Andrzej Grzegorczyk as a Philosopher of Education

Albert Einstein as a Philosopher of Science

© 2005 American Institute of Physics, S-0031-9228-0512-010-9 N explicit engagement with the philosophy of science plays almost no role in the training of physicists or in physics research. What little the student learns about philosophical issues is typically learned casually, by a kind of intellectual osmosis. One picks up ideas and opinions in the lecture hall, in the laboratory, and in colla...

Newton as Philosopher

The Student as Philosopher-Scientist: Dewey’s Conception of Scientific Explanation In Science Education

Dewey’s conception of scientific explanation, which has been neglected by both philosophers of science and philosophers of education, facilitates overcoming the seeming divide between teaching a highly technical and specialized subject matter and encouraging students to successfully engage in the experience of being philosopher-scientists. By analyzing Dewey’s philosophy of science as it pertai...

Non - Fregean Logics of Analytic Equivalence ( Ii )

This paper presents the main assumptions of Andrzej Grzegorczyk’s last research project concerning the logic of synonymity. It shows that the basis of logic of analytic equivalence, presented in the first part of the work, fully corresponds with these assumptions.

E. W. Beth as a philosopher of physics

This paper examines E.W. Beth’s work in the philosophy of physics, both from a historical and a systematic point of view. Beth saw the philosophy of physics first of all as an opportunity to illustrate and promulgate a new and modern general approach to the philosophy of nature and to philosophy tout court: an approach characterized negatively by its rejection of all traditional metaphysics and...