The book roots corruption in the idea of a departure from conventional standards, and thus offers an account not only of its corrosiveness but also of its malleability and controversiality. In the course of a broadranging exploration, it examines various links between private and public corruption, connecting the latter with other social and political structures.

Analogien lassen sich aus unserem vernünftigen Nachdenken und Argumentieren kaum wegdenken. Ganz zurecht stellen sie eines der klassischen Themen der Argumentationstheorie dar. Doch wie genau sollte die argumentative Rolle von Analogien in Argumentrekonstruktionen dargestellt werden? Das ist die Leitfrage dieses Beitrags. Zunächst wird mit Michael Dummetts Schach-Analogie ein prominentes Beispiel dargestellt und eine genauere Charakterisierung des Analogiebegriffs vorgeschlagen. Danach wird die gängigste Rekonstruktionsform von Analogien diskutiert, das Analogieargument, und in einigen Punkten verfeinert. Vor diesem Hintergrund schlägt der Beitrag eine zweite, (...) alternative Rekonstruktionsform vor, in der zwei analoge Argumente an die Stelle eines einzelnen Analogiearguments treten. Nachdem diese beiden Rekonstruktionsformen an einem weiteren berühmten Beispiel vorgeführt wurden, an Peter Singers Teich-Analogie, wird diskutiert, wie sich diese beiden Varianten gegenseitig ergänzen und welche Stärken und Schwächen sie haben. Es zeigt sich, dass Analogien nicht nur in Form von Analogieargumenten einen zentralen Topos eines Einzelarguments darstellen. Darüber hinaus kann die Untersuchung analoger Argumente bereits selbst als argumentationstheoretische Topik verstanden werden. (shrink)

Erarbeitet von Dominik Balg, Anne Burkard, Henning Franzen, Aenna Frottier, David Lanius, David Löwenstein, Hanna Lucks, Kirsten Meyer, Donata Romizi, Katharina Schulz, Stefanie Thiele und Annett Wienmeister. -/- Die Entwicklung argumentativer Fähigkeiten ist ein zentrales Ziel des Ethik- und Philosophieunterrichts, ja überhaupt ein zentrales Bildungsziel. Wie aber kann das gelingen? In vielen verfügbaren Unterrichtsmaterialien werden argumentative Fähigkeiten eher vorausgesetzt als systematisch gefördert. Auch curriculare Vorgaben bleiben zumeist sehr unspezifisch. Lehrpersonen werden so weitgehend allein gelassen mit der Aufgabe, Lernende beim Erwerb (...) argumentativer Fähigkeiten zu fördern. Die vorliegende Aufgabensammlung soll dazu beitragen, diese Lücke zu schließen. Sie bietet Lehrpersonen reichhaltige Materialien für die spiralcurricular angelegte, systematische Förderung argumentativer Fähigkeit anhand exemplarischer Inhalte. Orientiert an klaren fachlichen Standards finden sich hier Aufgaben auf vier Niveaustufen, jeweils in Verbindung mit übersichtlichen Merkblättern. Die Aufgaben der beiden unteren Niveaustufen lassen sich bereits für jüngere Lernende der Sekundarstufe einsetzen, Aufgaben der obersten Niveaustufe richten sich an Lernende von Abschlussklassen oder der Studieneingangsphase. Für die Hand der Lehrpersonen werden die Aufgaben und Merkblätter durch fachliche und didaktische Kommentare sowie Lösungshinweise ergänzt. (shrink)

It is common to hear talk of the aim of belief and to find philosophers appealing to that aim for numerous explanatory purposes. What belief 's aim explains depends, of course, on what that aim is. Many hold that it is somehow related to truth, but there are various ways in which one might specify belief 's aim using the notion of truth. In this article, by considering whether they can account for belief 's standard of correctness and the epistemic (...) norms governing belief, I argue against certain prominent specifications of belief 's aim given in terms of truth, and advance a neglected alternative. (shrink)

What does it mean to know how to do something? This book develops a comprehensive account of know-how, a crucial epistemic goal for all who care about getting things right, not only with respect to the facts, but also with respect to practice. It proposes a novel interpretation of the seminal work of Gilbert Ryle, according to which know-how is a competence, a complex ability to do well in an activity in virtue of guidance by an understanding of what it (...) takes to do so. This idea is developed into a full-fledged account, Rylean responsibilism, which understands know-how in terms of the normative guidance and responsible control of one's acts. Within the complex current debate about know-how, this view occupies a middle ground position between the intellectualist claim that know-how just is propositional or objectual knowledge and the anti-intellectualist claim that know-how just is ability. In genuine know-how, practical ability and guiding intellect are both necessary, but essentially intertwined. (shrink)

