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  • 2020-2020
  • 1970-1974  (300)
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  • 1974  (137)
  • 1973  (163)
  • Nature of Science, Research, Systems of Higher Education, Museum Science  (300)
  • 1
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    Journal for general philosophy of science 4 (1973), S. 323-334 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Three uses of critical thought experiments outlined in the paper are related to general questions of evaluation. A proposal offered by Karl Popper concerning the so-called “apologetic” use ofGedankenexperimente is critically assessed. Specifically, his methodological principle that one should not use a second theory in order to defend a first theory against a critical thought experiment is discussed with reference to the photon-boxGedankenexperiment (Einstein-Bohr debates) and the Maxwell-demon paradox. It is argued that the rescuing of one theory from conceptual anomaly by appealing to another need not constitute a misuse of a critical thought experiment.
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  • 2
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    Journal for general philosophy of science 4 (1973), S. 380-409 
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    Source: Springer Online Journal Archives 1860-2000
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  • 3
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    Journal for general philosophy of science 4 (1973), S. 147-164 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Norwegian philosophy of science right after the war was empiricistic, scientistic, rather undogmatic and heavily dominated by Arne Næss. The positivistic conception of science has been severely criticized in the last two decades, and the attempts to find viable alternatives have led to a broadening of the perspective, philosophically as well as scientifically. This survey tries to map the main lines of that development. After an account of the rise and fall of Næss' programme for a behaviouristic theory of science, we outline first the development of the internal philosophical critique and then the parallel story on the social science scene.
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  • 4
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    Journal for general philosophy of science 4 (1973), S. 108-132 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The meta-scientific investigation of the various kinds of influence which determine both the establishment of the cultural institution of science and criteria governing its internal operations, including criteria of the concepts of cognition has been termed by Professor Jürgen Habermas as the critical theory of science. The five-fold thesis of his theory treats of what he considers to be the extrascientific interests which determine and accompany our traditional concepts of knowledge as characterized by science. The development of the theses is preceded by his analysis of the faults of “positivist methodology” in which, he argues, distinctions such as that between facts and values are based upon fundamental confusions concerning inerradicable and pervasive practical concerns in terms of which the concepts of cognition are ultimately founded. He identifies the three all-embracing knowledge-guiding interests or concerns as the cognitive interest which determines logical and empirical categories, the practical interest which determines the character of human understanding within the cultural sciences, and the emancipatory interest which determines our concept for freedom and autonomy. The arguments for the critical theory are here analyzed and criticized in terms of their logical shortcomings, while the claims made in favor of the critical theory are found to be based upon inerradicable and pervaisive confusions concerning logical consistency in argumentation. The final section summarizes, moralizes, and speculates upon the criticalness of the critical theory.
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  • 5
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    Journal for general philosophy of science 4 (1973), S. 203-223 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Es soll die Aufgabe dieses Beitrages sein, die Verflechtungen, welche diese Regeln mit bestimmten Entscheidungen des Denkens haben, an Hand von Descartes' System aufzudecken und dabei so etwas wie eine philosophische Begründung dieses Denkstils in seiner noch aktuellen Funktion vorzuführen. Es soll damit zugleich die Situation erhellt werden, in der wir uns durch die wissenschaftliche Technik befinden, und schließlich soll angedeutet werden, welche Aufgaben für das Verhalten aus solehen Entscheidungen unserem Bewußtsein erwachsen sind.
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  • 6
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    Journal for general philosophy of science 4 (1973), S. 313-322 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung In den apriorischen Formen und Begriffen des Verstandes wird das aufzudecken gesucht, was außer dem Erlebnisgegebenen in die Erkenntnis noch hinzutritt. Es sind in Wahrheit die Konstruktionen. Die Erfahrung, besser das Erlebnisgegebene, bildet die Grundlage für ihre Aufstellung und für die Begründung ihrer Giltigkeit. Es ist der Empirismus, nicht der Sensualismus, aber ein konstruktiver Empirismus, der die Erkenntnis der Wirklichkeit ergibt.
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  • 7
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    Journal for general philosophy of science 4 (1973), S. 345-355 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Deontisch logische Systeme im engeren Sinne sind nicht axiologisch. Um aber auch axiologisch relevante Rahmen-Normen aufstellen und angeben zu können, kommt es wesentlich auf die Art der verwendeten Formalismen an. Wie ein Beispiel zeigt, geht dies bis in die Voraussetzungen des zugrundegelegten Logikkalküls.
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  • 8
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    Journal for general philosophy of science 5 (1974), S. 54-73 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Hermeneutik und Wissenschaftstheorie, die von unterschiedlichen Voraussetzungen ausgehen, konvergieren in ihrer Bemühung um die Sprache. Der universale Anspruch der Hermeneutik kann aber nicht sprachphilosophisch begründet werden, sondern liegt auf der Ebene einer Metatheorie der wissenschaftlichen Arbeit überhaupt. Diese Ebene ist von den positiven Wissenschaften aus, durch die in ihnen ansetzende hermeneutische Reflexion zu erreichen. Wird diese Reflexion von den historischen Geisteswissenschaften aus angestellt, zeigt sich für die Wissenschaften überhaupt, daß ihr Wirkungsfeld gesellschaftlich-geschichtlich strukturiert ist. Im Anschluß an die Kantische Erkenntnistheorie lassen sich allgemeine Erkenntnisprinzipien gewinnen, die den gemeinsamen Boden wissenschaftlicher Tätigkeit und außerwissenschaftlicher individueller und gesellschaftlicher Lebenspraxis bestimmen.
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  • 9
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    Journal for general philosophy of science 5 (1974), S. 124-135 
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  • 10
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    Journal for general philosophy of science 5 (1974), S. i 
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  • 11
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    Journal for general philosophy of science 4 (1973), S. 25-40 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Puzzle-solving, like several other everyday activities, appears in a more sophisticated and ramified form in the realm of natural science. Improving on Thomas Kuhn's rudimentary account of puzzles in science, this paper formulates logical and functional criteria for the occurrence of scientific puzzles, and examines the two-fold nature of their solutions. Then, with the aid of erotetic logic, puzzle-posing questions are identified, their presuppositional relations to scientific theory and explanations are explored, and a new tool for history of science research (sub-puzzle analysis) is developed.
