Results 271 to 280 of about 278,646 (326)
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Dissezioni e intersezioni di regioni in A.N. Whitehead

Epistemologia. Rivista italiana di filosofia della scienza, 1996
L'articolo è la seconda parte di una ricerca mirante a dare veste formale ad un'originale presentazione dei fondamenti della geometria dovuta a A.N.Whitehead. Si prendono in esame le nozioni di dissezione di una regione e di intersezione di due regioni.
G. GERLA, TORTORA, ROBERTO
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A. N. Whitehead and the Concept of Metaphysics

Philosophy of Science, 1947
W. E. Hocking has written recently that Whitehead's descriptive generalization of concrete fact, namely, his actual occasion, is “… not a term of description in the direct sense. It is an hypothesis. It cannot be kept in place by pointing to its presence as a datum: it can only hold its own if it proves to be a valuable conceptual tool.” I further ...
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A. N. Whitehead on his mathematical goals: a letter of 1912

Annals of Science, 1975
Summary In March 1912 A. N. Whitehead wrote a letter which sheds new and important light on his own view of his mathematical goals. In this article I publish the letter for the first time and relate its contents not only to his mathematical career but also to his scientific, philosophical and educational interests.
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The Philosophy of A. N. Whitehead.

The Journal of Philosophy, 1941
Mason W. Gross   +2 more
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A. N. Whitehead's Theory of Intuition

The Journal of General Psychology, 1947
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A. N. Whitehead's Theory of Feeling

The Journal of General Psychology, 1949
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Numerical simulations of nonlinear stochastic Newell-Whitehead-Segel equation and its measurable properties

Journal of Computational and Applied Mathematics, 2023
Ali Akgül, Muhammad Rafiq
exaly  

A. N. Whitehead

2005
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A. N. WHITEHEAD, SÜREÇ FELSEFESİ VE EĞİTİM

2010
A. N. Whitehead, ortaya koymuş olduğu düşünceleri ile XX. Yüzyıl felsefesinde önemli etkiler bırakmış bir filozoftur. Süreç felsefesi bağlamında eğitim konusuna yaklaşım gösteren Whitehead, eğitimi bir süreç işi olarak değerlendirir. Ona göre, eğitimin amacı, ölü bilgiler ve durağan düşüncelerle mücadele etmek olmalıdır. Eğitimde bilgi canlı ve dinamik
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