In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant (...) concepts and skills to students early on in their school career. The focus is on secondary schools, but the proposal can also be of use for learning and teaching in universities, especially in introductory classes. (shrink)

Argumente begegnen uns überall: in der Politik, in Schule und Hochschule, Beruf und Alltag. Dabei werden wir immer auch mit der Frage konfrontiert, wie die behaupteten Aussagen begründet werden. Angelehnt an Thomas Nagels Einführung in die Philosophie beginnt der Band mit Hinweisen, wie wir Argumente interpretieren können. Es folgt eine Einführung in die logische Analyse von Argumenten und ihre Strukturen: Bedingungen, Alternativen und andere logische Zusammenhänge. Immer wieder werden die vorgestellten Inhalte durch Beispiele und Gegenbeispiele erläutert, so dass die Themen (...) anschaulich und praktisch anwendbar werden – ein vorzügliches Einführungsbuch für Schule, Studium und Selbststudium. (shrink)

This paper presents a uniform general account of regress problems in the form of a pentalemma—i.e., a set of five mutually inconsistent claims. Specific regress problems can be analyzed as instances of such a general schema, and this Regress Pentalemma Schema can be employed to generate deductively valid arguments from the truth of a subset of four claims to the falsity of the fifth. Thus, a uniform account of the nature of regress problems allows for an improved understanding of specific (...) regress objections or arguments, and, correspondingly, of the general logical geography of the debate about infinite regresses. This uniform approach is illustrated by a treatment of the classical epistemological problem of justification, but it encompasses a whole variety of cases including explanation and ontological grounding. Furthermore, this general account is compared and contrasted with the existing literature discussing argument schemata for regress objections, particularly with the work of Jan Willem Wieland. It is shown how such other schemata can be incorporated and superseded by the general Regress Pentalemma Schema. (shrink)

The _Physics_ is a foundational work of western philosophy, and the crucial one for understanding Aristotle's views on matter, form, essence, causation, movement, space, and time. This richly annotated, scrupulously accurate, and consistent translation makes it available to a contemporary English reader as no other does—in part because it fits together seamlessly with other closely associated works in the New Hackett Aristotle series, such as the _Metaphysics_, _De Anima_, and forthcoming _De Caelo_ and _On Coming to Be and Passing Away_. (...) Eventually the series will include all of Aristotle's works. Sequentially numbered endnotes provide the information most needed at each juncture, while a detailed Index of Terms indicates places where focused discussion of key notions occurs. An illuminating general Introduction describes the book that lies ahead, explaining what sort of work it is and what sorts of evidence it relies on. (shrink)

We offer obeisances to Lord Śiva, guru of knowledge, lord of the dance, who purifies by the very utterance of his name, who transcends all dualities. May he grant us permission to argue with his devotees. May he also give us his blessings to convince them.Properly speaking, comparative philosophy does not lead toward the creation of a synthesis of philosophical traditions. What is being created is not a new theory but a different sort of philosopher. The goal of comparative philosophy (...) is learning a new language, a new way of talking. The comparative philosopher does not so much inhabit both of the standpoints represented by the traditions from which he draws as he comes to inhabit an.. (shrink)

This is a précis of my book "Know-how as Competence. A Rylean Responsibilist Account".

The distinction between knowing how to do something and knowing that something is the case is a piece of common sense. Still, it has been suggested that one of these concepts can be reduced to the other one. Intellectualists like Jason Stanley (2011) try to reduce know-how to propositional knowledge, while practicalists like Stephen Hetherington (2011) try to reduce propositional knowledge to know-how. I argue that both reductionist programs fail because they make the manifestations of the knowledge to be reduced (...) unintelligible. Contrary to both, I suggest that know-how and propositional knowledge are distinct, but conceptually interdependent. (shrink)

This paper responds to comments and criticisms by Stefan Brandt and Eva-Maria Jung, directed at the book "Know-how as Competence. A Rylean Responsibilist Account".

