This paper aims at an account of the German “reportive subjunctive”, where the mood signals that the proposition is the object of an utterance report. The report can be explicit in the sentence or in the context, or more or less implicit. We interpret these uses as a more or less local verification or accommodation of a presupposition introduced by the subjunctive, thus accounting for a range of facts and contributing to the theory of presuppositions.

Children with developmental disorders, such as attention-deficit/hyperactivity disorder, are at high risk of school-refusal behavior compared with their peers. One of the most used scales to assess SRB is the school refusal behavior scale – revised. The SRAS-R has demonstrated good psychometric properties when used with the general population of children, but, recently, its validity has been questioned when used with children with developmental disorders. We tested the psychometric properties of the SRAS-R parental reports in 96 children with ADHD. Results (...) showed good model fit and internal consistency for the original four-factor structure. Three of the factors were strongly correlated, suggesting that SRB among children with ADHD is caused by several factors. (shrink)

Kap. Rhythmus Ce texte est une section du livre de C. Nielsen, Zeitatomistik und “Wille zur Macht”. Annäherungen an Nietzsche, Tübingen, Attempto, 2014, 134 S. Nous remercions chaleureusement Cathrin Nielsen de nous avoir autorisé à le reproduire ici. Das griechische Wort rhythmos bedeutet zunächst, ähnlich wie schema und tropos, lediglich das Moment der Distinktion und impliziert darin so etwas wie die Abstandnahme einer einförmigen Bewegung von sich selbst. Erst Platon verbindet ihn mit - Philosophie.

Understanding the spread of national public policies to increase the percentage of women on boards is often presented using different types of institutional theory logic. However, the importance of the political games influencing these decisions has not received the same attention. In this article, we look beyond the institutional setting by focusing on the role of actors. We explore processes that include who the critical actors that drive and determine these policies are, and what motivates them to push for change. (...) We employ a processual design approach using a longitudinal country-comparative case study exploring the case of Norway, England, Germany and Italy. We map the political games, both inside and outside legislative areas, including the micro-politics among various actors and groups of actors in the selected countries. Data are collected through participation observations, interviews and text analyses. The study contributes by filling important gaps in the literature by embedding the discussion about women on boards in politicking and national public policies and by introducing dynamic perspectives. Finally, by using a processual design approach, we capture the reality of the women on board debates at different points of time and in different actor and motivational contexts. The study has consequences for how policy-makers and businesses may follow up and act, based on the debates. (shrink)

Drawing on a finance professional’s reflections on his ethical education as an economics undergraduate, Chartered Financial Analyst, and top-tier MBA graduate, this article considers the framing of, and need for philosophy in, ethical training for finance professionals. Role-playing is emphasized as helpful for developing a mature ethical approach, and theory is seen as desirable after the fact, to plan improved future action. The article problematizes an orientation in professional programs that primarily gears the teaching of ethics toward those students perceived (...) to be least ethical. This orientation seems to underlie both the education the financial professional received and current public interest in ‘more ethics’ in professional programming. As an alternative, the article reframes finance students and professionals as ethical actors whose primary dilemma concerns not how to avoid ethical transgressions, but how to better optimize the duty to self in... (shrink)

Business ethics education aims to enable students to become conscious of their own values and develop the capacity to voice such values and make value-consistent decisions. However, a student’s personal values and the capacity to act on them tend to change after graduation. In this study, we discuss how moral learning is different in real work life compared to a business school setting, and we explain why graduates may downplay or abandon their values after graduation. We launch the concept of (...) dynamic moral capacity (DMC), defined as the metacognitive routines for processing moral decision outcomes, motivated by humility goals. We suggest that future courses in business ethics develop DMC to avoid value drift and negative moral learning over time after graduation. Finally, we discuss how DMC can be included in the instructional framework of giving voice to values and thus increase its impact on moral learning after graduation. (shrink)