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  • 12
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    Journal for general philosophy of science 4 (1973), S. 54-80 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Das Thema dieser Abhandlung ist die Begründung der Giltigkeit von Aussagen, 1. von Erkenntnis, 2. von Normen, 3. von Werturteilen. Giltigkeit bedeutet anerkannt-werden-sollen. Dazu muß das Verhältnis von Sollen und Sein in einer neuen Weise bestimmt werden. 1. Die Begründung der Giltigkeit von Aussagen einer Erkenntnis rein gedanklicher Sachverhalte erfolgt durch die Logik bei Festsetzung von Axiomen. Die Aussagen von Wirklichkeitserkenntnis sind teils solche von subjektiven Erlebnissen, teils solche über eine objektive Wirklichkeit. Die Giltigkeitsbegründung erfolgt dadurch, daß die übereinstimmung des ausgesagten Sachverhaltes mit der Wirklichkeit bei den ersteren unmittelbar, bei den letzteren mittelbar festgestellt wird. Für die Begründung von Aussagen über objektive Wirklichkeit sind außerdem noch zwei Voraussetzungen erforderlich: die einer unbeschränkten Gesetzmäßigkeit und die einer Wirklichkeit außer den Erlebnissen. Die Giltigkeit dieser Voraussetzungen, die über die erlebten Erfahrungen grundsätzlich hinausgehen, beruht auf ihrer Unentbehrlichkeit für eine Theorie, nach der sich die Erlebnisse aus gesetzmäßigen Bedingungen ableiten lassen. 2. Die Giltigkeit von Normen beruht teils auf Festsetzung und ist dann nur eine beschränkt allgemeine, teils auf Bedingungen für die Erreichung von Absichten und kann dann unbeschränkt allgemein sein, wenn die Absichten allgemein sind, wie hinsichtlich der Ordnung, der Grundlage der Logik, und bei der Moral. 3. Die Giltigkeit von Werturteilen, sofern sie unpersönliche sind, wird durch ihre logische Ableitung aus Wertungsgrundsätzen und Tatsachenaussagen begründet. Die Wertungsgrundsätze werden entweder durch Festsetzung aufgestellt, dann haben sie nur eine beschränkte Allgemeingiltigkeit, oder sie werden durch die Konstituenten der Kultur gegeben, dann sind sie unbeschränkt allgemeingiltig.
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  • 13
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    Journal for general philosophy of science 4 (1973), S. 194-201 
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  • 14
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    Journal for general philosophy of science 4 (1973), S. 303-312 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Bleibt der pankritische Rationalismus ohne logisch-methodisches Grundkonzept, so besteht entweder die Gefahr der Positionslosigkeit oder die des Neoirrationalismus. Andererseits könnte er durch ein solches Grundkonzept zu einem neuen Dogmatismus werden, der dort seine Grenzen hat, wo die Dialektik beginnt. Man glaubt nämlich irrtümlicherweise mit Popper, daß sich auseinem Widerspruch Beliebiges ableiten lasse. Will man dem Dilemma entkommen, darf der Begriff der rationalen Kritik nicht mit dem der rationalen Widerlegung identisch bleiben, diese umfaßt vielmehr nur einen Teil der rationalen Kritik, allerdings den bei weitem umfangreichsten und überdies den, für den sich eine Logik konstituieren läßt. Die Kernlogik umfaßt diejenigen logischen Elemente, auf denenjede Widerlegung basiert. Dies sind die Sätze der Identität, des auszuschließenden Widerspruchs und des auszuschließenden Dritten, die (klassische) Negation, die Konjunktion, die (klassische) Subjunktion, sowie der Satz der Reflexivität und der modus tollendo tollens.
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  • 15
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    Journal for general philosophy of science 4 (1973), S. 356-367 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Die analytische Jurisprudenz ist abhängig von der Normenlogik, die bisher keine voll befriedigenden Ergebnisse erzielt hat. Der Autor diskutiert die verschiedenen Wege der Normenlogik und deren Schwierigkeiten, insbesondere weist er nach, daß die normenlogische Deduktion nicht auf der Idee der deontisch perfekten Welten aufgebaut werden kann. Trotz der Grundlagenschwierigkeiten der Normenlogik muß diese als Basis der juristischen Analysen angesehen werden. Neben den inneren Schwierigkeiten der Normenlogik steht die analytische Jurisprudenz vor dem Problem, inwieweit das juristische Denken auf rein logischen und inwieweit es auf rhetorischen Argumentationen fußt. Es wird auch ein Katalog der aktuellen Probleme der analytischen Jurisprudenz vorgelegt.
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  • 16
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    Journal for general philosophy of science 5 (1974), S. 39-53 
    ISSN: 1572-8587
    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Der Aufsatz verfolgt eine doppelte Absicht: einerseits soll das Selbstverständnis der Hermeneutik gegen die verbreiteten Mißverständnisse der wissenschaftstheoretischen Diskussion verteidigt, andrerseits soll es im Rahmen einer Methodologie der Gesellschafts-und Humanwissenschaften kritisiert werden. Beides geschieht nicht von einem festen Standpunkt aus, sondern in der Bewegung des Nachdenkens der zentralen aufgeworfenen Probleme. Nach einer historischen Darstellung der zweimaligen Radikalisierung der Hermeneutik wird das hermeneutische Verständnis von Wirklichkeit, Erfahrung, Geschichte, Theorie und Praxis insbesondere durch ein Referat der wichtigsten Autoren freigelegt, die Hermeneutik gesellschaftskritisch fundamentieren wollen: Gadamer, Habermas, Apel, Sandkühler. Die Kritik daran gilt der Reduktion der gesellschaftlichen Praxis auf den Begriff kommunikativen Handelns.
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  • 17
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    Journal for general philosophy of science 4 (1973), S. 41-53 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Der Kern der Logik, wie er sich in den Sätzen der Identität, des ausgeschlossenen Widerspruches und des ausgeschlossenen Dritten ausgedrückt findet, ist nicht revidierbar, auch nicht mit Hilfe von mehrwertigen Logiken. Überdies kommt der Logik, will man die uneingeschränkte Möglichkeit von Widersprüchen eliminieren, gegenüber der Dialektik der methodologische Primat zu. Der unaufhebbare Primat der Logik ist jedoch ein Primat und keine absolute Herrschaft, d.h. es ist möglich, die Grenze der Anwendbarkeit der Logik zu ermitteln. Diese Grenze ist dann erreicht, wenn ein kontextvariantes Objekt nicht zu einem kontextinvarianten Objekt umgeformt werden kann. Das ist z.B. der Fall beim Ganzen im Sinne der Totalität. Dies Ergebnis hat Folgen für die Gültigkeit des Popperschen Falsifikationsprinzips: Läßt sich zeigen, daß die Widersprüche einer These nur von kontextvarianten Objekten, die sich nicht in kontextinvariante Objekte verwandeln lassen, herrühren, so ist die betreffende These aufgrund dieser Widersprüche allein noch nicht korrekturbedürftig, geschweige denn widerlegt.
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  • 18
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    Journal for general philosophy of science 4 (1973), S. 98-107 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung Die dialektische Erkenntnistheorie postuliert gewöhnlich eine Unvereinbarkeit zwischen der transzendentalen Analyse der Bedingungen möglicher Erkenntnis und dem Realismus. Die Annahme der Korrespondenztheorie der Wahrheit wird mit einem naiven Realismus identifiziert und dieser in der Kontroverse mit dem kritischen Rationalimus der gegnerischen Position unterschoben. Jenem werden die Vorzüge dialektischer Betrachtungen als transzendentale Analyse gegenübergestellt. Dieser Argumentation soll hier eine unzulässige Vermengung semantischer Fragen mit erkenntnistheoretischen Fragen nach der Möglichkeit eines Zugangs zu den Tatsachen nachgewiesen werden. Während bei Kant durchaus eine Verbindung von Transzendentalphilosophie und Realismus vorzufinden ist, wird der Charakter transzendentaler Analyse im deutschen Idealismus und in der dieser Tradition folgenden kritischen Theorie seines eigentlichen Sinnes beraubt. Der Versuch, den Realismus instrumentalistisch umzudeuten, muß infolge der Verschränkung semantischer und erkenntnistheoretischer Fragestellungen fehlschlagen.
