As Kevin Mulligan, more than anyone else, has demonstrated, there is a distinction within the philosophy of the German-speaking world between two principal currents: of idealism / transcendentalism, characteristic of Northern Germany; and of realism / objectivism, characteristic of Austria and the South. We explore some of the implications of this distinction with reference to the influence of Austrian (and German) philosophy on philosophical developments in Hungary, focusing on the work of Ákos von Pauler, and especially on (...) class='Hi'>Pauler’s reading of Wittgenstein’s Tractatus. (shrink)

Inhaltsverzeichnis/Table of Contents: Rudolf HALLER: Zwei Vorworte in einem. Evelyn DÖLLING: Alexius Meinong: "Der blinde Seher Theiresias". Jaakko HINTIKKA: Meinong in a Long Perspective. Richard SYLVAN: Re-Exploring Item-Theory. Francesca MODENATO: Meinong's Theory of Objects: An Attempt at Overcoming Psychologism. Jan WOLE??N??SKI: Ways of Dealing with Non-existence. Karel LAMBERT: Substitution and the Expansion of the World. Terence PARSONS: Meinongian Semantics Generalized. Reinhardt GROSSMANN: Thoughts, Objectives and States of Affairs. Peter SIMONS: Meinong's Theory of Sense and Reference. Barry SMITH: More Things in (...) Heaven and Earth. Michele LENOCI: Meinongs unvollständige Gegenstände und das Universalienproblem. Maria E. REICHER: Gibt es unvollständige Gegenstände? Dale JACQUETTE: Meinong's Concept of Implexive Being and Nonbeing. Herbert HOCHBERG:s, Functions, Existence and Relations in the Russell-Meinong Dispute, the Bradley Paradox and the Realism-Nominalism Controversy. Jacek PA_NICZEK: Are Contradictions Still Lurking in Meinongian Theories of Objects? Marie-Luise SCHUBERT KALSI: Apriorische Elemente im Denken. Liliana ALBERTAZZI: Forms of Completion. Johann Ch. MAREK: Zwei Gegenstände und ein Inhalt. Zur Intentionalität bei Meinong. Wolfgang KÜNNE: Some Varieties of Thinking. Reflections on Meinong and Fodor. Alberto VOLTOLINI: Is Meaning Without Actually Existing Reference Naturalizable? Markus S. STEPANIANS: Russells Kritik an Meinongs Begriff des Annahmeschlusses. Nenad MIŠ_EVI_: Imagination and Necessity. R.D. ROLLINGER: Meinong on Perception: Two Questions Concerning Propositional Seeing. Wolfgang G. STOCK: Die Genese der Theorie der Vorstellungsproduktion der Grazer Schule. Rudolf HALLER: Über Meinongs Wissenschaftstheorie. Alfred SCHRAMM: Meinongs Wahrscheinlichkeit. Karl SCHUHMANN: Der Wertbegriff beim frühen Meinong. Wilhelm BAUMGARTNER: Wertpräsentation. Ursula ZEGLÉN: Meinong's Analysis of Lying. Seppo SAJAMA: Hitting Reality: France Veber's Concept of Zadevanje. Matja_ POTR_: Sensation According to Meinong and Veber. Róbert SOMOS: Zwei Schüler Brentanos: Ákos von Pauler und Meinong. J.C. NYÍRI: Palágyis Kritik an der Gegenstandstheorie. David M. ARMSTRONG: Reaction to Meinong. (shrink)

Der Aufsatz skizziert kurz den Lebenslauf des ungarischen Philosophen Äkos von Pauler (1876-1933). Zweitens stellt er jenen Abschnitt seines Lebens dar, in welchem sich von Pauler mit der österreichischen philosophischen Tradition auseinandersetzte und anfreundete. Die Wichtigkeit dieser Richtung für ihn besteht darin, daß die Philosophie von allem Subjektivismus befreit werden muß, der zum Relativismus und Skeptizismus führt. Drittens wird die Beziehung zwischen Brentano und Pauler und die zwischen Meinong und Pauler erörtert. Die Brentanosche Intentionalitätslehre, die Konzeption (...) der nach ihrem Wesen als richtig und rechtsverbindlich angenommenen Geltung und der Gedanke logischer Evidenz sind die Hauptelemente eines derartigen Objektivismus, den Pauler in den Jahren 1905-1910 angenommen hat. Der Einfluß Meinongs auf Pauler begann später und war seiner Natur nach viel technischer. Pauler nimmt die Gegenstandstheorie und den Begriff des Objektivs an. Seine reine Logik wird auf dem Rahmen der Gegenstandstheorie aufgebaut. (shrink)

