The following essay reconsiders the ontological and logical issues around Frege’s Basic Law (V). If focuses less on Russell’s Paradox, as most treatments of Frege’s Grundgesetze der Arithmetik (GGA)1 do, but rather on the relation between Frege’s Basic Law (V) and Cantor’s Theorem (CT). So for the most part the inconsistency of Naïve Comprehension (in the context of standard Second Order Logic) will not concern us, but rather the ontological issues central to the conflict between (BLV) and (CT). These ontological (...) issues are interesting in their own right. And if and only if in case ontological considerations make a strong case for something like (BLV) we have to trouble us with inconsistency and paraconsistency. These ontological issues also lead to a renewed methodological reflection what to assume or recognize as an axiom. (shrink)
El trabajo que se presenta analisa los libras de texto que tratan la problemática de la formacíón de la ciudadanía en Argentina entre 1870 y 1930. Se han analizado 39 textos de la Argentina época y se han comparado los mismos con los planes y programas de las escuelas dependientes dei Consejo Nacional de Educación. El terna se encuentra presente tanto en los libras de lectura como en los manuales de instrucción Educación). Sin embargo, en ambos tipos de texto, el (...) tema es tratado diferenciadamente. Estos manuais. tipos de texto cumplen, en la lógica escolar, funciones diferentes. Mientras los libras de lectura procuran nacionalizar ai inmigrante, los libras de instrucción cívica procuran convertirlo en ciudadano. Esta doble función de los textos inmigrants, no se refleja en los planes y programas de la época. Mientras estos últimos observan una lógica disciplinar, en la que los contenidos de la formación cívica se incluyen en una materia específica, y trabajan fundamentalmente temas vinculados a las leyes, los libras de texto dispersan los contenidos entre otras disciplinas y trabajan no sólo el contentes tema de la Jey sino además la formación cívica. Los textos enfocan el tema desde la lógica de la dispersión. (shrink)
. As a discipline, semiotics has gained recognition in many fields. Cultural background plays an important part in the field of the visual art. Given the rich cultural context of the pictorial hybridization Chinese-European in the early Qing dynasty, the pictorial works can be used in studying semiotics. This article addresses a discourse on some semiotic reflections in painting. It focuses on the application of the theory of the semiotic scientist Charles Peirce that has proven to be suitable for analyzing (...) pictorial works. The model chosen as a subject for investigation is a painting in ink on silk titled “Portrait of Qianlong’s Consort with Yongyan as a Child,” painted using Western techniques in the eighteenth century. The analysis of the portrait offers an appropriate basis to develop some semiotic reflections on this work of art by contributing to aesthetic and artistic awareness. Semiotic structures were employed to develop an understanding of the pictorial forms by turning each element into a tool of communication. The semiotic reading of this work is concerned with the visual art education and sensorial message of the painting. (shrink)
El caso Mendez v. Westminster es de suma trascendencia en el desarrollo del derecho a la igualdad y la supresión de la segregación racial. El caso propició la modificación de las leyes del Estado de California, aumentando el acceso igualitario de los niños a la educación. Pero sin duda su mayor influencia fue sobre la sentencia del caso Brown v. Board of Education, cuyas directrices se cimentaron en las consideraciones y alcances del caso Mendez.
