This paper focuses on "Textual version of the Complete Works of Friedrich Nietzsche," Nietzsche for the ninth series of the late manuscripts compiled, analyzed from Foster - Complete Works of Nietzsche's version, after Giorgio Colli and Mazzino Montinari the Textual Edition , until the latest compilation in the late manuscript editing paradigm shift . Especially in the historical comparison of the visual field, introducing the principle of restoring the morphology of Nietzsche's manuscript editing methods, principles and advantages.

The concept of Galilean Idealization is based on a pragmatically grounded relation between universes of so-called real and idealized entities. The concept was developed in the course of a critical discussion of different explications of the concept of idealization (e.g. by W. F. Barr, C. G. Hempel and L. Nowak), these being attempts to specify sufficient syntactic and semantic criterions for idealization. But this line of argument shall not be followed here. Instead, first the concept of Pragmatic Idealization, and as (...) its special case the Galilean one, is presented (1.) and certain aspects of the application of an idealized theory are discussed (2.). Then, working within the Strucuralist View of theories, definitions of the idealized variants of the diachronic theory-element and theory-net are presented (3.). (shrink)

Der große jüdische Religionsphilosoph Martin Buber (1878-1965) war auch als Pädagoge und Andragoge eine bedeutende Persönlichkeit in der Geistesgeschichte des 20. Jahrhunderts. 1924 war er Gast der damals von Wilhelm Flitner geleiteten Volkshochschule Jena. An seinen dortigen Begegnungen lässt sich exemplarisch das Selbstverständnis und die Methodik Bubers eindrucksvoll sichtbar machen. Von der Analyse der Jenaer Konstellation geht dieser Sammelband aus, führt aber darüber hinaus zu Bubers weitgespannten Wirkungsfeldern, wobei auch bisher unerschlossenes Archivmaterial ausgewertet wird. Vertieft werden neben pädagogisch-andragogischen auch religiöse, (...) sprachanalytische und politisch-ethische Aspekte, dargestellt u.a. auch über biographische Bezüge zu herausragenden Zeitgenossen wie Leo Boeck und Dag Hammarskjöld. Darüberhinaus enthält der Band auch Unveröffentlichtes aus Bubers Feder, so eine Auswahl aus seinem Briefwechsel mit Wilhelm Flitner sowie einen systematischen Grundlagenartikel zur Erwachsenenbildung. (shrink)

What are networked organizations? The focus of discussions of the networked organization has been on the boundary-spanning nature of these new organizational structures. Yet, the role of the group in these networked organizations has remained unclear. Furthermore, little is known about how computer-mediated communication is used to bridge group and organizational boundaries. In particular, the role of new media in the context of existing communication patterns has received little attention. We examine how employees at a high-tech company, referred to as (...) KME, communicate with members of the work group, other colleagues in the organization, and colleagues outside the organization to better understand their boundary-spanning communications. (shrink)

It has been suggested that a rational being stands in what is called a “second-personal relation” to herself. According to philosophers like S. Darwall and Ch. Korsgaard, being a rational agent is to interact with oneself, to make demands on oneself. The thesis of the paper is that this view rests on a logical confusion. Transitive verbs like “asking”, “making a demand” or “obligating” can occur with the reflexive pronoun, but it is a mistake to assume that the reflexive and (...) the non-reflexive use exhibit the same logical grammar. The thesis that they do is in part motivated by the assumption that to show that my relation to you bears the same form as my practical self-relation is to show that, fundamentally, you are not an object for me to think about and act on, but a subject with whom to think and act together. I argue, to the contrary, that if my addressing you exhibited the same form as a relation I could literally be said to stand in to myself, then the nexus between us would be such that I am irretr.. (shrink)

How do people survive under extreme conditions? Will selfish, non-cooperating free-rider types – the solo players – have the best chances of surviving? Or would cooperating, hard-working types – the team players – have higher chances? All morale put aside, it is interesting to know whether non-cooperation or cooperation pays off in a game characterized by scarcity and hard competition for survival. A study of people in such a Hobbesian state of nature can also teach us important lessons about social (...) dynamics in contemporary, prosperous societies. An interesting case of ‘The survival game’ can be found in Solzhenitsyn’s (1963 [1962]) self-biographical book, One Day in the Life of Ivan Denisovich, depicting life in a Soviet Gulag prison camp in Siberia January 1951. We use Solzhenitsyn’s work as evidence of the interplay between five player types among prisoners: Cooperative blind-riders (BRs), hard-riders (HRs) and tough-riders (TRs), i.e. the so-called ‘toilers’; non-cooperative easy-riders (ERs), looked upon by the toilers as ‘bastards’, ‘screws’ and ‘errand boys’; and finally Low-riders (LRs), comprising ‘goners’ and ‘jackals’. The main research question addresses the successfulness of the survival strategies of the five player types. Apart from a Multiple Player Approach (MPA) that may be seen as a further development of second-generation theory of collective action (Ostrom & Ahn, 2009), we apply Goffman’s (1959) dramaturgical theory on our case. Hence, we argue that impression management at two different ‘stages’ – the Brigade stage and the Camp stage – is crucial for survival for hard-riding as well as for easy-riding players, in particular strategic masking. Seeking to unite Goffman and game-theoretic MPA, our overall purpose is to make a theoretical contribution to “game-related sociology” (Swedberg, 2001). (shrink)

A Reader of Philosophy from its Ancient Beginnings to the 20th Century.

