Als "innerweltliche Askese" beschrieb Max Weber die reformierte Religion und Lebensführung. Für deutsche und "frankophone" Texte (Lehrbücher, Essays, Periodika, Reden/Rededramen, philosophische Romane) des ausgehenden 17. und des 18. Jahrhunderts zeigt diese vergleichende, literatur- und denkgeschichtliche Untersuchung, daß die Beschreibung Webers zwar zutrifft, aber zu kurz greift. Reformierte Morallehren stehen nicht nur am aufklärerischen (Wieder-)Beginn der deutschen Literatur, sondern prüfen die eigene Moral bereits "empirisch" und im Mittel der Literatur, um ihre Grenzen aufzuzeigen.

?Starting from the literary translations and reflections on the theory of translation of Christoph Martin Wieland, this book deals with different modalities and methods of translating and transmitting? not only from language to language, but also between literary genres, epochs, knowledge formations and nations. Wieland is portrayed as an author and editor who devoted himself? with experimental openness? to a project of mediating and resolving dichotomies such as cosmopolitism and nation.".

Wissenschaftler verschiedener Fachrichtungen (Theologen, Historiker, Padagogen, Literaturwissenschaftler und Musikwissenschaftler) haben sich 2017 mit der Frage befasst, wie weit Johann Gottfried Herder (1744-1803) durch eine Interpretation seiner Position in Weimar als Superintendent besser verstanden werden konnte, arbeitend unter dem Bilde Luthers, sich diesem lebenslang verpflichtet fuhlend auch als Aufklarer. Kann man den "Theologen unter den Klassikern" aus dem Geflecht der Beziehungen zu Goethe, Schiller und Wieland losen, aus seinen Beziehungen zum Hof, zur Stadt, zur Schule in Weimar? Andererseits lebte er (...) autonom aus der Idee, das Erbe der Reformation fur eine neue Zeit umformen zu mussen. Aus diesen Fragestellungen fallt neues Licht auf die deutsche Geistesgeschichte, auf die Herder gerade als Protestant massgeblich eingewirkt hat. Mit Beitragen von:Martin Bollacher, Claas Cordemann, Corinna Dahlgrun, Stefanie Freyer, Stefan Gerber, Hans-Werner Hahn, Henry Hope, Martin Kessler, Roland M. Lehmann, Johannes von Lupke, Michael Maurer, Hans-Jurgen Schrader, Christopher Spehr, Michael Winkler. (shrink)

Trypophobia refers to the extreme negative reaction when viewing clusters of circular objects. Two major evolutionary frameworks have been proposed to account for trypophobic visual discomfort. The skin disease-avoidance (SD) framework proposes that trypophobia is an over-generalised response to stimuli resembling pathogen-related skin diseases. The dangerous animal (DA) framework posits that some dangerous organisms and trypophobic stimuli share similar visual characteristics. Here, we performed the first experimental manipulations which directly compare these two frameworks by superimposing trypophobic imagery onto multiple image (...) categories to evaluate changes in comfort. Participants from two countries (United States and Croatia) were evaluated on several measures, including general trypophobia levels, perceived vulnerability to disease, and generalised anxiety. Several analyses showed stronger changes in comfort in the human skin condition (hand, feet, and chest images) compared to the dangerous animal condition (snake and spider images). Furthermore, participants with higher levels of trypophobia showed significantly stronger changes in comfort in the skin condition than the dangerous animal condition, with comparable effects obtained across nationalities. Several variables entered as covariates failed to significantly account for this effect. The present work is the first to experimentally test both evolutionary frameworks of trypophobia, with results supporting the skin disease-avoidance framework. (shrink)

