Social robots are designed to interact with humans. That is why they need interaction models that take social behaviors into account. These usually influence many of a robot’s abilities simultaneously. Hence, when designing robots that users will want to interact with, all components need to be tested in the system context, with real users and real tasks in real interactions. This requires methods that link the analysis of the robot’s internal computations within and between components with the interplay between robot (...) and user. This article presents Systemic Interaction Analysis as an integrated method to derive prototypical courses of interaction based on system and interaction level, identify deviations from these, infer the causes of deviations by analyzing the system’s operational sequences, and improve the robot iteratively by adjusting models and implementations. Keywords: analysis tools, user studies, autonomous robots. (shrink)

It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status of the (...) family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study, longitudinally assessed process characteristics and structural characteristics were considered. Language skills of the children at the age of two were measured by a standardized and validated parent report instrument. Results showed that all three process characteristics of the home learning environment are associated with the family’s SES; across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment. (shrink)

In this paper, we use the case of the COVID-19 pandemic in Europe to address the question of what kind of knowledge we should incorporate into public health policy. We show that policy-making during the COVID-19 pandemic has been biomedicine-centric in that its evidential basis marginalised input from non-biomedical disciplines. We then argue that in particular the social sciences could contribute essential expertise and evidence to public health policy in times of biomedical emergencies and that we should thus strive for (...) a tighter integration of the social sciences in future evidence-based policy-making. This demand faces challenges on different levels, which we identify and discuss as potential inhibitors for a more pluralistic evidential basis. (shrink)

This paper uses the example of the COVID-19 pandemic to analyse the danger associated with insufficient epistemic pluralism in evidence-based public health policy. Drawing on certain elements in Paul Feyerabend’s political philosophy of science, it discusses reasons for implementing more pluralism as well as challenges to be tackled on the way forward.

In this article, I will discuss two prominent views on the relevance and irrelevance of ontological investigations for the social sciences, namely, ontological foundationalism and anti-ontological pragmatism. I will argue that both views are unsatisfactory. The subsequent part of the article will introduce an alternative role for ontological projects in the philosophy of the social sciences that fares better in this respect by paying attention to the ontological assumptions of actual social scientific theories, models, and related explanatory practices. I will (...) illustrate and support this alternative through discussion of three concrete cases. (shrink)

This paper is a reply to Richard Lauer’s “Is Social Ontology Prior to Social Scientific Methodology?” (2019) and an attempt to contribute to the meta-social ontological discourse more broadly. In the first part, I will give a rough sketch of Lauer’s general project and confront his pragmatist approach with a fundamental problem. The second part of my reply will provide a solution for this problem rooted in a philosophy of the social sciences in practice.

This paper argues that research on normative issues in the life sciences will benefit from a tighter integration of philosophy of science. We examine research on ethical, legal and social issues in the life sciences (“ELSI”) and discuss three illustrative examples of normative issues that arise in different areas of the life sciences. These examples show that important normative questions are highly dependent on epistemic issues which so far have not been addressed sufficiently in ELSI, RRI and related areas of (...) research. Accordingly, we argue for the integration of research on the epistemic aspects of the relevant areas of science into ELSI research to provide a better basis for addressing normative questions. (shrink)

Introduction to Synthese SI: Systematicity: The Nature of Science?

Der Artikel diskutiert Niklas Luhmanns Konzeption von Kommunikation als emergentem Phänomen. Erstens soll gezeigt werden, dass sich Luhmann, entgegen jüngster Einwände, in der Tat als sozialer Emergentist rekonstruieren und als solcher in die aktuelle Debatte um Reduktion und Emergenz des Sozialen einordnen lässt. Zweitens soll dadurch Licht auf die generellen Probleme und Voraussetzungen einer emergentistischen Soziologie geworfen werden. Um diese Ziele zu erreichen, wird zunächst geklärt, welche Positionen sich in der Soziologie grundsätzlich gegenüber stehen und auf welcher Grundlage Luhmann als (...) Emergentist einzuordnen ist. Anschließend soll die Emergenz der Kommunikation als eigenständiges soziales Phänomen erläutert und ins Verhältnis zum Individuum gesetzt werden. Schließlich wird Luhmanns Konzeption mit Hilfe einiger Adäquatheitsbedingungen aus der allgemeinen Wissenschaftsphilosophie als unzureichend kritisiert. Ziel ist dabei auch die Klärung der Bedingungen für eine plausible Emergenztheorie innerhalb der Soziologie. Nach einer abschließenden Zusammenfassung der wesentlichen Ergebnisse soll ein Ausblick auf eine aussichtsreiche soziologische Emergenzkonzeption geboten werden. (shrink)