BackgroundThe Patient Health Questionnaire-9 is the most well-known self-report measure to screen for depressive symptomatology, although discerning which is the factor structure that represents the best fit remains a challenge.ObjectiveThe aim of this study was to analyze the psychometric properties and factorial structure of the Spanish version of the PHQ-9 in a large sample of Ecuadorian college students.MethodsA total of 5,394 students from three Ecuadorian universities were surveyed using a computerized questionnaire within a 4-week assessment period. The PHQ-9 was tested (...) for factorial structure, reliability, and correlations with other mental health-related measures.ResultsThe hierarchical model that included a general factor and three nested factors had a better fit, and such a hierarchical structure remained invariant across sex and age. Total omega value was 0.90 for the total scale and hierarchical omega values were 0.68 for the general factor, as well as 0.34, 0.38, and 0.44 for the respective nested factors. Moreover, PHQ-9 scores were significantly higher among women, although effect sizes of comparison of those sex differences were very small. Finally, the PHQ-9 scores correlated with multiple mental health indicators.DiscussionThe Spanish version of the PHQ-9 showed good psychometric properties among Ecuadorian college students. The hierarchical structure showed the best fit for the data, including not only a dominant general factor, but also the somatic, cognitive/affective and concentration/motor subcomponents. In conclusion, the PHQ-9 tool seems to represent an easy-to-implement screening questionnaire to design preventive programs for those Ecuadorian college students at risk of developing depressive disorders. (shrink)
The expressivist account of knowledge attributions, while claiming that these attributions are nonfactual, also typically holds that they retain a factual component. This factual component involves the attribution of a belief. The aim of this work is to show that considerations analogous to those motivating an expressivist account of knowledge attributions can be applied to belief attributions. As a consequence, we claim that expressivists should not treat the so-called factual component as such. The phenomenon we focus on to claim that (...) belief attributions are non-factual is that of normative doxastic disagreement. We show through several examples that this kind of disagreement is analogous to that of the epistemic kind. The result will be a doxastic expressivism. Finally, we answer some objections that our doxastic expressivism could seem to face. (shrink)
Nietzsche's Critique of Staticism Manuel Dries Part 1: Time, History, Method Nietzsche's Cultural Criticism and his Historical Methodology 23 Andrea Orsucci Thucydides, Nietzsche, and Williams 35 Raymond Geuss The Late Nietzsche's Fundamental Critique of Historical Scholarship 51 Thomas H. Brobjer Part II: Genealogy, Time, Becoming Nietzsche's Timely Genealogy: An Exercise in Anti-Reductionist Naturalism 63 Tinneke Beeckman From Kantian Temporality to Nietzschean Naturalism 75 R. Kevin Hill Nietzsche's Problem of the Past 87 John Richardson Towards Adualism: Becoming and Nihilism in (...) Nietzsche's Philosophy 113 Mamuel Dries Part III: Eternal Recurrence, Meaning, Agency Shocking Time: Reading Eternal Recurrence Literally 149 Lawrence J. Hatab Suicide, Meaning, and Redemption 163 Paul S. Loeb Nietzsche and the Temporality of (Self-)Legislation I91 Herman W. Siemens Part IV: Nietzsche's Contemporaries Geschichte or Historie? Nietzsche's Second Untimely Meditation in the Context of Nineteenth-Century Philological Studies 213 Anthonyl K. Jensen 'An Uncanny Re-Awakening': Nietzsche's Renascence of the Renaissance out of the Spirit of Jacob Burckhardt 231 Martin A. Ruehl Part V: Tragic and Musical Time Metaphysical and Historical Claims in The Birth of Tragedy 275 Katherine Harloe Nietzsche's Musical Conception of Time 291 Jonathan R. Cohen. (shrink)