When a term is used in science, we tend to integrate its origins, functions, and history to see if the term is a scientific one or comes from other fields. The term «empathy» is an example to such a case. This article challenges the widespread view that empathy is the capability of a person to understand emotions and thoughts of others. We will deconstruct the concept of empathy as an academic one by focusing on its limits. We will discuss the (...) possibility of empathy for humans in critically reconstructing the meaning of the word and its meanings from its ancient origins to contemporary research. Our question is centered on cognitive actions that enable empathy as an emotional way of understanding others. Based on our findings, we argue that the concept of empathy is a recently established academic term. As a concept, it matches with some alternative concepts such as apathy and sympathy. In rhetoric, it is the pathos of the speech that affects the speaker by emotions since no specific receptive ability of the speaker is needed. Similarly, when we use the term empathy, we should use it as a category of the sender, not that of the receiver. This concept of logical empathy opposes to the classical view of empathy studies emphasizing that empathy is a receptive category of the receiver. So, empathy is nothing else but the ability to send emotional or intellectual content suitable to a capable receiver. Also, the comparative study in the concept of empathy in Buddhism gives us evidence that empathy is a spiritual or mental concept whose applications are in the area of pre-linguistic states and esoteric contexts. In rhetorical terms we could define it as a persuasive mood of pathos-driven speech. (shrink)

Volume 22, Issue 2, June 2019, Page 95-97.

While every music lover senses the power and truth that reside in music, very few actually approach music as a path to cosmic knowledge. But the idea that the universe is created out of sound is an ancient one. This book brings together three contemporary German thinkers who exemplify this tradition: Marius Schneider, Rudolf Haase, and Hans Erhard Lauer.

The Handbook of Computational Social Science is a comprehensive reference source for scholars across multiple disciplines. It outlines key debates in the field, showcasing novel statistical modeling and machine learning methods, and draws from specific case studies to demonstrate the opportunities and challenges in CSS approaches. The Handbook is divided into two volumes written by outstanding, internationally renowned scholars in the field. This first volume focuses on the scope of computational social science, ethics, and case studies. It covers a range (...) of key issues, including open science, formal modeling, and the social and behavioral sciences. This volume explores major debates, introduces digital trace data, reviews the changing survey landscape, and presents novel examples of computational social science research on sensing social interaction, social robots, bots, sentiment, manipulation, and extremism in social media. The volume not only makes major contributions to the consolidation of this growing research field, but also encourages growth into new directions. With its broad coverage of perspectives (theoretical, methodological, computational), international scope, and interdisciplinary approach, this important resource is integral reading for advanced undergraduates, postgraduates and researchers engaging with computational methods across the social sciences, as well as those within the scientific and engineering sectors. (shrink)

Users have adopted a wide range of digital technologies into their communication repertoire. It remains unclear why they adopt multiple forms of communication instead of substituting one medium for another. It also raises the question: What type of need does each of these media fulfill? In the present article, the authors conduct comparative work that examines the gratifications obtained from Facebook with those from instant messaging. This comparison between media allows one to draw conclusions about how different social media fulfill (...) user needs. Data were collected from undergraduate students through a multimethod study based on 77 surveys and 21 interviews. A factor analysis of gratifications obtained from Facebook revealed six key dimensions: pastime, affection, fashion, share problems, sociability, and social information. Comparative analysis showed that Facebook is about having fun and knowing about the social activities occurring in one’s social network, whereas instant messaging is geared more toward relationship maintenance and development. The authors discuss differences in the two technologies and outline a framework based on uses and gratifications theory as to why young people integrate numerous media into their communication habits. (shrink)

This paper provides examples of how a teacher and a principal construct their ‘ethical selves’. In doing so we demonstrate how Foucault's four-part ethical framework can be a scaffold with which to actively connect emotions to a personal ethical position. We argue that ethical work is and should be an ongoing and dynamic life long process rather than a more rigid adherence to a ‘code of ethics’ that may not meaningfully engage its adherents. We use Foucault's four-part framework of ethical (...) practice as a framework through which an ‘ethical self’ can be purposely constructed. This is important work, as those who have authority over others must know how to monitor themselves against the misuse of the power of their positions. (shrink)