We analyse insufficient epistemic pluralism and associated problems in science-based policy advice during the COVID-19 pandemic drawing on specific arguments in Paul Feyerabend’s philosophy. Our goal is twofold: to deepen our understanding of the epistemic shortcomings in science-based policy during the pandemic, and to assess the merits and problems of Feyerabend’s arguments for epistemic pluralism as well as their relevance for policy-making. We discuss opportunities and challenges of integrating a plurality of viewpoints from within and outside science into policy advice (...) thus contributing to discussions about normative issues concerning evidence and expertise in policy-making. (shrink)

Simon Lohse addresses the issue of the autonomy of social phenomena. He discusses the most important ontological arguments that have been mounted against methodological individualism in the social sciences. The author thereby attempts to contribute to a better understanding of a core ontological problem in the philosophy of the social sciences and to clarify the theoretical debate within the social sciences.

The introduction to the volume situates the concept of drive in the history of classical German philosophy and in the history of biology. It outlines the recent state of research and provides an overview of the contributions.

In the Groundwork Kant refers to the analogy between the moral law and the law of nature when clarifying the concept of the categorical imperative. However, in the Groundwork itself, he does not give any further explanation as to why he introduces the analogy. Therefore, I take the Groundwork as a starting point of my article, but then I explicate on the analogy from a broader perspective, focusing especially on his lecture courses Moral Mrongovius II and Naturrecht Feyerabend as well (...) as on his Typic chapter of the second Critique. (shrink)

The concept of Triebfeder, commonly translated into English as “incentive,” plays a crucial role in Kant’s moral philosophy. In the Critique of Practical Reason, in which a whole chapter is dedicated to the Triebfedern of pure practical reason, Kant argues that the moral law is not only the objective determining ground of the will but also functions as a Triebfeder, that is, as a subjective determining ground of the will. Kant’s concept of Trieb, by contrast, is much less clearly defined, (...) and its meaning remains in many ways ambivalent. In the second part of the Critique of the Power of Judgment, for instance, Kant refers to Blumenbach’s idea of Bildungstrieb in order to describe the unique formative powers of organic nature. This chapter offers a detailed comparison of the two etymologically related but philosophically distinct conceptions of Triebfeder and Trieb and draws special attention to the shift of focus that occurs in the third Critique. (shrink)

This volume collects thirteen original essays that address the concept of will in Classical German Philosophy from Kant to Schopenhauer. During this short, but prolific period, the concept of will underwent various transformations. While Kant identifies the will with pure practical reason, Fichte introduces, in the wake of Reinhold, an originally biological concept of drive into his ethical theory, thereby expanding on the Kantian notion of the will. Schelling, Hegel, and Schopenhauer take a step further and conceive the will either (...) as a primal being, as a socio-ontological entity, or as a blindly striving, non-rational force. Thus, the history of the will is marked by a complex set of tensions between rational and non-rational aspects of practical volition. The book outlines these transformations from a historical and systematic point of view. It offers an overview of the most important theories of the will by the major figures of Classical German Philosophy, but also includes interpretations of conceptions developed by lesser-studied philosophers such as Maimon, Jacobi, Reinhold, and Bouterwek. (shrink)

This volume gathers a collection of fourteen original articles discussing the concept of drive in classical German philosophy. Its aim is to offer a comprehensive historical overview of the concept of drive at the turn of the 19th century and to discuss it both historically and systematically. From the 18th century onward, the concept of drive started to play an important role in emerging disciplines such as biology, anthropology, and psychology. In these fields, the concept of drive was used to (...) describe the inner forces of organic nature, or, more particularly, human urges and desires. But it was in the period of classical German philosophy that this concept developed into an important philosophical concept crucial to Kant’s and post-Kantian idealistic systems. Reflecting the complexity of this concept, the volume first discusses historical sources of drive theories in Leibniz, Reimarus, and Blumenbach. Afterwards, the volume presents the philosophical accounts of drives in Kant, Fichte, Schelling, and Hegel, and also gives a systematic overview of other important drive theories that were formed around 1800 by Herder, Goethe, Jacobi, Novalis, Reinhold, Schiller, and Schopenhauer. (shrink)

Die Einleitung unseres Kapitels bietet eine grundsäzliche Charakterisierung der Soziologie und zeichnet einige wichtige historische Entwicklungslinien der Philosophie der Soziologie (PdS) nach. Im Hauptteil werden zentrale ontologische sowie ausgewählte explanatorische Themen der PdS vorgestellt. Im Schlussteil sollen einige aktuelle Diskussionen umrissen werden.

