philosophische Untersuchungen zur ersten innermarxistischen Grundlagendiskussion W. Schrader. 15. Theorie als Weltentwurf Wir wollen nun in den folgenden Überlegungen das positive Bedeutungsfeld des Ideologiebegriffes abstecken ...

Thepurpose of Wissenschaft und Weltanschaunng,1 by Aloys Wenzl, is to provide a rational explanation of the world which shall give us greater insight into its nature than either common sense or the natural sciences can give us. Philosophy, Professor Wenzl says in his introduction, springs from the desire for a weltanschaunng, for insight into the significance of life. But it also springs from a desire for rational explanation, and aims at objective validity. It proposes to give a truer, more complete, (...) and more intelligible account of reality than appearances provide. This idea of a more intelligible explanation underlies the whole of Professor Wenzl's book. We want more than knowledge of empirical facts, we want knowledge of reasons, or, as he often puts it, insight. We want to see that though things seem to be contingent, they are really necessary. (shrink)

Until comparatively recently the complete text of the Opus Postutmum has not been available to students of the Kantian philosophy.Prior to the publication of Adickes’ commentary on this material in 1920, students of Kant were almost wholly dependent upon Reicke's incomplete and markedly inadequate edition of 1882–84. 2 Adickes’ commentary, with its abundance of quoted passages, provided an access to a great deal of material hitherto unavailable. But it was not until the publication of the Academy Edition in 1936 that (...) the complete text became available for independent study. Because of the recent publication of the full text, most accounts of Kant's position in the Opus Postumum have depended upon Reicke's inadequate edition or, as has been more frequently the case, upon Adickes’ commentary. 3 In view of the considerable influence it has had upon Kant interpretation, Adickes’ analysis of the Opus Postumum warrants a careful and critical examination. (shrink)

Heidegger is noted for his concern with the nothing, das Nichts, and this may be partially due to the way in which his ideas were first introduced. Whereas the positivists regarded his writings as nonsense, employing his references to nothingness to prove them so, other of his interpreters took his thought seriously but regarded it as fundamentally nihilistic. He was pictured as an irrationalist philosopher, preoccupied with death and negativity. It is this representation of Heidegger which still prevails to a (...) large extent among philosophers in this country. Unlike the positivists, they accept what he says as meaningful and important but as having consequences which must be rejected not only as mistaken but, perhaps, as immoral. That this appraisal requires careful examination is indicated by the fact that not a few theologians have borrowed heavily from Heidegger and found in his writings important positive suggestions. The impression that Heidegger is a nihilist or even an irrationalist is mistaken from the ground up; it is difficult to understand how it could be sustained by anyone who had struggled through any one of Heidegger's essays. (shrink)

Considering a growing nurse shortage and the need for qualified nurses to handle increasingly complex patient care situations, how ethical beliefs are influenced and the consequences that can occur when moral conflicts of right and wrong arise need to be explored. The aim of this study was to explore influencers identified by nurses as having the most impact on the development of their ethical beliefs and whether these influencers might impact levels of moral distress and the potential for conscientious objection. (...) Nurses whose ethical beliefs were most influenced by their religious beliefs scored higher in levels of moral distress and demonstrated greater differences in areas of conscientious objection than did nurses who developed their ethical beliefs from influencers such as family values, life and work experience, political views or the professional code of ethics. (shrink)

In this paper I argue for an account of the evolution of human values according to which it is only through the resolution of local conflicts that broader social values develop. Global issues can only be understood as issues of increasingly broadening our understanding of the local, our understanding of who are the neighbors with whom we must productively and amicably engage. My analysis argues primarily for open dialogue based on listening carefully and maintaining a strong awareness of our own (...) areas of systematic blindness to those with whom we disagree. While my approach offers no recipe here to guarantee successful resolution to value conflict, any other approach is far more likely to lead to failure. (shrink)

Environmental ethics uniquely challenges us to re-examine the foundations of ethical thought. Ethical frameworks that focus on individual ethical agents and ethical patients, ignoring their status as parts of interrelated communities, lead to strongly counterintuitive results in important cases. Ideas only hinted at in Aldo Leopold’s idea of “land ethic” can be developed fruitfully by extending a pragmatist ethical framework drawn from the work of William James. Such a framework is not without difficulties, but does offer a potentially valuable way (...) of framing our ethical obligations toward the encompassing environment within which we live. (shrink)