Husserl and Frege reject logical psychologism, the view that logical laws are psychological 'laws of thought'. This paper offers an account of these famous objections and argues that their crucial premise, the necessity of logical laws, is justified with reference to a problematic metaphysics. However, this premise can be established in a more plausible way, namely via a transcendental argument which starts from the practice of rational criticism. This argument is developed through a discussion of Quine's holism, which at first (...) appears to make the idea of the necessity of logical laws even less plausible, but eventually turns out to speak in favor of this view. (shrink)

Which role do concepts play in a person's actions? Do concepts underwrite the very idea of agency in somebody's acting? Or is the appeal to concepts in action a problematic form of over-intellectualization which obstructs a proper picture of genuine agency? Within the large and complicated terrain of these questions, the debate about know-how has been of special interest in recent years. In this paper, I shall try to spell out what know-how can tell us about the role of concepts (...) in action. I will argue that the fact that people possess and exercise know-how is indeed suited to deliver a number of important insights as to where and how concepts play a role in action. But I shall argue that these insights are limited in that they fail to cover the whole realm of relevant phenomena. (shrink)

Agents' Abilities ist ein Geschenk von einem Buch, das man nicht genug loben kann. Und deswegen versuche ich es erst gar nicht. Stattdessen beschränke ich mich auf einige konstruktiv-kritische Bemerkungen, die in zwei miteinander verbundenen Bereichen Perspektiven der Weiterentwicklung und Verfeinerung aufzeigen sollen.

Kognitive Dissonanzen und Inkonsistenzen gehören zu den zentralen Charakteristika philosophischer Probleme. Gleichzeitig wird die Philosophie zurecht dafür gepriesen, dass sie wichtige Kompetenzen und Tugenden fördert – etwa begriffliche Klarheit, treffende Problemanalyse, gute Argumentation, Kritikfähigkeit, Offenheit und konstruktives Diskutieren. Eine wichtiges Anwendungsgebiet dieser Kompetenzen und Tugenden besteht ihrerseits darin, Auswege aus kognitiven Dissonanzen finden und argumentativ begründen zu können. Inkonsistenzen sind demnach eine wichtige Gelenkstelle zwischen den Themen und Fragen der Philosophie und den zentralen Kompetenzen und Tugenden, die im Philosophieren ausgeübt (...) und geschult werden. So zumindest die Arbeitshypothese, die in diesem Beitrag verfolgt werden soll, und die zum Teil und in unterschiedlichen Hinsichten an vorliegende Ansätze anknüpft. (shrink)

How should we understand knowledge-how – knowledge how to do something? And how is it related to knowledge-that – knowledge that something is the case? In this paper, I will discuss a very important and influential aspect of this question, namely the claim – dubbed ‘Intellectualism’ by Gilbert Ryle – that knowledge-how can be reduced to knowledge-that. Recently, Jason Stanley and Timothy Williamson have tried to establish Intellectualism with the aid of linguistic considerations. This project – Linguistic Intellectualism – will (...) be criticized on three levels. First, I will reconstruct and object to Stanley and Williamson’s positive argument in favour of Intellectualism. Second, I will assess their view of the relationship between knowledge-how and practical ability and argue that their stance is not well-motivated. Third, I will discuss their criticism of Ryle’s objection against Intellectualism. After distinguishing between different versions of Ryle’s argument, I will show that its strongest version is both immune to the objection by Stanley and Williamson and a decisive argument against their own theory. Given that Intellectualism fails for these three reasons, I finally draw on a broader reading of Ryle in order to develop the beginnings of a positive account of knowledge-how and its relationship to knowledge-that. (shrink)

This paper presents a passage from Peter Singer on the pond analogy and comments on its content and use in the classroom, especially with respect to the development of the learners' argumentative skills.

In theory, a competent patient may refuse any and all treatments, even those that sustain life. The problem with this theory, confidently and frequently asserted, is that the circumstances of real patients may so confound us with their complexity as to shake our confident assumptions to their core.For instance, it is not the case that one may always and easily know which patients are competent. Indeed, evaluation of decision-making capacity is notoriously difficult. Not only may reasonable and experienced evaluators, say (...) a judge and a psychiatrist, disagree, but also a person's capacity may change from hour to hour and may extend to some decisions yet not to others. And yet it is on this subtle art of capacity evaluation that life and death decisions often turn, especially when patients decline life-sustaining treatment.An evaluation of capacity may consider the impact of serious medical or psychiatric illness, as well as the patient's life circumstances. (shrink)

