In recent years, the construct of mindfulness has gained growing attention in psychological research. However, little is known about the effects of mindfulness on interpersonal interactions and social relationships at work. Addressing this gap, the purpose of this study was to investigate the role of mindfulness in leader-follower-relationships. Building on prior research, we hypothesize that leaders’ mindfulness is reflected in a specific communication style (“mindfulness in communication”), which is positively related to followers’ satisfaction with their leaders. We used nested survey (...) data from 34 leaders and 98 followers from various organizations and tested mediation hypotheses using hierarchical linear modeling. Our hypotheses were confirmed by our data. Leaders’ self-reported mindfulness showed a positive relationship with several aspects of followers’ satisfaction. This relationship was fully mediated by leaders’ mindfulness in communication as perceived by their followers. Our findings emphasize the potential value of mindfulness in workplace settings. They provide empirical evidence for a positive link between leaders’ dispositional mindfulness and the wellbeing of their followers, indicating that mindfulness is not solely an individual resource but also fosters interpersonal skills. By examining leaders’ mindfulness in communication as an explanatory process, we created additional clarification about how leaders’ mindfulness relates to followers’ perceptions. Moreover, by suggesting mindfulness in communication as a behavioral correlate of mindfulness, we offered a promising starting point for indirect measures of mindfulness. (shrink)
Hegel introduced the Phenomenology of Mind as a work on the problem of knowledge. In the first chapter, entitled “Sense Certainty, or the This and Meaning,” he concluded that knowledge cannot consist of an immediate awareness of particulars ). The tradition discusses sense certainty in terms of this failure of immediate knowledge without, however, specifically addressing the problem of reference. Yet reference is distinct from knowledge in the sense that while there can be no knowledge of objects without reference, there (...) may be reference without knowledge. If that is the case, then the failure of immediate knowledge does not entitle us to conclude anything about the success or failure of reference. It is not surprising, then, that a few scholars have begun to examine sense certainty primarily as a thesis about reference. (shrink)
Both aggressive and non-aggressive strategies of competition pervade the poetics of the “Iliad”, the “Odyssey”, and the “Argonautica”, shaping the expression of narrator-ethos and implicit standards of poetic quality. Studying a poetics of competition in scenes of conjugal bedroom conversation in Il. 3.421-448, Od. 23.295-343, and A. R. 4.1068-1111 benefits understanding of the text-immanent strategies employed to achieve and advertise the superior quality of these poems. The poetics of competition in Il. 3.421-448 can be read against Middle-Eastern poetry and the (...) Epic Cycle, that of Od. 23.295-343 against the Iliad and perhaps lost Nostoi-traditions, while A. R. 4.1068-1111 engages not just the Odyssey, but also Herodotus 3.134 f., the “Dios apate” in Il. 14, and Peripatetic and Alexandrian scholarship. (shrink)
Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: I introduce and discuss an advancement of the idea of “learning from the future,” called “interacting with the envisioned future.” Further, this approach is put into the context of the target article and the perspective of radical constructivism.
To engage with the aesthetic is to watch yourself watching and what you see cannot be reached, for all that exists is the reflection of the vision performed by you. The aesthetic experience offers insights into the consciousness that are both ancient and linked to creative inventions in present-day art culture. In "A Place to Know", Margaretha Rossholm Lagerloef interprets twelve recent artworks, from Sol LeWitt to Katharina Grosse. She sets out the unique claims and qualities which are inherent (...) in seeing and understanding contemporary art. The book presents four analytical categories of artwork, charting the character of the aesthetic experience and the traditions that determine how we think about visual art. She peels back the layers of consciousness to lay bare the forgotten seams of experience, interwoven with artistic expression. The ancient thus arcs into a deepened awareness of avant-garde art. (shrink)
This book’s goal is to give an intellectual context for the following manuscript. -/- Includes bibliographical references and an index. Pages 1-123. 1). Philosophy. 2). Metaphysics. 3). Philosophy, German. 4). Philosophy, German -- 18th century. 5). Philosophy, German and Greek Influences Metaphysics. I. Hegel, Georg Wilhelm Friedrich -- 1770-1831 -- Das älteste Systemprogramm des deutschen Idealismus. II. Rosenzweig, Franz, -- 1886-1929. III. Schelling, Friedrich Wilhelm Joseph von, -- 1775-1854. IV. Hölderlin, Friedrich, -- 1770-1843. V. Ferrer, Daniel Fidel, 1952-. [Translation from (...) German into English of the-- Das älteste Systemprogramm des deutschen Idealismus.]