In diesem Beitrag kommentieren die Autor:innen zunächst den von Drerup entwickelten Orientierungsrahmen und folgen den basalen Schlüssen des Autoren, zeigen aber auch Leerstellen und eigene Schwerpunktsetzungen auf. Der kritische Teil des Beitrags konzentriert sich auf die Kommentierung der Leitlinien für die Unterrichtspraxis für Lehrkräfte, die von Johannes Drerup zur als Hilfestellung für Lehrkräfte als Basis für einen am Kontroversitätsgebot orientierten Unterricht entwickelt wurden. Das diesen Leitlinien inhärente Vorhaben Drerups, den zweiten Grundsatz des Beutelsbacher Konsens’ zu konkretisieren, wird aus Sicht der (...) Autor:innen diskutiert. Sie zeigen auf, welche Grenzen gültiger Meinungen in der Rezeption des Beutelsbacher Konsens’ bereits formuliert wurden, um „radikal offene Kontroversitätspostulate” zu vermeiden. Die Autor:innen argumentieren außerdem gegen das von Drerup angelegte Bildungsverständnis der Demokratieerziehung und dem darin angelegten Rollenkonzept von Lehrer:innen als wissen(schaft)svermittelnde Akteure, die im Zentrum des Unterrichts stehen. Diese zugrundeliegende Prämisse hat aus Sicht der Autor:innen ungünstige Konsequenzen und führt zu einer verengten Perspektive auf die Lehrkraft. Die Autor:innen plädieren vielmehr für eine subjektorientierte Bildung, die die Lernenden und ihre mitgebrachten Konzepte und Vorstellungen in den Mittelpunkt stellt und nicht die Rolle der Lehrkraft. So kann der Blick geweitet werden für die Potenziale, die die Demokratiebildung bereit hält. (shrink)

The increasingly ubiquitous use of technology has led to the concomitant rise of intensified data collection and the ethical issues associated with the privacy and security of that data. In order to address the question of how these ethical concerns are discussed in the literature surrounding the subject, we examined articles published in IEEE Security and Privacy, a magazine targeted towards a general, technically-oriented readership spanning both academia and industry. Our investigation of the intersection between the ethical and technological dimensions (...) of privacy and security is structured as a bibliometric analysis. Our dataset covers all articles published in IEEE Security and Privacy since its inception in 2003 to February 06, 2014. This venue was chosen not only because of its target readership, but also because a preliminary search of keywords related to ethics, privacy, and security topics in the ISI Web of Knowledge and IEEE Xplore indicated that IEEE Security and Privacy has published a preponderance of articles matching those topics. In fact, our search returned two-fold more articles for IEEE Security and Privacy than the next most prolific venue. These reasons, coupled with the fact that both academia and industry are well-represented in the authorship of articles makes IEEE Security and Privacy an excellent candidate for bibliometric analysis. Our analysis examines the ways articles in IEEE Security and Privacy relate ethics to information technology. Such articles can influence the development of law, policy and the future of information technology ethics. We employed thematic and JK-biplot analyses of content relating privacy and ethics and found eight dominant themes as well as the inter-theme relationships. Authors and institutional affiliations were examined to discern whether centers of research activity and/or authors dominated the overall field or thematic areas. Results suggest avenues for future work in critical areas, especially for closing present gaps in the coverage of ethics and information technology privacy and security themes particularly in the areas of ethics and privacy awareness. (shrink)

Attending to the rich entanglements of scientific and critical theory, contributors to this issue scrutinize phenomena in nature to explore new territory in feminist science studies. With a special focus on relating theory to method, these scholars generate new feminist approaches to scientific practice. Contributors probe this relationship by way of topics from poetics of human-jellyfish interactions to a feminist reconsideration of a well-known thought experiment in thermodynamics. Two contributors analyze plant-insect encounter research to spin their own symbiotically inflected account (...) of “affective ecologies.” Technologies of human memory storage and retrieval lead one writer to interrogate how our understandings of memory and amnesia are currently under revision. Another contributor tracks the lively evolutionary and morphological theories that textile artisans manifest in material models of sea creatures. What emerges from these diverse essays is an approach to critical thinking that inhabits, elaborates, and feeds upon scientific theory, holding feminist theory accountable to science and vice versa. _Sophia Roosth_ is Assistant Professor of the History of Science at Harvard University. _Astrid Schrader_ is Visiting Assistant Professor of Science, Technology, and Society at Sarah Lawrence College. _Contributors_: Karen Barad, Lina Dib, Eva Hayward, Carla Hustak, Vicki Kirby, Natasha Myers, Sophia Roosth, Astrid Schrader. (shrink)