Der Aufsatz skizziert kurz den Lebenslauf des ungarischen Philosophen Äkos von Pauler . Zweitens stellt er jenen Abschnitt seines Lebens dar, in welchem sich von Pauler mit der österreichischen philosophischen Tradition auseinandersetzte und anfreundete. Die Wichtigkeit dieser Richtung für ihn besteht darin, daß die Philosophie von allem Subjektivismus befreit werden muß, der zum Relativismus und Skeptizismus führt. Drittens wird die Beziehung zwischen Brentano und Pauler und die zwischen Meinong und Pauler erörtert. Die Brentanosche Intentionalitätslehre, die Konzeption (...) der nach ihrem Wesen als richtig und rechtsverbindlich angenommenen Geltung und der Gedanke logischer Evidenz sind die Hauptelemente eines derartigen Objektivismus, den Pauler in den Jahren 1905-1910 angenommen hat. Der Einfluß Meinongs auf Pauler begann später und war seiner Natur nach viel technischer. Pauler nimmt die Gegenstandstheorie und den Begriff des Objektivs an. Seine reine Logik wird auf dem Rahmen der Gegenstandstheorie aufgebaut. (shrink)

Der Aufsatz skizziert kurz den Lebenslauf des ungarischen Philosophen Äkos von Pauler (1876-1933). Zweitens stellt er jenen Abschnitt seines Lebens dar, in welchem sich von Pauler mit der österreichischen philosophischen Tradition auseinandersetzte und anfreundete. Die Wichtigkeit dieser Richtung für ihn besteht darin, daß die Philosophie von allem Subjektivismus befreit werden muß, der zum Relativismus und Skeptizismus führt. Drittens wird die Beziehung zwischen Brentano und Pauler und die zwischen Meinong und Pauler erörtert. Die Brentanosche Intentionalitätslehre, die Konzeption (...) der nach ihrem Wesen als richtig und rechtsverbindlich angenommenen Geltung und der Gedanke logischer Evidenz sind die Hauptelemente eines derartigen Objektivismus, den Pauler in den Jahren 1905-1910 angenommen hat. Der Einfluß Meinongs auf Pauler begann später und war seiner Natur nach viel technischer. Pauler nimmt die Gegenstandstheorie und den Begriff des Objektivs an. Seine reine Logik wird auf dem Rahmen der Gegenstandstheorie aufgebaut. (shrink)

