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)

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).

Der vorliegende dritte Band der Briefedition dokumentiert den Briefwechsel der Jahre 1734 und 1735. Mit seiner Ernennung zum Professor für Logik und Metaphysik und seiner Heirat mit Luise Adelgunde Victorie Kulmus ist Gottsched Mitte der 1730er Jahre in Leipzig fest etabliert. Die Briefe bieten wichtige Einblicke in die Entwicklung der von ihm geleiteten Deutschen Gesellschaft (vor allem zu dem von ihr herausgegebenen ersten Periodikum zur Literaturwissenschaft), in die Aufnahme und Wirkung seiner Werke, u.a. der Theaterstücke, und in seine Übersetzertätigkeit. Sie (...) sind daneben eine hervorragende Quelle für Studienbetrieb und Studentenleben des 18. Jahrhunderts. (shrink)

The paper outlines the analysis of certain question types in the Commitment Space framework, as presented in Krifka (2015). The two basic ideas are: Assertions and most questions involve commitments of speaker and addressee to the truth of a proposition, and questions consist in restricting the continuation of the conversation to answers to the question. The main focus is on breadth, not depth and the detailed comparison with alternative approaches, and on semantic modelling, not on the syntactic and prosodic realizations. (...) Topics are polar questions and their bias, alternative questions, constituent questions, high negation in questions, declarative questions, root vs. embedded questions, and deliberative questions. (shrink)

In this paper we argue that an operational organism concept can help to overcome the structural deficiency of mathematical models in biology. In our opinion, the structural deficiency of mathematical models lies mainly in our inability to identify functionally relevant biological characters in biological systems, and not so much in a lack of adequate mathematical representations of biological processes. We argue that the problem of character identification in biological systems is linked to the question of a properly formulated organism concept. (...) Lastly, we demonstrate how a decomposition of an organism into independent characters in the context of a specific biological process--such as adaptation by means of natural selection--depends on the dynamical properties and invariance conditions of the equations that describe this process. (shrink)

COVID-19 has revealed that science needs to learn how to better deal with the irreducible uncertainty that comes with global systemic risks as well as with the social responsibility of science towards the public good. Further developing the epistemological principles of new theories and experimental practices, alternative investigative pathways and communication, and diverse voices can be an important contribution of history and philosophy of science and of science studies to ongoing transformations of the scientific enterprise.

This work attempts to show that the Scottish common sense philosophers Thomas Reid, James Oswald and James Beattie, had a substantial influence upon the development of German thought during the period of the late enlightenment. Their works were thoroughly reviewed in German philosophical journals and translated into German soon after they had appeared in English. Whether it was Mendelssohn, a rationalist, Lossius, a materialist, Feder, a sensationalist, Tetens, a critical empiricist, or Hamann and Jacobi, irrationalist philosophers of faith, important philosophers (...) read the Scots and found them relevant for the solution of their problems. The Scots were seen as not just opposing Hume's skepticism, but also as complementing his more positive tenets. The most important chapter of this work shows that even Kant, who in this regard is known only for his devastating criticism of the Scots, learned much from them. It is argued that the Scottish influence opens a new perspective for the understanding of the German enlightenment, revealing how central were the twin problems of idealism versus realism, on the one hand, and of philosophical justification versus mere descriptive metaphysics, on the other. (shrink)

This book represents an effort to understand very old questions about biological form, function, and the relationships between them. The essays collected here reflect the diversity of approaches in evolutionary developmental biology, including not only studies by prominent scientists whose research focuses on topics concerned with evolution and development, but also historically and conceptually oriented studies that place the scientific work within a larger framework and ask how it can be pushed further. Topics under discussion range from the use of (...) theoretical and empirical biomechanics to understand the evolution of plant form, to detailed studies of the evolution of development and the role of developmental constraints on phenotypic variation. The result is a rich and interdisciplinary volume that will begin a wider conversation about the shape of Evo Devo as it matures as a field. (shrink)

Entangled states are a specific feature of quantum physics that neither have a counterpart in classical physics nor in the realm of our ordinary experiences. In this chapter we outline the debate about these particular states both historically and systematically. We delineate how the debate originated in an argument for the incompleteness of quantum mechanics by Einstein, Podolsky and Rosen, and we show why, on the one hand, the argument is not considered convincing today, on the other hand, however, still (...) affects present discussions. In a second part we give a systematic overview over the contemporary debate on entanglement which focusses on Bell’s theorem and its consequences. Discerning different levels, we reconstruct the theorem and its premises in a clear way and discuss possible consequences. We analyze in detail the received view that Bell’s theorem implies non-locality and relate it to concepts such as “non-separability‘ and “holism‘. Especially we examine the question whether the phenomena involving entangled systems can be explained causally and whether the central conflict between a non-locality and the theory of relativity can be solved. (shrink)

(2) Peter wollte Potsdam nicht verlassen bevor das Projekt in ruhigem Fahrwasser war. There are other well-known examples of non-interpreted negation, viz. cases of so-called negative concord in Slavic and Romance languages, but also in dialects of German and English. But arguably, in those cases the “superfluous” negation has to be present for grammatical reasons, which is not the case here. I will show that the negation is in fact interpreted, and that, due to a complex interplay of semantic and (...) pragmatic factors, we do get truth conditions for the two sentences that are not quite identical, but very similar. (shrink)

to be published in the Proceedings of the 18. International Conference of Linguistics, Seoul, Korea.

