Der Band widmet sich der aktuellen Entwicklung in der Humangenomforschung und der Biomedizin. Die neuen Einsichts- und Eingriffsmöglichkeiten nach der Entschlüsselung der menschlichen Gene konfrontieren Forscher und Gesellschaft mit ethischen, rechtlichen und soziokulturellen Fragen in der Genforschung am Menschen. Das Buch bietet einen Überblick über den aktuellen Stand der Forschung und ist zugleich eine hilfreiche Einführung in die gegenwärtige Diskussion. Daneben werden ausgewählte Bereiche vertieft behandelt: genetische Diagnostik, funktionelle Forschung mit therapeutischem Ziel, Pharmakogenetik und die individualisierte Medizin der Zukunft.

Available for the first time in 20 years, here is the Rudolf Carnap's famous principle of tolerance by which everyone is free to mix and match the rules of ...

The ArgumentThis essay attempts to show the decisive importance of the “scientific discipline” for any historical or sociological analysis of modern science. There are two reasons for this:1. A discontinuity can be observed at the beginning of modern science: the “discipline,” which up until that time had been a classificatorily generated unit of the ordering of knowledge for purposes of instruction in schools and universities, develops into a genuine and concrete social system of scientific communication. Scientific disciplines as concrete systems (...) (Realsysteme) arise as a result of (a) the communicative stabilization of “scientific communities” at the end of the eighteenth century and the formation of “appropriate” roles and organizational structures (in universities); (b) the structural differentiation of the new scientific disciplines from the established professions (law, theology, medicine) in Europe; (c) the formation of scientific communication in the standardized form of scientific publication; the distinction of the separate action-type “scientific research” and the differentiation of these two elementary acts of all future scientific endeavor in relation to each other.2. The scientific discipline as primary unit of the internal differentiation of science has, since its genesis, been stabilized by two conditions: (a) The fact of a science differentiated into a plurality of (competing, mutually stimulating) disciplinary perspectives becomes the chief causal factor underlying the developmental dynamism of modern science; (b) Similar to the way in which the discipline functions as a cognitive address within the system of science, science also links the discipline up as a structural unit (utilized in both systems) with curricular structures in the system of education — i.e., it is stabilized by the central system/environment relation of science. (shrink)

Excerpt from Worterbuch der Philosophischen Begriffe, Vol. 1: Historisch-Quellenmassig Bearbeitet; A bis N Die Anordnung des Materials ist so getroffen worden, dafs in erster Linie die Ubersichtlichkeit des Stoffes gesichert wurde. Die logisch - systematische und die chronologisch-genetische Dispositions weise wurden nach Moglichkeit miteinander combiniert. Auf allzu subtile Einteilungen kam es hier, in einem Worterbuchs, nicht so sehr an, verfuhrt doch eine solche, die gewohnlich durch allerhand Voraussetzungen und Annahmen bedingt ist, selbst also den Charakter einer Theorie, einer Hypothese hat, (...) zur Subjectiviernug der Darstellung, wahrend doch dem Herausgeber au moglichster Objectivitat lag; diese ist denn auch von der Kritik anerkannt werden. Den eigenen Standpunkt, den der Fachmann als einen in so mancher Beziehung selbstandigen erkennen wird, hat der Herausgeber in den an der Spitze der einzelnen Artikel stehenden Begriffs. Bestimmungen zwar kurz, pracis, aber, wie er glaubt, nicht nu wissenschaftlich, entwickelt. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.". (shrink)

In the paper translated here, Carnap and Bachmann shows that the apparently metalinguistic ?extremal' axioms that are added to some axiom systems to the effect that the foregoing axioms are to apply as broadly, or as narrowly, as possible may be formulated directly as proper axioms. They analyze such axioms into four fundamental types, with the help of a concept of ?complete? isomorphism.