The idea of “inner form” originates from Plotin, the founder of the so-called Neo-Platonism, and had a decisive influence on aesthetic theory from Renaissance to the 18th century. Lessing‘s assumption of “Raphael without hands” in Emilia Galotti embodies the ideal of Neoplatonist artist, who creates with his purely mental conception, untainted by the material world. Admittedly, the image of a painter who doesn‘t paint reflects the specific problematic nature of Neoplatonist conception of art. The 19th and 20th centuries saw the (...) Neoplatonist thesis that inner form precedes form on body challenged in many ways. For example, Konrad Fiedler advances the thesis that inner conception is finalised only when it is realised in some concrete matter. Nevertheless, 20th century “industrial design”, which puts conceptualisation before production, may still be described as a descendant of Neoplatonism, albeit an undesired one. Furthermore, by neglecting creation with hands as well as the material and thereby representing industrial mass products as works of art, Duchamp‘s ready made ironically testifies to the survival of Neoplatonist conception of art in the 20th century.Der Begriff der „inneren Form“ stammt vom Begründer des sogenannten Neuplatonismus, Plotin, und hatte entscheidenden Einfluss auf die ästhetische Theorie von der Renaissance bis zum 18. Jahrhundert. Lessings Annahme eines „Raphael ohne Hände“ in Emilia Galotti verkörpert das Ideal des neuplatonischen Künstlers, der mittels seiner rein geistigen Konzeption schafft, ohne durch die materielle Welt beeinträchtigt zu werden. Allerdings macht die Vorstellung eines Malers, der nicht malt, die spezifische Problematik der neuplatonischen Kunstauffassung offenbar. Im 19. und 20. Jh. wurde die neuplatonische These, dass die innere Form der Form am Körper vorausgehe, auf verschiedene Weise in frage gestellt. So vertritt z. B. Konrad Fiedler die These, dass die innere Konzeption erst dann vollendet wird, wenn sie sich in einer konkreten Materie realisiert. Jedoch lässt sich die „industrielle Formgestaltung“ im 20. Jh., die dem Konzipieren gegenüber dem Produzieren Priorität verleiht, als ein, wenn auch unerwünschter, Nachkömmling des Neuplatonismus bezeichnen. Ferner zeugt Duchamps ready made auf ironische Weise vom Überleben der neuplatonischen Kunstauffassung bis ins 20. Jahrhundert, sofern dieses sowohl das Schaffen mit den Händen als auch das Material vernachlässigt und darüber hinaus industrielle Massenprodukte als Kunstwerke zur Schau stellt.Pojam “unutrašnje forme” potječe od utemeljitelja tzv. neoplatonizma, Plotina, i imao je odlučujući utjecaj na estetičku teoriju od renesanse do 18. stoljeća. Lessingova pretpostavka “Rafaela bez ruku” u Emilia Galotti utjelovljuje ideal neoplatoničkog umjetnika, koji stvara putem čiste duhovne koncepcije, neoskvrnjen od materijalnog svijeta. Doduše, predstava slikara koji ne slika očituje specifičnu problematiku neoplatoničkog shvaćanja umjetnosti. U 19. i 20 stoljeću na različite se načine postavlja u pitanje neoplatonička teza da unutrašnja forma prethodi formi na tijelu . Tako npr. Konrad Fiedler zastupa tezu da se unutrašnja koncepcija upotpunjuje tek kad se realizira u konkretnoj materiji. Ipak, “industrijsko oblikovanje forme” u 20. st., koje poklanja prioritet koncipiranju nasuprot proizvodnji, može se opisati kao, ako i neželjeni, potomak neoplatonizma. Nadalje, Duchampovo ready made na ironičan način svjedoči o preživljavanju neoplatoničkog shvaćanja umjetnosti u 20. st., utoliko što zanemaruje stvaranje rukama jednako kao i materijal, te povrh toga postavlja industrijske masovne produkte kao umjetnička djela. (shrink)

