Hermann Cohen and Kant's Concept of Experience

In this essay I offer a partial rehabilitation of Cohen’s Kant interpretation. In particular, I will focus on the center of Cohen’s interpretation in KTE, reflected in the title itself: his interpretation of Kant’s concept of experience. “Kant hat einen neuen Begriff der Erfahrung entdeckt,”7 Cohen writes at the opening of the first edition of KTE (henceforth, KTE1), and while the exact nature of that new concept of experience is hard to pin down in the 1871 edition, he states it succinctly in the second edition (henceforth KTE2): experience is Newtonian mathematical natural science.8 While this equation of experience with mathematical natural science has few contemporary defenders, I believe it is substantially correct, with one important qualification. Kant uses the term Erfahrung in a number of different senses in the Kritik der reinen Vernunft (henceforth, KrV). I will argue that a central, and neglected, sense of that key technical term aligns with Cohen’s reading; what Kant sometimes refers to as ‘universal experience’ (sometimes, simply ‘experience’) is, in broad outlines, correctly interpreted by Cohen as mathematical natural science

Kant, Bolzano, and the Formality of Logic

In §12 of his 1837 magnum opus, the Wissenschaftslehre, Bolzano remarks that “In the new logic textbooks one reads almost constantly that ‘in logic one must consider not the material of thought but the mere form of thought, for which reason logic deserves the title of a purely formal science’” (WL §12, 46).1 The sentence Bolzano quotes is his own summary of others’ philosophical views; he goes on to cite Jakob, Hoffbauer, Metz, and Krug as examples of thinkers who held that logic abstracts from the matter of thought and considers only its form. Although Bolzano does not mention Kant by name here, Kant does of course hold that “pure general logic”, what Bolzano would consider logic in the traditional sense (the theory of propositions, representations, inferences, etc.), is formal. As Kant remarks in the Introduction to the 2nd edition of Kritik der reinen Vernunft , (pure general) logic is “justified in abstracting – is indeed obliged to abstract – from all objects of cognition and all of their differences; and in logic, therefore, the understanding has to do with nothing further than itself and its own form” (KrV, Bix).

Platonism in Lotze and Frege Between Psyschologism and Hypostasis

In the section “Validity and Existence in Logik, Book III,” I explain Lotze’s famous distinction between existence and validity in Book III of Logik. In the following section, “Lotze’s Platonism,” I put this famous distinction in the context of Lotze’s attempt to distinguish his own position from hypostatic Platonism and consider one way of drawing the distinction: the hypostatic Platonist accepts that there are propositions, whereas Lotze rejects this. In the section “Two Perspectives on Frege’s Platonism,” I argue that this is an unsatisfactory way of reading Lotze’s Platonism and that the Ricketts-Reck reading of Frege is in fact the correct way of thinking about Lotze’s Platonism

Transcendental Idealism Without Tears

This essay is an attempt to explain Kantian transcendental idealism to contemporary metaphysicians and make clear its relevance to contemporary debates in what is now called ‘meta-metaphysics.’ It is not primarily an exegetical essay, but an attempt to translate some Kantian ideas into a contemporary idiom

Cruise noise of the 2/9th scale model of the Large-scale Advanced Propfan (LAP) propeller, SR-7A

Noise data on the Large-scale Advanced Propfan (LAP) propeller model SR-7A were taken in the NASA Lewis Research Center 8 x 6 foot Wind Tunnel. The maximum blade passing tone noise first rises with increasing helical tip Mach number to a peak level, then remains the same or decreases from its peak level when going to higher helical tip Mach numbers. This trend was observed for operation at both constant advance ratio and approximately equal thrust. This noise reduction or, leveling out at high helical tip Mach numbers, points to the use of higher propeller tip speeds as a possible method to limit airplane cabin noise while maintaining high flight speed and efficiency. Projections of the tunnel model data are made to the full scale LAP propeller mounted on the test bed aircraft and compared with predictions. The prediction method is found to be somewhat conservative in that it slightly overpredicts the projected model data at the peak

Neue Medien unter der Organisationsperspektive. Eine empirische Untersuchung in der Weiterbildung

Gesellschaftliche Modernisierungsprozesse haben zu immensen Veränderungsprozessen auf allen Ebenen gesellschaftlichen Lebens geführt. Wirtschaft, Politik, Bildungswesen etc. sind als Gesamtsysteme davon betroffen, genauso wie die Institutionen und Organisationen, die in deren Rahmen agieren. Stehr (2000, S. 17) spricht davon, dass wir uns in einem „Übergangsstadium zwischen zwei Gesellschaftsformationen“ befinden und meint damit den Übergang von der „Industriegesellschaft“ zur „Wissensgesellschaft“, in der Wissen konstitutiv für die Gesellschaftsformation ist. Mit dem Bedeutungszuwachs der Ressource „Wissen“ gehen Prozesse der voranschreitenden gesellschaftlichen Ausdifferenzierung einher. So unterschiedlich die sozialwissenschaftlichen Analysen der Gesellschaftsformation und die daraus gefolgerten theoretischen Konstrukte auch sein mögen (vgl. u.a. Beck 1986, Castells 2001, Gross 1994, Schulze 1993), wird doch in einem besonderen Maße die Entwicklung von Technik, besonders der Informations- und Kommunikationstechniken (im Folgenden: Neuen Medien), als ein wichtiger Motor der gesellschaftlichen Veränderungsprozesse gesehen. Besonders Castells (2001) hat die gesellschaftliche, kulturelle und ökonomische Bedeutung der Neuen Medien in seiner Studie über die Netzwerkgesellschaft eindrucksvoll herausgearbeitet

Interactions between teaching assistants and students boost engagement in physics labs

Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement relates to learning. For the TAs, we record data to determine how they adhere to and deliver the lesson plan and how they interact with students during the lab. For the students, we use observations to record the level of student engagement and pre- and post-tests of lab skills to measure learning. We find that the frequency of TA-student interactions, especially those initiated by the TAs, is a positive and significant predictor of student engagement. Interestingly, the length of interactions is not significantly correlated with student engagement. In addition, we find that student engagement was a better predictor of post-test performance than pre-test scores. These results shed light on the manner in which students learn how to conduct inquiry and suggest that, by proactively engaging students, TAs may have a positive effect on student engagement, and therefore learning, in the lab.Comment: 27 pages, 8 figures. v2: Revised for clarity and concision. Version accepted to Physical Review Special Topics - Physics Education Researc