Purpose: Ernst von Glasersfeld’s question concerning the relationship between scientific/ rational knowledge and the domain of wisdom and how these forms of knowledge come about is the starting point. This article aims at developing an epistemological as well as methodological framework that is capable of explaining how profound change can be brought about in various contexts, such as in individual cultivation, in organizations, in processes of radical innovation, etc. This framework is based on the triple-loop learning strategy and the U-theory (...) approach, which opens up a perspective on how the domains of scientific/rational knowledge, constructivism, and wisdom could grow together more closely. Design/Structure: This article develops a strategy which is referred to as “tripleloop learning,” which is not only the basis for processes of profound change, but also brings about a new dimension in the field of learning and knowledge dynamics: the existential realm and the domain of wisdom. A concrete approach that puts into practice the tripleloop learning strategy is presented. The final section shows, how these concepts can be interpreted in the context of the constructivist approach and how they might offer some extensions to this paradigm. Findings: The process of learning and change has to be extended to a domain that concerns existential issues as well as questions of wisdom. Profound change can only happen if these domains are taken into consideration. The tripleloop learning strategy offers a model that fulfills this criterion. It is an “epistemo-existential strategy” for profound change on various levels. Conclusions: The (cognitive) processes and attitudes of receptivity, suspension, redirecting, openness, deep knowing, as well as “profound change/innovation from the interior” turn out to be core concepts in this process. They are compatible with constructivist concepts. Von Glasersfeld’s concept of functional fitness is carried to an extreme in the suggested approach of profound change and finds an extension in the existential domain. Key words: Double-loop learning, individual cultivation, (radical) innovation, knowledge creation, knowledge society, personality development, presencing, profound change, triple-loop learning, U-theory, wisdom. (shrink)

The epistomology of the definition of number and the philosophical foundation of arithmetic based on a comparison between Gottlob Frege's logicism and Platonic philosophy (Syrianus, Theo Smyrnaeus, and others). The intention of this article is to provide arithmetic with a logically and methodologically valid definition of number for construing a consistent philosophical foundation of arithmetic. The – surely astonishing – main thesis is that instead of the modern and contemporary attempts, especially in Gottlob Frege's Foundations of Arithmetic, such a definition (...) is found in the arithmetic in Euclid's Elements. To draw this conclusion a profound reflection on the role of epistemology for the foundation of mathematics, especially for the method of definition of number, is indispensable; a reflection not to be found in the contemporary debate (the predominate ‘pragmaticformalism’ in current mathematics just shirks from trying to solve the epistemological problems raised by the debate between logicism, intuitionism, and formalism). Frege's definition of number, ‘The number of the concept F is the extension of the concept ‘numerically equal to the concept F”, which is still substantial for contemporary mathematics, does not fulfil the requirements of logical and methodological correctness because the definiens in a double way (in the concepts ‘extension of a concept’ and ‘numerically equal’) implicitly presupposes the definiendum, i.e. number itself. Number itself, on the contrary, is defined adequately by Euclid as ‘multitude composed of units’, a definition which is even, though never mentioned, an implicit presupposition of the modern concept ofset. But Frege rejects this definition and construes his own - for epistemological reasons: Frege's definition exactly fits the needs of modern epistemology, namely that for to know something like the number of a concept one must become conscious of a multitude of acts of producing units of ‘given’ representations under the condition of a 1:1 relationship to obtain between the acts of counting and the counted ‘objects’. According to this view, which has existed at least since the Renaissance stoicism and is maintained not only by Frege but also by Descartes, Kant, Husserl, Dummett, and others, there is no such thing as a number of pure units itself because the intellect or pure reason, by itself empty, must become conscious of different units of representation in order to know a multitude, a condition not fulfilled by Euclid's conception. As this is Frege's main reason to reject Euclid's definition of number (others are discussed in detail), the paper shows that the epistemological reflection in Neoplatonic mathematical philosophy, which agrees with Euclid's definition of number, provides a consistent basement for it. Therefore it is not progress in the history of science which hasled to the a poretic contemporary state of affairs but an arbitrary change of epistemology in early modern times, which is of great influence even today. (shrink)