This research aims to identify and elaborate on the philosophical issues inherent in the concept of the Profil Pelajar Pancasila (Pancasila Student Profile) as the epitome of human idealism in Pancasila intended for implementation through educational means in Indonesia. This matter holds significance for examination due to the Pancasila Student Profile serving as the ultimate destination or objective of the complete educational system in Indonesia. Philosophical scrutiny of this concept is imperative to ensure alignment between the Pancasila Student Profile and (...) the notion of the Indonesian ideal individual in line with Pancasila’s principles. This investigation adopts a qualitative method to delve into philosophical quandaries within this domain. The data utilized in this research comprises literary works addressing the Pancasila Student Profile, which are then philosophically scrutinized based on four key attributes: radical, critical, systematic, and comprehensive. The findings of this study reveal a philosophical dilemma within the Pancasila Student concept, specifically the underrepresentation of two vital dimensions of human nature in Pancasila, namely materiality and individuality. Consequently, it is recommended that a reassessment and restructuring of the Pancasila Student Profile concept be undertaken to ensure the realization of the ideal human archetype of Pancasila without straying from the educational objectives outlined in Law No. 20 of 2003 regarding the National Education System. (shrink)

The PRDM family has recently spawned considerable interest as it has been implicated in fundamental aspects of cellular differentiation and exhibits expanding ties to human diseases. The PRDMs belong to the SET domain family of histone methyltransferases, however, enzymatic activity has been determined for only few PRDMs suggesting that they act by recruiting co‐factors or, more speculatively, confer methylation of non‐histone targets. Several PRDM family members are deregulated in human diseases, most prominently in hematological malignancies and solid cancers, where they (...) can act as both tumor suppressors or drivers of oncogenic processes. The molecular mechanisms have been delineated for only few PRDMs and little is known about functional redundancy within the family. Future studies should identify target genes of PRDM proteins and the protein complexes in which PRDM proteins reside to provide a more comprehensive understanding of the biological and biochemical functions of this important protein family. (shrink)

For quite some time, cognitive science has offered philosophy an opportunity to address central problems with an arsenal of relevant theories and empirical data. However, even among those naturalistically inclined, it has been hard to find a universally accepted way to do so. In this article, we offer a case study of how cognitive-science input can elucidate an epistemological issue that has caused extensive debate. We explore Jason Stanley’s idea of the practical grasp of a propositional truth and present naturalistic (...) arguments against his reductive approach to knowledge. We argue that a plausible interpretation of cognitive-science input concerning knowledge—even if one accepts that knowledge how is partly propositional—must involve an element of knowing how to act correctly upon the proposition; and this element of knowing how to act correctly cannot itself be propositional. (shrink)

This paper discusses the conditions for legitimate expert arrangements within a democratic order and from a deliberative systems approach. It is argued that standard objections against the political role of experts are flawed or ill-conceived. The problem that confronts us instead is primarily one of truth-sensitive institutional design: Which mechanisms can contribute to ensuring that experts are really experts and that they use their competencies in the right way? The paper outlines a set of such mechanisms. However, the challenge exceeds (...) that of producing epistemically optimal expert deliberations because a deliberative political system must also fulfil the ethical and democratic requirements of respect and inclusion. Yet, epistemic concerns justify expertise arrangements in the first place, and measures taken to make the use of expertise compatible with these requirements have to balance the potential rewards from expertise against potential deliberative costs. In the final part of the paper, the regulatory framework of a best practice expert advice system is tentatively analysed to illustrate the applicability and critical potential of our approach. (shrink)

