Debating Cognitive Existentialism

Values and Orientations in Hermeneutic Philosophy of Science

Series:

Editor: Dimitri Ginev
Cognitive existentialism is a version of hermeneutic philosophy. The volume provides a summation of the critical approaches to this version. All essays are engaged in probing the value of universal hermeneutics. Drawing on various conceptions developed in analytical and Continental traditions, the authors explore the interpretative dimensions of scientific inquiry. They try to place the projects of their investigations in historical, socio-cultural, and political contexts. The task of extending hermeneutics to the natural sciences is an initiative of much relevance to the dialogue between the scientific and humanistic culture. A special aspect of this dialogue, addressed by all authors, is the promotion of interpretive reflexivity in both kinds of academic culture.

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Biographical Note

Dimitri Ginev, Ph.D. (1983), University of Sofia, is Professor of Critical Theory, History of Modern Hermeneutics, and Hermeneutics of Science. He has published many articles and monographs on these topics, including the books, The Context of Constitution (Springer, 2006), and Practices and Possibilities (Königshausen & Neumann, 2013).

Table of contents

Preface
Introduction The Road to Cognitive Existentialism, EMIL LENSKY
ONE On the Status of Theoretical Objects in Science according to Cognitive Existentialism, ARVIN VOS
TWO Theory and Theoretical Objects in an Existential/Hermeneutic Conception of Science, ROBERT CREASE
THREE Practice Theories: Scientific Charms, Divine Spells, EVALDAS JUOZELIS
FOUR Rejecting Cartesian Cuts: Choosing Sellars over Ginev’s Heidegger, FABIO GIRONI
FIVE Scientific Practice and Modes of Epistemic Existence, JEFF KOCHAN
SIX The Unfinished Project of Cognitive Existentialism, DIMITRI GINEV
ABOUT THE AUTHORS
INDEX

Readership

Historians of modern science, Continental and analytical philosophers of science, cultural theorists, cognitive sociologists, ethnomethodologists, experts in science education.

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