Was the zoological garden a place for science in the 19th and 20th centuries? This question cannot be answered with a simple yes or no. Rather, this Special Issue suggests, we need to reconstruct how the concrete conditions of the zoo as an institution influenced, enabled, triggered, facilitated, obstructed, or impeded scientific research. The zoo was and is a multifunctional space serving different constituencies, such as scientists of different disciplines, artists, breeders, and the general public. This collection of articles argues (...) that despite or even because of its hybrid character, the zoo generated knowledge about exotic animals in often unexpected ways. This Special Issue conceives of “science at the zoo” as a an “impure,” yet very rich epistemic constellation with its very own dynamic, tensions, and contradictions. The first part of this introduction provides a historical overview of the topic. Synthesizing the existing secondary literature, it addresses the major themes of science at the zoo: the debate among scientists about the pros and cons of research conducted in and outside the cages; the gap between the promise of doing research at the zoo and the actual practices; and the emergence of new fields of knowledge such as zoo veterinary medicine, zoo biology, and conservation science. The introduction's second part draws out the common topics that connect the eight articles of this Special Issue: the multiplicity of spaces interacting with the zoo; the broad range of historical actors, including academics, animal traders, and zoo keepers; the changing roles of the zoo-going public; and the negotiation of authority and epistemic hierarchies in producing knowledge about zoo animals. The large numbers of zoos and the long temporal range these articles cover bring the constant evolution of “science at the zoo”-and hence its intrinsic historical dimension-to the fore. (shrink)

In Subjectivity without Subjects, well-known philosopher and feminist theorist Kelly Oliver looks at aspects of popular culture, film, science, and law to examine contemporary notions of paternity and maternity. Oliver studies the roles of paternal responsibility, virility, and race in such events as the Million Man March and the Promise Keeper's movement and suggests alternative ways to conceive of self-other relations and the subjective identity at stake in them. In addition she offers a detailed analysis of particular works (...) by such well-known filmmakers as Polanski, Bergman, and Varda in developing a theory of identity that opens the subject to otherness and difference. (shrink)

Following Max Horkheimer, I will first attempt to reconstruct an anthropology that essentially wants to be understood as critical social research. I will then pursue the question of humanism in critical theory. In doing so, I want to show that a reference to a normatively substantive humanism does actually exist in critical theory. On the other hand, I want to show that this humanism is anything but unambiguously and systematically formulated but has been reflected and articulated differently by different representatives (...) of critical theory. The two examples I will refer to here are Theodor W. Adorno and Erich Fromm. I will define Adorno’s humanism as ‘dialectical humanism’, whereas Fromm’s humanism could be described as ‘emphatic humanism’. My reading, however, attempts to interrogate the two positions as to their complementarity. Not ‘Adorno or Fromm’, but ‘Adorno and Fromm’ is the motto that guides me. Finally, I will relate this complementary reading of both approaches in such a way that the possibility of a ‘Critical Humanism’ can be derived from it, which above all also wants to be understood as a sociological research program. (shrink)

Nebraska University Studies, V25, No. 2-4.

Via a reading of Cormac McCarthy’s Blood Meridian and a critical appraisal of Foucault’s break with historical materialism, W. Oliver Baker finds, at the limits of the new materialisms, space for a new post-humanist critical materialism that sees utopia not in post-human assemblages, but in the abolition of colonial and capitalist structures that condition those assemblages in the first place.

When people are performing a task, it is hard to know whether they are about to make a mistake. Klaproth, Halbrügge, Krol, Vernaleken, Zander, and Russwinkel address this by recording EEG signals while people are performing a flight control task, and show that by examining the EEG signal they can determine when people failed to notice particular stimuli, which could lead to better assistive tools.