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  • 19
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    Journal for general philosophy of science 4 (1973), S. 133-146 
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    Source: Springer Online Journal Archives 1860-2000
    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Zusammenfassung In der vorliegenden Studie berichten die Verfasser über die Lage der Wissenschaftstheorie in Ungarn. Nach einem kurzen historischen Überblick sichten sie die heutigen Forschungsrichtungen der ungarischen Wissenschaftstheorie. In diesem Zusammenhang befassen sie sich mit wissenschaftsphilosophischen Forschungen überhaupt, des weiteren mit den Studien zur Analyse von bürgerlichen wissenschaftstheoretischen Richtungen und mit den wissenschaftstheoretischen Fragen neuer Disziplinen und Forschungszweige. Mit besonderer Aufmerksamkeit verfolgen die Autoren die Aktivitäten zur Untersuchung der aufkommenden wissenschaftlich-technischen Revolution und der einschlägigen Forschungen. Ausführlich sind auch die Forschungsarbeiten in den Einzelbereichen der Wissenschaftslehre: Wissenschaftslogik,— Methodologie,— Soziologie usw. dargestellt. Des weiteren erörtert die Abhandlung auch die Zusammenhänge, die sich zwischen den wissenschaftlichen Forschungen und anderen gesellschaftlichen Aktivitäten — Politik, Technik, Künste, Informationswesen, Pädagogik usw. — ergeben. Abschließend informiert die Studie über die Forschungsstellen, die sich in Ungarn mit wissenschaftstheoretischen Arbeiten befassen.
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    Journal for general philosophy of science 4 (1973), S. 1-24 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary Science uses its firmest conclusions to arrive at new ones which may well completely destroy these, previously firmest, conclusions. The perceptive may notice that when the previously firmest conclusions are demolished we may remain in the dark with conclusion worth replacing it with. But only when we replace it with a firmer conclusion can we speak of a bootstrap operation rather than of a refutations. Often, to conclude, thead hoc nature of a fact-like statement is rooted in the theoretical background against which it is couched; given a different theoretical background and it fully falls into place, as the expression goes. If an observation report is at once a corollary of our scientific theory, then it is unproblematic. If it conflicts with our scientific theory, either we reject the theory or try to find an excuse for not rejecting it. When, however, a small theory which well integrates in our theoretical background is attacked by a well corroborated fact-like theory and all its defences are refuted, then a revolution may be under way. Such events may be rare, but they are the more interesting ones. At times we alter our whole theoretical outlook around a rather fact-like theory which then gets refuted.We then look silly from any viewpoint except that which takes the process to be a bootstrap operation!
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    Journal for general philosophy of science 4 (1973), S. 81-97 
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    Notes: Summary In the following pages, and hopefully as a contribution to the philosophy ofperson, I shall try to: (1) explore the notions of object and subject, and show briefly how these have been presupposed by, and have been articulated through, certain theories ofperson; (2) suggest an argument for the overlap of object and subject as the ground for a discussion of feeling and experiencing; (3) offer a neologism,coject, and its derivatives,cojective andcojectivity, as a new and fertile ground for the reconstruction of the present social sciences as human sciences. These steps are taken in the main attempt to lay a further basis for the exploration, investigation, description, and analysis ofperson through the methods of the human sciences.
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    Journal for general philosophy of science 4 (1973), S. 165-187 
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    Journal for general philosophy of science 4 (1973), S. 188-193 
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    Journal for general philosophy of science 4 (1973), S. 261-302 
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    Notes: Zusammenfassung Die Frage, ob die Gültigkeit alternativer begrifflicher Strukturen empirisch entscheidbar oder eine Sache der willkürlichen Festsetzung ist, wird, eingeschränkt auf den Fall der physikalischen Geometrie, diskutiert. Die erkenntnistheoretischen Komponenten der empirischen Bestimmung von metrischen und topologischen Eigenschaften des physikalischen Raumes werden in der neueren Wissenschaftstheorie verfolgt. In Anschluß an die Auseinandersetzung zwischen A. Grünbaum und H. Putnam wird eine Interpretation des semantischen Status des Kongruenzprädikates vorgeschlagen, die Schwierigkeiten im Verhältnis von Intension und Extension dieses Terms beseitigen soll. Bei der Konfrontation von Folgerungen aus der Konventionalitätsthese mit der dynamischen Raumtheorie, wie sie im Anschluß an Clifford von J. A. Wheeler entwickelt wurde, treten Unvereinbarkeiten auf, die in der Gegensätzlichkeit von absoluter und relationaler Raumauffassung gründen.
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    Journal for general philosophy of science 4 (1973), S. 335-344 
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    Topics: Philosophy , Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Summary The developmental trend in many fields of contemporary science is toward integrated general theories. These trends are viewed as essential components of the nature of science rather than expressions of arbitrary preferences of scientists. The law-like factors which lead science toward reliance on general theories include empirical as well as rational components. A model is proposed which exhibits the balance of the relevant factors as calling for increasing use of theories the primitive terms of which are progressively more abstract and general, though no less precise and empirically adequate.
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    Notes: Summary Science is considered as an open system that constitutes a sub-entity of the total system “society” and whose functions include the production, systematization, communication and application of knowledge. Since this system is made up of individuals and groups, its functions are dependent on psychological factors. This fact serves as a starting point for a psychology of science, which can contribute to optimizing scientific practice by treating the heuristic, organizational, technological, and normative aspects of scientific activity.
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    Journal for general philosophy of science 5 (1974), S. 1-8 
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    Journal for general philosophy of science 5 (1974), S. 74-93 
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    Notes: Summary Die Fragen nach der Funktion und der Effizienz der historischen Wissenschaften in ihrem Verhältnis zu den übrigen Wissenschaften und zur Gesamtheit menschlicher Lebensverhältnisse sind in der bisherigen Diskussion weitgehend hinter Methodenproblemen zurückgetreten oder unscharf geblieben. Sie werden hier im Blick auf das Theorie-Praxis-Problem als vorrangig behandelt und an Hand der Kategorie der Mediatisierung einer Lösung zugeführt, welche die historischen Wissenschaften interdisziplinär auf die systematischen und unter diesen auf solche bezieht, die auf die moderne Lebenswelt unmittelbaren Einfluß nehmen. Der anderwärts weiter auszuführende Entwurf interpretiert die Historie nicht mehr als Kompensativum, sondern als Organon des modernen technologischen Systems und versucht, ihren systematischen Ort nach Zielsetzung und Stellenwert (Prinzip der Verhältnismäßigkeit) neu zu bestimmen.
