Frontmatter -- Inhaltsverzeichnis -- Vorwort -- 1. Fichtes Religionsphilosophie in ihrem Verhältnis zum Johannesevangelium (1906) -- 2. Welche Bedeutung hat der Gegensatz von monistischer und dualistischer Weltanschauung für die christliche Religion? (1908) -- Welche Bedeutung hat der Gegensatz von monistischer und dualistischer Weltanschauung für die christliche Religion? (Schönschrift) -- 3. Die religionsgeschichtliche Konstruktion in Schellings positiver Philosophie, ihre Voraussetzungen und Prinzipien (1910) -- 4. Systematische Theologie von 1913 -- 5. Der Begriff des Übernatürlichen, sein dialektischer Charakter und das Prinzip der (...) Identität - dargestellt an der supranaturalistischen Theologie vor Schleiermacher (1915) -- Anhang: Literaturverzeichnis -- Namensregister -- Sachregister -- Backmatter. (shrink)

Prologue: on the weakness of education -- Creativity -- Communication -- Teaching -- Learning -- Emancipation -- Democracy -- Virtuosity -- Epilogue: for a pedagogy of the event -- Appendix: coming into the world, uniqueness, and the beautiful risk of education: an interview with Gert Biesta by Philip Winter.

Ramsey's Theorem states that if $P$ is a partition of $\lbrack\omega\rbrack^\kappa$ into finitely many partition classes, then there exists an infinite set of natural numbers which is homogeneous for $P$. We consider the degrees of unsolvability and arithmetical definability properties of infinite homogeneous sets for recursive partitions. We give Jockusch's proof of Seetapun's recent theorem that for all recursive partitions of $\lbrack\omega\rbrack^2$ into finitely many pieces, there exists an infinite homogeneous set $A$ such that $\emptyset' \nleq_T A$. Two technical extensions (...) of this result are given, establishing arithmetical bounds for such a set $A$. Applications to reverse mathematics and introreducible sets are discussed. (shrink)

Considered by many to be Abraham Robinson's magnum opus, this book offers an explanation of the development and applications of non-standard analysis by the mathematician who founded the subject. Non-standard analysis grew out of Robinson's attempt to resolve the contradictions posed by infinitesimals within calculus. He introduced this new subject in a seminar at Princeton in 1960, and it remains as controversial today as it was then. This paperback reprint of the 1974 revised edition is indispensable reading for anyone interested (...) in non-standard analysis. It treats in rich detail many areas of application, including topology, functions of a real variable, functions of a complex variable, and normed linear spaces, together with problems of boundary layer flow of viscous fluids and rederivations of Saint-Venant's hypothesis concerning the distribution of stresses in an elastic body. (shrink)

In this article two important organizational concepts - lean production and sociotechnical systems design - are evaluated on their reflective capacity and their (moral) outcomes. At least in theory both concepts entail a promise of overcoming some of the irreflexive pitfalls of rational organization. As will be shown, both concepts do have short-comings too. It is argued that the meaning and value of the concepts is related to the context in which the systems are implemented.

The second volume in Joel Feinberg's series The Moral Limits of the Criminal Law, Offense to Others focuses on the "offense principle," which maintains that preventing shock, disgust, or revulsion is always a morally relevant reason for legal prohibitions. Feinberg clarifies the concept of an "offended mental state" and further contrasts the concept of offense with harm. He also considers the law of nuisance as a model for statutes creating "morals offenses," showing its inadequacy as a model for understanding "profound (...) offenses," and discusses such issues as obscene words and social policy, pornography and the Constitution, and the differences between minor and profound offenses. (shrink)

This edited collection focuses on the contextual presence of theory, the practices of doing theory, and refractions on and agendas for theory respectively. The contributors to the first volume from around the world reflect a range of perspectives and positions in the debate about the purpose and value of educational theory.