My title is “Arguing for Freedom of Religion,” not for “Toleration,” because I follow the eighteenth-century writer Christoph Martin Wieland in taking “toleration" to connote a gift or indulgence from a majority to a minority, whereas true freedom of religion would put everybody on the same plane to believe and practice religion as they see fit, or not at all. I consider three historically distinct ways of arguing for freedom of religion: from a premise held by one (...) religion that requires freedom from others (the strategy of Locke, Madison, and Mendelssohn); from a premise about the uncertainty of all religious beliefs which calls for equal freedom (Bayle and Wieland); or from a fundamental requirement of equal freedom for all, with no premise about religion although it entails freedom in religious matters as in other things (Hutcheson, Meier, Kant). The latter approach may be most appealing from a purely philosophical point of view, but the former styles of argument have obviously had much to recommend them in historical contexts, and may still be useful. (shrink)

Preliminary Material /Hans Adler and Rainer Godel -- Formen des Nichtwissens im Zeitalter des Fragens /Hans Adler and Rainer Godel -- Das gewisse Etwas der Aufklärung /Hans Adler -- Zur Prekarität der Aufklärung. Vernunftkritik und das Paradigma der Anthropologie (Taine, Horkheimer / Adorno, Foucault, Lyotard) /Heinz Thoma -- Von den berechenbaren Grenzen des Nichtwissens zur Zeit der Aufklärung /Eberhard Knobloch -- L'effi cace de la raison /Bertrand Binoche -- Aufgeklärtes Nicht-Wissen /Rainer Enskat -- 'Fabelhaft' und 'wunderbar' in Aufklärungsdiskursen. Zur Genese (...) des modernen Mythosbegriffs /Stefan Matuschek -- Un-Möglichkeit der Ausnahme: Die Wunderkritik der Aufklärung /Daniel Weidner -- La sagacité de l'esprit. La conjecture au XVIIIe siècle /Denis Thouard -- Séjourner dans la contradiction. L'idée de «nouvelles Lumières» et les contradictions de l'universalism /Etienne Balibar -- Doing Without Knowing in Kant and Diderot: Experiments in Enlightenment /Claudia Brodsky -- Ways of Being Ignorant: A Field Guide /Arnd Bohm -- Wissenwollen trotz Nichtwissenkönnens. Von den Erkenntnisgrenzen der psychologischen und pädagogischen Wissenschaften des späten 18. Jahrhunderts /Gunhild Berg -- "Ein Abgrund innerer dunkeln Kräfte". Nichtwissen in den Bildungsdiskursen der Aufklärung /Stefan Metzger -- "There is nothing so intrinsically rational as religion is." Zum Versuch einer vernünftigen Entschlüsselung des Nicht-mehr-Wissbaren in der Frühaufklärung /Insa Kringler -- Ein falsches Bild. Oder: Was passiert, wenn Katharsis Form wird? Zu Lessings Emilia Galotti /Ralf Simon -- Die Schattenseiten der Seele: Zu Johann Georg Sulzers Theorie der dunklen Vorstellungen /Élisabeth Décultot -- Arten der Unwissenheit im anthropologischen Diskurs der Aufklärung /Angela Holzer -- Die Zone der Unbestimmtheit - Melancholiediskurs zwischen Wissen und Nichtwissen /Cornelia Bogen -- Die Produktion des Nicht-Wissens vom Selbst: Autobiographie bei Goethe und Hegel /Fritz Breithaupt -- "Charakter" - Die Konkurrenz einer metaphorischen und einer begriffl ichen Erkenntnisform des Nicht-/Wissens vom Menschen /Monika Sproll -- Unzuverlässige Leser - unzuverlässige Erzähler; oder: Literarische Wege aus dem Nicht-Wissen /Rainer Godel -- Labyrinthe der Aufklärung. Goethes Roman Wilhelm Meisters Lehrjahre /Harald Tausch -- Nichtwissen in Johann Gottfried Herders Geschichtsphilosophie /Luca Crescenzi -- Ins Narrenschiff mit Sokrates! Formen des Abderitismus bei Christoph Martin Wieland /Geneviève Espagne -- Zur Interdependenz von Wissen und Nichtwissen. Anthropologie als Aufklärungskritik bei Christoph Martin Wieland /Antonio Roselli -- Nichtwissen und Glaube. Zur Erkenntnistheorie und Ethik Friedrich Heinrich Jacobis /Mark-Georg Dehrmann -- Darstellung und Gegendarstellung von Aufklärung. Handlung, Erzählung und Schein in Schillers Geisterseher /Dirk Oschmann -- Wissen und Nicht-Wissen von anderen Menschen. Das Problem der Gemütererkenntnis von Gracián bis Schiller /Daniel Fulda -- Historische Vaterschaftsprozesse: Nichtwissen, verborgenes und verkehrtes Wissen bei Goethe, Hogarth und Kleist /Alexander Košenina -- Translating Knowledge and Prescribing Taste: English Enlightenment Critics /Sabine Volk-Birke -- Autorenverzeichnis /Hans Adler and Rainer Godel -- Namenregister /Hans Adler and Rainer Godel. (shrink)