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    Journal for general philosophy of science 5 (1974), S. 94-122 
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    Notes: Summary The definition of Induction in the „topic“ is but a description of the prearistotelian process of generalisation. — The genuine aristotelian theory of induction does not concern general propositions but the objectonstruction; it tries to give a logical solution to the theory of anamnesis. — The inductive syllogism is not a summative induction but a suggestion that the relation of extensions of classes is the only criterion for the projectibility of known cases on unknown. — The stoics accept contraposition as the only form of scientific inference while the epicureans introduce a pure empirical criterion for sound general propositions. Both theories however, suggest an identification of the problem of induction with the problem of possibility. — Philoponos is the first author to give a classification of sciences from a methodological point of view. He rejects pure induction and proposes the hypothetico — deductive Method as a solution of the problem of induction.
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    Journal for general philosophy of science 5 (1974), S. 192-200 
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    Journal for general philosophy of science 5 (1974), S. 256-284 
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    Notes: Zusammenfassung Die Arbeit kritisiert den Versuch Imre Lakatos, durch eine Erweiterung und Veränderung eines falsifikationistischen methodologischen Programms einen funktionierenden Standard des Ausscheidens objektsprachlicher Theorien zu gewinnen. Dies leistet Lakatos auch nicht durch seine Wendung zur Historiographie, die eine Beurteilung konkurrierender methodologischer Programme ermöglichen soll. Immer bleibt seine Methodologie auf die Möglichkeit des Gehaltsvergleiches angewiesen, die nur in den restringiertesten Fällen vorliegen wird und fällt damit noch hinter die frühen Vorschläge Paul K. Feyerabends zurück. Lakatos kann in keiner Phase seiner methodologischen Entwürfe ein rationales Entscheidungskriterium begründen und flüchtet sich am Ende in einer restaurativen Wende in das angebliche kompetente Urteil der jeweils inthronisierten Wissenschaftlergemeinde. Damit aber gibt Lakatos einen methodischen Anspruch auf und läßt methodologische Reflexion in eine Art der ‘mob psychology’ degenerieren, wie er es ursprünglich gegenüber den methodologischen Auffassungen von Th. Kuhn vorgeworfen hatte.
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    Journal for general philosophy of science 5 (1974), S. 317-322 
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    Notes: Zusammenfassung Diese Abhandlung ist eine Ergänzung zum Abschnitt IIB meiner Abhandlung über „Die Giltigkeit von Aussagen“ (vgl. diese Zeitschrift, Bd. IV, Heft 1 (1973), S. 54–80). Die Giltigkeit von Normen bedarf einer ausführlicheren Begründung, weil sie problematisch erscheint. Eine Begründung von Normen wird durch den teleologischen Gesichtspunkt möglich: Wenn ein allgemein angestrebtes Ziel vorliegt, dann ergeben die Bedingungen für seine Erreichung Normen des Verhaltens, die von jedem anerkannt werden müssen, der das Ziel erreichen will. Das wird für die Normen gezeigt, welche das Verfahren der Erkenntnisbildung bestimmen; für die moralischen Normen, deren Begründung gegenüber der im zweiten Teil der „Grundlagen der Erkenntnis und der Moral“* verbessert wird; für die Normen des Rechts und schließlich für ästhetische Normen.
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    Journal for general philosophy of science 5 (1974), S. 359-362 
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    Journal for general philosophy of science 5 (1974), S. 375-389 
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    Journal for general philosophy of science 5 (1974), S. 123-124 
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    Journal for general philosophy of science 5 (1974), S. 138-191 
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    Notes: Summary The following overview of the present situation and recent trends in the philosophy of science in the USA brings together bibliographical and institutional evidence to document the last stages of the supersession (Aufhebung) of logical positivism, the emergence of the historical school (Toulmin, Hanson, Kuhn, Feyerabend), its widespread influence upon other fields as well as within philosophy of science, and finally some of the reactions to it, many of which envision their endeavors as mediations between the historical school and the older logical approaches As well as recording pertinent institutional trends, the report provides a series of capsule summaries of representative work from the extant literature primarily from 1966 to the present.
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    Journal for general philosophy of science 5 (1974), S. 201-209 
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    Journal for general philosophy of science 5 (1974), S. 218-225 
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    Notes: Zusammenfassung Kuhns These von dem außerlogischen Charakter wissenschaftlicher Revolutionen gilt bezüglich des Übergangs zur Quanten- und Relativitätstheorie nur für die „Philosophie“, nicht für die „Physik“ dieser Theorien. Zwischen der Physik und der Philosophie der Relativitätstheorie besteht außerdem eine auf Einstein zurückgehende Inkongruenz, welche den Grund für das sonst unverständliche Anhalten der Diskussion um das Uhren-„Paradoxon“ darstellt.
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    Journal for general philosophy of science 5 (1974), S. 285-303 
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    Notes: Summary Die naive Idee des wissenschaftlichen Fortschritts beruht auf der irrtümlichen Annahme, daß es absolute Tatsachen und Grundsätze gibt, auf denen aufbauend die Wissenschaft ein ständig verbessertes Bild der Wirklichkeit liefert und sich mehr und mehr einer absoluten Wahrheit nähert. Im Gegensatz dazu wird gezeigt, daß wissenschaftliche Tatsachen und Grundsätze nur innerhalb der Interpretationsschemata von„Systemmengen“ vermittelt werden können, von denen die jeweiligen„historischen Situationen“ bestimmt werden. Die Entwicklung der Wissenschaften wird durch Unstimmigkeiten innerhalb solcher Systemmengen und durch den darin begründeten Wandel hervorgerufen. Dabei liegt ein historischer Relativismus bloßer Fatalität oder Willkür nicht vor, weil nicht nur Kriterien für die Wahrheit von Aussagen innerhalb von Systemenlogisch, sondern weil auch die Systeme selbst samt ihren Veränderungen, und zwarsituationslogisch begründet werden können. Ist nun Wissenschaftsgeschichte „Systemgeschichte“, so kommen nur zwei Bewegungsformen in Frage, in denen Fortschritte erzielt werden können: Nämlich erstens „Systemexplikation“ und zweitens „Systemmutation“. Entsprechend ist ein Fortschritt I von einem Fortschritt II zu unterscheiden. Beide werden mit Hilfe des Begriffs „Harmonisierung einer Systemmenge“ genauer definiert.
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    Journal for general philosophy of science 5 (1974), S. 329-340 
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    Notes: Summary These remarks deal with the attempt of G. Klaus to establish a theory of knowledge by combining basic ideas of cybernetics and information theory with the position of dialectical materialism. Klaus underlines the materialistic approach and the importance of science, rather than Hegelian dialectics. Irrespective of the ideological issues, the following of Klaus' suggestions are debatable: (1) The connection between brain structure and logical reasoning. (2) Treating information and information processing as basic notions, although this does not account for the capacity of the human mind to inquire into any object whatever. (3) Regarding the evolution of mankind as a selection process, determined by the way in which signals from the environment are selected and elaborated. (4) Explaining creative thinking by the trial and error method. (5) Giving a naturalistic derivation of the goals and optimation criteria of the cybernetic system ‘man’ exclusively from its relation to environment.