Für viele neuzeitliche Menschen sind zentrale religiöse Begriffe wie "Gott", "Gnade" oder "Heil" weitgehend unverständlich geworden. Im Bereich des alltäglichen Lebens lassen sich mit ihnen kaum noch persönliche Erfahrungen verbinden. In Anbetracht der daraus resultierenden Krise des christlichen Glaubens hat der Freiburger Religionsphilosoph Bernhard Welte (1906-1983) umfangreiche hermeneutische Überlegungen angestellt. Ausgehend von der These, dass sich der menschliche Verstehenshorizont im Lauf der Geschichte immer wieder modifiziert, entwirft er eine christologische Hermeneutik für das neuzeitliche Seinsverständnis. Diese umfasst sowohl eine Hermeneutik des (...) christlichen Glaubens als auch eine Hermeneutik der dogmatischen Christusverkündigung. Die vorliegende Arbeit untersucht beide Stränge der genannten Hermeneutik und prüft, ob Weltes Vermittlungsversuche auch für die heutige Theologie von Nutzen sein können."-- Back cover. (shrink)

Die liberale Theologie in Jena im ausgehenden 19. Jahrhundert ist als eigenständige Form liberaler Theologie im Sinne einer theologischen Richtung zu verstehen. Der Verfasser erhebt die fundamentaltheologischen und exegetischen Grundlagen der liberalen Jenaer Theologie in der Zuordnung von Glaube und Vernunft, Teleologie und Kausalität und entsprechend Theologie und Philosophie. Die Protagonisten (Richard A. Lipsius, O. Pfleiderer, A. Hilgenfeld u.a.) verknüpfen die kategorialen Grundannahmen Kants, Schleiermachers und Hegels, um die empirischen Materialien der Religionsgeschichte in ihrer Eigenständigkeit zu würdigen, ohne sich einer (...) begrifflichen Ordnung zu entziehen. Im Anschluss an Semler und Schleiermacher wird der Religionsbegriff zum Leitbegriff, da Religion als Lebensvorgang dem Reflexionsgeschehen Theologie vorausgeht und zur Grundanlage der menschlichen Natur gehört. Religiosität ist im subjektiven Geistesleben zu verorten, hat aber in der Beziehung des göttlichen auf den menschlichen Geist einen vorgängigen, externen Bezugspunkt. Die religionsphilosophische Verankerung der Theologie bekommt in der Exegese ihr markantes Profil durch die Verschränkung von historischer Einzelforschung und spekulativer Geschichtskonstruktion, womit eine Eigenständigkeit und Bezogenheit von historischer und systematischer Theologie gegeben ist. (shrink)

Zeit und Zeitlichkeit erscheinen für die Natur und die Existenz des Menschen grundlegend und fordern zugleich sein Denken wesentlich heraus. Das gilt in besonderer Weise für die Epoche des Mittelalters, in der sich Philosophen und Theologen, sowohl in Christentum als auch Islam, intensiv mit dem Thema auseinandergesetzt haben. Das daraus hervorgegangene, vielfältige und interessante Material ist oft als Gefüge aus naturphilosophischen, ethischen und religiösen Komponenten zu charakterisieren und eröffnet überraschende Einblicke - gerade in vergleichender Perspektive. Zu diesem Zweck wurden in (...) der vorliegenden Studie die zwei Denker al-Gazali ( 1111 Tus) und Meister Eckhart ( 1328 Avignon?) ausgewählt und gegenübergestellt. Nach der historischen bzw. ideengeschichtlichen Kontextualisierung beider werden im Detailzugriff auf die Texte die wichtigsten Punkte zu den jeweiligen Zeit- und Ewigkeitsvorstellungen herausgearbeitet und die Kategorien zu ihrer Gruppierung gebildet. Schliesslich werden im Vergleich die Gemeinsamkeiten und Unterschiede benannt. Die zwei Hauptthesen, denen die Arbeit dabei folgt, sind erstens die relative Ähnlichkeit der Referenzautoren, deren Zeitvorstellungen und spiritueller Ausrichtung. Und zweitens daran anknüpfend die Annahme, dass bei intellektueller und lebenspraktischer Vertiefung der Religion kulturelle und religionsspezifische Unterschiede in den Hinter- und universale Motive in den Vordergrund rücken."-- Back cover. (shrink)