Tous les textes publiés dans l'ouvrage parlent directement de l'œuvre de Jean-Michel Berthelot. La première partie, " Sociologie de Jean-Michel Berthelot ", rassemble les contributions restituant des traits de son œuvre à l'aide d'études de cas précis ou de panoramas plus larges, et balise des domaines de recherche dans lesquels il s'est illustré : sociologie de l'éducation, du corps, des sciences, épistémologie des sciences sociales. La deuxième partie rend compte des perspectives ouvertes par ses travaux et de la manière dont (...) des chercheurs ont mis en œuvre ses réflexions pour leurs propres recherches. Il s'agit donc de restituer la façon dont on peut faire de la sociologie " avec " Jean-Michel Berthelot - à l'aide de ses travaux et des jalons qu'ils posent. La troisième partie est biographique en restituant l'itinéraire académique, intellectuel et humain de Berthelot, que ce soit son parcours universitaire et social, notamment à l'ENS durant mai 68, ou encore sa période " toulousaine " où sa carrière universitaire a débuté et qui en constitue une partie essentielle. Dirigé par Jean-Christophe Marcel et Olivier Martin, cet ouvrage rassemble les contributions de collaborateurs, d'anciens étudiants ou de proches collègues de Jean-Michel Berthelot. (shrink)

This groundbreaking handbook of character strengths and virtues is the first progress report from a prestigious group of researchers who have undertaken the systematic classification and measurement of widely valued positive traits. Character Strengths and Virtues classifies twenty-four specific strengths under six broad virtues that consistently emerge across history and culture. This book demands the attention of anyone interested in psychology and what it can teach about the good life.

We present diverse evidence for the claim of Pullum and Rawlins (2007) that expressives behave differently from descriptives in constructions that enforce a particular kind of semantic identity between elements. Our data are drawn from a wide variety of languages and construction types, and they point uniformly to a basic linguistic distinction between descriptive content and expressive content (Kaplan 1999; Potts 2007).

BackgroundResearch using data from medical care promises to advance medical science and improve healthcare. Academia is not the only sector that expects such research to be of great benefit. The research-based health industry is also interested in so-called ‘real-world’ health data to develop new drugs, medical technologies or data-based health applications. While access to medical data is handled very differently in different countries, and some empirical data suggest people are uncomfortable with the idea of companies accessing health information, this paper (...) aims to advance the ethical debate about secondary use of medical data generated in the public healthcare sector by for-profit companies for medical research (ReuseForPro).MethodsWe first clarify some basic concepts and our ethical-normative approach, then discuss and ethically evaluate potential claims and interests of relevant stakeholders: patients as data subjects in the public healthcare system, for-profit companies, the public, and physicians and their healthcare institutions. Finally, we address the tensions between legitimate claims of different stakeholders in order to suggest conditions that might ensure ethically sound ReuseForPro.ResultsWe conclude that there are good reasons to grant for-profit companies access to medical data if they meet certain conditions: among others they need to respect patients’ informational rights and their actions need to be compatible with the public’s interest in health benefit from ReuseForPro. (shrink)