The article sketches an approach to the sociology of the stranger which is based on historical semantics, on comparative studies of social structures of premodern societies and on a reconsideration of the `classical sociology of the stranger' and of marginality (Simmel, 1908; Michels, 1929 and others; Schütz, 1944; Park, 1964). The guiding hypothesis of the article is that there is a discontinuity in the modern experience of the stranger which has not been reflected sufficiently in the classical sociology of the (...) stranger. Whereas in premodern societies membership criteria are binary codes such as `kin' vs. `stranger', `friend' vs. `enemy', and elaborate arrangements were then necessary for institutionalizing a third status (e.g. for internal strangers) between the binary alternatives, the modern experience is wholly different. Modern society is no longer a membership organization. The third status (i.e. being neither `friend' nor `stranger') has become constitutive of our everyday experience of other persons. And this everyday experience is that of indifference as our normal attitude towards most persons living in the world. A modern sociology of the stranger has to explore the facets of indifference. Indifference can be described as an interactional achievement in situations of fleeting contact. And it can be examined in its macrostructural consequences in a modern societal order in which motivations for societal engagements and therefore any willingness to care for the other are unavoidably scarce. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Eislers Grundlagenwerk von 1905 bietet eine systematische Ubersicht samtlicher philosophischer Grundfragen. Seine kritische Stellungnahme zu verschiedenen Losungsansatzen fuhrt zu selbststandiger Reflexion im Gebiet der Erkenntnis- und Prinzipienlehre. Rudolf Eisler (1873-1926) war osterreichischer Philosoph und Mitbegrunder der Soziologischen Gesellschaft in Wien. Als sein Hauptwerk gilt heute das Worterbuch der philosophischen Begriffe." Aus seinem Nachlass veroffentlicht wurde ausserdem das Kant-Lexikon." Sein Philosophiestudium absolvierte Eisler in Leipzig, Prag und Wien. Eislers philosophische Schriften wurden insbesondere von Immanuel Kant und Wilhelm Wundt beeinflusst. Eislers (...) besonderes wissenschaftliches Bestreben lag darin, Realismus und Idealismus im Idealrealismus sinnstiftend zu verbinden.". (shrink)

Samples of Steiner's work are to be found in this introductory reader in which Andrew Welburn brings together excerpts from Steiner's many talks and writings on Religion. This volume also features an editorial introduction, commentary and notes. Topics include: mysticism and beyond: the importance of prayer; the meaning of sin and grace; rediscovering the Bible; true communion; rediscovering the festivals and the life of the earth; finding one's destiny: walking with Christ; the significance of religion in life and death; Christ's (...) second coming: the truth for our time; universal religion: and the meaning of love. (shrink)

Name der Zeitschrift: Byzantinische Zeitschrift Jahrgang: 111 Heft: 3 Seiten: 813-815.

9 lectures, Oxford, England, August 16-29, 1922 (CW 305) These lectures follow from those presented in Soul Economy. Given during a conference on spiritual values in education and life and attended by many prominent people of the time, Steiner's Oxford lectures present the principles of Waldorf education at the highest cultural level. The Manchester Guardian reported: "Dr. Steiner's lectures...brought to us in a very vivid way an ideal of humanity in education. He spoke to us about teachers who, freely and (...) unitedly, unrestricted by external prescription, develop their educational methods exclusively out of a thorough knowledge of human nature. He spoke to us about a kind of knowledge needed by the teacher, a knowledge of the being of man and the world, which is at the same time scientific and also penetrates into the most intimate inner life, which is intuitive and artistic." These lectures form one of the best introductions to Waldorf education. Contents: Introduction by Christopher Bamford The Spiritual Ground of Education The Perception of Soul and Spirit The Spiritual Ground of Physical Education The Art of Educating Young Children The Art of Educating Older Boys and Girls Teachers As Artists in Education The Organization of the Waldorf School Moral Teaching & Eurythmy in the Waldorf School Teachers in the Waldorf School German source: Die geistig-seelischen Grundkr fte der Erziehungskunst. Spirituelle Werte in Erziehung und sozialem Leben (GA 305). (shrink)

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Dieses historische Buch kann zahlreiche Tippfehler und fehlende Textpassagen aufweisen. Kaufer konnen in der Regel eine kostenlose eingescannte Kopie des originalen Buches vom Verleger herunterladen (ohne Tippfehler). Ohne Indizes. Nicht dargestellt. 1898 edition. Auszug:...so viel uber allen Zweifel erhoben zu haben, dass es sich hier um ein einheitliches, planvoll angelegtes, genau durchdachtes und folgerichtig durchgefuhrtes Ganzes, um eine Schopfung aus einem Gusse handelt, kurz ausgedruckt: unsere heutigen Umgangsformen enthalten eine vollstandige Organisation des Umgangs, ein ebenburtiges Seitenstuck zu der Organisation des (...) Verkehrs in Form des Rechts. Eine solche Behauptung lasst sich mit einigen allgemeinen Bemerkungen und einzelnen wenigen Beispielen nicht abthun, sie erfordert einen stringenten Beweis, und derselbe ist nur zu erbringen durch Aufbringung eines reichen Apparates. Auch bei dieser Aufgabe werde ich des Stofflichen eher zu viel als zu wenig bringen, getreu der Maxime, die ich bei diesem Werk unausgesetzt befolgt habe, meinen Abstractionen eine moglichst breite Unterlage an einem reichen Detail zu geben. Wem ich des Guten zu viel zu thun scheine, der moge sich erinnern, dass ich genothigt bin, die Sache erst aus dem Groben herauszuarbeiten--ware ich auf diesem Gebiete mein eigener Nachfolger, ich wurde mich kurzer fassen. 0. Wissenschaftliche Kritik der Umgangsformen--echte und unechte Anstandsregeln. Alle Umgangsformen haben den Zweck, den Umgang zu ermoglichen, zu sichern, zu fordern, angenehm und behaglich zu gestalten, --sie enthalten die durch die Sitte beschaffte und gehandhabte Disciplin des gesellschaftlichen Benehmens, wie sie den Vorstellungen der massgebenden Gesellschaftskreise dieses Volks und dieser Zeit entspricht. Es sind die massgebenden d. h. die relativ hoch oder hochst gestellten Kreise, welche die Formen des geselligen Verkehrs...". (shrink)

