Durch die jahrzehntelange Editionsarbeit der Fichte-Gesamtausgabe der _Bayerischen Akademie der Wissenschaften_ ist nun das gesamte Oeuvre Fichtes der Forschung zugänglich. Von besonderem Interesse sind dabei die Jahre 1810-1814, die nicht zuletzt aufgrund der lückenhaften Quellenlage bisher kaum als eigenständige Periode untersucht worden sind. Dabei verdienen sie größte Beachtung, nicht bloß weil sie Fichtes letzte Untersuchungen zur Transzendentalphilosophie beinhalten, sondern weil Fichte hier erstmals wieder seit Jena dauerhaft akademisch tätig ist – als Professor an der neu gegründeten Berliner Universität. Dieser Umstand (...) führt zu einer ungeheuren Fülle an ausgearbeiteten Texten, die das hochspekulative Anliegen neu auf eine akademische Hörerschaft ausrichten und uns heute ermöglichen, intensiv und umfassend den letzten Stand Fichtescher Transzendentalphilosophie aus erster Hand zu studieren. Bewegt von der Lebensfrage Fichtes nach dem Wesen endlicher Freiheit, will die vorliegende Untersuchung erstmalig eine diesbezügliche Gesamtauswertung dieser Spättexte liefern. Dabei stößt sie auf die tragische Konkurrenz von Selbst und Bild; ein Entweder-Oder, an dessen Ende das Selbst das zu Vernichtende ist. Dies führt nun andererseits zu der systematischen Frage, ob man Selbst und Bild anders denken könne – als sich implizierend im Horizont absoluter Güte. (shrink)

Liebe und Bild sind zentrale anthropologische Bestimmungen, die in einem spannungsvollen und bisher kaum thematisierten, geschweige denn systematisch untersuchten Verhaltnis stehen. Einerseits entnimmt die als Bild konzipierte Person ihren unbedingten Liebeswert dem Absoluten, das sie zeigt, andererseits steht dann die Liebe in Gefahr, nicht auf das Bild, sondern auf das in ihm Gezeigte zu zielen. Dann aber ware genau das Theorem, das der endlichen Person ihre unendliche Selbstzwecklichkeit sichern soll, deren Sargnagel. Es sei denn das Wesen des im Bild Gezeigten (...) ware so, dass es sich gerade und einzig in der Selbstheit des Bildes zeigte. Die Arbeit untersucht das Verhaltnis von Bild- und Liebesdenken bei Platon, Thomas von Aquin, Fichte, Feuerbach sowie Levinas und versucht eine eigene systematische Synthese. (shrink)

Religionsphilosophie hat sich nach Jörg Splett mit einer Fundamentalfrage zu befassen: Woher stammt die Idee des Guten, deren Sollensanspruch den Menschen unmittelbar trifft und ihm als Grund zur Mitliebe und Dankbarkeit aufleuchtet? Die vorliegende Festschrift zum 80. Geburtstag des Jubilars versammelt Beiträge im Spannungsfeld von Vernunft, Glaube und Liebe, die den Menschen in welthaften Symbolbeziehungen – z. B. des Spiels, der Ehe, der Personalität, der Individualität, des Mutterseins, der Theodizee, der Sinnfrage, der „Grenze der Sprache“ und der Suche nach Transzendenz (...) – denken. Im Mitlieben der Welt symbolisiert sich der Ursprung des Guten. (shrink)

Durch die jahrzehntelange Editionsarbeit der Fichte-Gesamtausgabe der _Bayerischen Akademie der Wissenschaften_ ist nun das gesamte Oeuvre Fichtes der Forschung zugänglich. Von besonderem Interesse sind dabei die Jahre 1810-1814, die nicht zuletzt aufgrund der lückenhaften Quellenlage bisher kaum als eigenständige Periode untersucht worden sind. Dabei verdienen sie größte Beachtung, nicht bloß weil sie Fichtes letzte Untersuchungen zur Transzendentalphilosophie beinhalten, sondern weil Fichte hier erstmals wieder seit Jena dauerhaft akademisch tätig ist – als Professor an der neu gegründeten Berliner Universität. Dieser Umstand (...) führt zu einer ungeheuren Fülle an ausgearbeiteten Texten, die das hochspekulative Anliegen neu auf eine akademische Hörerschaft ausrichten und uns heute ermöglichen, intensiv und umfassend den letzten Stand Fichtescher Transzendentalphilosophie aus erster Hand zu studieren. Bewegt von der Lebensfrage Fichtes nach dem Wesen endlicher Freiheit, will die vorliegende Untersuchung erstmalig eine diesbezügliche Gesamtauswertung dieser Spättexte liefern. Dabei stößt sie auf die tragische Konkurrenz von Selbst und Bild; ein Entweder-Oder, an dessen Ende das Selbst das zu Vernichtende ist. Dies führt nun andererseits zu der systematischen Frage, ob man Selbst und Bild anders denken könne – als sich implizierend im Horizont absoluter Güte. (shrink)