. -/- Note: the manuscript is in the handwriting of G.W.F. Hegel, but the actual authorship is disputed. No date is given. Franz Rosenzweig made up the title as it is known today. He published the text in 1917. At that time, F. Rosenzweig thought F.W.J. Schelling was the author. No one has read this book for errors. As always, any errors, mistakes or oversights etc. are mine alone. Given a couple more years, I could improve this book. This is a philosophical translation and not a philological translation. Martin Luther who did the famous early translation of the Bible into German wrote in a letter, “If anyone does not like my translation, they can ignore it… (September 15, 1530)”. There are no ‘correct’ translations. Some are just better than other translations. -/- The Oldest Systematic Program of German Idealism. The German title is: Das Älteste Systemprogramm Des Deutschen Idealismus. This title was made up by Franz Rosenzweig in 1917, when he first published the manuscript. He found the manuscript in the Royal Library in Berlin in 1913. The manuscript suggested date is around 1796 and was done by handwriting research. However, the manuscript is not dated. The Prussian State Library auctioned in March 1913 from the auction of the house Liepmannssohn in Berlin a single sheet on the front and back with Hegel's cursive handwriting. The manuscript was lost during WWII. But Dieter Henrich found it again in 1979 in the “Biblioteka Jagiellonska” in Krakow (Poland), where it is today. Address: Jagiellonian Library, Jagiellonian University, al. Mickiewicza 22, 30-059 Cracow, Poland. Later research suggests that manuscript had come from the estate of Hegel’s student Friedrich Christoph Förster (1791-1868). He was one of the editors of Hegel’s posthumous works and most likely had access to a number of Hegel’s manuscripts. This text actually being one of them. Hegel traveled around Bohemia with Marie and Friedrich Christoph Förster around the year 1820-21 (see Klaus Vieweg). -/- Philosophical mystery -- who is the author or authors of this text? -/- Take a plunge into the deep and cold waters. Maybe a quagmire or quandary, but decidedly interesting. This project is to contextualize an old handwritten manuscript which is about 225 years old. The actual author is a mystery. I offer my own assessment. You can make your own assessments. The mystery has continued to unfold since 1917. There is plenty to read. Otherwise, think about the authorship and read more of the German philosophers and authors from this period and enjoy the depth of thinking and philosophizing. On one hand, there is just the sheer fun in the puzzle of the authorship questions; and on the other hand, these are the alluring thoughts that lead to the nascent stage of German Idealism and our intellectual heritage. There is no end to the accolades for this group of philosophers. A heritage that we still hear in in our attempts to move forward into our future. -/- Do your own astute exegesis (ἐξήγησις) as all paths are still open. Let your thought take to the wings of what is called thinking with this text. Critical encounters (Auseinandersetzung, or a Gegenüberstellung) with at least: Friedrich Hölderlin (1770-1843) Friedrich Wilhelm Joseph Schelling (1775-1854), and Georg Wilhelm Friedrich Hegel (1770-1831) --- starts here! German Idealism. We are not going to study this situation endlessly, instead we make some broad strokes and provide you a general context. You are allowed to read between the lines too. Goal: to understand the overall affinity and differences between the intellectuals of this period in German history; and to come to grips with this demanding text within its large scholarly context in the last 100 years. There are no final answers. (shrink)
Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: Peschl et al. argue that innovation, or the creation of sustainable change in the market, is a natural topic to be understood from a radical constructivist perspective and is similar in structure to von Glasersfeld’s theory of learning. I argue that this is an accurate (...) and interesting extension of the theory, but that their understanding of innovation needs to be extended to consider the viability of the innovation in the market. It is only in the context of the market that the innovation is perceived as novel, or that it can be understood as sustainable. (shrink)
Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: The target article describes a programme of study in enterprise education based on radical constructivism (RC. There are a number of issues that arise: the RC approach emphasises student learning rather than preparation for teaching, this type of course can have an impact on the (...) other courses in the programme, and the nurturing of student uncertainty requires particular skills in any group by both teachers and students. (shrink)
Der Band vereinigt die Vorträge der internationalen Vorlesungsreihe “Tierrechte” an der Universität Heidelberg im Sommersemester 2006. Herausgegeben von der Interdisziplinären Arbeitsgemeinschaft Tierethik (IAT) mit ihren gegenwärtigen und früheren Mitgliedern Katharina Blesch, Alexandra Breunig, Stefan Buss, Guillaume Dondainas, Rainer Ebert, Florian Fruth, Nils Kessler, Matthias Müller, Uta Panten, Anette Reimelt, Bernd Schälling, Jürgen Schneele, Adriana Sixt-Sailer, Manja Unger und Alexander Zehmisch, setzt er die mit der Vorlesungsreihe begonnenen Bemühungen um eine unvoreingenommene Vermittlung der tierethischen Forschung fort. Der Band will es (...) Lesern und Leserinnen ermöglichen, von verschiedenen Seiten Einblick in den modernen Tierrechtsdiskurs zu erhalten. Beiträge lieferten: Silke Bitz, Gieri Bolliger, Carl Cohen, Raymond Corbey, Eugen Drewermann, Mylan Engel Jr., Antoine F. Goetschel, Helmut F. Kaplan, Eisenhart von Loeper, Jörg Luy, Renate Rastätter, Tom Regan, Kurt Remele, Hanna Rheinz, Peter S. Wenz, Markus Wild, Hanno Würbel. (shrink)
Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: The aims of this commentary are to pose a few reactions to the design framework, enactment, and data and analyses of the reported investigation, and to offer additional overall perspectives on radical constructivism as a potential framework for classroom teaching (and specifically the teaching of (...) school mathematics. (shrink)
Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: This commentary emphasizes the three levels of a teaching methodology designed to scaffold conceptual autonomy and innovation on the part of graduate students with diverse areas of expertise.
A compilation of all previously published writings on philosophy and the foundations of mathematics from the greatest of the generation of Cambridge scholars that included G.E. Moore, Bertrand Russell, Ludwig Wittgenstein and Maynard Keynes.