U ovome radu istražujem Polanyijeve glavne argumente za akademsku slobodu. Akademska i politička sloboda međusobno su blisko povezane: ako država preuzme kontrolu nad znanošću, to dovodi do kolapsa same slobode u cijelome društvu. Njegovi argumenti protiv totalitarizma oslanjaju se na njegovu anti-pozitivističku filozofiju znanosti. On definira totalitarizam kao poricanje akademske slobode koje se temelji na pragmatičkom poimanju znanosti i instrumentalističkim interpretacijama moralnih vrijednosti. Polanyijeva ideja znanosti je duhovni, idealistički opis zajednice slobodnih intelektualaca koji su strastveno posvećeni potrazi za istinom i (...) imaju autonomnu zajednicu s vlastitim pravilima i autonomnim upravljanjem. Potraga za istinom radi nje same je bitan cilj znanosti, koji se može postići jedino ako znanost ostane slobodna od političkih, ideoloških i ekonomskih utejcaja. Tvrdim da Polanyijevi uvidi mogu biti relevantni i danas, kada znanost može postati instrument profitno orijentiranih praktičnih potreba umjesto potrage za istinom samom i kada se humanistika često smatra nepotrebnom.In the present essay I investigate Polanyi’s main arguments for academic freedom. Academic and political freedom are closely related to each other: if state takes control over science, it will lead to the collapse of freedom itself in the whole society. His arguments against totalitarianism rely on his anti-positivist philosophy of science. He diagnoses totalitarianism as a denial of academic freedom which is based on a pragmatist view of science and instrumentalist interpretation of moral values. Polanyi’s idea of science is a spiritual, idealistic description of a community of free intellectuals who are passionately committed to seeking the truth and have an autonomous community with its own rules and autonomous direction. Seeking the truth for its own sake is the essential goal of science, which can be accomplished only if it remains free from political, ideological and economical influences. I will argue that Polanyi’s insights can still be relevant today, when science can become an instrument of profit-oriented practical needs instead of seeking the truth itself, and the humanities are often considered unnecessary.Dans cet essai, j’examine les principaux arguments de Polany pour la liberté académique. La liberté académique et politique sont étroitement liées : si l’Etat prend le contrôle de la science, cela conduira à l’effondrement de la liberté elle-même dans toute la société. Ses arguments contre le totalitarisme reposent sur sa philosophie anti-positiviste de la science. Il diagnostique le totalitarisme comme un refus de la liberté académique fondé sur une conception pragmatique de la science et une interprétation instrumentaliste des valeurs morales. L’idée de la science de Polany est une description spirituelle, idéaliste, d’une communauté d’intellectuels libres, passionnément dédiés à la recherche de la vérité, et qui ont une communauté avec ses propres règles et une direction autonome. La recherche de la vérité pour elle-même est l’objectif essentiel de la science, ce qui peut être accompli uniquement si elle demeure libre des influences politiques, idéologiques et économiques. J’affirme que les visions de Polany peuvent toujours être pertinentes aujourd’hui, alors que la science peut devenir un instrument des besoins pratiques orientés vers le profit au lieu de chercher la vérité elle-même, et alors que les sciences humaines sont souvent considérées comme inutiles.Im präsenten Artikel gehe ich Polanyis Hauptargumentation für akademische Freiheit auf den Grund. Die akademische und politische Freiheit sind miteinander nahe verwandt: Unterzieht der Staat die Wissenschaft seiner Kontrolle, endet dies im Kollaps der Freiheit selbst in der gesamten Gesellschaft. Polanyis Begründung gegen den Totalitarismus stützt sich auf dessen antipositivistische Philosophie der Wissenschaft. Er diagnostiziert den Totalitarismus als Versagung der akademischen Freiheit, die auf dem pragmatischen Blickpunkt der Wissenschaft als auch der instrumentalistischen Interpretation der Moralwerte basiert. Polanyis Wissenschaftsvorstellung ist eine spirituelle, idealistische Schilderung einer Gemeinschaft freier Intellektueller, die sich der Suche nach Wahrheit glutvoll gewogen zeigt und über eine autonome Community mit eigenen Regeln sowie autonomer Verwaltung verfügt. Die Erkundung der Wahrheit um ihrer selbst willen repräsentiert das essenzielle Vorhaben der Wissenschaft, welches sich allein unter Bewahrung ihrer Independenz von politischen, ideologischen bzw. wirtschaftlichen Einflüssen zuwege bringen lässt. Ich halte dafür, Polanyis Einblicke hätten auch heutzutage Relevanzpotenzial, zu der Zeit, wenn sich die Wissenschaft auf ein Werkzeug des profitorientierten praktischen Begehrens reduzieren könnte, anstatt nach der Wahrheit selbst zu fahnden, und die Geisteswissenschaften gehäuft als entbehrlich abgestempelt werden. (shrink)

