We characterize Δ20-categoricity in Boolean algebras and linear orderings under some extra effectiveness conditions. We begin with a study of the relativized notion in these structures.
Статтю присвячено дослідженню радянської політики щодо німецьких релігійних конфесій на території Криму в 20-30-ті рр. ХХ ст. Проаналізовано законодавство, висвітлено етапи ліквідації церкви, антирелігійну пропаганду, поведінку німців у нових історичних реаліях.
We construct the set of the title, answering a question of Cholak, Jockusch, and Slaman [1], and discuss its connections with the study of the proof-theoretic strength and effective content of versions of Ramsey's Theorem. In particular, our result implies that every ω-model of RCA 0 + SRT 2 2 must contain a nonlow set.
After Hegel's death, with the crisis of idealism and the triumphs of science, philosophy began to suffer an identity crisis, the legacy of which characterises 20th century epistemology. Against this background, the positions interpreted and compared in this study are distinguished by their innovative approaches to a solution: the rehabilitation, re-establishment and interdisciplinary expansion of epistemology, the reclaiming of its role of justifying orientation in everyday life and knowledge instead of its development as a narrow and specialised academic discipline. These (...) approaches provide a common reminder and challenge to contemporary philosophy not to bury the problematic dimensions of epistemology, including the means of justifcation. (shrink)
Seit 2003 ist neben Medizingeschichte und -theorie Medizinethik Bestandteil des Pflichtstudiencurriculums (Querschnittsbereich GTE). Zuvor, seit Ende der 80er Jahre, hatte es an vielen medizinischen Fakultäten optionale Veranstaltungen zur Medizinethik gegeben. Die Analyse von Veröffentlichungen zur Didaktik der Medizinethik und von Unterrichtscurricula zeigt, dass einem relativ geringen Stundenkontingent anspruchsvolle kognitive, emotionale und handlungsorientierte Lehrziele gegenüberstehen. Offenbar wird von der Medizinethik praxisbezogene Problemlösungskompetenz erwartet. Zugleich zeigt sich, dass die Vorbereitung der Studierenden auf schwierige moralische Entscheidungen nach wie vor ein Desiderat darstellt. Angesichts (...) der unausweichlichen Kluft zwischen Lehrzielen und Vermittlungsergebnissen bedarf es einer erneuten Lehrziel- und Curriculumsdiskussion. (shrink)
Whether transcendental arguments are possible or not is a question that has received wide attention in the analytical literature of recent years. It is important to distinguish carefully, however, between Kant’s own Transcendental Deduction and the kind of reasoning which has lately been dubbed “transcendental.” Eva Schaper has accurately defined the difference some years ago. The “transcendental arguments” to which we have recently been accustomed are arguments that seek to establish the logical preconditions of empirical enquiry. They all start from (...) the fact that we conceptualize experience in a certain way, and then proceed to uncover the conditions necessary to our process of conceptualization. Kant’s own Transcendental Deduction, on the other hand, is concerned with “the wider task of showing the conditions of what is to count as experience at all.” While it is always possible to render a “transcendental argument” of the contemporary type pointless simply by refusing to accept the peculiar manner of conceptualizing experience from which it starts, the conclusion of Kant’s Deduction would be irrefutable. To deny it would be tantamount to denying the possibility of experience itself. The notorious difficulties that accompany the Deduction are to be seen precisely in the light of the strong claim to proof that it makes. (shrink)
Whether transcendental arguments are possible or not is a question that has received wide attention in the analytical literature of recent years. It is important to distinguish carefully, however, between Kant’s own Transcendental Deduction and the kind of reasoning which has lately been dubbed “transcendental.” Eva Schaper has accurately defined the difference some years ago. The “transcendental arguments” to which we have recently been accustomed are arguments that seek to establish the logical preconditions of empirical enquiry. They all start from (...) the fact that we conceptualize experience in a certain way, and then proceed to uncover the conditions necessary to our process of conceptualization. Kant’s own Transcendental Deduction, on the other hand, is concerned with “the wider task of showing the conditions of what is to count as experience at all.” While it is always possible to render a “transcendental argument” of the contemporary type pointless simply by refusing to accept the peculiar manner of conceptualizing experience from which it starts, the conclusion of Kant’s Deduction would be irrefutable. To deny it would be tantamount to denying the possibility of experience itself. The notorious difficulties that accompany the Deduction are to be seen precisely in the light of the strong claim to proof that it makes. (shrink)
This piece presents the work of academics and architects in a collaborative venture. It provides an architectural design and a series of statements towards the hypothetical creation of an unconventional city centre in the Chinese city of Shenzhen. The idea is to create a linear university that would run the 20-kilometer length of the Shenzhen Strip: the 20K university. The contributors outline, in the diversity of their idioms, a complex spatial condition fundamental to life, and demonstrate new relationships between knowledge (...) and the city. The design of the proposed ‘open university space’ responds to two simultaneous and interrelated challenges: that posed to architecture, and that posed to science. The university would embody the meeting of these at the intersection of the urban infrastructure and the knowledge infrastructure. The purpose is thus also to develop the notion of knowledge, embodied in institutions, as urban infrastructure. (shrink)
