In this paper we try to identify the roots of the persistent contemporary problems in our modernized agriculture: overproduction, loss of biodiversity and of soil fertility, the risk of large animal disease, social controversies on the lack of animal welfare and culling of animals, etc. Attention is paid to the historical development of present-day farming in Holland as an example of European agriculture. We see a blinkered quest for efficiency in the industrialization of agriculture since the Second World War. Key (...) factor is the cultural mindset at the foundation of our modern society, originating from the ideas of the enlightenment. It makes people vulnerable to ideologies, causing them to focus on a certain goal without considering the consequences. Due to the overemphasis on efficiency, modern industrial agriculture has never been comfortably embedded in its ecological and social context, and as a result displays the characteristics of an ideology. The cause of the inability to solve today’s problems is therefore deeper than simply a failure to apply the right mix of standard remedies. Unless stakeholders in farming start to counter this very one-sided approach to efficiency, modernization will continue to cause all kinds of friction. The implications of the results for agricultural policy, farming and further research are discussed. (shrink)

Pork producers in Western Europe moreand more encounter a variety of societalconcerns about pork and pork production. Sofar, however, producers predominantly focusedon low consumer prices, therewith addressingjust one concern. This resulted in an intensiveand large-scale production system, decreasinglyrelated to the area of farm land, andaccompanied with increasing concerns aboutsafety and healthiness of pork, animal welfare,environmental pollution, and others.An overview was given of possible concernsabout West-European pork production with theconsumers, citizens, and producers, and thoseconcerns are traced back to the pork productionsystem. (...) The various kinds and qualities ofinformation about the pork production system onwhich possible concerns are based have beenworked out extensively in this paper. Knowledgeabout the aspects of pork production that cangive rise to concerns can be used in two ways.First, the communication about those aspectstowards consumers and citizens can be adjustedor extended to give them better possibilitiesto make food choices or to develop their ownopinions about pork production. Second,producers could change the pork productionsystem such that it better satisfies consumersand citizens. Such adaptations are wellpossible, as three pork quality schemes, whichhave been evaluated, illustrate. However, mostof these adaptations can only be carried out atthe cost of the present low consumer prices andwill not occur spontaneously on a large scale.Therefore, accounting for the type andrelevance of the concerns, legislation isnecessary to address societal concerns in abalanced way such that pork production systemsbecome acceptable for the majority of oursociety. (shrink)

In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at the same time reconstitute ‘good’ teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of ‘good’ teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that (...) hold it together. Two major threads are identified in my analysis, which I refer to as: Genealogy I: Teaching as applied science or practice; and, Genealogy II: Teaching as a vocational calling or neutral profession. With this in mind, I take the two value systems presented in my critique of ‘good’ teaching, and rather than return to old, or create new values, I argue that the true task of any educational endeavour is to make human beings human. Therefore, in the spirit of Nietzsche, I revive and extend Nietzsche's account of Bildung as a dynamic way of living timeless educational aims, such as learning to see, think, speak, write and feel in becoming true human beings. (shrink)

Living agency is subject to a normative dimension (good-bad, adaptive-maladaptive) that is absent from other types of interaction. We review current and historical attempts to naturalize normativity from an organism-centered perspective, identifying two central problems and their solution: (1) How to define the topology of the viability space so as to include a sense of gradation that permits reversible failure, and (2) how to relate both the processes that establish norms and those that result in norm-following behavior. We present a (...) minimal metabolic system that is coupled to a gradient-climbing chemotactic mechanism. Studying the relationship between metabolic dynamics and environmental resource conditions, we identify an emergent viable region and a precarious region where the system tends to die unless environmental conditions change. We introduce the concept of normative field as the change of environmental conditions required to bring the system back to its viable region. Norm-following, or normative action, is defined as the course of behavior whose effect is positively correlated with the normative field. We close with a discussion of the limitations and extensions of our model and some final reflections on the nature of norms and teleology in agency. (shrink)

Physical education is often justified within the curriculum as academic study, as a worthwhile activity on a par with other academic subjects on offer and easy to assess. Part of the problem has been that movement studies in physical education are looked upon as disembodied and disconnected from its central concerns which are associated with employing physical means to develop the whole person. But this, Merleau-Ponty would say, is to ignore the nature of experience and to consider the cognitive aspects (...) of our perceptual experience in isolation from the personal meaning gained when looked at from the ?inside? or participatory perspective of the moving agent. In this sense, physical education has lost meaning for some students because our embodied relationship with the world is not an external or contemplative one. Phenomenology, according to Merleau-Ponty, is significant for physical education because it highlights what it is like to be embodied and recognises the role corporeal movement and embodiment plays in learning, in, by and through physical education. What makes this account educationally significant for physical education is that the whole person should benefit by the experience, as it includes an emphasis on all three educational domains (the psychomotor, the cognitive and the affective), rather than as separate physical and mental qualities that bear no relation to each other. (shrink)