The Objective Threshold/Strategic Model proposes that strong, qualitative inferences of unconscious perception can be made if the relationship between perceptual sensitivity and stimulus visibility is nonlinear and nonmonotonic. The model proposes a nadir in priming effects at the objective identification threshold . These predictions were tested with masked semantic priming and repetition priming of a lexical decision task. The visibility of the prime stimuli was systematically varied above and below the objective identification threshold. The obtained relationship between prime visibility and (...) priming facilitation was nonlinear, but the results failed to confirm a nadir in priming effects at the objective identification threshold. We conclude that the objective identification threshold does not necessarily indicate the point where presumably unconscious priming effects might be inhibited by conscious cognitive processes. (shrink)

Der Gegenstand des Interviews mit Robert Brandom ist die Entwicklung seiner Theorie begrifflichen Gehalts ausgehend von „Expressive Vernunft“ bis zu den kürzlich gehaltenen Locke-Lectures und dem sich in Arbeit befindenden Buch über Hegel. Im Zentrum stehen folgende Fragen: Kann eine Bedeutungstheorie, wie sie Brandom vorschlägt, ohne den Begriff der Wahrheit auskommen und sich auf modale und normative Begriffe beschränken? Wie erfolgreich ist Brandoms Versuch, mithilfe des Begriffs der pragmatischen Meta-Sprache die in „Expressive Vernunft“ bestehende Spannung zwischen der Artikulation logischer Begriffe (...) auf der einen Seite und der nicht-zirkulären Erklärung begrifflicher Normativität auf der anderen Seite aufzulösen? Welche Konsequenzen hat es für unseren Begriff der Bedeutung, wenn wir mit Brandom begriffliche Bestimmtheit als historischen Prozess fortwährender Bestimmung auffassen? (shrink)

In recent years, scholars have urged those working in Christian higher education to attend more purposefully to student spiritual and character formation. Anchored by the belief that college is a formative time for the development of values, commitments, identity, and life purpose, these calls have taken many different forms. One consistent theme, however, has been the need to expand character formation beyond ethical training and moral decision-making. While such tools are necessary, these scholars note, there is also a pressing need (...) for the development of righteous virtues, affections, commitments, and patterns of living rooted in a right understanding of God and self. How can professors encourage spiritual attentiveness and transformation within the academic setting of a college classroom? What assignments foster spiritual focus and growth into Christlikeness? What helpful practices from the historic Christian tradition can be included in syllabi and course experiences? As professors committed to educationally-based spiritual formation, we are concerned with how to best encourage student spiritual growth. This article is the culmination of conversations, as well as trial and error in our classrooms, in an attempt to answer these questions. (shrink)

Martin Heidegger's Nietzsche's Second Untimely Meditation presents crucial elements for understanding Heidegger's thinking from 1936 to 1940. Heidegger offers a radically different reading of a text that he had read decades earlier, showing how his relationship with Nietzche's has changed, as well as how his understandings of the differences between animals and humans, temporality and history, and the Western philosophical tradition developed. With his new reading, Heidegger delineates three Nietzschean modes of history, which should be understood as grounded in the (...) structure of temporality or historicity and also offers a metaphysical determination of life and the essence of humankind. Ullrich Hasse and Mark Sinclair offer a clear and accessible translation despite the fragmentary and disjointed quality of the original lecture notes that comprise this text. (shrink)

Neo-Aristotelian ethical naturalism suggests that the sense of normative terms like “ought” and “good” as they appear in ethical discourse is to be elucidated in terms of the relation in which a living individual stands to the life-form or “species” of which it is an exemplar—in our case: the human life-form. A theory of this form has to provide a story about questions such as: What enables us to distinguish the different kinds of life within the theory? What makes them, (...) despite those differences, all sorts of natural goodness? And where, in relation to those continuities and discontinuities, is the account of practical reason to be situated? In this paper, I investigate how a developed ethical naturalism has to conceive of the relation between the genus concept life and the concept of the specific kind of life characteristic of us: rational or practically self-conscious life. I argue that there is a deep ambiguity with respect to this question in the account Philippa Foot presents in Natural Goodness. An ambiguity that covers a dilemma. A properly developed ethical naturalism would have to develop the concept of reason out of the reflection on life. (shrink)

The name Charles Sanders Peirce is associated with the science of signs called semiotics, which studies the sign as the carrier of meaning that is placed in the center of his work. Peirce developed a system of concepts that describe how the sign as such is understood by the mind. For the conditions of its interpretations Peirce established various so-called interpretants for the explanation of signs associated with the utterer and interpreter and a shared process that enables the communication between (...) communicators. Further to the renovation of the theory of rhetoric and communication, we show that medium and communication must be understood within the framework of his theory in association to the sign and the object. Throughout his manuscripts the triads of his concepts are realized in the text in rhetorical tricola as terms of his philosophy. In comparison to Aristotle’s Rhetoric, which employed the sign as a means for reasoning, we will show how Peirce developed techniques of reasoning based on Aristotle’s work and his model of mental understanding of the sign while foreshadowing a theory of communication that aims at describing the exchange of information in a model. (shrink)