Outlining both historical foundations and the latest research trends, this Research Handbook offers a unique and cutting-edge overview of the numerous avenues to responsible management.Opening with a conceptual mapping of the field, thought leaders such as Henry Mintzberg and Archie Carroll present foundational and controversial views. Frameworks such as sustainability management, responsible leadership, humanistic and biomimetic management are introduced. Glocal approaches include responsible management with Chinese characteristics, West African Yoruba, and American Pragmatism. Exploring frameworks for the responsible management process, such (...) as theories of practice, and for responsible management learning and innovation, readers are introduced to key methods responsible management research, such as participatory action research. Groundbreaking in scope and depth, this Handbook caters to the responsible management research community, particularly to the Academy of Management and to United Nations PRME signatory business schools. Policymakers and practitioners will benefit from its insight into the latest advances in responsible management research. (shrink)

In [STU 00, KUT 03] we introduced a family of ‘modal' languages intended for talking about distances. These languages are interpreted in ‘distance spaces' which satisfy some of the standard axioms of metric spaces. Among other things, we singled out decidable logics of distance spaces and proved expressive completeness results relating classical and modal languages. The aim of this paper is to axiomatize the modal fragments of the semantically defined distance logics of [KUT 03] and give a new proof of (...) their decidability. (shrink)

Through key readings from primary and secondary sources this book communicates at first hand the principal features of a remarkable range of Eastern thought - from Buddhism, Confucianism, and Hinduism to Islam, Shinto, and Zoroastrianism. Passages from key texts guide the reader through over ninety major terms, from abhidharma to Zen. Material is drawn not only from such cornerstone texts as the Bhagavad-gita and the Lao-tzu, but also from modern writings on Eastern philosophy and religion.

Associative memory is the ability to link together components of stimuli. Previous evidence suggests that prior familiarization with study items affects the nature of the association between stimuli. More specifically, novel stimuli are learned in a more context-dependent fashion than stimuli that have been encountered previously without the current context. In the current study, we first acquired behavioral data from 62 human participants to conceptually replicate this effect. Participants were instructed to memorize multiple object-scene pairs and were then tested on (...) their recognition memory for the objects. Importantly, 1 day prior, participants had been familiarized with half of the object stimuli. During the test phase, the objects were either matched to the same scene as during study or swapped with a different object’s scene. Our results conceptually replicated the context-dependency effect by showing that breaking up a studied object-context pairing is more detrimental to object recognition performance for non-familiarized objects than for familiarized objects. Second, we used functional magnetic resonance imaging to determine whether medial temporal lobe encoding-related activity patterns are reflective of this familiarity-related context effect. Data acquired from 25 human participants indicated a larger effect of familiarization on encoding-related hippocampal activity for objects presented within a scene context compared to objects presented alone. Our results showed that both retrieval-related accuracy patterns and hippocampal activation patterns were in line with a familiarization-mediated context-dependency effect. (shrink)

Von „Big Data“ über die „Künstliche Intelligenz“ bis hin zur „Sozialen Robotik“: Im Kontext der Digitalisierung gibt es unzählige Fachtermini. Das vorliegende Nachschlagewerk ist für alle geeignet, die einen schnellen Einstieg in das Gebiet der Digitalisierung suchen und sich für Fragen der Ethik interessieren. In 350 übersichtlichen Beiträgen werden die Grundlagen und Entwicklungen leicht verständlich erläutert.

In the course of the fourth and fifth centuries, the colonate developed from a legal principle to a legal institution. The original soil bond (origo) was transformed into a legal status (condicio). These structures of legal, social and economic organisation were already in place when the Vandals conquered North Africa in the 430s. The arrivals thus inherited a functioning system, and since they changed very few of the structures they found in North Africa, they kept the colonate more or less (...) as they found it. The aim of this study is to substantiate this thesis of the Vandal settlement and the continuation of the colonate and to present it on the basis of Roman laws. To this end, the legal sources are compared with the literary testimonies of the bishops Victor of Vita and Augustine, and the Tablettes Albertini are included in the analysis. The considerations on the continuity of the colonate are embedded in the overall context of the general legal development of the law on the colonate. With this paper, the author concludes his studies on the further development of the colonate in the post-Roman kingdoms. (shrink)

