The paper follows the thesis, that the perception of real or virtual media shares the anthropological state of "Ausdruckswahrnehmung" or perception of expression (Ernst Cassirer). This kind of perception does not represent a distant, neutral point of view, but one that is guided by feelings or "vitality affects" (Daniel N. Stern). The prerequisites, however, for triggering these feelings/"vitality affects" are not recognizable objects or motifs, but rather their sensually evaluable “abstract representations” or their formal logical structures. In contrast to aesthetic (...) feelings, however, they affect not only our feelings of lust or unlust or our knowledge (formal aesthetics) but also our actions (semiotics). So, when I extend aesthetic experiences to semiotic effects, I will talk about vitality semiotics. This new concept is of consequence, because the thesis of the responsibility of the producer is based on these effects. This is to be carried out by analyzing and presenting the approach of the Bauhaus master Josef Albers. (shrink)

We provide a cognitive analysis of how children represent belief using mental files. We explain why children who pass the false belief test are not aware of the intensionality of belief. Fifty-one 3½- to 7-year old children were familiarized with a dual object, e.g., a ball that rattles and is described as a rattle. They observed how a puppet agent witnessed the ball being put into box 1. In the agent’s absence the ball was taken from box 1, the child (...) was reminded of it being a rattle, and emphasising its being a rattle it was put back into box 1. Then the agent returned, the object was hidden in the experimenter’s hands and removed from box 1, described as a ‘‘rattle,” and transferred to box 2. Children who passed false belief had no problem saying where the puppet would look for the ball. However, in a different condition in which the agent was also shown that the ball was a rattle they erroneously said that the agent would look for the ball in box 1, ignoring the agent’s knowledge of the identity of rattle and ball. Their problems cease with their mastery of second-order beliefs. Problems also vanish when the ball is described not as a rattle but as a thing that rattles. We describe how our theory can account for these data as well as all other relevant data in the literature. (shrink)

We use mental files to present an analysis of children's developing understanding of identity in alternative naming tasks and belief. The core assumption is that younger children below the age of about 4 years create different files for an object depending on how the object is individuated. They can anchor them to the same object, hence think of the same object whether they think of it as a rabbit or as an animal. However, the claim is, they cannot yet link (...) their files to one another to represent that they have the same referent. Without linking the information contained in one file is not available in the other file. Hence, when thinking of the object as a rabbit the information that it is also an animal is not available. For representing a person's belief about an object a vicarious file contains what the person believes about the object. To capture that the belief is about that object the vicarious file has to be linked to the regular file, which by assumption children younger than 4 years cannot do. This assumption can therefore explain why problems with alternative naming and understanding false beliefs are overcome at the same age. (shrink)

This paper examines the place of metaphorical interpretation in the current Contextualist-Literalist controversy over the role of context in the determination of truth-conditions in general. Although there has been considerable discussion of 'non-literal' language by both sides of this dispute, the language analyzed involves either so-called implicit indexicality, loose or loosened use, enriched interpretations, or semantic transfer, not metaphor itself. In the first half of the paper, I critically evaluate Recanati's (2004) recent Contextualist account and show that it cannot account (...) for the metaphorical-literal dependence characteristic of metaphor. I then turn to Carston's (2002), and Bezuidenhout's (2001) Contextualist accounts and show that they place no constraints on metaphorical interpretations. In the second half of the paper I sketch a Literalist theory of metaphor elaborated in Stern (2000) and respond to two kinds of Contextualist criticisms of that account by Camp (2005) and Stanley (2005). (shrink)

In der Reihe werden herausragende monographische Untersuchungen und Sammelb nde zu allen Aspekten der Philosophie Kants ver ffentlicht, ebenso zum systematischen Verh ltnis seiner Philosophie zu anderen philosophischen Ans tzen in Geschichte und Gegenwart. Ver ffentlicht werden Studien, die einen innovativen Charakter haben und ausdr ckliche Desiderate der Forschung erf llen. Die Publikationen repr sentieren damit den aktuellsten Stand der Forschung.

Vorwort Es ist nicht ohne eine gehörige Portion Skepsis zu sehen, wenn ein Ökonom sich mit Fragen der Philosophie und Gesellschaftstheorie ...

The pedagogy and heuristics of Professor Dagfinn Føllesdal.

Nach Kant bleibt alles Denken auf das einzelne Subjekt des Denkens und seine Möglichkeiten zurückbezogen. Simon beschreibt Kants Werk als ein System, das den eigenen Denkansatz als einen Besonderen neben anderen begreift. Auch wenn das Subjekt anderes Denken nicht immer von sich aus versteht, bezieht es jenes als "fremde Vernunft" in seine Weltorientierung ein und erkennt es an. Damit ergibt sich die Notwendigkeit des Findens einer Sprache, in der im Ausgang vom eigenen Vorverständnis anderen etwas so gesagt werden kann, dass (...) es auch ihnen "etwas" bedeutet und in diesem Sinne als wahr erscheint. Von hier aus verändert sich dann der Begriff der Bedeutung und die Sprache der Philosophie. (shrink)

We show constructively that every quasi-convex, uniformly continuous function \ with at most one minimum point has a minimum point, where C is a convex compact subset of a finite dimensional normed space. Applications include a result on strictly quasi-convex functions, a supporting hyperplane theorem, and a short proof of the constructive fundamental theorem of approximation theory.

It is shown, with intuitionistic logic, that if every locally constant function from to has a property akin to constancy, then the fan theorem for -bars holds, and conversely.

It is shown that, relative to Bishop-style constructive mathematics, the boundedness principle BD-N is equivalent both to a general result about the convergence of double sequences and to a particular one about Cauchyness in a semi-metric space.

We introduce the notion of a convex tree. We show that the binary expansion for real numbers in the unit interval ) is equivalent to weak König lemma ) for trees having at most two nodes at each level, and we prove that the intermediate value theorem is equivalent to \ for convex trees, in the framework of constructive reverse mathematics.

Working within Bishop’s constructive framework, we examine the connection between a weak version of the Heine–Borel property, a property antithetical to that in Specker’s theorem in recursive analysis, and the uniform continuity theorem for integer-valued functions. The paper is a contribution to the ongoing programme of constructive reverse mathematics.

Kümmert euch nicht um Sokrates. Drei Fernsehspiele - Die Figur des Sophisten in den platonischen Dialogen (unveröffentlicht) - Kallikles: Der Mensch ohne Wahrheitsverhältnis - Der gerechtfertigte Praktiker - Die Lernenden - Die dialogische Form der platonischen Philosophie (unveröffentlicht) - Zwei Bemerkungen über die Bauform des platonischen Symposion - "Billigkeit" in der Interpretation - Begeisterung und göttlicher Wahnsinn. Über den platonischen Dialog Phaidros - Über die platonischen Mythen.

In this ground-breaking book, Gerald Grace addresses the dilemmas facing Catholic education in an increasingly secular and consumer-driven culture. The book combines an original theoretical framework with research drawn from interviews with sixty Catholic secondary head teachers from deprived urban areas. Issues discussed include: *Catholic meanings of academic success *tensions between market values and Catholic values *threats to the mission integrity of Catholic schools *the spiritual, moral and social justice commitments of contemporary Catholic schools This book will be equally useful (...) to leaders of Catholic and other schools and to all those interested in values and leadership in schooling. (shrink)