El f in de este a r tículo es demostrar que las ficciones cartesianas no son necesarias en el ámbito del conocimiento, en pa r ticular del conocimiento económico, el cual se de r iv a del análisis de la red de intereses y decisiones de los sujetos, decisiones que son f r uto del pensamiento común que determina el pensamiento de cada in d i viduo. La secuencia ca r tesiana "pensarse para pensar", en realidad se realiza de modo (...) i n v e r so: "pensar para pensarse", que da lu g ar a un nu e v o concepto de racionalid a d , reflejo de la razón de los ot r os. Esto tiene trascendentes consecuencias: la primera es la r uptura con la idea de e xistencia de un "pensamiento oculto", con el principio de que cada in d i viduo posee unos pensamientos que no pueden ser conocidos por los ot r os ; la s e gunda es también de n e gación del pensamiento estratégico, afín con la competencia económica, pero i r realiza b le dentro del pensamiento común. F inalmente y como f r uto de la incertidumbre dete r minante de las decisiones se ll e ga a la conclusión de que no e xiste tampoco una racionalidad de los ot r os, sino que actúan i r racionalmente con la "i r razón" que promu e v e el futuro incierto. (shrink)
Tremendous agricultural potential in Colombia has gone untapped for decades due to: i) civil strife and the criminal drug trade; ii) uncertain property rights; iii) inadequate infrastructure; iv) lack of innovation and technological development; v) lack of funding, vi) lack of investment; and vii) misallocation of resources within the sector. Proof of this is the relatively lower growth of the value of Colombia’s agriculture versus other countries in the region during the agricultural prices booms (FAO, 2015). This paper analyzes whether (...) Colombia’s weak agricultural performance was due to low productivity growth rather than input accumulation. Using econometric specifications, this paper finds that Colombia’s agricultural productivity grew on average between 0.8% and 1.3% annually from 1975 and 2013. This growth was mainly driven by livestock and poultry productivity, which grew between 1.6% and 2.2%, while crop productivity grew between 0% and 0.8%. Likewise, this paper finds biased technical and scale effects whenever the models are able to test their presence. In addition, it finds evidence that Colombia’s agricultural productivity growth was affected by changing economic circumstances. These results are significant for post-conflict rural investment because they provide information about the returns on future government investment options in the rural sector of Colombia. (shrink)
The concept of democratic citizenship sensi t i v e to di f ference and d i v ersity is the best scenario for political socialization. In this con t e xt, the debate about education is g reat l y enriched b y v arious points of vi e w of deliberat i v e democra c y , taking into account that the educational system is the most rel e v ant inst r ument of socialization. W ithin (...) the boundaries of these assumptions, it is u r gent to encourage a c i vic repu b licanism, g rounded on personal autono m y and tolerance in a w a y that ensures an act i v e political communi t y , sharing basic v alues and goals. The process of socialization, committed to ach i e ving these aims, has to include a n e w apprenticeship: training in the ability of h o w to escape from standards and habits. This is the best antidote a g ainst the uncertainty and compl e xity of our times. (shrink)
Il libro si apre con un breve cenno agli ultimi eventi della vita di Crisolora per introdurre alcune osservazioni sulla figura del dotto bizantino dal punto di vista diplomatico. Nel 1397 Manuele Crisolora arriva a Firenze su invito di Coluccio Salutati e vi rimane tre anni, fino a quando, nel 1400, non raggiunge a Milano l'imperatore bizantino Manuele II Paleologo. Dopo un prolungato soggiorno a Pavia dal 1400 al 1403, continua la sua attività diplomatica come ambasciatore di Manuele II: è (...) a Venezia, in Francia, Inghilterra e Spagna in cerca di aiuti per Costantinopoli assediata dai Turchi. Dal 1409 è inviato presso il papa: Crisolora raggiunge la curia a Bologna quando Alessandro V , di origine greca, è già morto, ma rimane comunque presso il suo successore Giovanni XXIII. Ha un mandato anche per l'unione delle chiese, tentata senza risultati e sostenuta a Bisanzio dalla minoranza filolatina, cui Crisolora è legato da tempo . Partecipa quindi attivamente alla convocazione del concilio di Costanza, e qui, nel 1415, muore. (shrink)