The article probes into tensions following in the wake of feminism’s mappings of itself as a landscape that ‘is not there’, so to speak, but which is constituted and reconstituted discursively and affectively. The author discusses these tensions in relation to the notion of feminist genealogy. The discussion is elaborated with reference to a concrete, past and perhaps disturbing political and theoretical landscape: the official, state-sanctioned ‘women’s studies’ in the GDR during the Cold War. The author argues that efforts at (...) mappings and fillings of historical gaps in the production of women’s studies knowledge with reference to inclusion and recognition of ‘women’s experiences’ and ‘women’s voices’ may render feminists unable to trace and question the political operations that have produced and reproduce ‘woman’ and ‘women’ as the significant subject of feminism. The first part of the article illustrates the challenging complexity of feminist projects of inclusion and recognition by discussing some of the feminist critiques of the so-called ‘women’s studies’ in the GDR during the Cold War. The second part locates this complexity within feminist political and theoretical landscapes and cartographies by discussing it in relation to feminist genealogy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Tracing a Traumatic Temporality: Levinas and Derrida on Trauma and ResponsibilityCathrine Bjørnholt Michaelsen (bio)For more than three decades, Jacques Derrida and Emmanuel Levinas develop their conceptions of trauma and responsibility in close, critical, and engaged readings of each other’s works.1 In a text first published in 1973, Levinas explicitly considers different aspects and implications of Derrida’s “new style of thought,” as well as his own relation to Derrida, describing (...) their recurring crossing of paths as “a contact at the heart of a chiasmus,” which is further said to constitute “the very modality of the philosophical encounter” (PN 56, 62).Since the publication of “Force of Law: The ‘Mystical Foundation of Authority’” in 1990, in which Derrida makes the somewhat surprising announcement that justice can be considered the undeconstructible condition of deconstruction (AR 243), as well as the subsequent publication of Specters of Marx in 1993, which is often designated as the work in which Derrida begins to consider ethico-political concerns more explicitly than hitherto, there has been much scholarly discussion about a so-called “ethical turn” of deconstruction.2 Throughout [End Page 43] the 1990s and up until this day a tendency prevails among certain scholars to strive for the establishment and legitimization of a more or less harmonic accordance between Levinas and Derrida with reference to concepts that preoccupy them both (e.g., “justice,” “hospitality,” “the other,” or “responsibility”). However, as Martin Hägglund has convincingly argued, a certain disjoining of Derrida and Levinas is required in order not to conflate what ultimately amount to two very different styles of writing and thinking. Such disjoining is particularly important when it comes to an issue such as responsibility, which is too often and too quickly categorized as an “ethical issue,” as if such a categorization were self-explanatory.3The aim of this article is not to carry out a comparative study focusing on the similarities and dissimilarities of the writings of Derrida and Levinas. Instead, the article is an attempt to let a “third” voice arise from the ongoing philosophical conversation between Derrida and Levinas, which is neither entirely accordant nor discordant, in order to emphasize a certain traumatic temporality of responsibility that finds a space in both their works while indicating the subtle nuances of disjuncture separating these spaces. In what follows, I therefore wish to explore some of the most significant displacements to which the notions of trauma and responsibility are subjected throughout the writings of Derrida and Levinas, as a result, to some extent at least, of their repeated chiasmic encounters.By way of introduction, it should be noted that both Derrida and Levinas transport the notion of trauma away from its most frequent psychopathological, psychoanalytic, or neurological areas of interpretation, just as they transport the notion of responsibility away from its usual autonomist or decisionist connotations toward a more extensive space of signification.4 Bearing this introductory note in mind, the question concerning what precisely enables this transport of trauma will direct the approach of the article. In other words, the article will question what it is about the structure of “trauma” or “traumatism” that allows the somewhat “fearsome” generalizations—to employ [End Page 44] Derrida’s own formulation from “Typewriter Ribbon”5 —to take place in the writings of both Derrida and Levinas.The suggestion in what follows will be that it is the peculiar temporality of trauma that allows for the generalizations, openings, and disseminations of trauma in Derrida and Levinas. More specifically, this traumatic temporality inscribes itself through an interruption of what might, with a reference to Heidegger, be called the vulgar understanding of time.6 Drawing attention to the temporality of trauma as a vehicle of transportation, the article advances in six main sections, each exploring different aspects of the relationship between temporality, trauma, and responsibility displayed in Derrida and Levinas.Traumatic TemporalityAs is well known, at least since Freud, trauma only becomes a trauma belatedly, or after its own fact, since a trauma only manifests itself by withdrawing itself in the traces it leaves behind, that is, by its aftermath and its effects of repetition and deferral. Trauma is somehow... (shrink)

Name der Zeitschrift: Nietzscheforschung Jahrgang: 24 Heft: 1 Seiten: 193-210.