Mein Kommentar wird sich aus einer Meta-Perspektive mit drei Fragen und gängigen Antworten auf diese beschäftigen. (1) Warum ist die Soziologie multiparadigmatisch? (2) Wie ist das zu bewerten? (3) Was tun? Im Anschluss werde ich den soziologieinternen Antwortvorschlägen auf diese Fragen – insbesondere auf die erste Frage – das grundlegende Problem der ungenügenden Evidenzbasis diagnostizieren, welches auch auf den Beitrag von Schülein durchschlägt, sich allerdings durch die kritische Erforschung der multiparadigmatischen Verfasstheit der Soziologie mittels einer integrierten Wissenschaftsforschung angehen ließe. Der (...) Kommentar schließt mit einigen skizzenhaften Vorschlägen für ein solches Unterfangen. (shrink)

The fact of reasonable pluralism in liberal democracies threatens the stability of such societies. John Rawls proposed a solution to this problem: The different comprehensive moral doctrines endorsed by the citizens overlap on a shared political conception of justice, e.g. his justice as fairness. Optimally, accepting the political conception is for each citizen individually justified by the method of wide reflective equilibrium. If this holds, society is in full reflective equilibrium. Rawls does not in detail investigate the conditions under which (...) a full reflective equilibrium is possible or likely. This paper outlines a new strategy for addressing this open question by using the formal model of reflective equilibrium recently developed by Beisbart et al. First, it is argued that a bounded rationality perspective is appropriate which requires certain changes in the model. Second, the paper rephrases the open question about Rawlsian full reflective equilibrium in terms of the model. The question is narrowed down by focusing on the inferential connections between comprehensive doctrines and political conception. Rawls himself makes a demanding assumption about which connections are necessary for a full reflective equilibrium. Third, the paper presents a simulation study design that is focused on simplicity. The results are discussed, they fit with Rawls’s assumption. However, because of the strong idealisations, they provide a useful benchmark rather than a final answer. The paper presents suggestions for more elaborate study designs. (shrink)

PurposeThe COVID-19 lockdown interrupted normal daily activities, which may have led to an increase in sedentary behavior. The aim of this study was to investigate the effect of the COVID-19 pandemic on the level of physical activity among Swiss office workers.MethodsOffice workers from two Swiss organizations, aged 18–65 years, were included. Baseline data from January 2020 before the COVID-19 pandemic became effective in Switzerland were compared with follow-up data during the lockdown phase in April 2020. Levels of physical activity were (...) assessed using the International Physical Activity Questionnaire. Paired sample t-tests or Wilcoxon signed-rank test were performed for statistical analysis.ResultsData from 76 participants were analyzed. Fifty-four participants were female. The mean age was 42.7 years at baseline. About 75% of the participants met the recommendations on minimal physical activity, both before the COVID-19 pandemic and during the lockdown. Weak statistical evidence for a decline in total physical activity in metabolic equivalent of task minutes per week was found, with no evidence for a decrease in the three types of activity: walking, moderate-intensity activity and vigorous-intensity activity. Across the three categories “high,” “moderate,” and “low” physical activity, 17% of the participants became less active during the lockdown while 29% became more active.ConclusionThe COVID-19 pandemic did not result in a reduction in total physical activity levels among a sample of Swiss office workers during the first weeks of lockdown. Improved work-life balance and working times may have contributed to this finding.Clinical Trial Registrationwww.ClinicalTrials.gov, NCT04169646. Registered 15 November 2019 – Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT04169646. (shrink)

In the first part of this article we will formulate postulates, which must be satisfied by a reasonable concept of emergence. The postulates will articulate conditions of adequacy for an appropriate explication of the concept of emergence. These conditions of adequacy are based primarily upon the philosophical and scientific history of the concept of emergence, in which the intended role of the concept is expressed. In the second part we will discuss and evaluate some candidates for the concept of emergence (...) in light of these conditions of adequacy. (shrink)