Inhaltsverzeichnis Siglenverzeichnis Christoph Binkelmann: Einleitung Hartmut Traub: J. G. Fichte: Eine Philosophen-Identität zwischen Politik und Wissenschaft Nationale Identität Peter L. Oesterreich: ¿Deutscher Ernst¿. Zu Fichtes rhetorischer Erfindung nationaler Identität Tilman Reitz: Die Nation als geistiger Wirkungsraum der Philosophie. Fichtes kulturpolitische Wende Cristiana Senigaglia: Der Begriff der Nation am Scheideweg: Fichtes ¿Reden¿ und ihre Bedeutung Marco Rampazzo Bazzan: Unter der Konjunktur denken: Fichtes Auseinandersetzung mit Machiavelli Jean-Christophe Goddard: Fichte oder der ständige Aufstand der Ureinwohner Soziale Identität Roberta Picardi: Geschichte und europäische (...) Identität bei Fichte Diogo Ferrer: Fichtes transzendentale Modelle der Geschichte Quentin Landenne: Die Bildungsgesellschaft als Integrationsdynamik der sozialen Perspektiven bei Fichte Cristiana Senigaglia: Freiheitsvollzug und Anerkennungsanspruch. Fichte, Charles Taylor und die heutige Fragestellung Individuelle Identität Christoph Asmuth: Die Unfreiheit einer Stahlfeder. Fichtes Sittenlehre von 1798 Christoph Binkelmann: Das Mehr in mir. Die Willkür in der Identitätsbildung nach Fichte Franziskus v. Heereman: »Als diese Ich sind wir alle Nichts«? Zur Person beim letzten Fichte Rocco Porcheddu: Praktisches Selbstbewusstsein und Autonomie bei Fichte, Frankfurt und Kant Rezensionen Tagungsbericht. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

Moral philosophers have often felt the need of a concept which would cover all those cases where we are prevented from achieving our ends through no fault of our own: a criterion for saying when failure is not blameworthy. The deontologists thought we were not to blame for actions done in genuine ignorance of the facts. Kant declared in a famous passage that we were not morally responsible for failures due to the “niggardliness of stepmother nature.” In this article I (...) want to introduce into moral philosophy a new concept for clarifying the failures for which we are not to blame: the notion of scarcity, taken from economic theory. (shrink)

Substantial evidence indicates that cognitive training can be efficacious for older adults, but findings regarding training-related brain plasticity have been mixed and vary depending on the imaging modality. Recent years have seen a growth in recognition of the importance of large-scale brain networks on cognition. In particular, task-induced deactivation within the default mode network is thought to facilitate externally directed cognition, while aging-related decrements in this neural process are related to reduced cognitive performance. It is not yet clear whether task-induced (...) deactivation within the DMN can be enhanced by cognitive training in the elderly. We previously reported durable cognitive improvements in a sample of healthy older adults who completed 6 weeks of process-based object-location memory training compared to an active control training group. The primary aim of the current study is to evaluate whether these cognitive gains are accompanied by training-related changes in task-related DMN deactivation. Given the evidence for heterogeneity of the DMN, we examine task-related activation/deactivation within two separate DMN branches, a ventral branch related to episodic memory and a dorsal branch more closely resembling the canonical DMN. Participants underwent functional magnetic resonance imaging while performing an untrained object-location memory task at four time points before, during, and after the training period. Task-induced activation values were extracted for the ventral and dorsal DMN branches at each time point. Relative to visual fixation baseline: the dorsal DMN was deactivated during the scanner task, while the ventral DMN was activated; the object-location memory training group exhibited an increase in dorsal DMN deactivation relative to the active control group over the course of training and follow-up; changes in dorsal DMN deactivation did not correlate with task improvement. These results indicate a training-related enhancement of task-induced deactivation of the dorsal DMN, although the specificity of this improvement to the cognitive task performed in the scanner is not clear. (shrink)

The importance of communities in strengthening the ethics of international collaborative research is increasingly highlighted, but there has been much debate about the meaning of the term ‘community’ and its specific normative contribution. We argue that ‘community’ is a contingent concept that plays an important normative role in research through the existence of morally significant interplay between notions of community and individuality. We draw on experience of community engagement in rural Kenya to illustrate two aspects of this interplay: (i) that (...) taking individual informed consent seriously involves understanding and addressing the influence of communities in which individuals’ lives are embedded; (ii) that individual participation can generate risks and benefits for communities as part of the wider implications of research. We further argue that the contingent nature of a community means that defining boundaries is generally a normative process itself, with ethical implications. Community engagement supports the enactment of normative roles; building mutual understanding and trust between researchers and community members have been important goals in Kilifi, requiring a broad range of approaches. Ethical dilemmas are continuously generated as part of these engagement activities, including the risks of perverse outcomes related to existing social relations in communities and conditions of ‘half knowing’ intrinsic to processes of developing new understandings. (shrink)

George V. Walsh examines the differences and similarities between Immanuel Kant and Ayn Rand in the area of metaphysics. He presents Kant's premises and conclusions on the major issues and provides a detailed discussion of Rand's criticisms of Kant. Walsh argues that Rand has seriously misread Kant on several points. Her interpretation—that Kant saw our sensory grasp of the world as "delusion," rather than knowledge—resembles that of Arthur Schopenhauer, except that the latter declares Kant's doctrine worthy of praise instead of (...) condemnation. (shrink)

We introduce proof nets and sequent calculus for the multiplicative fragment of non-commutative logic, which is an extension of both linear logic and cyclic linear logic. The two main technical novelties are a third switching position for the non-commutative disjunction, and the structure of order variety.