Der Beitrag nähert sich dem Phänomen des Luxus und seiner sehr unterschiedlichen, in Teilen auch unvereinbaren Deutungen. Ziel ist es nicht, eine bestimmte Konzeption als die überlegene oder letztendlich richtige herauszustellen, sondern die Vielfalt der Zugänge aufzufächern. Diese umfassen dezidiert kulturkritische bis kulturpessimistische Deutungen, scharfe Kontrastierungen von Luxus und Askese oder kapitalismuskritische Einsätze. Näher betrachtet werden Peter Sloterdijks historisch-anthropologische Hypothese, der zufolge der auf eine sehr spezifische Weise verstandene Luxus eine zentrale Bedingung für die Menschwerdung des homo sapiens ist; das (...) u.a. von Thorstein Veblen vertretene soziologische Standardmodell, das Luxus funktional als Mittel zum Zweck fasst; Werner Sombarts Versuch, Luxus als Motor der Entwicklung kapitalistischer Gesellschaften zu rekonstruieren; schließlich Lambert Wiesings Phänomenologie des Luxus, die ihrerseits ganz eigene Wege beschreitet. (shrink)

Hermann Deuser, international renommierter Theologe, Religionsphilosoph und Fellow am Max-Weber-Kolleg der Universitat Erfurt, hat im Februar 2016 seinen 70. Geburtstag gefeiert. Diesem Anlass widmen die Herausgeber mit dem vorliegenden Band eine Sammlung von Aufsatzen, in denen sich namhafte Weggefahrten und Kollegen aus dem In- und Ausland zu zentralen Aspekten von Deusers Denken, insbesondere seinen jungeren und jungsten Arbeiten zum Verhaltnis von (Natur-)Wissenschaft und Theologie bzw. Religion, programmatisch und im Detail aussern. Es handelt sich folglich nicht um eine Festschrift im ublichen (...) Sinne, sondern um eine Anthologie von Originalbeitragen, die ausschliesslich oder zumindest an prominenter Stelle Deusers substantielle Beitrage zur theologischen und religionsphilosophischen Gegenwartsdebatte konstruktiv-kritisch wurdigen und weiterdenken. Mit Beitragen von:Wolfgang Achtner, Stefan Alkier, Svein Aage Christoffersen, Ingolf U. Dalferth, Hermann Deuser, Hans-Gunter Heimbrock, Eilert Herms, Hans Joas, Matthias Jung, Markus Kleinert, Melanie Kohlmoos, Gesche Linde, Dietmar Mieth, Michael Moxter, Robert Cummings Neville, Lukas Ohly, Martin Schmuck, Heiko Schulz, Saskia Wendel, Catherina Wenzel, Knut Wenzel. (shrink)

A celebration of one of the most influential spiritual leaders of our time, Neem Karoli Baba, the enlightened guru who inspired a generation of seekers--including Ram Dass, Daniel Goleman, and Larry Brilliant--on life-altering journeys that helped change the world.In 1967, Ram Dass returned to the West from India and spread the teachings of his mysterious guru, Neem Karoli Baba, better known as Maharajji. Ram Dass's words about Maharajji's life-affirming wisdom resonated with a youth culture that had grown disillusioned with the (...) violence, civil discord, and crude materialism of modern civilization. Hundreds of Westerners travelled to India and experienced Maharajji's extraordinary presence directly until his death in 1973. His simple directives--love everyone, feed everyone, and remember God--opened their hearts and awakened their souls.What these followers brought back to the West has since changed the landscape of everyday life. Meditation is now mainstream; yoga studios are in every town; and mindfulness is practiced in elementary schools and boardrooms everywhere from Silicon Valley to Capitol Hill. A stirring piece of history, Love Everyone brings these stories to life, sharing for the first time the inspiring tales of the men and woman who followed the siren call of the East to the foothills of the Himalayas, then returned to forever reshape the world.A compelling and inspiring tribute to Maharajji from the Western men and women who knew him best, Love Everyone is a profound teaching on the power of love, as lasting and transformative as the truth, wisdom, and bliss of Maharajji. Parvati Markus is a developmental editor and writer of spiritually oriented non-fiction books and memoirs. She has worked on books by various members of the satsang, from Ram Dass's classic Be Here Now (before she went to India) to those since her time in India with Maharajji (1971-72)--Dada Mukerjee's By His Grace and The Near and the Dear to Krishna Das's recent Chants of a Lifetime. She is a former President of the Board of the Neem Karoli Baba Ashram and Temple and a former development consultant for the Global Peace Initiative of Women Religious and Spiritual Leaders, held at the U.N. in Geneva, Switzerland. She lives in West Palm Beach, Florida. (shrink)

