Logical idealism and Carnap's construction of the world

Richardson, Alan

doi:10.1007/bf00869421

Cited by 20 publications

(7 citation statements)

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“…As a fi nal example, look at Ernst Cassirer whose importance for Carnap 's Aufbau -project has been discussed in a number of important publications (Sauer 1985 ;Richardson 1992 , on Cassirer's reception of formal logic see Heis 2010 , on his philosophy of mathematics Mormann 2008 ). Cassirer's Substanzbegriff und Funktionsbegriff from 1910 is referred to explicitly in the Aufbau in the context of relational descriptions of structures ( § §12, 64, 75).…”

Section: "Order" Between Mathematics Metaphysics and Innovative Phimentioning

confidence: 99%

Influences on the Aufbau

Damböck¹

2016

Vienna Circle Institute Yearbook

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Section: "Order" Between Mathematics Metaphysics and Innovative Phimentioning

confidence: 99%

Influences on the Aufbau

Damböck¹

2016

Vienna Circle Institute Yearbook

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“…(That we would be disturbed, if on a proposed construction of the concept horse our fictional subject delivered donkeys, does not reflect verificationism but the nature of the job.) The assignment of eliminative definitions, say of physical-state magnitudes, as Alan Richardson has noted, 15 was long viewed by Carnap as 'constructive,' as was, as Friedman has reminded us, the constitution of visual things. 16 Both the world of everyday experience and of physics were generated only by convention.…”

Section: IVmentioning

confidence: 97%

Conventions in theAufbau

Uebel

1996

British Journal for the History of Philosophy

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“…It is best known to English‐speaking readers, especially non‐philosophers, through A. J. Ayer's book Language, Truth and Logic (1936), though this over‐emphasises logical positivism's connection with British empiricism (Uebel, 2006, §3.7, ¶4, p. 23; see also Schlick, 1932; Richardson, 1998, pp. 10–28).…”

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confidence: 99%

Positivism and Constructivism, Truth and ‘Truth’

Mackenzie

2011

Educational Philosophy and Theory

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This paper is concerned with the reversal in meaning of the word positivism, which has come to mean 'theory which assumes the existence of a world beyond our ideas' whereas once it meant 'theory which is agnostic about the existence of a world beyond our ideas', and with educational writers' persistent mistakes in using quotation marks, as a consequence of this reversal.This paper is concerned with the internal functioning of educational theory as a discursive practice, with what we say and how we say it in discussing education. It is an attempt to understand two things. The first is that a technical term which was once fairly clear and well-understood has come to be used to mean the precise opposite of what it used to mean. The second is a family of mistakes in punctuation which have become endemic in educational writing. Since I will be talking about words as well as using them in the ordinary way to talk about other things, there is an evident risk of confusion. The Nile is longer than the Murrumbidgee, but the Nile is shorter than the Murrumbidgee.The first clause is a matter of geography, and refers to rivers. The second clause is a matter of orthography, and refers to names of rivers. To prevent confusion, when I am talking about a word or other linguistic expression, I shall enclose it in angle brackets. Thus I write:The Nile is longer than the Murrumbidgee, but 〈the Nile〉 is shorter than 〈the Murrumbidgee〉.The technical term which has come to mean its opposite is 〈positivism〉. This word is currently used as a pejorative to mean the view that accepts a correspondence theory of truth, that there is a single reality independent of human beings, and that the methods of the natural sciences should be adopted in research on social, and specifically educational, questions. This is curious because historically, indeed in all fields until about fifty years ago and still in philosophy and philosophy of science, 〈positivism〉 meant the rejection of the correspondence theory of truth, the denial of, or more correctly agnosticism about, the existence of a single reality independent of human beings, and acceptance of the unity of scientific method. The one common thread between the old meaning and the new is the aspiration to copy the methods of the natural sciences,

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Logical idealism and Carnap's construction of the world

Cited by 20 publications

References 12 publications

Influences on the Aufbau

Influences on the Aufbau

Conventions in theAufbau

Positivism and Constructivism, Truth and ‘Truth’

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