Menzoberranzan is the primary setting of R.A. Salvatore's Homeland in the Dark Elf trilogy and home of the evil race of dark elves known as drow. Plato's Republic features characters at a feast discussing the topic of justice. Glaucon, one of the conversation partners, decides to play devil's advocate, putting forth the idea that justice is one of those pesky things we have to deal with to live in a peaceful society, arguing that if there were a way around it, (...) no one would be just or moral. The trouble with flat‐out calling Menzoberranzan the most unjust state imaginable is that it has some qualities befitting a just state. In addition to justice, Socrates calls for the ideal state and its citizens to embody the virtues of temperance, wisdom, and courage. (shrink)

The Jedi are “keepers of the peace.” Just as they protect the galaxy, Jedi are called upon to keep the peace within themselves by aligning their wills to the Force. This requires self‐restraint, abstinence from worldly pleasures, a virtue‐driven mindset, incorruptible fearlessness, and total belief in following the will of the Force. The principles of the Jedi Order closely mirror the “hard life” maxims of a school of philosophy known as Stoicism, represented by the slave‐turned‐philosopher Epictetus. For both Jedi and (...) Stoics, philosophy is a way of life, not just a subject for study. A central claim of Stoic ethics is that only virtues and virtuous activities are good, and only vices and vicious actions are evil. A Jedi's strength of mind has greater value than the ability to execute a Force push. The ultimate goal for Jedi is to decipher the will of the Force and conduct themselves accordingly. (shrink)

Ramscar and colleagues (2010, this volume) describe the “feature-label-order” (FLO) effect on category learning and characterize it as a constraint on symbolic learning. I argue that FLO is neither a constraint on symbolic learning in the sense of “learning elements of a symbol system” (instead, it is an effect on nonsymbolic, association learning) nor is it, more than any other constraint on category learning, a constraint on symbolic learning in the sense of “solving the symbol grounding problem.”.

I provide an account of irrationality that takes the concept of an irrational action as more basic than that of an irrational belief. While explaining the various elements of the DSM-III-R definition of mental disorders, I show that even though not all mental disorders involve irrational beliefs or delusions, not all irrational actions are due to mental disorders, and not all mental disorders lead to irrational actions, there is a close conceptual connection between irrationality and mental disorders because both involve (...) suffering or an increased risk of suffering an evil or harm, independent of the circumstances one is in. (shrink)

A reprint of the 1972 Doubleday edition. Contains the most helpful version of Hobbes's political and moral philosophy available in English. Includes the only English translation of De Homine, chapters X-XV. Features the English translation of De Cive attributed to Hobbes.

In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role (...) of knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence‐based education. Biesta concludes that evidence‐based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation. (shrink)

The question “Why be moral?” is open to at least three extremely different interpretations. One way to distinguish these interpretations is by picturing the question as being asked by, respectively, Allan, who is going to act immorally unless he can be convinced to act otherwise, Beth, who is perfectly happy to do what is morally required on a certain occasion but who wants to know what is it about the act that makes it morally required, and Charles, who is trying (...) to understand why rational people act morally. An answer to the question as understood by Allan is, for some, the holy grail of moral philosophy, and it is also perhaps the default understanding of the question. The question as asked by Beth is what David Copp, in his contribution to this volume, calls the “why-think-morality-requires-this” question. The question as asked by Charles can be called the “what-rationally-justifies-moral-behaviour” question. Charles’ question, importantly, is about rationalpermissibility,and it is most pointed when moral behaviour requires sacrifice. (shrink)

Im 19. Jahrhundert vollzog die Philosophie eine signifikante Kehrtwende, kam es doch zu einem Bruch mit der vorherrschenden Orientierung an metaphysischen Welterklärungsmustern. Jenes Denken, welches später als Existenzphilosophie bezeichnet werden sollte, stellte fortan den Menschen und seine situativen Bedingungen in den Mittelpunkt. Es war die Feststellung leitend, dass die vertraute Welt- und Lebensordnung fragil geworden war. In dieser Formulierung klingt an, was zu einem wesentlichen Erkennungsmerkmal existentiellen Denkens wurde, denn aus der Tatsache des Existierens resultiert Scheitern. Nach Jaspers ist das (...) Scheitern manifester Ausdruck der existentiellen Grundsituation des Menschen. Darin aber eröffnet sich die Chance zur Existenzerhellung, die sich bildend vollzieht. (shrink)

How have different civilizations throughout different epochs mastered fundamental challenges of life? The series analyses the basic questions of cultural anthropology. All epochs and the most significant civilizations worldwide, as well as different epistemological aspects including historical sciences, sociology, ethnology, art, literature and philosophy are brought together.