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    Journal for general philosophy of science 5 (1974), S. 323-328 
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    Notes: Summary It is the purpose to examine Krafts arguments and proofs on the basis of the evidence which gives reality. His derivation of principles with unlimited validity is not succesful, judgements concerning “basic valuations of human culture“ being inhomogeneous and historically bound. The way to introduce norms into scientific statements by “teleological” foundation is only valid for “normal” principles, basic must be excluded. The fruitfulness of the first step is appreciated and illustrated by economic examples. Jointly in connection with this is the third question. In accordance with Kraft, the “ranking” of value judgements of different kinds must be solved without privileges. Scientific examination and foundation of value systems has its legitimacy, but relevant decisions of basic principles can only happen in the pre-scientific sphere. In order to avoid other value judgements in scientific contexts, one ought to dispose of really operational criterions. Today, there is an almost complete lack in the practical field. This is partly due to theoretical and dogmatic interpretations of science procedures. Critical science (“critical realism”) has to accept the provisional character of all scientific research and must, therefore, integrate those value judgements, which result from not fully testable hypotheses. Their “internalization” into the scientific progress of knowledge allows together to delete a great deal of this crucial point.
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    Journal for general philosophy of science 5 (1974), S. 341-358 
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    Notes: Summary A report on work in philosophy of science in Canada, especially surveying recent and on-going work in philosophy of physics, philosophy of biology, philosophy of the social sciences, philosophical logic (including studies in probability theory and foundations of mathematics), general problems in the methodology of science, and ancillary professional activities of Canadian philosophers of science.
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    Journal for general philosophy of science 5 (1974), S. 407-410 
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    Journal for general philosophy of science 5 (1974), S. 226-246 
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    Notes: Summary Die Überprüfung des Falsifikationismus kann im Lichte einer neuen Methodologie anhand wissenschaftsgeschichtlicher Beispiele erfolgen. Um 1640 wurde das Fallgesetz nicht aufgrund seines empirischen Gehalts, sondern aufgrund seiner logischen Beziehungen zu metaphysischen Annahmen als ernstzunehmende Hypothese betrachtet, die es empirisch zu prüfen galt; ferner wurde eine Falsifikation für die Verwerfung der horror-vacui-Theorie weder als hinreichend noch als notwendig angesehen. Diese wissenschaftsgeschichtlichen Tatsachen sind mit Hilfe der Methodologie der Forschungsprogramme, nicht aber mit Hilfe des Popperschen Falsifikationismus, rational interpretierbar und bestätigen damit die methodologische Kritik, die in den letzten Jahren am Wissenschafts- und Fortschrittskriterium Poppers geübt worden ist.
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    Journal for general philosophy of science 5 (1974), S. 308-316 
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    Notes: Zusammenfassung Der Artikel enthält eine Metakritik an einer von Vertretern der ‘Erlanger Schule’ vorgebrachten Kritik der Wissenschaftstheorie des Kritischen Rationalismus Poppers und Alberts. Von Janich/Kambartel/Mittelstraß war behauptet worden, das bei der Frage der Begründung wissenschaftlicher Sätze auftretende Trilemma von unendlichem Regreß, Zirkelschluß und axiomatischer Grundlegung beruhe auf einem „höchst eingeschränkten Verständnis von Begründung“ und könne durch den Begriff der Verteidigung bzw. Verteidigbarkeit von Behauptungssätzen aufgelöst werden. Es wird gezeigt, daß die Auflösung dieses Trilemmas nur vermeintlich ist, weil sie auf einer unzulässigen Änderung der Beweislastregelung beruht.
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    Journal for general philosophy of science 4 (1973), S. 224-260 
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    Notes: Summary Modern Philosophy of Science has not yet recognized the significance of physical invariance principles for science and daily life. In this paper we investigate as a simple example, how time independence or time translational invariance of natural laws determines the time scale. We start with informal definitions of the invariance of concepts and laws. We then ask if time independence is an essential feature of natural laws or if time dependent laws are plausible without loss of predictive relevance. In section 3 we investigate the question wether time independence of natural laws is a matter of convention. In sections 5–7 the determination of the time scale by time translational invariance is studied. In section 8 we study the conditions under which this determination is unique.
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    Journal for general philosophy of science 5 (1974), S. 390-406 
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    Journal for general philosophy of science 5 (1974), S. 363-374 
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    Notes: Summary Some of the problem areas in which British philosophers of science have recently been engaged are described and some of the major contributions noted. Two sets of problems are given special attention: one concerned with the analysis of probability statements and one concerned with the appraisal of scientific theories. Three traditions in the approach to this second set of problems are distinguished. These might be called the Carnapian, the Popperian and the Wittgensteinian traditions.
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    Journal for general philosophy of science 5 (1974), S. 9-38 
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    Notes: Summary Attention to criticism and growth! It appears Aristotle had a dialectical method with two main phases: a) doxographic induction — a form of re-collecting ideas of previous generations; it is related to Plato'sanamnesis. b) organisation of knowledge by classification (taxonomy); it is natural in view of Aristotle's organismic outlook. Against common misconceptions: Aristotle was not anti-empirical, nor anti-critical (dogmatic). Doxographic induction is a prime example of critical and “empirical” methodology. Against Popper: Aristotle's subscription to the ideal of certainty(episteme) is not the main source of dogmatism in the Aristotelian paradigm. A theory of science has to take cognizance of social settings, how these support or repress critical dialectical method. Against Feyerabend: Galileo's use of re-collection (methodological anamnesis) in his dialogues is not trick persuasion; it is a continaution of an old method, viz., doxographic induction. Granted that it has always had persuasive as well as other psychological aspects. It serves the double function of giving clues, and leading the mind into the frame of a paradigm. Finally, it is proposed that theory of science and classical scholarship must sometimes call on each other, just like theory of science and history of science.
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    Journal for general philosophy of science 5 (1974), S. 135-137 
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    Journal for general philosophy of science 5 (1974), S. 247-255 
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    Notes: Zusammenfassung Namen wie „Meta-“, „Peri-“, „Proto-“ usw. „-Philosophie“ wie auch „Philosophie der Philosophie“ sind nur neue Bezeichnungen der alten Disziplin Metaphysik.
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    Journal for general philosophy of science 5 (1974), S. 304-307 
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    Notes: Zusammenfassung Es wird gezeigt, daß K. Poppers Falsifikationsprinzip konsequenterweise nicht nur auf die zur Diskussion stehende Hypothese anzuwenden ist, sondern ebenso auf die Hypothesen, die für die Falsifikation als gültig angesehen werden. Dadurch wird der Entscheidungs-Charakter von Falsifikationen relativiert, eine befriedigende Übereinstimmung mit dem tatsächlichen methodologischen Vorgehen in den exakten Wissenschaften erzielt und somit ein Haupteinwand gegen Poppers Logik der Forschung gegenstandslos.
