Anger, indignation, guilt, rumination, victim compensation, and perpetrator punishment are considered primary responses associated with justice sensitivity. However, injustice and high JS may predispose to further responses. We had N = 293 adults rate their JS, 17 potential responses toward 12 unjust scenarios from the victim’s, observer’s, beneficiary’s, and perpetrator’s perspectives, and several control variables. Unjust situations generally elicited many affective, cognitive, and behavioral responses. JS generally predisposed to strong affective responses toward injustice, including sadness, pity, disappointment, and helplessness. It (...) impaired trivialization, victim-blaming, or justification, which may otherwise help cope with injustice. It predisposed to conflict solutions and victim compensation. Particularly victim and beneficiary JS had stronger effects in unjust situations from the corresponding perspective. These findings add to a better understanding of the main and interaction effects of unjust situations from different perspectives and the JS facets, differences between the JS facets, as well as the links between JS and behavior and well-being. (shrink)

It is customary to identify three broad classes of grading particles: additive particles like also, exclusive particles like only, and scalar particles like even (cf. König (1991); in the examples, grave accent stands for the main, falling accent).

The paper explains response particles like yes and no as anaphoric elements that pick up propositional discourse referents that are introduced by preceding sentences. It is argued that negated antecedent clauses introduce two propositional discourse referents, which results in ambiguities of answers that are partly resolved by pragmatic optimization. The paper also discusses response particles like okay, right, uh-huh, uh-uh, and German ja, nein and doch.

Meanings are the most elusive objects of linguistic research. The article summarizes the type of evidence we have for them: various types of metalinguistic activities like paraphrasing and translating, the ability to name entities and judge sentences true or false, as well as various behavioral and physiological measures such as reaction time studies, eye tracking.

It is generally assumed that there are two types of genericity, called characterizing statements and kind reference in Krifka et al. (1995). Characterizing statements express generalizations about sets of entities or situations, cf. (1); kind reference involves reference to an entity that is related to specimens, cf. (2).

This paper describes the local context of Kant’s scientific education. It provides an informed sense of what Kant’s scientific training was like by presenting each relevant member of the philosophy faculty at the university in Königsberg where Kant was a student, and the scientific activities each one was engaged in. On the basis of this picture, it is argued that Kant’s relationship with one of his teachers, Martin Knutzen, may have been much more negative or critical than is typically supposed. (...) This evaluation has important implications especially for understanding Kant’s early works in natural philosophy. (shrink)

The history of western philosophy provides many occasions for verifying a general experience: theoretical innovations gain immediate appreciation only if they do not demand too much of the ability of contemporaries to integrate them into their worldview. If they emerge hastily and lack clear connection to their epoch’s expectations about meaning, they will be dismissed as an “untimely growth.” This is, of course, easy enough to understand. What is remarkable, though, is that even subsequent generations that have come to accept (...) the innovation will often continue to regard its originator as taboo. (shrink)

One of the difficult areas for persons learning a foreign language is to grasp the range of usages of syntactic patterns that exist in the foreign language. It is not sufficient to learn how passive formation works, or how pre- or postpositional phrases are constructed, or how perfect tenses are expressed. One also has to learn which verbs can passivize at all, which verbs go with which pre- or postpositions, and, in case perfect tenses are expressed, as in a number (...) of European languages, with different auxiliaries like ‘have’ and ‘be’, which verb needs which auxiliary. For English, Levin (1993) distinguishes no less than 57 verb classes, most of them with a number of subclasses, that show distinct syntactic behavior. (shrink)

Für diesen Titel ist kein Beschreibungstext vorhanden.

The fine arts are considered as one of several pathways toward insight, knowledge, and understanding. My reflections on this are deliberately not based on aesthetics or on philosophy of art. Speculations on fine art observe two characteristics of specific epistemic processes: first, a tacit knowledge that is not enunciated by ordinary language and, second, a present and effective logic, which has a different pattern from the logic of scientific knowledge. The latter leads to change because it is built upon accumulated (...) knowledge, whereas in the arts, change leads to knowledge as creative processes guide us toward what we do not know, and this challenges what we do know. (shrink)

The chapter provides an overview of the interaction between quantification and information-structural properties, especially focus, givenness, and topic. While quantification affects truth conditions, information-structuring devices can have an effect on the interpretation of quantificational expressions. After a short introduction to the nature of quantification, the chapter covers the main areas where such effects have been identified, in particular in adverbial quantification, in generic clauses, in conditional sentences, and in sentences with nominal quantification, including intersective determiners and comparative determiners like most. (...) It reviews different theoretical proposals how this sensitivity to information-structural categories arises, in particular whether they are related to focus or givenness. It also discusses cases in which the quantifier itself is topical, given, or focused. (shrink)