Die Einheit des 15. Jahrhunderts wird zerissen, wenn man dieses Saeculum nur als Zeit der Vorbereitung von Reformation und Renaissance versteht. Um diese Einheit und Koharenz mit der vorhergehenden Zeit bemuht sich Stadelmann: Das Werk vermittelt differenzierte Einsichten in die Weltauffassung einer zu Ende gehenden Epoche und ruckt deren denkwardige Gestalten in diese so gewonnene Sicht: Cusanus, Wessel, Agrippa, Denck und Franck.'Der Neudruck macht mit einem klassischen Werk der deutschen Geschichtsschreibung erneut bekannt: Parallel zu Huizingas Herbst des Mittelalters entstanden [.], (...) behandelt es die gleiche Zeit aus ahnlichem Ansatz, jedoch unter anderem, eigenstandigen Aspekt. Starker geistesgeschichtlich orientiert, wird das 15. Jahrhundert unter den Merkmalen Skepsis (Ockham, Nominalismus, Cusanus), Resignation (Mystik), Emanzipation (Rationalismus) und Pessimismus (Historisches Selbstbewusstsein) betrachtet, ein bemerkenswert moderner Ansatz.' ekz-Informationsdienst. (shrink)

14 lectures and talks, Ilkley, Yorkshire, August 5-17, 1923 (CW 307) In this fine introduction to Waldorf education, written out of a series of lectures given in 1924, Steiner provides one of the most comprehensive introductions to his pedagogical philosophy, psychology, and practice. Steiner begins by describing the union of science, art, religion and morality, which was the aim of all his work and underlies his concept of education. Against this background, many of the lectures describe a new developmental psychology. (...) On this basis, having established how children's consciousness develops, Steiner discusses how different subjects should be presented so that individuals can grow and flourish inwardly. Only if the child absorbs the right subject in the right way at the right time can the inner freedom so necessary for life in the modern world become second nature. Contents: Introduction by Christopher Bamford Science, Art, Religion, Morality The Principles of Greek Education Greek Education and the Middle Ages Spirit's Relationship to the Body Freeing Volition in the Human Organism Walking, Speaking, Thinking Rhythm, Sleep, Imitation Reading, Writing, Nature Study Arithmetic, Geometry, History Physics, Chemistry, Handwork, Language, Religion Memory, Temperaments, Physical Education, Art Education toward Inner Freedom The Three Eras of Human Religious Education Closing Address Index "Readers of Steiner's lectures printed here will be 'quietly astonished' and 'genuinely enthusiastic.' After an introduction, in which he speaks of reuniting science (intellectual knowledge), art, and morality once again, he turns to the principles of Greek education, in which body, soul, and spirit were still a unity. He then traces the development through the Middle Ages, during which new, evolving elements were added. In our time, he says, we must understand the concrete connection of the spirit with the human being, so that thinking, feeling, and willing can once more become alive. He relates this to the child's developmental stages, as well as the human basics such a sleeping and waking. Then he turns to the specifics of the curriculum: reading, writing, nature study, arithmetic, geometry, history physics, chemistry, crafts, language, and religion. Finally, he turns to memory, the temperaments, physical culture, art, and the actual organization of a Waldorf school--to which this volume is, all in all, one of the best introductions." --Christopher Bamford, from his introduction German source: Gegenw rtiges Geistesleben und Erziehung (GA 307). Previous English edition: Education and Modern Spiritual Life. (shrink)