Die Philosophie Karl Leonhard Reinholds (1757-1823) findet heute vermehrt Beachtung. Während dieser Denker lange Zeit als Popularisator Kants, als Vorläufer Fichtes oder als tatsachenphilosophischer Antipode Schellings und Hegels wahrgenommen wurde und gemeinhin im Ruf eines unsteten und unselbständigen Geistes stand, ist seit einigen Jahrzehnten eine Gegentendenz feststellbar: Reinholds Denkentfaltung wird zunehmend in ihrem gesamten Umfang sowie als eigenwilliger und innovativer Ansatz innerhalb der postkantischen Systemphilosophie zur Kenntnis genommen. Mehr und mehr wird anerkannt, dass Reinhold entscheidende Anstöße zur Entstehung des deutschen (...) Idealismus gegeben und diese Strömung zugleich auf der Grundlage von Einsichten, die in die Richtung der Phänomenologie und Sprachphilosophie des 20. Jahrhunderts weisen, kritisiert hat. Die in diesem Band vereinigten Beiträge gehen auf die I. Internationale Reinhold-Tagung zurück, die vom 14. bis 18. März 1998 in Bad Homburg stattgefunden hat. Sie geben systematische Fragestellungen und entwicklungsgeschichtliche Kontexte aus Reinholds kantischer Phase der Elementarphilosophie, aus der Periode seiner Zusammenarbeit mit Fichte und Jacobi sowie aus seiner sprachphilosophisch orientierten Spätzeit wieder. Alles in allem spiegeln sie das gegenwärtige Bedürfnis, Reinhold zu entdecken, sein Denken und Schaffen in seinen Wandlungen und in seiner thematischen Breite aufzuarbeiten und nachzuvollziehen. Zudem sind sie repräsentativ für die aktuell bestehenden vielfältigen Zugänge zu diesem produktiven Philosophen. (shrink)

The purpose of Wissenschaft und Weltanschaunng , 1 by Aloys Wenzl, is to provide a rational explanation of the world which shall give us greater insight into its nature than either common sense or the natural sciences can give us. Philosophy, Professor Wenzl says in his introduction, springs from the desire for a weltanschaunng , for insight into the significance of life. But it also springs from a desire for rational explanation , and aims at objective validity. It proposes to (...) give a truer, more complete, and more intelligible account of reality than appearances provide. This idea of a more intelligible explanation underlies the whole of Professor Wenzl's book. We want more than knowledge of empirical facts, we want knowledge of reasons , or, as he often puts it, insight . We want to see that though things seem to be contingent, they are really necessary. (shrink)

This work examines the range of work in which value theorists are engaging in the first decade of the 21st century with essays illustrating the ways in which theorists from different parts of thw world draw on an increasingly broad range of intellectual thought.

The study investigates effects of the implementation of a law authorizing educational leave in Germany on individual participation in adult learning and education (ALE). In 2015, the federal state of Baden-Württemberg introduced the so-calledBildungszeitgesetz, legitimating an exemption for eligible employees of up to 5 days per year with continued payment of salary. Explaining participation in ALE is a central subject of educational research at national and international level. Current theoretical assumptions of rational choice and empirical findings of educational and socio-statistical (...) research suggest that within the general population, individuals’ availability of time affects the decision to participate and therefore lastly determines participation in ALE. However, current academia mainly discusses time as either a prerequisite for learning activities or as an observable outcome of participation and not as an explanatory factor. Furthermore, since recent studies remain on a descriptive level regarding influences of time on participation in ALE, no causal effects of the availability of time on participation are estimated. Hence, our study addresses this research gap by investigating effects of educational policy interventions such as theBildungszeitgesetzon participation in ALE. Policy interventions are ideally suited to examine the significance of time resources for participation, as the implementation of theBildungszeitgesetzprovides a specific timeframe for employees to participate in ALE outside of their working time. Drawing on data from the German National Educational Panel Study, we employ a difference-in-differences estimation strategy with propensity score matching and instrumental variable to identify the direct causal effect of the implementation of theBildungszeitgesetzon participation in ALE (N= 709). This combination toward causal inference controls for observed and unobserved baseline differences as well as heterogeneous treatment effects. The results reveal a non-significant but heterogeneous treatment effect of the implementation of theBildungszeitgesetzon individual participation in ALE. Contrary to our theoretical assumptions derived from rational choice approaches, we cannot confirm the hypothesis that the availability of time resources due to the implementation of theBildungszeitgesetzcauses a positive effect on participation in ALE. Furthermore, the results reveal that the implementation causes decreasing participation rates for younger adults, women and significantly for migrants. (shrink)

Vorwort. Das Verhältnis zwischen transzendentalphilosophischem Denkansatz und evolutionärer Erkenntnistheorie, Thema unserer Wuppertaler Tagung vom Dezember 1990, diskutiert dieser Band in seinen ersten beiden Teilen aus sehr...