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    Higher education 2 (1973), S. 15-32 
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    Notes: Abstract The principles and purposes of modular instruction (MI), its advantages for both students and instructors, and a comparison between the conventional and modular approach are presented. Separate sections deal with implementation and management of MI and include a discussion of evaluation and cost. Several examples of modular formats in use at North American universities are described. Present evidence suggests that MI meets the needs of today's students more adequately than traditional instruction both with respect to the quality of learning and the content. However, certain problems may arise in implementing MI. These are presented from the perspective of the student, instructor, and administrator. Given its emphasis on individualized learning and its adaptability to large numbers of students, MI has emerged as one of the most promising alternatives in higher education today.
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    Notes: Abstract Two undergraduate statistics course designs were compared for their effects on attitudes involving perceived competency with respect to course content, the concept of psychology as a science, the social atmosphere within a course and the interest and value in the area of statistics and research design. One design involved the traditional format of lecture-laboratory-discussion while the other was modeled after Keller's personalized program involving the application of principles of behavioral analysis. The Keller design produced more positive attitudes with respect to perceived competency and the notion of psychology as a science. The attitudes toward the social atmosphere and the interest and value in the course were higher at the beginning of the personalized design and did not change as a result of the students' experiences in the courses. The outcomes seem to be a result of both the specific course design and the context or learning system in which the student functions.
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    Higher education 2 (1973), S. 175-176 
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    Higher education 2 (1973), S. 179-180 
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    Higher education 2 (1973), S. 183-184 
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    Higher education 2 (1973), S. 214-217 
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    Higher education 2 (1973), S. 222-224 
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    Higher education 2 (1973), S. 160-171 
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    Higher education 2 (1973), S. 255-257 
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    Higher education 2 (1973), S. 265-267 
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    Higher education 2 (1973), S. 275-299 
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    Notes: Abstract The paper discusses the problems of measuring the rate of return to women's education, and evidence is presented for nine countries which shows that the returns to secondary and higher education are on average two percentage points lower for women than for men, but in some countries they are actually higher. Education increases the earning capacity of women, and also increases their propensity to remain in the labour market. But some allowance must be made for the value of women's non-market work, for indirect benefits of education, and for psychic income. Various methods are suggested for measuring the non-monetary benefits of education, such as the intergeneration effect of a mother's education on the future achievement of her children, or the non-pecuniary benefits of employment for women in the labour force. The effects of discrimination on women's earnings and job prospects are discussed, and it is shown that a large part of the observed differential between male and female earnings is due to the concentration of women in low-income occupations. The paper concludes that the difference between the returns to education for men and women is less than is often suggested, particularly if some attempt is made to measure nonmonetary benefits. But the returns to women's education would be increased if there were a change in traditional attitudes leading to a more equal occupational distribution and better utilisation of women in the labour force.
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    Higher education 2 (1973), S. 343-356 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract As part of a wider study of organisation in a large College of Education, fifty-seven established staff members were interviewed and completed an Osgood-type instrument. The data from this instrument was subjected to Principal Components Analysis, and cluster analysis was used on the distance matrix calculated from the resulting component specifications. It is concluded that the clusters of staff members thus empirically identified are meaningful and consistent with interview responses and observational data. If internal staff groupings can be satisfactorily identified in relation to major issues in the enterprise by the use of such techniques, a useful tool for organisational analysis has been achieved, which holds out the hope that the internal politics of enterprises may be brought within the bounds of empirical research.
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    Higher education 3 (1974), S. 43-58 
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    Notes: Abstract The Human Capital theory, as ordinarily defined, is a “content” theory of the economic value of a higher education to its recipient or his employer. But non-vocational higher education offers by definition no such content. So why does it yield a higher income? Various theories are examined: 1) The degree is an external test, vastly expensive to society but very cheap to individual employers; 2) The degree course forms character, and that is a kind of human capital; 3) The degree course exercises the mind, and develops it like a muscle; 4) The degree confers social status; 5) Insistence on a degree, including now vocational degrees, is a restrictive practice by many trade unions. People also seek non-vocational higher education because it is publicly financed. There is a “Robbinsian” supply curve of higher education facilities. This is profoundly irrational, but all parties react rationally to it. No evidence connecting degree certificates with income could distinguish between Human Capital and most of these other theories. Possible statistical tests are discussed.
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    Higher education 3 (1974), S. 59-80 
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    Notes: Abstract It is widely believed that one publishes or perishes in academic life. This proposition is examined and evidence noted that shows salary and success of various kinds are related to publication. Teaching appears not to be rewarded. But this does not mean that one goal dominates university life. When one examines how academics spend their time, what they state as their interests and so forth, a different picture emerges. Moreover the actual publication output of most academics is not large, and evidence on how academics attain their appointments suggests that publication is less important than it might appear. Publication is not an oppressive requirement. Finally, a brief examination of the outlet for much academic publication, the journal market, is made.
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    Higher education 3 (1974), S. 165-186 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This paper considers several opportunities for research on the means of relating investment in higher education more closely to widely expressed desires for faster economic growth and for greater equity in educational opportunity. It does this against a background of policy issues related to growth and equity among income groups common to the current debates in the United States and Britain. Major basic policy trends in the U.S. are reviewed briefly first, with comparisons to some similar developments in Britain. These are then related to an underlying need for research to broaden the concept of human educational capital as a means of bringing findings closer to the needs of legislators' constituents and educational planners in democratic nations. Some preliminary evidence is included that suggests, for example, that not only expected monetary returns, but also expected nonmonetary returns reflecting the increasing value of time are important to students and their families as they decide to invest. The possibilities for research on means of aiding growth then are considered. They focus primarily on the opportunities inherent in early findings on relative rates of return to two year (e.g. Higher National Certificate, or junior college) programs, and the potential through adaptations in postsecondary education for speeding up application of basic science and new technology to production. Finally, research and preliminary findings on the regressive incidence of the net benefits of higher education among income groups is considered. It is suggested that there are some ways that higher education can contribute to faster economic growth while simultaneously contributing to equity.
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    Higher education 3 (1974), S. 247-249 
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    Higher education 3 (1974), S. 251-251 
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    Higher education 3 (1974), S. 265-284 
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    Notes: Abstract This paper discusses the system of higher education in China today. Eight years after the beginning of the upheaval known as the Great Proletarian Cultural Revolution, educational principles and practice are still considered experimental. New types of schools have been established, and old ones have been reoriented to conform to recent ideological imperatives. The administrative system has gone through a number of changes and is not yet standardized; innovative enrollment procedures, strongly influenced by social class considerations, are changing the complexion of the student body; teaching methods and curriculum combine teaching, productive labor and scientific research in an effort to relate higher education more closely to the economic and social needs envisioned by the Maoist leadership. The paper concludes that it is too early to make definitive judgments about the viability of the system, regardless of the criteria used, but suggests that assessments of the quality of higher education in China must start from a recognition of the fact that it is an integral part of the total effort to revolutionize society.
