Between Wolff and Kant: Merian's Theory of Apperception

Thiel, Udo

doi:10.1353/hph.1996.0038

Cited by 68 publications

(10 citation statements)

References 6 publications

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“…An appropriate apperception should be able to bring a cognitive conflict (Thiel, 1996) in this case, especially to the students. This conflict of cognition will be utilised in the learning process.…”

Section: The Procedures Of Apperception For Learning Motivationmentioning

confidence: 99%

The Apperception Approach for Stimulating Student Learning Motivation

Puteri

2018

International Journal of Education, Training and Learning

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Learning is a process for making changes to the thoughts, the knowledge and the behaviours that students acquire from a teacher. Various methods or ways in teaching and learning process should be experienced by teachers to ensure that the knowledge can be delivered effectively to the students so that the learning objectives will be successful. Students will be enthused by the learning process if they have motivation and passion in absorbing the knowledge. One approach to stimulate the student's learning motivation is apperception. The apperception is a psychological interpretation of the mind, which is merged with the observations and experiences that possessed by a person. The appropriate apperception procedure will make the student feel relaxed and passionate when a positive behaviour usually reflects according to the learning process. This method is believed as one strategy that creates the successful of the teaching-learning process. 1.1. Apperception Approach Apperception is a psychological interpretation of the mind, which is merged with the observations and experiences that possessed by a person (Bellucci, 2015; Danziger, 1980). In education, the apperception can be utilised as a "stepping stone". Before the teaching process begins, in order to be able to present a new lesson, the teacher should create a logical representation by relating the new lesson material with the previous material that is already understood by the students (Schor, 1998). Apperception also knows as one of the

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Section: The Procedures Of Apperception For Learning Motivationmentioning

confidence: 99%

The Apperception Approach for Stimulating Student Learning Motivation

Puteri

2018

International Journal of Education, Training and Learning

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“…Um primeiro experimento, em que um fino cabo flexível e elástico deslizava sobre a mão ou o rosto, cujo objetivo era determinar a velocidade mínima necessária para criar uma sensação tátil contínua; um segundo experimento, em que a tarefa era observar duas letras árabes que se sucediam uma após a outra, e, sem se deter sobre as letras aos sentidos, e que as faculdades de imaginaçãoreprodutiva (Phantasie ou Einbildungskraft) e criativa (bildende Dichtkraft)-acrescentem novos elementos aos sentimentos e às sensações originais (Tetens, 1777. Essa precaução de Tetens torna evidente que o auto-sentimento não é concebido como um ato do entendimentocomo autoconsciência reflexiva-, mas sim como uma manifestação da receptividade da faculdade de sentimento, mais especificamente do sentido interno, como bem destaca Thiel (1996Thiel ( , 1997Thiel ( , 2014. Para Tetens (1777, as ações da faculdade do entendimento -representar e pensarrequerem um elevado grau de atividade, que impossibilita a própria apreensão do pensamento a ser observado, como mostra a passagem a seguir:…”

Section: O Método De Investigação Psicológicaunclassified

“…Na perspectiva da história da filosofia, a situação é outra. Existem investigações mais sistemáticas e pormenorizadas, com trabalhos inteiramente dedicados à discussão da teoria do conhecimento, da metafísica, da filosofia moral, da teologia, da psicologia e da antropologia em Tetens (e.g., Engfer, 2005;Hauser, 1994;Kitcher, 2011;Puech, 1992;Sellhoff, 2015;Stiening & Thiel, 2014;Sturm, 2009;Thiel, 1996Thiel, , 1997Watkins & Kuehn, 2009;Wunderlich, 2005). Em que pese, porém, essa profusão de material bibliográfico no campo filosófico, isso não parece ter sido suficiente para produzir um impacto na historiografia recente da psicologia, na qual, com exceção de poucos trabalhos (e.g.…”

Section: Introductionunclassified

Untitled

Araújo

Lauro

2018

RevPsicología

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Apesar de pouco enfatizado na historiografia da psicologia, o século XVIII apresenta uma imensa riqueza de discussões fundamentais para a psicologia. Esse é o caso da obra principal de Tetens, Philosophische Versuche über die menschliche Natur und ihre Entwickelung (1777). O objetivo do presente artigo é descrever as principais características do objeto e do método de investigação psicológica nessa obra. Em nossa análise, verificamos que, embora seja uma disciplina filosófica, a psicologia é um campo específico de conhecimento que se baseia no autosentimento. Além disso, apontamos algumas evidências textuais para sustentar a tese de que a psicologia empírica é, segundo Tetens, propedêutica à metafísica. Palavras-chave: Johann Nicolaus Tetens, psicologia, introspecção, história da psicologia, filosofia da psicologia. Although little emphasized in the historiography of psychology, the eighteenth century portrays very rich discussions on fundamental issues in psychology. This is the case of Johann Nicolaus Tetens's magnum opus, Philosophische versuche über die menschliche natur und ihre entwickelung (1777). The goal of this paper is to present the main aspects of the subject matter and method of psychological investigation in that work. Our analysis suggests that, despite being a philosophical discipline, psychology constitutes a specific field of knowledge, a science based on selffeeling. Besides, we present textual evidence to support the thesis that empirical psychology is, according to Tetens, propaedeutic to metaphysics.

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“…In what follows, I will focus on one area of Kant’s thought – what might be termed his philosophy of mind – and in particular his accounts of consciousness and self‐consciousness, and the method and content of the investigation of the mind or soul (psychology). As has been made clear in a number of recent publications, especially Thiel (1996, 2001), Wunderlich (2005), Sturm and Wunderlich, and Dyck (2009), Wolff’s influence upon Kant is particularly evident on these topics, and our understanding of Kant is greatly improved by considering his claims in this context.…”

Section: Introductionmentioning

confidence: 95%

A Wolff in Kant’s Clothing: Christian Wolff’s Influence on Kant’s Accounts of Consciousness, Self‐Consciousness, and Psychology

Dyck

2011

Philosophy Compass

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In attempts to come to grips with Kant's thought, the influence of the philosophy of Christian Wolff (1679-1754) is often neglected. In this paper, I consider three topics related to Kant's philosophy of mind, broadly construed, where Wolff's influence is particularly visible, namely, consciousness, self-consciousness, and the doctrine of the soul or psychology. I argue that within this context we can better understand Kant's particular arguments and positions, and gain a more accurate sense of which aspects of Kant's accounts derive from the antecedent traditions and which constitute genuine philosophical innovations.

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Between Wolff and Kant: Merian's Theory of Apperception

Cited by 68 publications

References 6 publications

The Apperception Approach for Stimulating Student Learning Motivation

The Apperception Approach for Stimulating Student Learning Motivation

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A Wolff in Kant’s Clothing: Christian Wolff’s Influence on Kant’s Accounts of Consciousness, Self‐Consciousness, and Psychology

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