"Is higher education a right, or a privilege? This author argues that all citizens in a free and open society should have an unconditional right to higher education. Such an education should be costless for the individual and open to everyone regardless of talent. A readiness and willingness to learn should be the only qualification. It should offer opportunities that benefit citizens with different interests and goals in life. And it should aim, as its foundational moral purpose, to help citizens (...) from all walks of life live better, freer lives. Using concepts and ideas from liberal political philosophy the author argues that access to educational goods and services is something to which all citizens have a right over a full life. Such goods, it is argued, play a key role in helping citizens realize self-determined goals. Higher education should therefore be understood a basic social institution responsible for ensuring that all citizens can access such 'autonomy-supporting' goods. The book examines the implication of this justification of the right to higher education for questions of educational justice, political authority, distributive justice, civic education, and personal autonomy"--. (shrink)

This path-breaking approach to Thomas Aquinas interprets the Five Ways in the context of his theory of science. Aquinas is the leading medieval philosopher and his work is of continuing contemporary relevance. Addressing all the critical themes of authority and reason, Christopher Martin examines the role of science and definitions in medieval thought, and how to deal with the big question: is there a God? Rigorous and challenging, Martin's clear exposition compares and contrasts Aquinas' arguments with those of (...) other philosophers, Anselm, Descartes and Kant. (shrink)

Band 13 der psycho-logik widmet sich aus fächerübergreifendem Blickwinkel dem Thema Identität, das in den Sozial- und Geisteswissenschaften zu einem Schlagwort des 20. und 21. Jahrhunderts geworden ist. Gerade die moderne und liberale Gesellschaftsordnung, die uns ungeahnt viel Freiheit ermöglicht hat, charakterisiert ein Patchwork aus Identifikationsangeboten, das zugleich die kollektive und personale Identitätsfindung problematisch macht. Aktuell hat die narrative Theorie die erinnerte und erzählte Lebensgeschichte zum Gründungsort des Selbst erhoben. Sie spielt auch in den Beiträgen dieses Bandes eine prominente Rolle. (...) Es zeigt sich, dass die Identitätskonstruktion ein Prozess ist, in dem sich Identität als etwas Fragiles und Plurales offenbart. Identität ist ein tragisches Spiel zwischen Einheit und Mannigfaltigkeit: Identität(en). Forscher*innen aus Deutschland, Irland und den USA mit ihren Beiträgen aus Literaturwissenschaft, Theologie, Philosophie und Psychologie diskutieren u. a. das Band zwischen Identität und Erinnerung bei Marcel Proust, transsexuelle Identitätskonstruktionen in US-amerikanischen Biopics, den Film als Identitätsbildungsmedium des Publikums, Identitätspolitik(en) am Beispiel des Zugangs zu US-amerikanischen Hochschulen, die Identitätsfindung in Lebensgeschichten und den psychotherapeutischen Umgang mit gebrochenen Identitäten. Fotoarbeiten des Künstlers Hermann Recknagel runden den Band ab. Mit Beiträgen von Michaela I. Abdelhamid, Carsten Albers, Paul Clogher, Katherine Duval, Winfried Eckel, Fiona Ennis, Annette Hilt, Christopher A. Nixon, Paul Nnodim, Hermann Recknagel, Patricia Rehm-Grätzel, Martin Reker, Annika Schlitte und Hartwig Wiedebach. (shrink)

In February 2012, Canada's Truth and Reconciliation Commission released an interim report that detailed its findings based on extensive testimony by former students of the nation's residential school system, a system designed to forcibly assimilate aboriginal peoples. The report concludes that the state must play an active role in the restoration of indigenous culture and knowledge. It is against this background that Christopher Martin analyzes the idea of aboriginal educational rights. The concern here is not so much with aboriginal (...) persons' right to a fair share of educational provision, but with the aboriginal person's right to reassert authority over his or her developmental interests, including an interest in culture and identity. The specific role of educational rights in such debates remains an important one, especially since such discussions impinge on difficult issues of state sovereignty and cultural rights. In this essay Martin examines various justifications of aboriginal educational rights and develops a Habermasian justification that remains consistent with individual rights. (shrink)