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    Higher education 3 (1974), S. 315-330 
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    Notes: Abstract This paper defines the two-year college as an institution offering tertiary education for any of a broad range of needs terminating in a sub-baccalaureate degree with perhaps various certificates as well for completion of still shorter programs. A global overview of developments outside of the United States is followed by an intensive discussion of two-year college developments in Japan and in Canada. In the final section of the paper, some of the chief areas of concern in this phase of higher education are noted. The number of two-year colleges outside of the United States is growing steadily and will soon exceed the number within that country. The private junior college, vocationally oriented, is the principal type to be found in Japan. In Canada, three types are noted, the Western colleges fitting quite well the definition adopted here, the heavily career-oriented schools, and the unique CEGEP's of Quebec province. Other nations offer still more variations on the basic theme. Access to higher education and the generally lower prestige of the two-year college are the two chief issues in the university parallel curriculum. Economic development of nations is brought to bear upon career curricula. Student services and community services are fields not yet widely ventured upon. The questions of support, control, and development are complex ones, concerning which each nation may learn much from the experiences of others.
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    Higher education 3 (1974), S. 469-471 
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    Higher education 2 (1973), S. 267-270 
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    Higher education 2 (1973), S. 301-324 
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    Notes: Abstract British universities differ considerably in the strength of their research orientation. Those of higher prestige tend to have a stronger orientation towards research, while those of lower prestige have a weaker research orientation, A university that is strongly research oriented in one group of subjects is likely to be so in the others it teaches too. It is the conventional wisdom that a good researcher is likely to be a good teacher at undergraduate level, and the negative relationship between the degree of research orientation and undergraduate wastage rates provides some slight support for this. The relationship between research and teaching seems to be more an indirect one (that anyone with the ability to do good research is likely to have the ability to teach well at university level) than a direct one (research makes a university teacher a better teacher).
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    Higher education 2 (1973), S. 385-389 
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    Higher education 2 (1973), S. 493-500 
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    Research in higher education 1 (1973), S. 367-378 
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    Notes: Abstract The problem of measuring instructional effectiveness was examined, and a rationale was offered for employing “student progress on relevant objectives” for this purpose. To assess such progress, it was suggested that instructor ratings of the importance of objectives be combined with student ratings of progress on these objectives. On the basis of this suggestion, data were collected from 708 undergraduate classes at Kansas State University. An analysis of these data resulted in the following conclusions: 1. Faculty members appeared to make reliable judgments of the relative importance of these objectives. 2. Student progress ratings were made with acceptable reliability when there were 20–25 raters. Reliability of the overall progress measure was satisfactory when only 10 raters were used. 3. Students used some discrimination in rating progress on various objectives, but their ratings were also noticeably subject to the halo effect. 4. An indirect test of the validity of class progress ratings yielded positive results. The proposed method of evaluating instruction appears generally feasible and useful. Its application would provide a practical approach to judging teaching success. Such an approach is essential before investigations can be undertaken of how teaching might be improved.
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    Research in higher education 1 (1973), S. 389-400 
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    Notes: Abstract Institutional characteristics for the total population of more than 2,300 American colleges and universities are related to the proportionate foreign student enrollment in each institution through stepwise multiple-regression analysis. Large proportionate numbers of foreign students are enrolled in American private colleges, in colleges located in the West, and in institutions of high quality (as determined by institutional revenue and average achievement test scores of enrolled students). It is proposed that American institutions of higher education, particularly those which are found to enroll proportionately few foreign students, undertake efforts to increase their ratio of foreign to domestic students. A broad discussion is also presented with respect to the educational experience of foreign nationals in the United States and the institutional and national policies which affect foreign students. Given the greater balance in the supply-demand situation of highly trained American manpower in the 1970s, and the availability of many unfilled student positions in American institutions, the implementation of such policies and programs may allow a greater inflow of foreign students to domestic colleges.
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    Research in higher education 1 (1973), S. 401-413 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The objective of this study is to empirically explore the extent to which public two-year colleges in this country are characterized by open admissions policies and by comprehensive curricula, as well as the extent and nature of programs for the disadvantaged within these institutions. Utilizing a stratified sampling design developed by the research staff of the American Council on Education, a precoded original questionnaire was mailed in the spring of 1971 to the chief administrative officer for each institution in the sample. It was found that only a little over half of the colleges have the curricula offerings and admissions policies of exemplary community colleges, but that all reported special courses, programs, or services for the academically disadvantaged minority group. However, only 40% of our sample indicated that they have developed special programs (as opposed to courses or services). Too, community colleges with programs require (1) more resources in preparing faculty for dealing effectively with the disadvantaged, (2) additional emphasis on recruitment of the disadvantaged, and (3) more attention to developing courses in ethnic studies.
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    Research in higher education 1 (1973), S. 379-387 
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    Notes: Abstract Academic careers of the 123 students admitted to a doctoral program in psychology between 1963–1967 were reviewed. The attrition rate was 35%, while 29% completed a Ph.D. within four years. While there was no evidence that women were discriminated against in acceptance, attrition was significantly higher among them than among men. Fifteen traditional predictors including GRE scores, undergraduate GPA, letters of recommendation, and prior graduate work were correlated with 13 criteria such as first and later years' graduate GPA, first-year faculty evaluation, withdrawal from program, and completion of Ph.D. Correlations of predictors with the four most important criteria of graduate success revealed that undergraduate GPA, letters of recommendation, major, and quality of undergraduate department were correlated positively with first-year performance but not with eventual success. The best predictors of the ultimate criterion, the Ph.D., were having a master's degree at entrance, age and marital status (the latter two highly correlated with the first), and first-year faculty evaluation. Inasmuch as the last was the best single predictor of the long-term criteria of years of successful study and obtaining the Ph.D., it is suggested that more attention be given by departments to the systematic development and use of early faculty evaluations of the performance of selected students rather than continuing to be concerned with perfecting selection.
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    Research in higher education 1 (1973), S. 414-414 
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    Research in higher education 2 (1974), S. 291-303 
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    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Over 2000 undergraduates for whom SAT scores were available completed the Student Orientations Survey (SOS) and the Rotter I-E Control Scale. F tests showed that high SAT-Verbal scores were associated with an Exploratory orientation to college, and low SAT-Verbal scores with a Preparatory outlook. Low SAT-Math scores were associated with three of the Preparatory scales, but also with three of the Exploratory scales of the SOS. In terms of SOS results, individuals with high-Verbal/low-Math scores tended to have an Exploratory orientation and individuals with low-Verbal/high-Math scores were more Preparatory in their outlook toward college. SAT pattern was not associated with Rotter I-E scores. The relationship between I-E scores and SOS scale scores indicated that “inner control,” as measured by the Rotter scale, does not appear to be synonymous with autonomy and a liking for self-direction. Suggestions for further research into the congruence of students' educational attitudes with institutional philosophies, departmental objectives, and the orientations of instructors were discussed.
