo, o exame dos argumentos com os quais Putnam o defende e, também, a investigação de algumas consequências da doutrina para as filosofias da linguagem, da ciência e da mente. / In 1975, Hilary Putnam published the article The Meaning of Meaning in which he proposed the doctrine that became known as semantic externalism. His idea was that the meaning of words cannot be established by an individual in isolation (or by mind taken in isolation). In this work, we investigate Putnams thesis from several different perspectives, aiming at giving the reader elements to understand it in detail. These perspectives include the precise definition of semantic externalism, the arguments Putnam uses to support it, and the investigation of some consequences of the doctrine for the philosophy of language, the philosophy of science, and the philosophy of mind.

Em 1975, no artigo The Meaning of Meaning, Putnam defende a doutrina que ficou conhecida por externalismo semântico. A ideia é a de que os significados das palavras não podem ser estabelecidos por um sujeito em isolamento (ou por uma mente pensada em isolamento). Neste trabalho, investigamos a doutrina de Putnam a partir de várias perspectivas, visando dar ao leitor elementos para compreendê-la em detalhes. Essas perspectivas envolvem a definição precisa do externalismo, o exame dos argumentos com os quais Putnam o defende e, também, a investigação de algumas consequências da doutrina para as filosofias da linguagem, da ciência e da mente. / In 1975, Hilary Putnam published the article The Meaning of Meaning in which he proposed the doctrine that became known as semantic externalism. His idea was that the meaning of words cannot be established by an individual in isolation (or by mind taken in isolation). In this work, we investigate Putnams thesis from several different perspectives, aiming at giving the reader elements to understand it in detail. These perspectives include the precise definition of semantic externalism, the arguments Putnam uses to support it, and the investigation of some consequences of the doctrine for the philosophy of language, the philosophy of science, and the philosophy of mind.

This dissertation explores the early influence of science on Dewey's educational theory and practice. Science was, unquestionably, a dominant ideal, concept, subject, and/or method during the late nineteenth century when Dewey entered his academic career. Realizing the significance of science in education, Dewey sought an answer to the questions of why we teach, what we teach, and how we teach, based on science. Dewey's effort to find a scientific basis of education was frequently misunderstood as “scientism,” which means unjustified or excessive reliance on positivistic science. Unlike the supporters of positivistic science in education such as Thorndike, however, Dewey sought a non-scientistic approach in pursuing the theory of educational purposes, substance and practices. Exploring the development of Dewey’s view on science in education, this study provides a detailed explanation on the transformation of his ideas in five stages: formative, developmental, preparation, experimental, and post-experimental. To provide an overview of issues involved in the problem of scientism, Chapter II deals with a conceptual geography of scientism and its influence on early twentieth century American education. The development of Dewey’s view on the science of education is provided in chronological order in Chapters III, IV, and V. Chapter III explores Dewey’s separation from the Neo-Hegelian tradition, an encounter with new science, and re-interpretation of scientific ethics. Chapter IV elaborates Dewey’s conception of scientific curriculum, a preparation for experiment in the Laboratory School, and science subject-matter and scientific method in the school. Chapter V provides a detailed exposition on the role of subject-matter and method in Dewey’s scientific curriculum and a brief explanation on his thought about subject-matter and method after he left the Laboratory School. Conclusions and reflections are offered in Chapter VI. / text

This Master's thesis focuses on the discussion about Chinese and Western Medicine in the Duli pinglun Magazine (獨立評論) in the year of 1934. Its main purpose is to introduce the lines of reasoning of its participants. The thesis introduces general historical and philosophical background crucial for the formation of the discussion about Chinese and Wester Medicine in 1930s. It describes the situation of Chinese medicine in China from the late imperial period to so called Nanjing Decade (1928-1937). It describes the discussion in the context of the intellectual discussion about social Darwinism, national essence, cultural iconoclasm and science and scientism. It introduces selected basic characteristics of Chinese Medicine crucial for the understanding of this discussion. The main actor of the discussion, Fu Sinian 傅斯年 (1896-1950), and the Duli pinglun Magazine itself are introduced here. The thesis focuses also on the first phase of the discussion, which was held in the Da gongbao Magazine 大公報. Main intellectual tendencies of the discussion about Chinese and Wester Medicine during this period were revealed through the analysis of the discussion. The results of this work cover the area of the Chinese and Wester Medicine discussion which has not been separately elaborated yet. Powered by TCPDF (www.tcpdf.org)

This thesis defends two arguments. First, it is argued that new atheism and Protestant fundamentalism in Britain and America share a common historical root in the English Reformation and its aftermath. This common historical root gave rise to two presuppositions instrumental in their genesis: a literal, univocal, and perspicuous understanding of Scripture, and a disruptive and substitutionary conception of divine activity in nature. Second, it is argued that these two presuppositions continue to structure both forms of thought, and support a range of shared biblical, hermeneutical, and theological beliefs. In advancing these arguments, a number of substantive conclusions regarding atheism, Protestant fundamentalism, and the lineage of Protestant thought in Britain and America are reached. First, it is argued that, while lacking detail, popular comparisons between new atheism and Protestant fundamentalism are cogent. Second, it is argued that atheism in Britain and America grew out of intellectual and social problems within Protestantism. Third, it is argued that Protestant fundamentalism was itself a response to the same train of problems that gave rise to atheism. Fourth, it is argued that new atheism is not an areligious movement but an atheological one, which finds it necessary to engage in the task of theology in order to reject the existence of God and the truth of the Christian faith. Fifth, this study casts doubt on the self-understanding of both Protestant fundamentalism and new atheism, showing that Protestant fundamentalism is not truly biblical, nor new atheism scientific, but that both are indebted to presuppositions that neither can properly justify, and which render both self-contradictory.

「倫理」(ethics)一詞，意指風俗，習俗或習慣。然而，倫理選擇的 標準並非只以合乎抽象倫理原則為基礎，必須視所處的特殊狀況而定。公 共政策倫理乃是為企求與實現合理的政府活動與公共生活目標所選擇衡量 的標準。依普遍的說法，公共政策倫理乃指支配一個組織的成員或其管理 業務之道德行為的規則或標準。更具體而言，其目的在於指出人類行為的 某些準則，不僅是學科研究的取向，更重要的是，意涵著對於公共生活的 一種關懷。自一八八七年以迄二次大戰前夕，一般均以 W. Wilson「行政 研究」作為美國公共行政一個象徵性的起點。此半個世紀的時期正是人類 思想史上「科學主義」(Scientism) 鼎盛時期，在科學實證主義影響下， 「效率」、「效能」、以及「經濟效益」成為倫理選擇的標準。但是，由 於無法契合公共事務的實際需要，也無法成為有效解決人類所面臨迫切需 要解決的公共問題之指導，因而形成對於社會學科基礎的一連串攻擊與激 烈的批判。公共政策的倫理選擇，本質上就是人本身的問題。倫理標準乃 隨著公共政策與整體社會互動過程而變遷，而人類本身對社會本質觀點的 改變、知識基礎、方法論的變遷，同樣形成不同倫理標準的選擇。新公共 行政非常注意規範理論、哲學,以及行動主義(Henry,1989) ，當是公共政 策倫理最傳神的描述。公共政策倫理不僅是倫理標準的選擇問題，同時也 是倫理的實踐問題。在這個理念之下，如何重建價值的思考，如何強調自 由、民主、平等的傳統倫理標準，乃成為當代自二次大戰以迄，公共政策 倫理之核心課題。

The study on Liang Qichao¡¦s moralistic approach