This essay argues that much can be gained from a close examination of Nietzsche’s work with respect to education. In order to contextualise my argument, I provide a brief critique of Nietzsche’s thinking on aesthetics, educators and education. I then turn my attention to the work of Thus Spoke Zarathustra, the figures Zarathustra and the Übermensch, and other Nietzschean works with a view to outline what I mean by a Nietzschean education. My central thesis being that a Nietzschean education is (...) primarily concerned with the cultivation of the self. This is certainly not an easy undertaking as it requires both an educator and education that can reveal to students “what one is” now, and who they could become. In order to bring this about, Nietzsche employs the use of an aesthetic model in the form of an exemplar for students to aspire to become. Here, the exemplar plays an important educative function in Nietzsche’s thinking because the role of the ideal type is to unsettle the student so that they are inspired to attain their unattained self that they recognise in the other. Consequently, what makes my account of a Nietzschean education significant is due to its concern with fostering timeless educational aims, such as learning to see, think, speak, write, and feel, by unsettling students with an ideal educator and true education so that students can get a sense of who they are now and who they could become. (shrink)

BackgroundEnd-of-life decisions remain a hotly debated issue in many European countries and the acceptance in the general population can act as an important anchor point in these discussions. Previous studies on determinants of the acceptance of end-of-life interventions in the general population have not systematically assessed whether determinants differ between withdrawal of life-prolonging treatment and euthanasia.MethodsA large, representative survey of the Austrian adult population conducted in 2014 included items on WLPT and EUT. We constructed the following categorical outcome: rejection of (...) both WLPT and EUT, approval of WLPT but rejection of EUT, and approval of both WLPT and EUT. The influence of socio-demographics, personal experiences, and religious and socio-cultural orientations on the three levels of approval were assessed via multinomial logistic regression analysis.ResultsHigher education and stronger socio-cultural liberal orientations increased the likelihood of approving both WLPT and EUT; personal experience with end-of-life care increased only the likelihood of approval of WLPT; and religiosity decreased approval of EUT only.ConclusionThis study found evidence for both shared and different determinants for the acceptance of WLPT and EUT. (shrink)

Technical thinking predominates in industrial society. It also predominates ethics. Virtually everything is viewed in terms of the technical model or—more broadly—the reductionistic machine model. Neither of these models has any room for life as a fundamental and decisive factor. Huge problems have been the result. Our appreciation of technology will change completely if the will to power and mastery will be exchanged for respect for all that lives, in all its multi-coloured variety and multiplicity. The aim of technology should (...) become, not to break down and to reduce reality in order to master and control, but to unfold and cause to flourish. We should nurture the perspective of the living and vibrant garden-city, of a culture that takes care of nature and the environment. An ethics of responsibility involves a large agenda. It calls for its own, distinct development, and a spiritual and philosophical struggle with the dominant traditions of ethics in our culture. (shrink)

The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generati...

This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how I perceive myself, other persons and other things in the world. In this sense, it is argued that a central tenet of any educational learning involves being taught to perceive, (...) come to know ourselves and the world around us. This may seem like stating the obvious, but there is a general tendency to take the experience of perception for granted. Since phenomenology according to Merleau-Ponty recognises that perceptual experience is the basis of ‘all rationality’ makes it particularly apt for explaining the significant role embodiment plays in understanding what has been learned, and understanding that has been grasped meaningfully. What makes this account of embodied learning educationally significant is that the whole person is treated as a whole being, permitting the person to experience him or herself as a holistic and synthesised acting, feeling, thinking being-in-the-world, rather than as separate physical and mental qualities which bear no relation to each other. (shrink)

This article reconstructs French readings and debates of German approaches to Vlkerpsychologie was a symptomatic approach during a transformative period in German, and indeed European, intellectual history: based on the idea of progressand on the belief in the primordial importance of the Volk, it represented the mindset of in an almost pure form. The relevance and importance of Vlkerpsychologie was not restricted to German academics: it was in France where central elements of VThlestin Bougle, Emile Durkheim, and Marcel Mausssocial sciencelkerpsychologie (...) was not a German oddity, but an integral part of the debates that led to the establishing of the modern social sciences, as its French reception shows. (shrink)

A divide exists in the creativity literature as to whether relatively more or less executive processing is beneficial to creative thinking. To explore this issue, we employ an individual differences perspective informed by dual-process theories in which it is assumed that people vary in the extent to which they rely on autonomous or controlled processing . We find that those more willing and/or able to engage Type 2 processing are more likely to successfully make creative connections in tasks requiring the (...) unification of disparate elements and the novelty of generated items, but not in some other indices of creativity, namely, cognitive flexibility and fluency. Implications for the role of executive processing in creative thinking are discussed in the context of DPTs. We situate the ability to make remote connections alongside other advanced higher order thinking capabilities that are unique to humans. (shrink)

This paper discusses the distinction between the aorist and the imperfect in ancient Greek in terms of the temporality of classicism and "fame." The aorist, in focusing on its action's concrete results, can become a link between an achievement and its reception in the future: in the third grammatical person, it represents the voice of the reader who asserts the subject's accomplishment. Imperfects, by contrast, locate an event simply in the past. The article argues that Thucydides exploits to the full (...) the possibilities of this opposition and ends with a discussion of the ancient meaning of the term a-oristos, which has been lost in modern Greek grammar. (shrink)

Choosing the history of statistics and operations research as a casestudy, several ways of setting the development of 20th century applied mathematics into a social context are discussed. It is shown that there is ample common ground between these contextualizations and several recent research programs in general contemporary history. It is argued that a closer cooperation between general historians and historians of mathematics might further the integration of the internalist and externalist approaches within the historiography of mathematics.

