Pregled bibliografske jedinice broj: 800573
On the Logical Form of Educational Philosophy and Theory: Herbart, Mill, Frankena, and Beyond
On the Logical Form of Educational Philosophy and Theory: Herbart, Mill, Frankena, and Beyond // Encyclopedia of Educational Philosophy and Theory / Peters, Michael (ur.).
Singapur: Springer, 2016. str. 1-7
CROSBI ID: 800573 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
On the Logical Form of Educational Philosophy and
Theory: Herbart, Mill, Frankena, and Beyond
Autori
Žarnić, Berislav
Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni
Knjiga
Encyclopedia of Educational Philosophy and Theory
Urednik/ci
Peters, Michael
Izdavač
Springer
Grad
Singapur
Godina
2016
Raspon stranica
1-7
ISBN
978-981-287-532-7
Ključne riječi
Logic of normative theory ; Normative philosophy of education ; Philosophy of social science ; Practical reasoning
Sažetak
The investigation into logical form and structure of natural sciences and mathematics covers a significant part of contemporary philosophy. In contrast to this, the metatheory of normative theories is a slowly developing research area in spite of its great predecessors, such as Aristotle, who discovered the sui generis character of practical logic, or Hume, who posed the “is-ought” problem. The intrinsic reason for this situation lies in the complex nature of practical logic. The metatheory of normative educational philosophy and theory inherits all the difficulties inherent in the general metatheory but has also significantly contributed to its advancement. In particular, the discussion on its mixed normative-descriptive character and complex composition has remained an important part of research in educational philosophy and theory. The two points seem to be indisputable. First, the content of educational philosophy and theory is a complex one, connecting different disciplines. Second, these disciplines are integrated within the logical form of practical inference or means-end reasoning. On the other hand, the character of consequence relation in this field, although generally recognized as specific, represents an unresolved problem, a solution of which requires a sophisticated logical theory and promises to influence the self-understanding of educational philosophy and theory.
Izvorni jezik
Engleski
Znanstvena područja
Filozofija
Napomena
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