Epistemic democrats are rightly concerned with the quality of outcomes and judge democratic procedures in terms of their ability to ‘track the truth’. However, their impetus to assess ‘rule by experts’ and ‘rule by the people’ as mutually exclusive has led to a meagre treatment of the role of expert knowledge in democracy. Expertise is often presented as a threat to democracy but is also crucial for enlightened political processes. Contemporary political philosophy has so far paid little attention to our (...) reliance on experts and has not sufficiently addressed the question of how expertise can be used to improve the epistemic quality of democratic decision making. We believe this lack of interest is spurred by a too hasty acceptance of arguments dismissive of the political role of experts. The article examines a series of often-cited epistemic objections and concludes that several of them are overstated or misconceived, yet they all reflect real difficulties that need to be addressed. On this background, we tentatively outline a set of mechanisms that can contribute to alleviating the irreducible problem of epistemic asymmetries and ensuring that experts really are experts and use their expertise in the right way. (shrink)

Cet article a déjà paru dans Beiträge zur geistigen Situation der Gegenwart Jg. 8, Heft 3. Nous remercions Cathrin Nielsen de nous voir permis de la reproduire ici. Im Oktober 1887, also knapp zwei Jahre vor seinem geistigen Zusammenbruch, schreibt Nietzsche an Hermann Levi in München : „Vielleicht hat es nie einen Philosophen gegeben, der in dem Grade im Grund so sehr Musiker war, wie ich es bin“. Wenig später vertraut er seinem engen Freund Heinrich Köselitz alias Peter Gast an (...) : es - XIXe siècle – Nouvel article. (shrink)

What is the relation between material hermeneutics, bodies, perception and materials? In this article, I shall argue cultural learning processes tie them together. Three aspects of learning can be identified in cultural learning processes. First, all learning is tied to cultural practices. Second, all learning in cultural practice entangle humans’ ability to recognize a material world conceptually, and finally the boundaries of objects, the object we perceive, are set by shifting material-conceptual entanglements. All these aspects are important for material hermeneutics (...) in a technoculture. Postphenomenology has expanded the connection between hermeneutics and phenomenology by focusing on studies of how perception, bodies, materials, the sensual realm and hermeneutics are entwined when we perceive the world through technologies. Following Don Ihde, hermeneutics expands beyond interpretation of texts in the humanities. We can interpret materials as for instance animal bones to make new sense of the Bible. New technologies have expanded material hermeneutics, when we can ‘look’ into bodies and ‘perceive’ below surfaces. Interpretation via such tools in a technoculture, both limit and extend our hermeneutic horizons in the humanities as well as in the natural sciences. Furthermore, from the perspective of cultural learning processes, material hermeneutics in the human and natural sciences depend on more than mediating instruments. Material hermeneutics also involve the material cultural environments of scientific apparatuses and the scientists’ processes of learning in cultural practice. This changes the focus from relations in postphenomenology to processes of relations. (shrink)

Literature on maternal exposures and the risk of epigenetic changes or diseases in the offspring is growing. Paternal contributions are often not considered. However, some animal and epidemiologic studies on various contaminants, nutrition, and lifestyle‐related conditions suggest a paternal influence on the offspring's future health. The phenotypic outcomes may have been attributed to DNA damage or mutations, but increasing evidence shows that the inheritance of environmentally induced functional changes of the genome, and related disorders, are (also) driven by epigenetic components. (...) In this essay we suggest the existence of epigenetic windows of susceptibility to environmental insults during sperm development. Changes in DNA methylation, histone modification, and non‐coding RNAs are viable mechanistic candidates for a non‐genetic transfer of paternal environmental information, from maturing germ cell to zygote. Inclusion of paternal factors in future research will ultimately improve the understanding of transgenerational epigenetic plasticity and health‐related effects in future generations. (shrink)

In this article I propose that a postphenomenological approach to science and technology can open new analytical understandings of how material artifacts, embodiment and social agency co-produce learned perceptions of objects. In particle physics, physicists work in huge groups of scientists from many cultural backgrounds. Communication to some extent depends on material hermeneutics of flowcharts, models and other visual presentations. As it appears in an examination of physicists’ scrutiny of visual renderings of different parts of a detector, perceptions vary in (...) relation to social and bodily experiences. Vision in physics has seemingly allowed an objective perception at a convenient distance of the body. This article challenges this view and proposes that the variations can be analysed as cultural at two echelons with the help of a postphenomenological approach combined with cultural psychological theory of artifacts. A third echelon presumably constitutes the phenomenological limit to culture in science. Even this last resort of subjectivity can be embraced by a postphenomenological approach. The process of culturalization in physics can be defined as a process of situating knowledge in a body whose continuous learning of micro-and macro perceptions makes scientific renderings unstable. Taken together postphenomenology, following the distinctions between body one and body two, and combined with cultural psychological learning theory, enables new insight into what constitutes culture in science. (shrink)

