Thomas A. Fay Heidegger and the Formalization of Thought 1 Dagfinn F011esdal The Justification of Logic and Mathematics in Husserl's Phenomenology 25 Guillermo E. Rosado Haddock On Husserl's Distinction between State of Affairs (Sachverhalt) and Situation of Affairs (Sachlage) ... 35 David Woodruff Smith On Situations and States of Affairs 49 Charles W. Harvey, Jaakko Hintikka Modalization and Modalities ... 59 Gilbert T. Null Remarks on Modalization and Modalities 79 J.N. Mohanty Husserl's Formalism 93 Carl J. Posy Mathematics as a Transcendental Science 107 vi Gian-carlo Rota Mathematics and the Task of Phenomenology 133 John Scalon "Tertium Non Datur:" Husserl's Conception of a Definite Multiplicity ... 139 Thomas M. Seebohm Psychologism Revisited 149 Gerald J. Massey Some Reflections on Psychologism 183 Robert S. Tragesser How Mathematical Foundation all but come about: A Report on Studies Toward a Phenomenological Critique of Godel's Views on Mathematical Intuition. . 195 Kenneth L. Manders On Geometric Intentionality 215 Dallas Willard Sentences which are True in Virtue of their Color ... 225 John J. Drummond Willard and Husserl on Logical Form 243 Index of Names 257 Index of Subjects 259 PREFACE The phenomenology of logic and ideal objects is the topic of Husserl's Logical Investigations. This book determined the early development of the so called phenomenological movement. It is still the main source for many phenomenologists, even if they disagree with Husserl's transcendental turn and developed other phenomenological positions or positions beyond phenomenology he early sense.

In Awangarda, Lisa Cooper Vest explores how the Polish postwar musical avant-garde framed itself in contrast to its Western European counterparts. Rather than a rejection of the past, the Polish avant-garde movement emerged as a manifestation of national cultural traditions stretching back into the interwar years and even earlier into the nineteenth century. Polish composers, scholars, and political leaders wielded the promise of national progress to broker consensus across generational and ideological divides. Together, they established an avant-garde musical tradition that pushed against the limitations of strict chronological time and instrumentalized discourses of backwardness and forwardness to articulate a Polish road to modernity. This is a history that resists Cold War periodization, opening up new ways of thinking about nations and nationalism in the second half of the twentieth century.

In this bold and original book, the author develops a provocative theory about the metaphysics of material objects. According to this view, visible inanimate objects such as ships or mountains or stars do not, strictly speaking, exist.

The Heterodox Yoder provides a critical rereading of Yoder's corpus through his own conviction that discipleship is, most basically, ethics. Tracing the development of Yoder's theological foundations through to their final role in redefining Jewish-Christian and ecumenical relations, this volume explains why the appropriation and use of the language of politics eventually constrains Yoder's ethical vision to the point that it reframes Christianity within the limits of social ethics alone. Because this vision self-consciously excludes or, at best, relativizes many of the claims of orthodox Christianity (including but not limited to the ecumenical creeds), Martens concludes that Yoder's Christian ethic is best described as heterodox.

The image of a teacher and of teaching has recently gone through far-reaching changes. However, to reflect prejudices and well-established habitus and to find ways to disclose them in a professional way has always been a central topic of practical pedagogy. The same applies for methodological and methodic scientific questions. In this treatise, the professional field in question is reconstructed in theoretical as well as in methodological distance. The book addresses teachers and, professionals in the field of school development as well as researchers. Anja Kraus, PhD, studied Educational Sciences, Philosophy and Arts Education in Berlin. From 2004 to 2013 she was Assistant Professor for Educational Sciences at the Pädagogische Hochschule Ludwigsburg and since 2013 she has been Assistant Professor for Educational Sciences at the Linné-University Växjö/Sweden. Main research: pedagogical learning theories, physicalness in schools, integration of artistic positions into didactical concepts and into empirical teaching research, heterogeneity in schools and anthropological issues. Dr. phil. Anja Kraus, phil. mag., Studium Erziehungswissenschaft, Philosophie und Lehramt Kunst in Berlin. 2004-2013 Juniorprofessorin für Erziehungswissenschaft an der Pädagogischen Hochschule Ludwigsburg, seit 2013 Ass. Prof. für Bildungswissenschaft an der Linnéuniversität Växjö/Sweden. Forschungsschwerpunkte: Pädagogische Lerntheorien, Körperlichkeit in der Schule, Integration von künstlerischen Positionen in didaktische Konzepte und in die empirische Unterrichtsforschung, Heterogenität in der Schule, anthropologische Fragen