In theory, a competent patient may refuse any and all treatments, even those that sustain life. The problem with this theory, confidently and frequently asserted, is that the circumstances of real patients may so confound us with their complexity as to shake our confident assumptions to their core.For instance, it is not the case that one may always and easily know which patients are competent. Indeed, evaluation of decision-making capacity is notoriously difficult. Not only may reasonable and experienced evaluators, say (...) a judge and a psychiatrist, disagree, but also a person's capacity may change from hour to hour and may extend to some decisions yet not to others. And yet it is on this subtle art of capacity evaluation that life and death decisions often turn, especially when patients decline life-sustaining treatment.An evaluation of capacity may consider the impact of serious medical or psychiatric illness, as well as the patient's life circumstances. (shrink)

It is widely held that truth and reference play an indispensable explanatory role in theories of meaning. By contrast, so-called deflationists argue that the functions of these concepts are merely expressive and never explanatory. Robert Brandom has proposed both a variety of deflationism — the anaphoric theory —, and a theory of meaning — inferentialism — which doesn’t rely on truth or reference. He argues that the anaphoric theory counts against his (chiefly referentialist) rivals in the debate on meaning and (...) thereby paves the way for inferentialism. In this paper, I give a friendly reconstruction of anaphoric deflationism (section II) and point to a distinguishing feature of the theory with respect to other deflationist proposals. While Brandom simply assumes, but doesn’t earn this feature, I propose a natural argument to justify it (section III). Then, however, I point out a subtle but clear sense in which truth and reference can play a role in explaining meaning, even if the anaphoric theory holds. Thus, anaphoric deflationism will turn out to be neutral in the debate on meaning (section IV). (shrink)

This paper presents a passage on truth from "Der Gedanke" and comments on its content and use in the classroom.

This is an introduction to the debate about Know-how.

In _Buddhists, Brahmins, and Belief_, Dan Arnold examines how the Brahmanical tradition of Purva Mimamsa and the writings of the seventh-century Buddhist Madhyamika philosopher Candrakirti challenged dominant Indian Buddhist views of epistemology. Arnold retrieves these two very different but equally important voices of philosophical dissent, showing them to have developed highly sophisticated and cogent critiques of influential Buddhist epistemologists such as Dignaga and Dharmakirti. His analysis--developed in conversation with modern Western philosophers like William Alston and J. L. Austin--offers an innovative (...) reinterpretation of the Indian philosophical tradition, while suggesting that pre-modern Indian thinkers have much to contribute to contemporary philosophical debates. In logically distinct ways, Purva Mimamsa and Candrakirti's Madhyamaka opposed the influential Buddhist school of thought that emphasized the foundational character of perception. Arnold argues that Mimamsaka arguments concerning the "intrinsic validity" of the earliest Vedic scriptures are best understood as a critique of the tradition of Buddhist philosophy stemming from Dignaga. Though often dismissed as antithetical to "real philosophy," Mimamsaka thought has affinities with the reformed epistemology that has recently influenced contemporary philosophy of religion. Candrakirti's arguments, in contrast, amount to a principled refusal of epistemology. Arnold contends that Candrakirti marshals against Buddhist foundationalism an approach that resembles twentieth-century ordinary language philosophy--and does so by employing what are finally best understood as transcendental arguments. The conclusion that Candrakirti's arguments thus support a metaphysical claim represents a bold new understanding of Madhyamaka. (shrink)

Auch in großen Studierendengruppen lässt sich die Lehre aktivierend und interaktiv gestalten. Ein Beispiel dafür ist das hier in seinen zentralen Gestaltungsmerkmalen skizzierte Konzept eines Einführungsmoduls zur Logik und Argumentanalyse. Ein integriertes Kursformat erlaubt einen dynamischen Wechsel zwischen verschiedenen Arbeitsformen. Metakommentare und andere Maßnahmen schaffen eine authentisch wertschätzende Kursatmosphäre. Eine Vielfalt interaktiver Arbeitsformen ermöglicht individuelle Lernwege in heterogenen Studierendengruppen.