Die Frage, warum man moralisch sein soll, ist eine der ältesten und schwierigsten Fragen der Moraltheorie: Wie kann der Mensch dem moralischen Anspruch, dem er untersteht, gerecht werden? In welchem Verhältnis stehen moralische Urteile und Überzeugungen zu den Wünschen, Neigungen und Gefühlen des Menschen? Welche Rolle kommt der Vernunft in der Handlungsmotivation zu? Welche Bedeutung hat der religiöse Glaube für die menschliche Praxis? In der zeitgenössischen Moraltheologie werden diese grundlegenden Fragen weitgehend vernachlässigt. Die vorliegende Untersuchung leistet einen Beitrag, die Motivationsproblematik (...) wieder ins Zentrum der moraltheologischen Reflexion zu rücken. Ausgehend von einem Überblick über die gegenwärtige philosophische Diskussion um das Problem der moralischen Motivation wird die Motivationstheorie der Stoa rekonstruiert und ihre Rezeption durch Augustinus herausgearbeitet. Dabei erweisen sich die klassischen Motivationstheorien nicht nur als anschlussfähig an die gegenwärtige Diskussion, sondern sie bieten darüber hinaus auch wichtige Impulse für die Beschäftigung mit dem Motivationsproblem. (shrink)

In the evolving landscape of legal information systems, ChatGPT-4 and other advanced conversational agents (CAs) offer the potential to disruptively transform the law industry. This study evaluates commercially available CAs within the German legal context, thereby assessing the generalizability of previous U.S.-based findings. Employing a unique corpus of 200 distinct legal tasks, ChatGPT-4 was benchmarked against Google Bard, Google Gemini, and its predecessor, ChatGPT-3.5. Human-expert and automated assessments of 4000 CA-generated responses reveal ChatGPT-4 to be the first CA to surpass (...) the threshold of solving realistic legal tasks and passing a German business law exam. While ChatGPT-4 outperforms ChatGPT-3.5, Google Bard, and Google Gemini in both consistency and quality, the results demonstrate a considerable degree of variability, especially in complex cases with no predefined response options. Based on these findings, legal professionals should manually verify all texts produced by CAs before use. Novices must exercise caution with CA-generated legal advice, given the expertise needed for its assessment. (shrink)

In seinem grossen Spätwerk »Auch eine Geschichte der Philosophie« rekonstruiert Jürgen Habermas den Diskurs über Glauben und Wissen, aus dem nicht zuletzt die säkulare Welt resultiert. Ob und wie dieser Diskurs weitergehen kann, um die Moderne vor Entgleisungen zu bewahren, ist allerdings fraglich. Der Band setzt sich aus theologischer Perspektive kritisch und nach vorne gerichtet mit dem Werk auseinander. In einem eigenen Text antwortet Jürgen Habermas auf die Beiträge.

Die Untersuchung von Strukturen des Exemplarischen ist in den letzten Jahren vermehrt in den Fokus geisteswissenschaftlicher Forschung gerückt. Der Band beleuchtet in systematischer und historischer Perspektive Funktionen der Verwendung von Bildern als Beispielen, Illustrationen und Exempla. Im Mittelpunkt des Buches steht die Frage, wie Bilder in epistemologische, kunsttheoretische und philosophische Diskurse eingebunden sind. Die grundlegende Annahme lautet: Der theoretische Umgang mit Bildern gehorcht einer Logik des Exemplarischen, welche die Allgemeinheit der Argumente an die konkrete Gegebenheit eines Anschaulichen bindet. 'Logik' wird (...) dabei in einem weiten, inklusiven Sinn verstanden, der die lange Tradition der Rhetorik, aber auch Kants Überlegungen zum reflexiven ästhetischen Urteil und die psychoanalytische Analyse des singulären Falls umfasst. (shrink)