Aurelio Prudencio Clemente es uno de los poetas cristianos más importantes de la Antigüedad Tardía, cuya obra tuvo una amplia repercusión en las creaciones literarias de la Edad Media. En particular, la Psychomachia, un combate alegórico entre Vicios y Virtudes, que combina la tradición épica precedente con la teología cristina, constituye el poema más representativo de nuestro poeta. En este artículo estudiaremos las estrategias poéticas empleadas por Prudencio en el proemio de la Psychomachia, con el propósito de analizar la tensión (...) entre la materialidad discursiva y la espiritualidad religiosa como un rasgo estético que se acentúa, con mayor intensidad hacia finales del siglo V. (shrink)
This paper is partly inspired by a well-known debate between Ruth Barcan Marcus, Terence Parsons and W. V. 0. Quine in the sixties> concerning the extent to which Quantified Modal Logic is committed to Essentialism; the issue nevertheless goes back to the origins of "analytic philosophy'', to the reflections of Frege, Russell, and the earlier Wittgenstein on the nature of logic. By elaborating on a suggestion by Quine, we purport to show that there is a relevant and interesting way to (...) look at the ontological commitments of logical systems such that they are stronger than they are usually taken to be. (shrink)
This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...) philosophy, medical philosophy, and education. The contributors include scholars from 16 countries. Bunge combines ontological realism with epistemological fallibilism. He believes that science provides the best and most warranted knowledge of the natural and social world, and that such knowledge is the only sound basis for moral decision making and social and political reform. Bunge argues for the unity of knowledge. In his eyes, science and philosophy constitute a fruitful and necessary partnership. Readers will discover the wisdom of this approach and will gain insight into the utility of cross-disciplinary scholarship. This anthology will appeal to researchers, students, and teachers in philosophy of science, social science, and liberal education programmes. 1. Introduction Section I. An Academic Vocation Section II. Philosophy Section III. Physics and Philosophy of Physics Section IV. Cognitive Science and Philosophy of Mind Section V. Sociology and Social Theory Section VI. Ethics and Political Philosophy Section VII. Biology and Philosophy of Biology Section VIII. Mathematics Section IX. Education Section X. Varia Section XI. Bibliography. (shrink)
The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)
Les Lecons sur la logique, donnees par Hegel dans l'ete 1831, quelques mois avant sa mort, livrent son ultime pensee dans le domaine de cette science qui constitue l' ame du systeme. Le texte de l'abrege encyclopedique n'est, comme il l'ecrit a Cousin, qu'une suite de theses, dont le developpement et l'eclaircissement est reserve aux cours. On trouve donc, dans les rares manuscrits et cahiers de ses etudiants, le veritable echo de l'enseignement et des explications du maitre, permettant de comprendre (...) de nombreux paragraphes commentes par Hegel de maniere nouvelle selon les annees. Les notes de cours prises par Karl Hegel, son propre fils et son etudiant alors, fiables, completes et homogenes, sont l'un des deux seuls temoignages des lecons faites sur la base de la derniere edition du manuel encyclopedique (1830). Leur interet est d'autant plus grand que ces lecons sont professees durant la periode d'elaboration de la seconde edition de la Doctrine de l'Etre de la Science de la Logique qui paraitra en 1832. Elles beneficient donc de cette proximite qui leur confere une clarte singuliere due a la maturation profonde de la pensee hegelienne. Retrouvees et publiees recemment par des membres du Hegel-Archiv de Bochum, ces pages, traduites par les chercheurs du Centre Alpin de Philosophie Allemande (Universite de Grenoble2 - ENS-LSH), constituent donc un outil indispensable a la comprehension de la Logique que Hegel a enseignee tous les ans, de 1818 a sa mort. (shrink)