The COVID-19 pandemic has posed many challenges, especially for families. Both the public and the scientific community are currently discussing the extent to which school closings have worsened existing social differences, especially with regard to children’s academic and socio-emotional development. At the same time, parents have had to manage childcare and home schooling alongside their jobs and personal burdens posed by the pandemic. Parents’ possibilities for meeting these cognitive and emotional challenges might also depend on the different conditions in families. (...) For this reason, the present paper investigates the structural and process characteristics of the family as well as children’s and parents’ psychological characteristics that predict how parents assess their ability to support their child’s learning during homeschooling as well as parents’ perceived emotional stress caused by school closure. The study analyses data of the Newborn Cohort Study of the German National Educational Panel Study. The two dependent variables were measured during the COVID-19 pandemic after the first school closure in Germany, at a time when the children of this cohort were attending second grade. Besides a number of control variables, families’ structural characteristics [socioeconomic status, education], process characteristics, parents’ psychological characteristics, and the child’s psychological characteristics from earlier waves were included as predictors. The results of structural equation models show that perceived stress was associated with structural factors and the preceding psychological stress of parents. Parents with higher preceding stress reported higher perceived stress. Interestingly, higher-educated parents also reported more stress than lower educated parents during the pandemic. The effect was the other way around for SES – parents with lower SES reported more stress than parents with higher SES. The self-reported abilities to support the learning of the child seemed to be mainly predicted by the parent’s education as well as preceding psychological stress. To sum up, the results identify important aspects that determine how parents handle the challenges of the school closures. Especially, socially disadvantaged families carry their burden into the pandemic. (shrink)

This article discusses Mesoudi et al.’s suggestion to synthesise the social sciences based on a theory of cultural evolution. In view of their proposal, I shall discuss two key questions. (I) Is their theory of cultural evolution a promising candidate to synthesise the social sciences? (II) What is the added value of evolutionary approaches for the social sciences? My aim is to highlight some hitherto underestimated challenges for transformative evolutionary approaches to the social sciences that come into view when one (...) looks at these questions against the backdrop of actual scientific practice in the social sciences. (shrink)

Based on the notion that time, space, and number are part of a generalized magnitude system, we assume that the dual-systems approach to temporal cognition also applies to numerical cognition. Referring to theoretical models of the development of numerical concepts, we propose that children's early skills in processing numbers can be described analogously to temporal updating and temporal reasoning.

During the COVID-19 pandemic, students were facing great challenges. Learning was shifted from the classroom to the home of the students. This implied that students had to complete their tasks in a more autonomous way than during regular lessons. As students’ ability to handle such challenges might depend on certain cognitive and motivational prerequisites as well as individual learning conditions, the present study investigates students’ cognitive competencies as well as affective-motivational factors as possible predictors of coping with this new learning (...) situation at home. The study uses data of Starting Cohort 2 of the German National Educational Panel Study. Data of two measurement points are analyzed: Predictors were assessed at the earlier time point, when students mostly attended seventh grade of a secondary school. They completed competence tests in reading as well as mathematics and rated affective-motivational aspects in terms of willingness to exert effort, learning enjoyment, and intrinsic motivation. One and a half years later − during the COVID-19 pandemic and the first period of school closures − the second measurement point took place. Students’ parents rated the situation of learning at home with respect to students’ coping with the new situation and parents’ difficulties to motivate them. Regression analyses controlling for school track, students’ gender, and parents’ educational level and parental stress revealed that students’ reading competencies and their willingness to exert effort were significant predictors of their coping with the new learning situation at home. Moreover, parents reported that boys were more difficult to motivate to learn during this time as compared to girls. Other predictors turned out to be non-significant when entered simultaneously in the regression analyses. The results point to the importance of children’s prerequisites for autonomous learning situations without structuring elements by teachers within the school context. (shrink)

Das dritte Bruno Snell-Symposion stellt die interdisziplinären Beiträge zur Aktualisierung von Antike unter den Leitbegriff der Inszenierung. Über den Bereich der Bühne hinaus steht dieser für die Präsentation von Antike in jeweils unterschiedlichen historischen und kulturellen Kontexten und Darstellungsmedien. Ausgehend vom griechischen Theater spannen die zehn Beiträge des Bandes aus den Bereichen Klassische Philologie, Archäologie, Anglistik und Romanistik einen weiten Bogen bis in die Gegenwart.