Three studies test eight hypotheses about (1) how judgment differs between people who ascribe greater vs. less moral relevance to choices, (2) how moral judgment is subject to task constraints that shift evaluative focus (to moral rules vs. to consequences), and (3) how differences in the propensity to rely on intuitive reactions affect judgment. In Study 1, judgments were affected by rated agreement with moral rules proscribing harm, whether the dilemma under consideration made moral rules versus consequences of choice salient, (...) and by thinking styles (intuitive vs. deliberative). In Studies 2 and 3, participants evaluated policy decisions to knowingly do harm to a resource to mitigate greater harm or to merely allow the greater harm to happen. When evaluated in isolation, approval for decisions to harm was affected by endorsement of moral rules and by thinking style. When both choices were evaluated simultaneously, total harm -- but not the do/allow distinction -- influenced rated approval. These studies suggest that moral rules play an important, but context-sensitive role in moral cognition, and offer an account of when emotional reactions to perceived moral violations receive less weight than consideration of costs and benefits in moral judgment and decision making. (shrink)

Whether or not deflationism is compatible with truth-conditional theories of meaning has often been discussed in very broad terms. This paper only focuses on Davidsonian semantics and Brandom's anaphoric deflationism and defends the claim that these are perfectly compatible. Critics of this view have voiced several objections, the most prominent of which claims that it involves an unacceptable form of circularity. The paper discusses how this general objection applies to the case of anaphoric deflationism and Davidsonian semantics and evaluates different (...) ways of responding to it (Williams 1999, Horisk 2008 and Lance 1997). Then, three further objections to the compatibility of these theories are assessed and eventually dismissed (Horisk 2007, Patterson 2005 and Collins 2002). It is shown how these considerations shed light on core issues of the debate. (shrink)

What do horror films reveal about social difference in the everyday world? Criticism of the genre often relies on a dichotomy between monstrosity and normality, in which unearthly creatures and deranged killers are metaphors for society's fear of the "others" that threaten the "normal." The monstrous other might represent women, Jews, or Blacks, as well as Indigenous, queer, poor, elderly, or disabled people. The horror film's depiction of such minorities can be sympathetic to their exclusion or complicit in their oppression, (...) but ultimately, these images are understood to stand in for the others that the majority dreads and marginalizes. Adam Lowenstein offers a new account of horror and why it matters for understanding social otherness. He argues that horror films reveal how the category of the other is not fixed. Instead, the genre captures ongoing metamorphoses across "normal" self and "monstrous" other. This "transformative otherness" confronts viewers with the other's experience-and challenges us to recognize that we are all vulnerable to becoming or being seen as the other. Instead of settling into comforting certainties regarding monstrosity and normality, horror exposes the ongoing struggle to acknowledge self and other as fundamentally intertwined. Horror Film and Otherness features new interpretations of landmark films by directors including Tobe Hooper, George A. Romero, John Carpenter, David Cronenberg, Stephanie Rothman, Jennifer Kent, Marina de Van, and Jordan Peele. Through close analysis of their engagement with different forms of otherness, this book provides new perspectives on horror's significance for culture, politics, and art. (shrink)

In this expanded edition, an accomplished physician and teacher of medicine discusses the importance of being a caring doctor, especially now that the focus of medicine is increasingly on technological innovation and health care costs. With wisdom and compassion, Dr. Jerome Lowenstein tells stories about relationships between medical students and their teachers, physicians and their patients. He reflects on what doctors learn from treating chronic illness; how they respond to patients' needs for reassurance; how they bear the burden of (...) treating patients with life-threatening or degenerative disease; whether the distinction between traditional and "alternative" medical treatment is ultimately beneficial or destructive; and many other issues. Dr. Lowenstein's ruminations on humanistic approaches to learning and practicing medicine will be treasured by physicians, medical students, and patients alike. (shrink)

ABSTRACT Edward Bellamy's influential utopian novel Looking Backward dramatizes the epistemological impact of an increasingly media-saturated urban environment on turn-of-the-century American culture and identity. Bellamy's fanciful adaptation of the telephone receives particularly careful analysis in this essay. Deprived of its transmitting function, this denatured instrument both disrupts Bellamy's utopian project and, more subtly, registers the effect of mass media technologies on the construction and coherence of subjectivity. Lowenstein ultimately argues that Bellamy's novel rehearses the displacement of an epistemology rooted (...) in the search for ontological certainty by what Anthony Giddens calls an epistemology of social reflexivity. (shrink)

Life and insights -- Wisdom's echoes -- Healing practices -- Sacred symbolism -- Spiritual cosmos.