C. Lloyd Morgan is mostly known for Morgan’s canon, still a popular and frequently quoted principle in comparative psychology and ethology. There has been a fair amount of debate on the canon’s interpretation, function, and value regarding the research on animal minds, usually referring to it as an isolated principle. In this paper we rather shed light on Morgan’s overall scientific program and his vision for comparative psychology. We argue that within his program Morgan identified crucial conceptual, ontological, and methodical (...) issues, that are still fundamental to the current research on animal minds. This also highlights a new aspect of his role as one of the “founding fathers” of modern comparative psychology. In order to understand Morgan’s program, we briefly outline the historical context in which he began his work on a science of comparative psychology. We will then emphasize to what extent his taxonomy of psychological capacities, the development of his metaphysics for a comparative psychology, and his newly introduced interdisciplinary procedures justify Morgan’s distinctive approach to still rather sensitive issues. In doing so, we aim to provide a more comprehensive picture of Morgan’s methodological signature and we contend that a proper understanding of his canon can only be gained by taking it as part of this program. We finally understand his most renown considerations as part of his struggle to ascertain the limits and possibilities of the discipline he contributed to set up, and thus emphasize the need to keep the discussion going, notably on the accessibility of other minds than one’s own and on the limits of one’s research perspectives. (shrink)

The concept of indoctrination is typically used to characterize the actions of individual educators. However, it has become increasingly common for citizens to raise concerns about the indoctrinatory effects of institutions such as schools and universities. Are such worries fundamentally misconceived, or might some state of affairs obtain under which it can be rightly said that an educational institution is engaged in indoctrination? In this paper Christopher Martin outlines what the concept of institutional indoctrination could mean. He then uses (...) Jürgen Habermas's discourse theory in order to develop a specific conception of institutional indoctrination: an educational institution indoctrinates when it exercises its authority in order to support the deliberative norm that some belief P ought to be exempt from tests of or challenges to its truth or rightness just because it is belief P. Martin argues that this norm undermines conditions of symmetrical and inclusive public discourse essential to the development of knowledge and understanding among free and equal citizens. That is, institutional indoctrination involves a closing of the public mind. (shrink)

_ Source: _Volume 56, Issue 3-4, pp 340 - 366 The history of thinking about consequences in the Middle Ages divides into three periods. During the first of these, from the eleventh to the middle of the twelfth century, and the second, from then until the beginning of the fourteenth century, the notion of natural consequence played a crucial role in logic, metaphysics, and theology. The first part of this paper traces the development of the theory of natural consequence in (...) Abaelard’s work as the conditional of a connexive logic with an equivalent connexive disjunction and the crisis precipitated by the discovery of inconsistency in this system. The second part considers the accounts of natural consequence given in the thirteenth century as a special case of the standard modal definition of consequence, one for which the principle _ex impossibili quidlibet_ does not hold, in logics in which disjunction is understood extensionally. (shrink)

This article addresses the role of application programming interfaces for integrating data sources in the context of smart cities and communities. On top of the built infrastructures in cities, application programming interfaces allow to weave new kinds of seams from static and dynamic data sources into the urban fabric. Contributing to debates about “urban informatics” and the governance of urban information infrastructures, this article provides a technically informed and critically grounded approach to evaluating APIs as crucial but often overlooked elements (...) within these infrastructures. The conceptualization of what we term City APIs is informed by three perspectives: In the first part, we review established criticisms of proprietary social media APIs and their crucial function in current web architectures. In the second part, we discuss how the design process of APIs defines conventions of data exchanges that also reflect negotiations between API producers and API consumers about affordances and mental models of the underlying computer systems involved. In the third part, we present recent urban data innovation initiatives, especially CitySDK and OrganiCity, to underline the centrality of API design and governance for new kinds of civic and commercial services developed within and for cities. By bridging the fields of criticism, design, and implementation, we argue that City APIs as elements of infrastructures reveal how urban renewal processes become crucial sites of socio-political contestation between data science, technological development, urban management, and civic participation. (shrink)

