Name der Zeitschrift: Kant-Studien Jahrgang: 106 Heft: 2 Seiten: 259-275.

Kant’s natural philosophy in the Metaphysical Foundations of Natural Science is heavily influenced by Newton’s Principia. However, a closer look makes it clear that Kant’s project has also been influenced by other thinkers. One of these thinkers is Leonard Euler. His work was of great influence for Kant, not only with regards to his view on space and inertia but on the relation between metaphysics and natural science in general. Even though Euler’s Physics built on Newton’s work, he differs from (...) him in fundamental regards, leading to crucial developments inside classical mechanics. Here I will discuss the influence of Euler on the work of Kant and focus on Euler’s view on the two entangled problems of inertia and space. It will become clear that both Euler and Kant went through a development concerning these fundamental notions. After shortly highlighting the differences between Kant and Newton, I shall go through the development of important parts of Euler’s natural philosophy concerning the above mentioned themes. I intend to demonstrate that he, through his refutation of Wolffianism, became an advocate for the necessity of absolute space but also denied the existence of an internal force of inertia. After that I will show how Kant’s reading of Euler lead to crucial changes of his natural philosophy in particular and his philosophical enterprise in general. I therefore analyze Kant’s revision of his theory of space and inertia in his precritical writings. Building upon that, I will show the influence of these thoughts on his Metaphysical Foundations. (shrink)

Conspecific violence has been pervasive throughout evolutionary history. The current research tested the hypotheses that individuals implicitly categorize combative contexts (i.e., play fighting, status contests, warfare, and anti-exploitative violence) and use the associated contextual information to guide expectations of combative tactics. Using U.S. and non-U.S. samples, Study 1 demonstrated consistent classification of combative contexts from scenarios for which little information was given and predictable shifts in the acceptability of combative tactics across contexts. Whereas severe tactics (e.g., eye-gouging) were acceptable in (...) warfare and anti-exploitative violence, they were unacceptable in status contests and play fights. These results suggest the existence of implicit rules governing the contexts of combat. In Study 2, we explored the reputational consequences of violating these implicit rules. Results suggest that rule violators (e.g., those who use severe tactics in a status contest) are given less respect. These are the first studies to implicate specialized mechanisms for aggression that use contextual cues of violence to guide expectations and behavior. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

La musique constitue un terrain privilégié permettant d'explorer de nouvelles émotions et de vivre les échanges humains sous de nouveaux modes de communication.

Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources, or when two or more goals are incompatible in terms of goal attainment strategy or desired end states. Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict (...) may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ goal conflicts on their autonomous and controlled teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts. (shrink)

Kant’s ‘Newtonianism’ has been rightly highlighted by figures like Friedman. The follow-up debates led to a more adequate view on Kant’s natural philosophy and in particular his relation towards Newton. But the discussion that evolved did not point to the asynchronicity that takes place in Kant’s struggle with the central Newtonian concepts. Newtonian space and gravity, in revised form, are of central concern to Kant’s critical philosophy. But Kant adapted and re-evaluated these two concepts in an asynchronous way. While Kant (...) tries to integrate a notion of gravity into his theory of matter in his very first published writing, he has at this stage no adequate notion of space. At this time, as in regard to space, he can neither be called a Newtonian nor a proper Leibnizian and misconceives the necessity of an independent space for the foundations of physics. This perspective changes under the influence of Euler at the end of the fifties of the eighteenth century and finally leads to his writing of 1768 and the adoption of transcendental idealism in 1770. In the following, I depict this asynchronicity by taking central pre-critical writings into account while discussing Kant’s concept of space and gravity. This sharpens the picture of Kant’s work and the different stages his philosophy of nature went through. Further, it helps to understand the influence of Euler on Kant’s development in natural philosophy and his critical philosophy in general, as Kant under the influence of Euler formed deeper-going reflections on Newton’s theory of space and these mark turning points of his development. (shrink)

Experimental economics offers new tools for the measurement of social norms. In this article, we argue that these advances have the potential to promote our understanding of human behavior in fundamental ways, by expanding our knowledge beyond what we learn by simply observing human behavior. We highlight how these advancements can inform not only economic and social theory, but also policymaking.We then describe and critically assess three approaches used in economics to measure social norms. We conclude our overview with a (...) list of recommendations to help empirical researchers choose among the different tools, depending on the nature and constraints of their research projects. (shrink)

The term biodiversity is constituted as an object of scientific investigations through complex social and, in particular, socio-economic processes. Taking all these processes together we can speak of the global regulation of biodiversity. Conversely, analysing this social construction of nature is at risk of ignoring the material properties of biodiversity. To grasp both aspects, the social construction of biodiversity as well as the elements non-identical to this social construction, the term societal relationships with nature from the so called Frankfurt School (...) of critical theory is introduced. Starting from this approach, the perspectives of natural and social sciences are not really complementary. The thesis first involves an analysis of the different processes in which biodiversity is generated and presented as an object of social purposes and scientific investigations. Starting from the scientific problems emerging from the introduction of the new term we can come to a better understanding of how scientific research is connected with tendencies of the global society as a whole. Therefore problems of interdisciplinary research are interpreted as elements of the conflicts regarding the shaping of the societal relationships with nature in social reality. (shrink)

The Church Father Jerome is well-known for his translation (or revision) of the Latin Bible which later was named Vulgate. He did not translate from the Greek as was the case with the so-called Vetus Latina but he sought the Hebrew truth (hebraica veritas). However, this raises the question as to how good his understanding of the Hebrew language actually was. Therefore it is asked where Jerome might have learned Hebrew and who his Jewish interlocutors might have been.

This Elibron Classics title is a reprint of the original edition published by Leopold Voss in Leipzig, 1878.