Video games, YouTube channels, Blu-ray discs, and other forms of "new" media have made theatrical cinema seem "old." A sense of "cinema lost" has accompanied the ascent of digital media, and many worry film's capacity to record the real is fundamentally changing. Yet the Surrealist movement never treated cinema as a realist medium and understood our perceptions of the real itself to be a mirage. Returning to their interpretation of film's aesthetics and function, this book reads the writing, films, and (...) art of Luis Buñuel, Salvador Dalí, Man Ray, André Breton, André Bazin, Roland Barthes, Georges Bataille, Roger Caillois, and Joseph Cornell and recognizes their significance for the films of David Cronenberg, Nakata Hideo, and Atom Egoyan; the American remake of the Japanese _Ring_ ; and a YouTube channel devoted to Rock Hudson. Offering a positive alternative to cinema's perceived crisis of realism, this innovative study enriches the meaning of cinematic spectatorship in the twenty-first century. (shrink)

The prelims comprise: Introduction A (re)Defmition of what Human Gene Therapy is About Neurological Gene Therapy Ethics and Gene Therapy Acknowledgments Notes.

Traditionally, phylogenetic relations among living and extinct species have been estimated from their morphology, particularly that of the bones and teeth. During the past two decades, molecular comparisons of DNA, RNA and proteins have increasingly influenced the taxonomy of living forms. Recently, radio‐immunoassay (RIA) has been applied to the resolution of phylogenetic disputes by testing the relationships of residual fossil proteins with those of living organisms.

Reflections on Medicine is a rich sampling of 70 essays from a collection of more than 300 essays Robert Massey wrote for Connecticut Medicine: The Journal of the Connecticut State Medical Society, between 1973 and 2005. It is an elegant buffet of the thoughts and observations of a remarkable man. In his foreword to the book, Sherwin Nuland writes: "he applied his massive erudition to so many [other] themes, universal and specific—he accepted the uncertainty of human wisdom and even knowledge, (...) recognizing that it is for each generation to look anew at dilemmas both modern and ancient" (p. ix). In fact, there are countless references to the writings of Albert Schweitzer, T. S. Eliot, Mark Twain, and Lewis Thomas .. (shrink)

State universities have grown to become monumental enterprises generating revenues of more than $124 billion a year in the sale and delivery of education and other services. They compete in a marketplace composed of private secular, nonsecular and for-profit higher education institutions. In addition, state universities in their own right engage in a number of traditionally for-profit "business" enterprises competing with the private sector. However, as the enterprise aspect of state universities grows; so too does the impact of a unique (...) competitive advantage enjoyed solely by state universities--that is, the ability of state universities to immune themselves from lawsuit in federal court under the guise of "sovereign immunity" for disputes arising under federal employment laws. Indeed, as a consequence of recent Supreme Court rulings, state agencies, including universities, are the only entities in the United States that are effectively exempt from the enforcement of federal employment laws in federal or state courts. This article reviews the condition of the "two faces" of the state university regarding federal employment law and the apparent new barriers to federal court access of employees to judicial review of employment disputes. (shrink)

Der Sammelband umfasst Aufsätze zu den Grundfragen, Anwendungen und Grenzen des Unterrichts des Argumentierens, in allen Fächern und mit Fokus auf die Fächer Philosophie und Ethik. Dabei werden Fragen wie diese behandelt: Welchen Zielen dient das Argumentieren und welche verfolgt der Unterricht des Argumentierens? In welchem Verhältnis stehen diese zu anderen Zielen des Unterrichts? Welche Kenntnisse, Fähigkeiten und Tugenden des Argumentierens sollen eingeübt werden und wie? Die vorgeschlagenen Antworten sind nicht nur für Personen aus der Fachdidaktik, sondern auch aus der (...) Philosophie und der Schullehrpraxis aller Fächer interessant. Der Band trägt damit auch zur stärkeren Etablierung des Felds der Argumentationsdidaktik bei. (shrink)

The first part of this article questions the authenticity of one of the most quoted and allegedly reliable sources in the Burckhardt-Nietzsche debate. After having pointed out who was interested in manipulating this source and why, it will go back to the original issue of Burckhardt’s “silence.” This time, though, the question is going to be tackled from a different angle: not what Burckhardt thought about Nietzsche; rather, what did Nietzsche think about Burckhardt’s silence. The claims I will raise in (...) this respect are two: 1) Nietzsche is the first interpreter of Burckhardt’s silence; 2) Burckhardt’s silence, far from being a mere private issue, became an elaborate theme of Nietzsche’s mature philosophy. (shrink)