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    Research in higher education 2 (1974), S. 406-406 
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    Research in higher education 2 (1974), S. 391-405 
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    Notes: Abstract This paper compares academic achievement of The University of Calgary undergraduate population with that of transfer students from Alberta community colleges for the four academic years 1968–1972. The comparison is made using four measures: percentage distributions of student grade point averages, percentage distributions of grades, course grade point averages, and withdrawals. The measures were taken along several dimensions, including faculty of student registration, year of student academic program, and academic discipline and level of courses taken. Transferring students do not succeed academically as well as the total university student population. For example, in 1971/72 the average grade points achieved in all courses was 2.49, while the college transfer student subset achieved only 2.33. The corresponding figures for 1970/71 were 2.45 versus 2.24; for 1969/70, 2.41 versus 2.23; and for 1968/69, 2.38 versus 2.16.
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    Research in higher education 2 (1974), S. 57-64 
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    Research in higher education 2 (1974), S. 25-43 
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    Notes: Abstract Longitudinal data on a national sample of undergraduates, along with institutional data, were used in a study of the College Science Improvement Program of the National Science Foundation. In Phase 1, the characteristics of institutions which received COSIP grants were examined. It was found that these institutions were more selective, more affluent, and had a higher percentage of Ph.D.'s on the faculty than nonrecipients. In Phase 2, the relationships between COSIP support and a variety of student outcomes were analyzed while controlling for initial, potentially biasing differences. Among the findings: students in schools which had received COSIP grants were more likely to aspire toward the Ph.D. and to plan on doing research and were less likely to transfer out of that college.
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    Research in higher education 2 (1974), S. 45-55 
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    Notes: Abstract Characteristics of potential students for a multi-media off-campus approach to college education were determined. Key questions focused on unique student characteristics and needs which would influence course development. Responses from 4,000 adults and high school students were screened to develop a pool of “likely” clientele. This group proved to be significantly different from an uninterested group, but quite heterogeneous in age, education, and interests. Results indicate that planners of a program modeled after England's Open University must attend to individual differences much greater than those encountered in typical on-campus settings.
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    Research in higher education 2 (1974), S. 65-79 
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    Notes: Abstract A survey of University of Pittsburgh student participation in the 1970 election suggests that college students may not exert the independent political influence that many predicted. Pittsburgh students tend to participate within the established party system, to accept traditional party labels (especially the party identity of their parents), and to participate in those (higher-order) political activities usually performed by college-educated adults. Although students may be concerned with effecting programmatic change, radical political activity common to the 1960s is on the want. Our data suggest, further, that the findings and conclusions of the voting studies of the 1950s still apply.
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    Research in higher education 2 (1974), S. 81-88 
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    Notes: Abstract Measures of teaching effectiveness, scholarly publication, and average salary adjustments were interrelated for a sample of 222 experienced college teachers. A moderate relationship was found between scholarly productivity and salary increases, and a more modest relationship existed between teaching effectiveness and salary. Scholarly publication and teaching effectiveness were independent, however.
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    Research in higher education 2 (1974), S. 98-98 
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    Research in higher education 2 (1974), S. 89-97 
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    Notes: Abstract In order to plan appropriate cooperative programs for particular higher education consortia, it is necessary to identify the characteristics of these organizations. The spatial configuration technique was used to illustrate the impact of eleven variables of the member institutions in differentiating among four consortia. Six of the variables — Control, Highest Degree Awarded, Percentage of Males, Math SAT Scores, Conventional Orientation, Scientific Orientation, and Endowment — were found to be significant in differentiating among the consortia. It was concluded that the spatial configuration technique was an effective way of visually comparing those consortia composed of member institutions, which as groups had similar and dissimilar characteristics.
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    Research in higher education 2 (1974), S. 99-107 
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    Notes: Abstract Educational research has lost considerable prestige in recent years. The optimism of the 1960's has not been fulfilled and educational research has been relegated to a defensive position. If the findings of educational research are to be more intuitively appealing, readily understood, and widely accepted, educational researchers should give better attention to the reduction of needless methodological complexity and to the improvement of conceptual clarity. To focus attention on this necessity, a minimax principle is suggested in which the educational researcher should seek to minimize the maximum methodological complexity that is necessary to produce a satisfactory degree of conceptual clarity
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    Research in higher education 2 (1974), S. 119-132 
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    Notes: Abstract Two competing units in teacher education were combined into a single unit at the University of North Dakota. In the first year of the new unit, the Center for Teaching and Learning, several decisive activities have taken place. Among those activities is the formation of three standing committees and the major decision making body, the constituency council. The voting patterns for the committees and the constituency council were investigated, with a major interest in any factionalization in the voting patterns. Generally, the effectiveness of voting blocks was rather limited, indicating a reasonably satisfactory integration of the two competing units.
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    Research in higher education 2 (1974), S. 109-117 
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    Notes: Abstract The curriculum change for which these projections were made included eliminating traditional distribution requirements in favor of interdisciplinary programs and increased student electives. The plan allowed study of the staffing needs and anticipated effects upon departmental offerings. The projections provided estimates of the number of students who would take each type of course and indicated that the new curriculum could be staffed by eliminating previously required introductory courses. Updated each year, the plan served as a guide for departmental offerings and for the hiring of new faculty. The projection methods employed would be helpful for schools anticipating curricular changes or as a general guide in planning faculty allocations from year to year.
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    Research in higher education 2 (1974), S. 133-143 
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    Notes: Abstract To observe the impact of an experimental human relations course and to compare changes occurring in students in this course with changes in students having other University experiences, most University of Minnesota entering freshmen were asked to complete the Rokeach Dogmatism Scale before the beginning of the school year in 1970, and selected groups were retested at the end of the first quarter. Mean dogmatism scores for all groups, including the experimental group, declined. In terms of dogmatism, the results did not suggest that the experimental course had a unique effect on students. Students selecting varying college experiences differed extensively at both times of testing and retesting.
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    Research in higher education 2 (1974), S. 207-220 
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    Notes: Abstract The purpose of this study was to compare Danish and U.S. attitudes toward minority groups (blacks and mediterraneans) in a controlled study, and to provide evidence for the extent to which attitudes toward minorities can be generalized. Using analysis of variance, results indicated that white subjects, whether Danish or American, generally hold negative attitudes toward culturally relevant minority groups, but Danes did not feel quite as negative toward mediterraneans as Americans did towards blacks. However, Danes were very positive toward blacks (a non-culturally relevant minority). The results support the generalizing of the concept of the culturally relevant minority group.
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    Notes: Abstract A survey of 108 large universities indicated that median new black freshmen enrollment has increased nationally to 5% in Fall 1972, from 4% in 1971 and 1970 and 3% in 1969. Open admission for all students was employed by 16% of the schools in 1972 compared to 12% in 1971. Schools were generally employing fewer selection variables in 1972 than previously. Schools with special programs for blacks were down to 54% in 1972 from 60% in 1971, although more special programs for American Indian and Spanish speaking students existed (14% in 1972, 8% in 1971), while private universities cut back considerably in all special programs. Results are discussed in terms of literature on minority admissions and current social trends.
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