Das kosmologische Denken Eugen Finks verabschiedet sich vom europaischen Verstandnis eines Herrschaftsverhaltnisses des Geistes uber die Natur. Demgegenuber bestimmt Fink im Ruckbezug auf die antike Physis das welthafte Sein des Menschen, sein Wohnen, als eine Existenzweise, die Naturbezug und Dimensionen der Freiheit in sich schliesst. Demzufolge existiert der Mensch als ein Verhaltnis, das sowohl im Einverstandnis mit Elementarvorgangen lebt als auch offen fur seine Selbstgestaltung ist. Die Beitrage klaren diese Neubestimmung des Menschen in der Spannung von Natur und Freiheit und (...) schlagen einen Bogen von Finks fruhem Werk bis hin zu seinen spateren Schriften. (shrink)

In the Letter of Humanism, Heidegger reinterprets the Greek notion of ethos as designating the way in which human beings dwell in the world through a “unifying” language. Through various down strokes in the autobiographical and psychopathological literature on schizophrenia as well as in literary texts and literary criticism, this paper, experimental in its effort, argues that the language productions of schizophrenia and poetry, each in its own way, seem to fall outside this unification of a language in common. Furthermore, (...) it argues that this “falling outside” is related to radical experiences of “alienation” and “otherness,” which call for an alteration of conventional language. However, whereas poetry appears to open new linguistic possibilities, schizophrenia runs the risk of reducing language to the silence of incomprehensible “nonsense.” The paper ends with the suggestion that a poetic employment of language may hold a double potential with regard to the understanding and possible treatment of schizophrenia spectrum disorders. (shrink)

Journal of Social Philosophy, EarlyView.

The decisive epistemological and methodological moment of feminist analysis and critique is the moment of intervention. An intervention does not require a standpoint; instead, it displaces the locus of critique from the standpoint to the effects or consequences of critique. Intervention requires no new information or hitherto concealed facts about the object being interfered with. The critical effects of an intervention are the results of what is called a ‘sexing-up’ strategy. Different epistemological and methodological aspects of this strategy are discussed (...) and a connection established between feminist interventions in science and politics, and the strategy of sexing-up. (shrink)

From the twentieth century into the twenty-first, psychoanalysis and deconstruction have challenged, and continue to challenge, our conceptions of subjectivity and selfhood. This book argues that taking forward this heritage we must retrace the subject and the self as undergoing perpetual auto-deconstruction, through the lens of solitude.

In contemporary discourse, inclusion has evolved into a core value, with inclusive societies being lauded as progressive and inherently positive. Conversely, exclusion and excluding practices are typically deemed undesirable. However, this paper questions the prevailing assumption that inclusion is always synonymous with societal progress. Could it be that exclusion, in certain contexts, serves as a more effective tool for advancing societal development? Is there a more intricate interconnection between these phenomena than conventionally acknowledged? This paper advocates moving beyond a simplistic (...) inclusion/exclusion dichotomy and puts forth two theses. First, it posits that exclusion can, at times, be a superior metric for gauging progress. Second, it contends that inclusion and exclusion are thoroughly entwined, challenging the notion of a clear demarcation between them. The underlying premise is that, much like inclusion, there can be meaningful value associated with exclusion. Furthermore, applying a rigid inclusion/exclusion dichotomy oversimplifies the discourse on societal progress, providing an artificial representation of what constitutes advancement. Such oversimplification hampers both contemporary research in the humanities and broader political discourse. The primary objective of this paper is to introduce a fresh perspective to the discourse surrounding societal progress. By challenging the fundamental conceptual framework, it seeks to add nuance to the ongoing debate, fostering a more comprehensive understanding of the complexities inherent in measuring progress within society. (shrink)