Can new technology enhance purpose-driven, democratic dialogue in groups, governments, and societies? Online Deliberation: Design, Research, and Practice is the first book that attempts to sample the full range of work on online deliberation, forging new connections between academic research, technology designers, and practitioners. Since some of the most exciting innovations have occurred outside of traditional institutions, and those involved have often worked in relative isolation from each other, work in this growing field has often failed to reflect the full (...) set of perspectives on online deliberation. This volume is aimed at those working at the crossroads of information/communication technology and social science, and documents early findings in, and perspectives on, this new field by many of its pioneers. -/- CONTENTS: -/- Introduction: The Blossoming Field of Online Deliberation (Todd Davies, pp. 1-19) -/- Part I - Prospects for Online Civic Engagement -/- Chapter 1: Virtual Public Consultation: Prospects for Internet Deliberative Democracy (James S. Fishkin, pp. 23-35) -/- Chapter 2: Citizens Deliberating Online: Theory and Some Evidence (Vincent Price, pp. 37-58) -/- Chapter 3: Can Online Deliberation Improve Politics? Scientific Foundations for Success (Arthur Lupia, pp. 59-69) -/- Chapter 4: Deliberative Democracy, Online Discussion, and Project PICOLA (Public Informed Citizen Online Assembly) (Robert Cavalier with Miso Kim and Zachary Sam Zaiss, pp. 71-79) -/- Part II - Online Dialogue in the Wild -/- Chapter 5: Friends, Foes, and Fringe: Norms and Structure in Political Discussion Networks (John Kelly, Danyel Fisher, and Marc Smith, pp. 83-93) -/- Chapter 6: Searching the Net for Differences of Opinion (Warren Sack, John Kelly, and Michael Dale, pp. 95-104) -/- Chapter 7: Happy Accidents: Deliberation and Online Exposure to Opposing Views (Azi Lev-On and Bernard Manin, pp. 105-122) -/- Chapter 8: Rethinking Local Conversations on the Web (Sameer Ahuja, Manuel Pérez-Quiñones, and Andrea Kavanaugh, pp. 123-129) -/- Part III - Online Public Consultation -/- Chapter 9: Deliberation in E-Rulemaking? The Problem of Mass Participation (David Schlosberg, Steve Zavestoski, and Stuart Shulman, pp. 133-148) -/- Chapter 10: Turning GOLD into EPG: Lessons from Low-Tech Democratic Experimentalism for Electronic Rulemaking and Other Ventures in Cyberdemocracy (Peter M. Shane, pp. 149-162) -/- Chapter 11: Baudrillard and the Virtual Cow: Simulation Games and Citizen Participation (Hélène Michel and Dominique Kreziak, pp. 163-166) -/- Chapter 12: Using Web-Based Group Support Systems to Enhance Procedural Fairness in Administrative Decision Making in South Africa (Hossana Twinomurinzi and Jackie Phahlamohlaka, pp. 167-169) -/- Chapter 13: Citizen Participation Is Critical: An Example from Sweden (Tomas Ohlin, pp. 171-173) -/- Part IV - Online Deliberation in Organizations -/- Chapter 14: Online Deliberation in the Government of Canada: Organizing the Back Office (Elisabeth Richard, pp. 177-191) -/- Chapter 15: Political Action and Organization Building: An Internet-Based Engagement Model (Mark Cooper, pp. 193-202) -/- Chapter 16: Wiki Collaboration Within Political Parties: Benefits and Challenges (Kate Raynes-Goldie and David Fono, pp. 203-205) -/- Chapter 17: Debian’s Democracy (Gunnar Ristroph, pp. 207-211) -/- Chapter 18: Software Support for Face-to-Face Parliamentary Procedure (Dana Dahlstrom and Bayle Shanks, pp. 213-220) -/- Part V - Online Facilitation -/- Chapter 19: Deliberation on the Net: Lessons from a Field Experiment (June