1. Frühe Schriften.--2. Janaer Schriften, 1801-1807.--3. Phänomenologie des Geistes.--4. Nürnberger und Heidelberger Schriften, 1808-1817.--5-6. Wissenschaft der Logik.--7. Grundlinien der Philosophie des Rechts.--8-10. Enzyklopädie der philosophischen Wissenschaften im Grundrisse (1830).--11. Berliner Schriften, 1818-1831.--12. Vorlesungen über die Philosophie der Geschichte.--13-15. Vorlesungen über die Ästhetik.--16-17. Vorlesungen über die Philosophie der Religion.--18-20. Vorlesungen über die Geschichte der Philosophie.

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

Prolonging working hours and presenteeism have been conceptualized as self-endangering coping behaviors in employees, which are related to health impairment. Drawing upon the self-regulation of behavior model, the goal achievement process, and Warr's vitamin model, we examined the antecedents and moderation effects regarding quantitative demands, autonomy, emotion regulation, and self-motivation competence of university students' self-endangering coping behaviors. Results from a cross-sectional survey of 3,546 German university students indicate that quantitative demands are positively related and autonomy has a u-shape connection with (...) self-endangering coping. Emotion regulation was shown to be a protective factor for prolonging working hours. Moreover, self-motivation moderated the relationship between quantitative demands and prolonging of working hours, but not in the assumed direction. Self-motivation showed a systematic positive relationship with prolonging of working hours, but no relationship with presenteeism. Autonomy moderated the relationship of quantitative demands with both self-endangering behaviors. We found no moderating effects for emotion regulation of quantitative demands or autonomy and self-endangering behaviors. Besides further practical implications, the results suggest that lecturers should design their courses accordingly with less time pressure and university students should be trained in the use of autonomy. (shrink)

Leading linguists and philosophers report on all aspects of compositionality, the notion that the meaning of an expression can be derived from its parts. This book explores every dimension of this field, reporting critically on different lines of research, revealing connections between them, and highlighting current problems and opportunities.

One of the most fundamental questions in the philosophy of mathematics concerns the relation between truth and formal proof. The position according to which the two concepts are the same is called deflationism, and the opposing viewpoint substantialism. In an important result of mathematical logic, Kurt Gödel proved in his first incompleteness theorem that all consistent formal systems containing arithmetic include sentences that can neither be proved nor disproved within that system. However, such undecidable Gödel sentences can be established to (...) be true once we expand the formal system with Alfred Tarski s semantical theory of truth, as shown by Stewart Shapiro and Jeffrey Ketland in their semantical arguments for the substantiality of truth. According to them, in Gödel sentences we have an explicit case of true but unprovable sentences, and hence deflationism is refuted. -/- Against that, Neil Tennant has shown that instead of Tarskian truth we can expand the formal system with a soundness principle, according to which all provable sentences are assertable, and the assertability of Gödel sentences follows. This way, the relevant question is not whether we can establish the truth of Gödel sentences, but whether Tarskian truth is a more plausible expansion than a soundness principle. In this work I will argue that this problem is best approached once we think of mathematics as the full human phenomenon, and not just consisting of formal systems. When pre-formal mathematical thinking is included in our account, we see that Tarskian truth is in fact not an expansion at all. I claim that what proof is to formal mathematics, truth is to pre-formal thinking, and the Tarskian account of semantical truth mirrors this relation accurately. -/- However, the introduction of pre-formal mathematics is vulnerable to the deflationist counterargument that while existing in practice, pre-formal thinking could still be philosophically superfluous if it does not refer to anything objective. Against this, I argue that all truly deflationist philosophical theories lead to arbitrariness of mathematics. In all other philosophical accounts of mathematics there is room for a reference of the pre-formal mathematics, and the expansion of Tarkian truth can be made naturally. Hence, if we reject the arbitrariness of mathematics, I argue in this work, we must accept the substantiality of truth. Related subjects such as neo-Fregeanism will also be covered, and shown not to change the need for Tarskian truth. -/- The only remaining route for the deflationist is to change the underlying logic so that our formal languages can include their own truth predicates, which Tarski showed to be impossible for classical first-order languages. With such logics we would have no need to expand the formal systems, and the above argument would fail. From the alternative approaches, in this work I focus mostly on the Independence Friendly (IF) logic of Jaakko Hintikka and Gabriel Sandu. Hintikka has claimed that an IF language can include its own adequate truth predicate. I argue that while this is indeed the case, we cannot recognize the truth predicate as such within the same IF language, and the need for Tarskian truth remains. In addition to IF logic, also second-order logic and Saul Kripke s approach using Kleenean logic will be shown to fail in a similar fashion. (shrink)