Im Zentrum des Werkes von Michael Oakeshott (1901-1990) steht die Frage nach der Vernunft der Praxis und der Praxis der Vernunft. Dieses klassische Thema der praktischen Philosophie, das heute im Hintergrund verschiedener Debatten in Philosophie und Politikwissenschaft steht, leitete Oakeshott in seiner Auseinandersetzung mit der modernen Politik. Die in dem Sammelband vereinigten Beitrage bieten einen Uberblick uber die internationale Forschungslage; ihr gemeinsamer Angelpunkt ist Oakeshotts Praxisbegriff: Diskutiert wird seine praktische Bedeutung im Durchgang durch die grundlegenden politischen und gesellschaftlichen Problemfragen der (...) Gegenwart, seine theoretische Leistungsfahigkeit ist Gegenstand vergleichender Perspektiven, die vor allem die deutschen Zeitgenossen wie H. Arendt, H.-G. Gadamer, G. Simmel oder L. Strauss einbeziehen. Der vorliegende Band unternimmt es, die seit mehr als zwei Jahrzehnten intensiv gefuhrte, vor allem angelsachsische Debatte um Oakeshotts Denken in die einschlagigen deutschen Diskussionen zu tragen und die Anknupfungspunkte sichtbar zu machen, die sein facettenreiches Werk fur die Verstandigung uber eine humane Praxis in den Konflikten des 21. Jahrhunderts bietet. Mit Beitragen von: Josiah Lee Auspitz, Michael Becker, Wendell John Coats Jr., Peter Finn, Jurgen Gebhardt, Steven A. Gerencser, Michael Grossheim, Michael Henkel, Hans Jorg Hennecke, Bart van Klink, Silviya Lechner, Oliver W. Lembcke, Kenneth B. McIntyre, Efraim Podoksik, Rainer Schmidt, Suvi Soininen, Judith A. Swanson, Martyn P. Thompson. (shrink)

Internationally, initial teacher education has experienced shifts towards competence and school-based programmatic reforms. As a result, literature on the role of teacher educators operating within the academy suggests a sense of doom as market-based and political distrust of the academy grows. For now, initial teacher education in Ireland is largely housed within the academy. However, several governing policies have recently been published which subtly seek to marginalise the role and practices of teacher educators. Drawing on Camus’ understanding of the absurd (...) as emerging from the interaction between the longing of human beings for clarity and the universe’s indifferent and silent reply, this paper sets out to investigate possible methods that teacher educators may select in responding to an awareness of the absurd. (shrink)

We present evidence from neuroimaging and brain lesion studies that emotional contagion may not be a mechanism underlying musical emotions. Our brains distinguish voice from non-voice sounds early in processing, and dedicate more resources to such processing. We argue that super-expressive voice theory currently cannot account for evidence of the dissociation in processing musical emotion and voice prosody.

Name der Zeitschrift: Zeitschrift für Religionswissenschaft Jahrgang: 24 Heft: 2 Seiten: 205-212.

Truthlikeness in historiography would allow us to be optimistic fallible realists about historiography – to hold that historical knowledge is about the past, true albeit fallible, and can increase over time. In this paper, three desiderata for a concept of truthlikeness in historiography will be outlined. One of the main challenges for truthlikeness is historiographic skepticism which holds that historiography is indistinguishable from fiction and cannot therefore furnish us with true knowledge about the past. Such skepticism rests on the postmodern (...) challenge, which will be criticized on the grounds that it rests on an implausible theory of meaning. It will be shown that Peirce’s semeiotic and pragmatist theory of truth, interpreted dialogically or game-theoretically, provides a suitable framework within which to pursue the project of defining a concept of truthlikeness for historiography. Finally, directions for possible future research into truthlikeness in historiography, including ways of defining a measure of truthlikeness, will be considered. (shrink)

This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement (...) of the co-existence of a 3. person and a 1. person epistemological perspective in the scientific investigation of cognition. (shrink)