Woong Rhee and Eun-mee Kim, pp. 223-232) -/- Chapter 20: The Role of the Moderator: Problems and Possibilities for Government-Run Online Discussion Forums (Scott Wright, pp. 233-242) -/- Chapter 21: Silencing the Clatter: Removing Anonymity from a Corporate Online Community (Gilly Leshed, pp. 243-251) -/- Chapter 22: Facilitation and Inclusive Deliberation (Matthias Trénel, pp. 253-257) -/- Chapter 23: Rethinking the ‘Informed’ Participant: Precautions and Recommendations for the Design of Online Deliberation (Kevin S. Ramsey and Matthew W. Wilson, pp. 259-267) -/- Chapter 24: PerlNomic: Rule Making and Enforcement in Digital Shared Spaces (Mark E. Phair and Adam Bliss, pp. 269-271) -/- Part VI - Design of Deliberation Tools -/- Chapter 25: An Online Environment for Democratic Deliberation: Motivations, Principles, and Design (Todd Davies, Brendan O’Connor, Alex Cochran, Jonathan J. Effrat, Andrew Parker, Benjamin Newman, and Aaron Tam, pp. 275-292) -/- Chapter 26: Online Civic Deliberation with E-Liberate (Douglas Schuler, pp. 293-302) -/- Chapter 27: Parliament: A Module for Parliamentary Procedure Software (Bayle Shanks and Dana Dahlstrom, pp. 303-307) -/- Chapter 28: Decision Structure: A New Approach to Three Problems in Deliberation (Raymond J. Pingree, pp. 309-316) -/- Chapter 29: Design Requirements of Argument Mapping Software for Teaching Deliberation (Matthew W. Easterday, Jordan S. Kanarek, and Maralee Harrell, pp. 317-323) -/- Chapter 30: Email-Embedded Voting with eVote/Clerk (Marilyn Davis, pp. 325-327) -/- Epilogue: Understanding Diversity in the Field of Online Deliberation (Seeta Peña Gangadharan, pp. 329-358). -/- For individual chapter downloads, go to odbook.stanford.edu. (shrink)
Inhalt: TEIL I Dominik SCHMIDIG: Sprachliche Vermittlung philosophischer Einsichten nach Fichtes Frühphilosophie. Thomas Sören HOFFMANN: Die Grundlage der gesamten Wissenschaftslehre und das Problem der Sprache bei Fichte. Jere Paul SURBER: Fichtes Sprachphilosophie und der Begriff einer Wissenschaftslehre. Holger JERGIUS: Fichtes »geometrische« Semantik. TEIL II Günter MECKENSTOCK: Beobachtungen zur Methodik in Fichtes Grundlage der gesammten Wissenschaftslehre. Hartmut TRAUB: Wege zur Wahrheit. Zur Bedeutung von Fichtes wissenschaftlich- und populär-philosophischer Methode. Jürgen STAHL: System und Methode - Zur methodologischen Begründung transzendentalen Philosophierens in Fichtes (...) »Begriffsschrift«. Kunihiko NAGASAWA: Eine neue Möglichkeit der Philosophie nach der Grundlage der gesammten Wissenschaftslehre. Teil III Katsuaki OKADA: Der erste Grundsatz und die Bildlehre. Hisang RYUE: Die Differenz zwischen »Ich bin« und «Ich bin Ich«. Christian KLOTZ: Der Ichbegriff in Fichtes Erörterung der Substantialität. Alois K. SOLLER: Fichtes Lehre vom Anstoß. Nicht-Ich und Ding an sich in der Grundlage der gesamten Wissenschaftslehre. Eine kritische Erörterung. Heinz EIDAM: Fichtes Anstoß. Anmerkungen zu einem Begriff der Wissenschaftslehre von 1794. Virginia LÓPEZ-DOMÍNGUEZ: Die Deduktion des Gefühls in der Grundlage der gesammten Wissenschaftslehre. Reinhard LOOCK: Gefühl und Realität. Fichtes Auseinandersetzung mit Jacobi in der Grundlage der Wissenschaft des Praktischen. TEIL IV Marek SIEMEK: Wissen und Tun. Zur Handlungsweise der transzendentalen Subjektivität in der ersten Wissenschaftslehre Fichtes. Daniel BREAZEALE: Der fragwürdige »Primat der praktischen Vernunft« in Fichtes Grundlage der gesamten Wissenschaftslehre. Marcin POREBA: Das Problem der transzendentalen Freiheit in semantischer Formulierung . Giuseppe DUSO: Absolutheit und Widerspruch in der Grundlage der gesamten Wissenschaftslehre. Manuel JIMÉNEZ-REDONDO: Der Begriff des Grundes in Fichtes Wissenschaftslehre. TEIL V Helmut GIRNDT: Das »Ich« des ersten Grundsatzes der Grundlage der gesamten Wissenschaftslehre in der Sicht der Wissenschaftslehre von 18042. Josef BEELER-PORT: Zum Stellenwert der Grundlage aus der Sicht von 1804. Eine Interpretation des Wechsels von analytisch-synthetischer und genetischer Methode in 5 der Grundlage. (shrink)