Since its first delivery in 1993, J.L. Schellenberg’s atheistic argument from divine hiddenness keeps generating lively debate in various quarters in the philosophy of religion. Over time, the author has responded to many criticisms of his argument, both in its original evidentialist version and in its subsequent conceptualist version. One central problem that has gone undetected in these exchanges to date, we argue, is how Schellenberg’s explicit-recognition criterion for revelation contains discriminatory tendencies against mentally handicapped persons. Viewed from this angle, (...) our present critique imparts Schellenberg’s position with a philosophical dilemma: (1) endorsing divine discrimination to the effect that God does not love ‘cognitive-affective outsiders’ or (2) giving up on explicit recognition. Either way, the hiddenness argument does not succeed. (shrink)

Empirical evidence, it has often been argued, undermines our commonsense assumptions concerning the efficacy of conscious intentions. One of the most influential advocates of this challenge has been Daniel Wegner, who has presented an impressive amount of evidence in support of a model of "apparent mental causation". According to Wegner, this model provides the best explanation of numerous curious and pathological cases of behavior. Further, it seems that Benjamin Libet's classic experiment on the initiation of action and the empirical evidence (...) concerning the confabulation of reason explanations provide further support for this view. In response, I will propose an alternative model of "real mental causation" that can accommodate the empirical evidence just as well as Wegner's. Further, we will see that there is plenty of evidence in support of the assumption that intentions are causally efficacious. This will provide us with ample reason to endorse the model of real mental causation. (shrink)

The paper focuses on one central aspect of Karl Mannheim’s sociology of knowledge: his exemption of the contents of mathematics and the natural sciences from sociological investigations. After emphasizing the importance of Mannheim’s contribution and his exemption-thesis to the history and development of the field and the problem of relativism, I survey several interpretations of the thesis – especially those put forward by proponents of the so-called ‘Strong Programme’. I argue that these interpretations do not get the philosophical background and (...) impetus of Mannheim’s contribution right. By distinguishing between naturalistic and anti-naturalistic strands in Mannheim’s work I propose a new reading on which Mannheim did not exempt the contents of the areas in question principally or because of a lack of nerve and will. It is argued that Mannheim’s exemption-thesis rather is a consequence of his own sketchy sociological investigations of ‘the paradigm of the natural sciences’. (shrink)

Behind the images, the actual logical work iscarried out by reasoning-specific operations on these spatial layout models.

The ArgumentContemporary natural sciences succeed remarkably well in ensuring a relatively continuous transmission of their cognitively relevant traditions and in creating a widely shared background consensus among their practitioners – hermeneutical ends seemingly achieved without hermeneutical awareness or explicitly acquired hermeneutical skills.It is a historically specific – emerging only in the nineteenth century – cultural organization of the Author-Text-Reader relation which endows them with such an ease of hermeneutical achievements: an institutionally fixed form of textual and intertextual practices, normatively posited (...) ways of adequate reception and criticism, etc. The same organization also explains a number of their often-discussed epistemic and cultural characteristics: their depersonalized objectivity, the social closure of their discourse and their reduced cultural significance, the shallow historical depth of their activated traditions, etc.The cognitive structure and the social function of contemporary natural sciences are intimately interwoven with a set of sui generis cultural relations that are partially fixed in the textual characteristics of their literary objectivations. A comparative hermeneutical analysis of natural sciences as a specifically constituted and institutionalized cultural genre or discourse-type brings into relief those contingent cultural conditions and relations to which some of their fundamental epistemological characteristics are bound, or at least with which they are historically closely associated. (shrink)

