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Which clippings match 'Objective World' keyword pg.1 of 1
03 MARCH 2013

The trouble with Kant's spatial metaphor

"In consequence of this revolutionary assertion Kant states that: 'Space is not an empirical concept which has been derived from outer experiences.' (B/38) On the contrary: '…it is the subjective condition of sensibility, under which alone outer intuition is possible for us.' (A/26; B/42)

In other words, Kant asserts that space (and time) are not objective, self–subsisting realities, but subjective requirements of our human sensory–cognitive faculties to which all things must conform. Space and time serve as indispensable tools that arrange and systemize the images of the objects imported by our sensory organs. The raw data supplied by our eyes and ears would be useless if our minds didn't have space and time to make sense of it all. ...

Kant's view of space (and time) is the groundwork of his Critique [of Pure Reason], However the inseparable bond he claimed between geometry and the nature of space serves to undermine his case rather than support it. ...

When Kant refers to geometry, he must mean Euclidean geometry, since Non–Euclidean geometry, the brainchild of the 19th Century, was unknown to him. Hence space, in Kant's philosophical system must conform to Euclidean geometry. Norman Kemp Smith, in his Commentary on the Critique, remarked that for Kant '…space in order to be space at all, must be Euclidean.'

Space, in Euclidean Geometry, is a concept which is independent of the attributes of our human minds and senses. The word Geometry is derived from Greek – geo 'earth', and metron 'to measure', namely 'earth measurement'. With such semantic–conceptual roots its hardly conceivable that Euclid regarded Geometry as divorced from an objective independent space."

(Pinhas Ben–Zvi, 2005, Philosophy Now)

Ben–Zvi, P. (2005). "Kant on Space." Philosophy Now, January/February 2005(49).

TAGS

cartographic metaphor • Critique of Pure Reason • empirical concept • Euclidean geometryeyes and earsgeometryGottfried Leibniz • human minds • human perception • human senses • human sensory-cognitive faculties • Immanuel KantIsaac Newtonlogical-analytical paradigmmetaphors of reality • nature of space • Non-Euclidean geometry • Norman Kemp Smith • noumena • noumenon • objective independent space • objective knowledgeobjective realityobjective world • outer experiences • philosophical system • self-subsisting realities • semantic construct • sensory organs • space and timespatial metaphorsubjective conditiontime

CONTRIBUTOR

Simon Perkins
14 NOVEMBER 2010

The new definition of scholarship: how will it change the professoriate?

"Several scholars have begun to see change in the definition of scholarship as demanding a change in our understanding of epistemology. Eugene Rice constructs a matrix of knowledge based on dichotomies of active practice vs. reflective observation, and concrete, connected knowing vs. abstract, analytic knowing. He points out that the push for a more concrete, connected way of knowing requires a multidimensional pedagogy. He quotes Cornell West as saying, 'To put it crudely, ideas, words, and language are not mirrors which copy the 'real' or 'objective' world but rather tools with which we cope with 'our' world' (Rice, 1996, p. 16). The stuff of scholarship is all intertwined within itself and connected to real life, not separate from it. The faculty who would engage this pedagogy must have grounding in a rich model of scholarship in order to become what Rice calls a complete scholar:

The complete scholar would have a sense of the way in which different forms of scholarly work interrelate and enrich one another, and would be capable of moving with ease from one scholarly task to another. The tensions between connected knowing and analytical capabilities, on the one hand, and reflection and active practice, on the other, would be nurtured and built upon rather than resisted and minimized (p. 22)."

(Arthur L. Dirks, 4 December 1998)

Rice, R. E. (1996. ). Making a place for the new American scholar (Working paper No. 1). Washington, D.C.: American Association for Higher Education. In Forum on Faculty Roles and Rewards).

Dirks, Arthur L. (1998). The new definition of scholarship: How will it change the professoriate? Published on–line by author (http://webhost.bridgew.edu/adirks/ald/papers/skolar.htm). Bridgewater, Mass. Boston.

Fig.1 A Community Concern, 'Bronx Youth Forum to End School Overcrowding'.

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TAGS

1998 • abstract knowing • active practice • analytic knowing • analytical capabilities • complete scholar • concrete knowing • connected knowing • connected way of knowing • Cornell West • dichotomyepistemologyErnest Boyer • Eugene Rice • faculty members • intertwined • matrix of knowledge • multidimensional pedagogy • objective worldour worldpedagogyreal lifereal worldreflection • reflective observation • scholarly work • scholarship • scholarship model • the definition of scholarship • tools

CONTRIBUTOR

Simon Perkins
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