Since autumn 2012, higher education institutions in England have been able to charge undergraduate students up to £9,000 a year in tuition fees. Full-time students are expected to take out loans large enough to cover their tuition fees and living costs for the duration of their studies. They must start repaying these loans if and when their earnings reach £21,000 a year. In this bold and timely pamphlet, Christopher Martin argues that forcing students to borrow is a serious mistake. (...) He contends that higher education is a welfare good on a par with basic schooling and health care. To flourish in liberal democratic societies, citizens must be personally autonomous, and the educational demands of personal autonomy are too heavy to be met by compulsory schooling alone. To lead autonomous lives, adult citizens need ongoing educational support, support that the liberal democratic state has an obligation to provide. Higher education should therefore be a universal entitlement and free at the point of use. The global debate about who should pay for higher education is by no means settled. As England shifted the financial burden from taxpayers to students, Germany moved in the opposite direction: all German universities have offered free tuition since 2014. Christopher Martin's distinctive contribution to the debate is to lay out a principled argument, based on a plausible assessment of the purpose of higher education, for the view that students should not have to pay for their education. His argument is controversial, to be sure, but it represents a serious and considered attempt to set the question of higher education funding on sure normative foundations. (shrink)

I consider the question of how literally one can construe the “gauge argument,” which is the canonical means of understanding the putatively central import of local gauge symmetry principles for fundamental physics. As I argue, the gauge argument must be afforded a heuristic reading. Claims to the effect that the argument reflects a deep “logic of nature” must, for numerous reasons I discuss, be taken with a grain of salt.

An action-oriented theory of embodied memory is favorable for many reasons, but it will not provide a quick yet clean solution to the grounding problem in the way Glenberg (1997t) envisages. Although structural mapping via analogical representations may be an adequate mechanism of cognitive representation, it will not suffice to explain representation as such.

In the case of an intellectually disabled patient, the attending physician was restricted from writing a Do-Not-Resuscitate (DNR) order. Although the rationale for this restriction was to protect the patient from an inappropriate quality of life judgment, it resulted in a worse death than the patient would have experienced had he not been disabled. Such restrictions that are intended to protect intellectually disabled patients may violate their right to equal treatment and to a dignified death.

I consider the question of how literally one can construe the “gauge argument,” which is the canonical means of understanding the putatively central import of local gauge symmetry principles for fundamental physics. As I argue, the gauge argument must be afforded a heuristic reading. Claims to the effect that the argument reflects a deep “logic of nature” must, for numerous reasons I discuss, be taken with a grain of salt.

Philosophers of education attempting to develop a reasoned programme of moral education often struggle with the fact that moral philosophy provides many diverse and conflicting accounts of the ethical life. Typically, attempts to resolve the conflict by demonstrating the superiority or priority of a chosen ethical framework have often played out in applied philosophy of education in terms of the development of rival, and often incompatible, moral education curricula. However, recent developments in scholarship have evinced a move to a more (...) pluralistic account of moral education, incorporating insights from a variety of moral paradigms. This shift offers opportunities in the application of moral theory to contemporary issues in education.This essay seeks to define different approaches to pluralism in moral education and critically assess them. Finally, I show how recent work by T.M. Scanlon on moral permissibility stands as an excellent example of how developments in moral theory can make important contributions at the level of applied philosophy to the furtherance of a comprehensive account of moral education in ways that require neither a narrow monolithic nor a radically pluralistic approach. (shrink)

(2008). The Framework of Essences in Spinoza's Ethics. British Journal for the History of Philosophy: Vol. 16, No. 3, pp. 489-509. doi: 10.1080/09608780802200489.

Ever since Clifford Geertz urged the “blurring of genres” in the social sciences, many scholars have considered the crossing of disciplinary boundaries a healthy alternative to rigidly maintaining them. But what precisely does the metaphor of “blurring” imply? By unpacking the varieties of visual experiences that are normally grouped under this rubric, this essay seeks to provide some precision to our understanding of the implications of fuzziness. It extrapolates from the blurring caused by differential focal distances, velocities of objects in (...) the visual field, and competing perspectival vantage points to comparable effects in the intersection of different scholarly disciplines. Arguing against the holistic implications of Geertz's metaphor, as well as the even more totalizing concept of “consilience” introduced by E. O. Wilson, it suggests that blurring implies new types of complexity between or among those disciplines. (shrink)