LEADER 03341nam 2200685 450 001 9910816513103321 005 20220502144750.0 010 $a1-61451-994-3 010 $a1-61451-833-5 024 7 $a10.1515/9781614518334 035 $a(CKB)3710000000228912 035 $a(EBL)1663106 035 $a(SSID)ssj0001441686 035 $a(PQKBManifestationID)11804058 035 $a(PQKBTitleCode)TC0001441686 035 $a(PQKBWorkID)11412740 035 $a(PQKB)11740892 035 $a(MiAaPQ)EBC1663106 035 $a(DE-B1597)428334 035 $a(OCoLC)903954486 035 $a(OCoLC)951149586 035 $a(DE-B1597)9781614518334 035 $a(Au-PeEL)EBL1663106 035 $a(CaPaEBR)ebr11006165 035 $a(CaONFJC)MIL806097 035 $a(OCoLC)890089758 035 $a(EXLCZ)993710000000228912 100 $a20150124h20142014 uy 0 101 0 $ager 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWissen, was mo?glich ist /$fSebastian J. Mu?ller 210 1$aBerlin, Germany :$cde Gruyter,$d2014. 210 4$d©2014 215 $a1 online resource (240 p.) 225 1 $aEpistemische Studien,$x2198-1884 ;$vBand 28 300 $aDescription based upon print version of record. 311 $a1-61451-823-8 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tVorwort --$tInhalt --$t1. Einleitung --$t2. Das empiristische und das essenzialistische Bild von Modalität --$t3. Modaler Rationalismus --$t4. Modaler Empirismus --$t5. Begrifflicher Rationalismus --$t6. Zwischenfazit: Modales Wissen und Modaler Realismus --$t7. Epistemischer Zweidimensionalismus --$t8. Fazit --$tLiteraturverzeichnis --$tIndex 330 $aIn diesem Buch wird untersucht, woher wir wissen können, was metaphysisch möglich und notwendig ist - über begriffliche Notwendigkeiten und Tatsachen hinaus. Der Autor diskutiert die zentralen Vorschläge, die seit dem Erscheinen von Saul Kripkes Naming and Necessity von David Chalmers, Timothy Williamson und anderen Autoren vorgebracht wurden und unterzieht sowohl empiristische als auch rationalistische Ansätze einer umfassenden Kritik. Hierbei wird gezeigt, dass nur ein moderat antirealistisches Verständnis von metaphysischer Modalität, welches diese als vollständig durch begriffliche Modalität und empirische Tatsachen konstituiert betrachtet, diese epistemisch zugänglich macht. Dies reduziert die philosophische Relevanz von Einsichten darein, was metaphysisch möglich und notwendig ist, jedoch dramatisch. Der Autor stellt außerdem die schwerwiegenden Konsequenzen für Fragen der philosophischen Methodologie dar und diskutiert die modalen Argumente gegen den Materialismus in der Philosophie des Geistes. 410 0$aDeutsche Hochschulschriften.$pEpistemische Studien. 606 $aModality (Logic) 606 $aMetaphysics 610 $aModal epistemology. 610 $amodal knowledge. 610 $amodality. 615 0$aModality (Logic) 615 0$aMetaphysics. 676 $a160 700 $aMu?ller$b Sebastian J.$01640497 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910816513103321 996 $aWissen, was mo?glich ist$93984064 997 $aUNINA LEADER 03574nam 2200517 450 001 9910826319603321 005 20201023111955.0 010 $a1-4742-7367-X 010 $a1-4742-7365-3 024 7 $a10.5040/9781474273671 035 $a(CKB)3710000000960521 035 $a(MiAaPQ)EBC4772282 035 $a(OCoLC)1201426310 035 $a(CaBNVSL)mat74273671 035 $a(CaBNVSL)9781474273671 035 $a(EXLCZ)993710000000960521 100 $a20201023d2020 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aPolitical economy of adult learning systems $ecomparative study of strategies, policies and constraints /$fRichard Desjardins 210 1$aLondon, England :$cBloomsbury Academic,$d2020. 210 2$aLondon, England :$cBloomsbury Publishing,$d2020 215 $a1 online resource (301 pages) $cillustrations, tables, graphs 311 $a1-350-07983-9 311 $a1-4742-7364-5 320 $aIncludes bibliographical references and index. 327 $aPart 1: The political economy of adult learning systems -- Adult learning systems in context -- The embeddedness of adult learning systems -- Coordination problems in adult learning systems -- Part 2: Case studies of adult learning systems -- Denmark -- Finland -- Norway -- The Netherlands -- Germany -- The United Kingdom -- The United States -- Korea -- Part 3: Cross-national patterns associated with adult learning systems -- Patterns of participation -- Patterns of outcomes -- Patterns of coordination. 330 $a"Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes. Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands. Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways."--$cProvided by publisher. 330 $a"Compares adult learning governance and provision, and their impact on the take-up of adult learning among populations, skills development and well-being across nine countries"--$cProvided by publisher. 606 $aAdult education and state$vCross-cultural studies 606 $aEducation$2bicssc 615 0$aAdult education and state 615 7$aEducation 676 $a374 686 $aEDU000000$aEDU002000$2bisacsh 700 $aDesjardins$b Richard$f1946-$01666630 801 0$bDLC 801 1$bCaBNVSL 801 2$bCaBNVSL 906 $aBOOK 912 $a9910826319603321 996 $aPolitical economy of adult learning systems$94025986 997 $aUNINA