Suchergebnisse

I. Introduction to Franz Brentano's Philosophy -- 1. Problems of Interpretation -- 2. General -- II. The Early Position -- 1. About the concept of truth. Early criticism of the correspondence theory -- 2. Arguments for the Existence of entia rationis -- III. The Transition -- 1. Analysis of Linguistic Function -- 2. Arguments against the Existence of entia rationis -- IV. The Transition and Background -- 1. Mental Acts -- 2. Judgements -- 3. An attempt to retain the correspondence theory without entia rationis -- V. Late position (critical part) -- 1. Criticism of the correspondence formula res -- 2. Criticism of the correspondence formula intellectus and adequatio -- VI. Late position (positive part) -- 1. Truth -- 2. Evidence -- VII. Ramifications of the analysis of truth -- 1. Self-evident judgements, 'a priori' and 'a posterioir' -- 2. The relation between self-evident and demonstrable knowledge -- Concluding Remarks -- Appendices.

Participation - the idea of having a share in management and in profits - could be considered as the new concept to be applied in the Maltese Economy as far as the 'employed' are concerned, in the 1980s. The principle, when it comes to Education, may be examined in terms of various sectors - students, parents, teachers, private schools, local state schools, national policy and government. It is therefore pertinent to note what has been said so far as regards Teacher Participation. It has been claimed that it "is not incompatible with a sound educational policy". Far back in 1969, CASE (England) declared that teachers should have a right to be involved at all levels of planning and consultation on matters of vital educational concern. For the teacher's role in education is changing: he cannot act in an authoritarian atmosphere. He has to be accepted as the social operator who collects ideas, hypotheses and changes and makes them known to the masses. He is an animator and promoter of ideas, necessities and cultural and social fermentations. ; peer-reviewed

It is one of the contradictions of our time that, in an age of internationalism, education in all countries continues to be oriented very much towards the nation state. There are two principal reasons for this predicament. The first is that education is still financed and prescribed by local, provincial and, in some cases, national governments without being exposed appreciably to the broadening influences of supra-national organizations. The second is that educational institutions are prone to resist change and, indeed, as they find uncertainty in the complexities of the contemporary world, prefer, as McLuhan says, to look in the rear-view mirror.