Context: By proposing to regard objects as “tokens for eigenbehavior,” von Foerster’s seminal paper opposes the intuitive subject-object dualism of traditional philosophy, which considers objects to be instances of an external world Problem: We argue that this proposal has two implications, one for epistemology and one for the demarcation between the natural sciences and the humanities. Method: Our arguments are based on insights gained in computational models and from reviewing the contributions to this special issue. Results: Epistemologically, von Foerster’s proposal (...) suggests that what is called “reality” could be seen as an ensemble of eigenforms generated by the eigenbehavior that arises in the interaction of multiple dynamics. Regarding science, the contributions to this special issue demonstrate that the concept of eigenbehavior can be applied to a variety of disciplines from the formal and natural sciences to the humanities. Its universal applicability provides a strong argument for transdisciplinarity, and its emphasis on the observer points in the direction of an observer-inclusive science. Implications: Thinking in eigenbehavior may not only have implications for tearing down the barriers between sciences and humanities, a better understanding of eigenbehaviors may also have profound effects on our understanding of ourselves. This also opens the way to innovative behavior design/modification technologies. (shrink)

Science and the humanities share the same kit of working tools, called the world's literature. While the author of this article deals mainly with the scientific and mathematical literature, the reader probably gravitates towards some other branches, but such distinctions were hardly made in the Middle Ages. The American philosopher, Wallace Stevens, in his book The Necessary Angel remarks that at the time of Aristotle, the Greek language had no word to signify literature. The reason is surely that literature had (...) long since been too universal an element in Greece to require a name. We have no name for the smell of air. This all-pervading power of literature is apparent already two generations before Aristotle, when Socrates made his defence against leading the youth of Athens towards atheism. Plato's Apology tells us how Socrates taunted his accuser: “Have you such a low opinion of the judges, that you fancy them so illiterate as not to know these doctrines are found in the books of Anaxagoras which are full of them? And so, my word, the youth are said to be taught them by Socrates, when they can be bought in the book-market for one drachma at most…” (a coin today worth 1.4 pence!). (shrink)

Philosophers in the German Democratic Republic are concerned in a special way with the works and activity of Georg Lukács. Several of his works published in our country after the Second World War, such as Twist of Fate , The Young Hegel and the Problems of Capitalist Society , Existentialism or Marxism , The Destruction of Reason , and Goethe and His Age , exerted a definite influence on our ideological work. They helped us to overcome reactionary bourgeois, particularly fascist, (...) ideology. Most important, the books of Lukács helped us to grasp the problems of ideological struggle not only in ideological, but also in political categories. Through them we learned to understand how one can utilize the humanistic potential of the past for the creation of the future, and to simultaneously lead a struggle against the irrationalism characteristic of a society that has outlived itself. The ideas of Lukács had important significance, especially for that generation to which I belong. We speak of Lukács not only because it is the one-hundredth anniversary of his birth, but above all to honor his memory and express our feeling of profound gratitude to him. (shrink)

The paper first presents a short survey of ancient and modern logical, rhetorical and argumentative approaches (e.g. Aristotle, Quintilian, Quine, Anscombre and Ducrot) studying the properties of paradoxical utterances. This survey is followed by a tentative definition of paradoxes as seemingly contradictory utterances triggering conversational implicatures in the sense of Grice. A specific group of paradoxes, namely, persuasive paradoxes, is further characterized by the specific implicatures which they trigger: the implicatures of persuasive paradoxes serve the interest of the (political) speaker (...) because they either convey a sharp criticism of the political opponent(s) or praise the political activities of the speaker in a highly effective way.The second part of the paper takes a corpus of about 80 paradoxical utterances from Cicero's speeches to show how they are used 1. for a devastating criticism of Cicero's political enemies, 2. a milder form of criticism in the case of his friends, when their political activities have failed, 3. a praise of successful policies of Cicero and his political friends and 4. a defense of unsuccessful activities started by Cicero and his friends. (shrink)

Recent discussion of the meaning contribution of focus centered around the question of how focus information is integrated into semantic and pragmatic interpretation. One type of theory assumes that certain operators can make direct use of focus information. These theories stipulate that focus-sensitive operators like only or even, quantificational adverbials, and reason clauses have to be associated with a focus in their scope. Such “association with focus” theories have been proposed, for example, by Jackendoff (1972), Jacobs (1983), Rooth (1985), von (...) Stechow (1990) and Krifka (1992). More recently, Rooth (1992) has proposed that focus contributes in a more indirect way to the interpretation of these operators. Rooth argued that the quantificational domain of such operators is fixed by contextual factors, and that these contextual factors in turn are influenced by focus. More specifically, focus is seen as a device that introduces and regulates contextual variables that are then taken up by certain operators. One important argument for the contextual account of focus is that it does not have to stipulate focus in certain cases, namely socalled “second occurrence expressions”, in which there is little, if any, phonological evidence for it. (shrink)