Will robots ever be able to learn like humans? To answer that question, one first needs to ask: what is learning? Hubert and Stuart Dreyfus had a point when they claimed that computers and robots would never be able to learn like humans because human learning, after an initial phase of rule-based learning, is uncertain, context sensitive and intuitive under contract F49620-C-0063 with the University of California) Berkeley, February 1980.. Washington, DC: Storming Media. https://www.stormingmedia.us/15/1554/A155480.html. Accessed 10 Oct 2017, 1980). I (...) would add that learning also builds on prior learning, and that from the outset, human learning is a socio-cultural materially grounded collective epistemology. This posthuman acknowledgement shifts the focus from the individual learner to learning within collective phenomena. Dreyfus and Dreyfus do not seem to emphasise the essentially social and cultural nature of the human condition. Learning theory, new materialism and postphenomenology have emphasised in different ways the materially based socio-cultural nature of human learning. They thereby point towards a ‘posthuman’ learning that is far from the machine-like or enhanced creature envisioned by singularists. Until robots are essentially social and ground their epistemologies in socio-cultural materiality, I suggest that human-like AI is not possible. (shrink)

In his recent writings, Jürgen Habermas asks how the liberal constitutional principle of separation between church and state, religion and politics, should be understood. The problem, he holds, is that a liberal state guarantees equal freedom for religious communities to practise their faith, while at the same time shielding the political bodies that take collectively binding decisions from religious influences. This means that religious citizens are asked to justify their political statements independently of their religious views, resulting in a burden (...) that secular citizens do not experience. To compensate, Habermas demands from secular citizens that they open their minds to the possible truth content of religion, enter into dialog and contribute to the translation of religious reasons into generally acceptable reasons. This article focuses on Habermas’s assumption that religious citizens suffer an asymmetrical cognitive burden that should be compensated, and his claim that his approach to religion in the public sphere is less restrictive than that of John Rawls. (shrink)

This paper argues that slips present a problem for reductive intellectualism. Reductive intellectualists (e.g., Stanley and Williamson 2001; Stanley 2011, 2013; Brogaard 2011) argue that knowledge how is a form of knowledge that. Consequently, knowledge how must have the same epistemic properties as knowledge that. Slips show how knowledge how has epistemic properties not present in knowledge that. When an agent slips, she does something different from what she intended; nonetheless, the performance is guided by her knowledge how. This reveals (...) a divide between the knowledge that actively guides behaviour: the knowledge how that the agent applies sub-consciously; and the knowledge how she intends to guide her behaviour in the first place, which she is under the illusion of acting on even as she slips. I argue that this divide between two levels of knowledge how operative in the slip case has no parallel when it comes to knowledge that. Therefore, knowledge how cannot be reduced to knowledge that. (shrink)

The increasing need for innovative research driven by rapid global changes gives doctoral supervisors of early-stage researchers a significant role in facilitating the ethical conduct of qualitative research. In the context of European Commission funding, the demands of research ethics and integrity place a tremendous responsibility on the supervisors of early-stage researchers involved in cross-national projects. This document study seeks to illuminate the role of the supervisors in facilitating research ethics in these projects. Specifically, we describe and discuss the supervisor (...) role associated with five approaches to doctoral supervision of qualitative research, namely those described as ‘Functional’, ‘Enculturation’, ‘Critical thinking’, ‘Emancipation’ and ‘Developing a quality relationship’. The main challenges for supervisors of cross-national research projects are the cultural and linguistic mobilisation of ethical principles in qualitative research processes and the management of the future use of open data. The results from this study have implications for planning and conducting cross-national studies within research involving human participants. These results can guide supervisors in the codification and mobilisation of ethical qualitative research in practice. (shrink)

In this text Hasse presents a new, inclusive, posthuman learning theory, designed to keep up with the transformations of human learning resulting from new technological experiences, as well as considering the expanding role of cyborg devices and robots in learning. This ground-breaking book draws on research from across psychology, education, and anthropology to present a truly interdisciplinary examination of the relationship between technology, learning and humanity. Posthumanism questions the self-evident status of human beings by exploring how technology is changing what (...) can be categorised as "human". In this book, the author applies a posthumanist lens to traditional learning theory, challenging conventional understanding of what a human learner is, and considering how technological advances are changing how we think about this question. Throughout the book Hasse uses vignettes of her own research and that of other prominent academics to exemplify what technology can tell us about how we learn and how this can be observed in real-life settings. Posthumanist Learning is essential reading for students and researchers of posthumanism and learning theory from a variety of backgrounds, including psychology, education, anthropology, robotics and philosophy. (shrink)