It is a common intuition that at least in some cases disagreement has skeptical consequences: the participants are not justified in persisting in their beliefs. I will argue that the currently popular non-dialectical and individualistic accounts of justification, such as evidentialism and reliabilism, cannot explain this intuition and defend the dialectical conception of justification that can explain it. I will also argue that this sort of justification is a necessary condition of knowledge by relying on Craig's genealogy of the concept (...) of knowledge. I will then respond to the accusation that the dialectical conception leads to radical skepticism. My response is partly concessive. It does lead to skepticism in areas where controversy prevails, such as philosophy, politics and religion, but this sort of skepticism is quite intuitive. Finally, I deal with the objection that my defense of skepticism about philosophy is self-refuting. (shrink)

This article aims to achieve two goals: to show that probability is not the only way of dealing with uncertainty ; and to provide evidence that logic-based methods can well support reasoning with uncertainty. For the latter claim, two paradigmatic examples are presented: logic programming with Kleene semantics for modelling reasoning from information in a discourse, to an interpretation of the state of affairs of the intended model, and a neural-symbolic implementation of input/output logic for dealing with uncertainty in dynamic (...) normative contexts. (shrink)

Previous findings indicate that the goals of teachers and their experienced emotions when interacting with students play an important role for their well-being. However, studies on the psychological impact of events have shown that the impact of bad events is stronger than the impact of good events. Thus, it may be that teachers’ goals and emotions for students showing undesirable behaviors contribute more to their well-being than teachers’ goals and emotions for students showing desirable behaviors, a distinction that has not (...) been made in previous research. To examine this question, we measured teachers’ goals and emotions for students showing desirable and undesirable behaviors, and their affective, evaluative, occupational, and psychological well-being. The results showed that teachers’ well-being was relatively strongly related to their goals and emotions for students showing undesirable behaviors: The higher the goals and the more positive the emotions, the higher the reported well-being. By contrast, the goals and emotions for students showing desirable behaviors were unrelated to teachers’ well-being. These results demonstrate that the principle of “bad is stronger than good” holds also for the influence of teachers’ goals and emotions on their well-being. (shrink)

We examine fields in which model theoretic algebraic closure coincides with relative field theoretic algebraic closure. These are perfect fields with nice model theoretic behaviour. For example, they are exactly the fields in which algebraic independence is an abstract independence relation in the sense of Kim and Pillay. Classes of examples are perfect PAC fields, model complete large fields and henselian valued fields of characteristic 0.

Kants Theorie des reinen Geschmacksurteils By Christel Fricke Verlag Walter de Gruyter, 1990 (Quellen und Studien zur Philosophie, 26). Pp. 196. ISBN 3?11?012585?4. DM98.00 The Ontology of Physical Objects By Mark Heller Cambridge University Press, 1990. Pp. iv + 162. ISBN 0?521?38544?X. £25.00. Theory of Knowledge By Keith Lehrer Routledge, 1990. Pp. xii + 212. ISBN 0?415?05407?9. £30.00 hbk. £9.99 pbk. Disciplining Foucault: Feminism, Power and the Body By Jana Sawicki Routledge, 1991. Pp. xii + 130. ISBN 0?415?90187?1. £30.00 hbk. (...) £8.99 pbk. (shrink)

I. Musulʹmansʹka kulʹtura ĭ filosofii︠a︡ na pivdennoukraïnsʹkykh zemli︠a︡kh -- Filosofsʹkyĭ sufizm Ibrahima alʹ-Kyrymi -- Abu lʹBaka'alʹ-Kafauvi: paradyhma postklasychnoho syntezu nauk -- Rat︠s︡ionalizm Mukhammada alʹ-Kafauvi ta Mukhammada alʹ-Akkirmani -- II. Obraz ti︠u︡rksʹkykh narodiv v ukraïnsʹkiĭ literaturi rannʹomedrnoï doby.