It is well known that the difference in performance between valid and invalid trials in the covert orienting paradigm increases as the proportion of valid trials increases. This proportion valid effect is widely assumed to reflect “strategic” control over the distribution of attention. In the present experiments we determine if this effect results from an explicit strategy or implicit learning by probing participant’s awareness of the proportion of valid trials. Results support the idea that the proportion valid effect in the (...) covert orienting paradigm reflects implicit learning not an explicit strategy. (shrink)

In the history of medieval semantics, supposition theory is important especially in the twelfth and thirteenth centuries. In this theory the emphasis is on the term, whose properties one tries to determine. In the fourteenth century the focus is on the proposition, of which a term having supposition is a part. The idea is to analyse propositions in order to determine their truth (probare). The Speculum puerorum written by Richard Billingham was the standard textbook for this approach. It was very (...) influential in Europe. The theory of the probatio propositionis was meant to solve problems both in (empirically oriented) scientific propositions such as used by the Oxford Calculators, and theological propositions, especially those about the Trinity. The book is original, concise, but not clear in every respect. Studying medieval commentaries may help us to understand Richard's book. In the present paper three commentaries are presented. The commentators discussed problems about the status of Richard's book, and about its doctrine: what is the relation between probatio and truth, what is the relation between probatio and supposition, what exactly are mediate and immediate terms (e.g.is the pronoun 'this' mediate or immediate?). The commentators sometimes criticize Richard. For example, one of them argues, against Billingham, that the verb 'can' ampliates its subject term and is therefore mediate. (shrink)

At an international workshop on Transgenic Animals and Food Production in Stockholm in May 1997 Peter Sandoe, a Danish philosopher, characterized the difference between Europe and the United States in attitudes toward biotechnology as a difference between and To do so, of course, sins against the eleventh commandment, but the distinction he draws is a concise way to highlight the differences in policymaking in matters of biotechnology.

Open peer commentary on the article “Homeostats for the 21st Century? Simulating Ashby Simulating the Brain” by Stefano Franchi. Upshot: The target article proposes that Ashby’s investigations of the homeostat and ultrastability lead to a view of living systems as heteronomous, passive “sleeping” machines and thus are in fundamental conflict with concepts of autonomy developed by Jonas, Varela and others. I disagree, arguing that (1) the maintenance of essential variables within viability limits is not a passive process for living systems (...) and (2) the purpose of Ashby’s investigations of the homeostat was to investigate adaptivity, a subject that is related to, but clearly distinct from, autonomy. As such, I find Ashby’s work on adaptivity to be neither in opposition to nor in direct support of modern concepts of biological autonomy and suggest that a productive way forward involves the investigation of the intersection between these two fundamental properties of living systems. (shrink)

This article introduces the Völkerpsychologie of the German psychologist and liberal politician Willy Hellpach. It shows how Hellpach used the once venerable approach of Völkerpsychologie, introduced by Moritz Lazarus and Heymann Steinthal in the nineteenth century, to adapt to the Third Reich and distract the authorities from his political career. The article provides a close reading of Hellpach's main text on the subject, the Einführung in die Völkerpsychologie published in 1938, and explains the ease with which he was able to (...) make this approach compatible with Nazi ideology. Hellpach's case thus illustrates the proximity of national-liberal thinking to ?Nazi ideology?. Moreover, on account of the post-war reception of Hellpach's Völkerpsychologie by scholars such as Ralf Dahrendorf, the article examines the uneasy and incomplete repudiation of Völkerpsychologie after 1945. It concludes that the origins of widely used concepts such as ?national habitus? or ?national identity? can be traced back to the tradition of Völkerpsychologie and related studies of national character. (shrink)

This article assesses interactions between American and German eugenicists in the interwar period. It shows the shifting importance and leading roles of German and American eugenicists: while interactions and exchanges between German and American eugenicists in the interwar period were important and significant, it remains difficult to establish direct American influence on Nazi legislation. German experts of race hygiene who advised the Nazi government in drafting the sterilization law were well informed about the experiences with similar laws in American states, (...) most importantly in California and Virginia, but there is little evidence to suggest they depended on American knowledge and expertise to draft their own sterilization law. Rather, they adapted a body of thought that was transnational by nature: suggesting that the Nazis’ racial policies can be traced back to American origins over-simplifies the historical record. Still, the ‘American connection’ of the German racial hygiene movement is a significant aspect of the general history of eugenics into which it needs to be integrated. The similarities in eugenic thinking and practice in the USA and Germany force us to re-evaluate the peculiarity of Nazi racial policies. (shrink)