To answer the question of whether school can become a non-adultist institution, this article examines the unequal adult–child (teacher–pupil) power relations that characterize school under the framework of bourgeois-capitalist society and that are upheld by certain functions, methods, norms and knowledge standards. Under the influence of the anti-authoritarian youth protest movements from the 1960s onwards, overt power in school (e.g. by means of corporal punishment) has been criticized and, in most countries, abolished. However, power imbalances between teachers and pupils have (...) not disappeared, but rather developed towards a more subtle, covert power, e.g. by framing certain expectations. The hierarchical top-down and one-way learning principles of school institutions are mostly left uncontested. This article does not content itself with simply stating that schools repeatedly reproduce adultism under these societal conditions, but also discusses possible strategies and interventions that could shift unequal power relations and ultimately overturn them. It looks at various concepts and alternative forms of education critical of adultism that have emerged since the beginning of the 20th century both within and outside the state school system. It further explores the contradictions that should be expected to arise in their implementation within the framework of existing educational institutions. Particular attention is paid to the respective possibilities for action on the part of teachers and pupils. We offer a decisive challenge to teachers to rethink how they deal with their power, which is always derived and fragile, and how they can contribute to pupils empowering themselves and significantly influence learning and decision-making processes at school. (shrink)

Seit über zehn Jahren moderieren die Autor*innen mit hohem Zuspruch das Ethik-Café in Einrichtungen des Sozial- und Gesundheitswesens. Menschen aus unterschiedlichen Berufen, Patient*innen, An- und Zugehörige sowie ethisch Interessierte haben im Ethik-Café die Möglichkeit, aus ihrer persönlichen und beruflichen Perspektive ethische Fragestellungen zu diskutieren, die für ihren Alltag relevant sind. Ethik-Cafés sind niederschwellig, multiprofessionell, interdisziplinär. Die Teilnehmer*innen profitieren von dieser Perspektivenvielfalt. Das Buch stellt die Konzeption sowie deren Evaluation, die theoretischen und methodischen Voraussetzungen und in vielen Beispielen die praktische Umsetzung (...) von Ethik-Cafés dar. Das entwickelte Vier-Phasen-Modell des ethischen Prozesses wird exemplarisch in 25 Ethik-Cafés zu Themen aus dem Sozial- und Gesundheitswesen angewendet und umgesetzt. Das Buch richtet sich an Mitarbeiter*innen und Führungskräfte im Sozial- und Gesundheitswesen, Lehrer*innen, Lernbegleiter*innen und Auszubildende in der generalistischen Pflegeausbildung, an Fort- und Weiterbildungsreferent*innen, Studierende, Ehrenamtliche sowie alle ethisch Interessierten. (shrink)

El tema del artículo es la teoría de la tarea del crítico, según un ensayo de W. Benjamin, titulado Dos poemas de Holderlin (1915). Los temas centrales son una fundamentación metafísica de la producción poética y su reproducción crítica. Esta segunda tarea siempre será para el lector crítico un experimento. El autor reconstruye la compleja teoría del cálculo poetológico de W. Benjamin, y pone como ejemplo de la tarea crítica dos versiones de un poema de Hölderlin sobre el tema "la (...) muerte del poeta". (shrink)

En la Convención internacional sobre los Derechos del Niño, el concepto del interés superior del niño es uno de sus principios rectores. Para comprenderlo como referente y posible impulso de actuación de niñas y niños, el autor analiza este principio en conjunto con otro principio que igualmente queda establecido por la Convención: el principio de la evolución de las facultades. Para relacionarlo con la vida real de las niñas y los niños, el autor explica, más allá de sus aspectos legales, (...) diferentes formas de entender este principio. Con referencia al enfoque de las “capabilidades” (capabilty approach), f inalmente hace hincapié no sólo en las condiciones de la evolución y del reconocimiento de las capacidades de niñas y niños sino también en las condiciones de su realización. (shrink)

Entre las tesis características del Postscriptum de Kierkegaard se encuentra la distinción entre el conocimiento objetivo y el subjetivo, y en concreto la afirmación de que el conocimiento ético y el ético-religioso son subjetivos. El presente artículo busca ofrecer una interpretación de esta posición que salvaguarde el elemento cognitivo de la tesis en cuestión, notando el paralelo entre la distinción kierkegaardiana entre conocimiento objetivo y subjetivo y la aristotélica entre conocimiento teórico y práctico.

Title: BerkeleyPublisher: Oxford University PressISBN: 0192875469Author: J.O. UrmsonTitle: KantPublisher: Oxford University Press ISBN: 0192801996Author: Roger Scruton.

In the Fall of 2007, ten neuroscientists published a proposal for an interdisciplinary research initiative, the Decade of the Mind, that would focus on four.