Osnovno pitanje koje rad pokreće je na koji nam način istraživanje ideje univerziteta omogućuje da danas pred njom otvorimo nove horizonte? Fichteovo, Schleiermacherovo i Humboldtovo inzistiranje na obrani autonomije univerziteta stvorilo je novi problem – sudbinsko vezivanje univerziteta za državu pokazalo se kao preveliko breme. Pritisnut zahtjevima države za proizvođenjem profesionalne kompetencije, u svijetu koji je sve više insistirao na administrativnoj i privrednoj funkcionalnosti i efikasnosti, univerzitet se sve više udaljavao od svojih modernih prosvjetiteljsko-humanističkih okvira, odnosno, od proklamirane emancipatorske uloge (...) znanja. Međutim, on je jednako bio žrtvom visoko podignutog tona kojim je bio praćen govor filozofa njemačkog idealizma. Univerzitet tako biva razapet između znanosti, nacije i države. Ideja univerziteta se time pretvorila u ideologiju univerziteta. Dijagnoza je glasila da je univerzitet ostao bez svoje ideje. Tako se danas odgovor na pitanje ima li ideja univerziteta još uvijek snagu legitimizacije same institucije, kod Habermasa, Lyotarda i Derridaa, poklapa s pokušajem »buđenja« samih živih aktera univerziteta, profesora i studenata. Današnji put filozofije u nekakvo novo legitimiziranje univerziteta moguće je samo ako ova revidira svoj stav prema toj instituciji. Možemo li re-legitimiziranje univerziteta shvatiti kao jedan novi vic?!Die Grundfrage dieser Studie ist wie diese Forschung uns ermöglichen könnte, vor der Idee der Universität einen neuen Horizont zu öffnen. Fichtes, Schleiermachers und Humboldts Behharen auf der Verteidigung der Autonomie der Universität hat ein anderes Problem verursacht – schicksalhafte Beziehung der Universität mit dem Staat, die sich als zu schwierige Belastung erwiesen hat. Unter dem Einfluss des Staates eine professionelle Kompetenz zu produzieren, in der Welt, die an Verwaltungs- und Wirtschaftlichsfunktionalität und Leistungsfähigkeit zunehmend insistierte, entfernte die Universität weiter von ihren modernen aufklärerisch-humanistischen Rahmen, d.h. von der verkündigten emanzipatorischen Rolle des Wissens. Die Universität war, aber, gleichartig das Opfer des hoch gehobenen Tons, mit dem die Philosophen des deutschen Idealismus über sie gesprochen haben. Damit wird die Universität zwischen Wissenschaft, Nation und Staat verspannt. Die Idee der Universität verwandelte sich in die Ideologie der Universität. Die Universität ist ohne ihre Idee geblieben. So heute zustimmt, bei Habermas, Lyotard und Derrida, die Antwort auf die Frage ob die Idee der Universität immer noch die Institution selbst legitimieren könnte, mit dem Versuch des Erwachens der „lebendigen Akteure“ der Universität, Professoren und Studenten. Der heutige Weg der Philosophie in eine neue Legitimierung der Universität ist möglich nur wenn sie ihre Haltung zu der Institution revidiert. Können wir die Re-Legitimierung der Universität als einen neuen Witz verstehen?! (shrink)

It is a recurring mantra that epistemic must creates a statement that is weaker than the corresponding flat-footed assertion: It must be raining vs. It’s raining. Contrary to classic discussions of the phenomenon such as by Karttunen, Kratzer, and Veltman, we argue that instead of having a weak semantics, must presupposes the presence of an indirect inference or deduction rather than of a direct observation. This is independent of the strength of the claim being made. Epistemic must is therefore quite (...) similar to evidential markers of indirect evidence known from languages with rich evidential systems. We work towards a formalization of the evidential component, relying on a structured model of information states (analogous to some models used in the belief dynamics literature). We explain why in many contexts, one can perceive a lack of confidence on the part of the speaker who uses must. (shrink)

The compositional semantics of sentences like Only mammals give live birth and The flag flies only if the Queen is home is a tough problem. Evidence is presented to show that only here is modifying an underlying proposition (its ‘prejacent’). After discussing the semantics of only, the question of the proper interpretation of the prejacent is explored. It would be nice if the prejacent could be analyzed as having existential quantificational force. But that is difficult to maintain, since the prejacent (...) structures when encountered on their own are naturally read as having a lawlike flavor, which in many analyses is attributed to the semantics of implicit operators alleged to be present in them. In the end, an analysis is presented which attributes some very particular properties to these operators and thereby succeeds in providing the target sentences with intuitively adequate interpretations. These complex constructions can therefore be used as a probe into the nature of implicit quantification in natural language. (shrink)

Collective emotions are at the heart of any society and become evident in gatherings, crowds, or responses to widely salient events. However, they remain poorly understood and conceptualized in scientific terms. Here, we provide first steps towards a theory of collective emotions. We first review accounts of the social and cultural embeddedness of emotion that contribute to understanding collective emotions from three broad perspectives: face-to-face encounters, culture and shared knowledge, and identification with a social collective. In discussing their strengths and (...) shortcomings and highlighting areas of conceptual overlap, we translate these views into a number of bottom–up mechanisms that explain collective emotion elicitation on the levels of social cognition, expressive behavior, and social practices. (shrink)

1 This paper has been presented at the workshop “Time and Modality: A Round Table on Tense, Mood, and Modality”, Paris, December 2005, at a CUNY linguistics colloquium in May 2006, and at the 6th Workshop on Formal Linguistics in Florian´opolis, Brazil, August 2006. We thank the audiences at those presentations, in particular Orin Percus, Tim Stowell, Marcel den Dikken, Anna Szabolcsi, Chris Warnasch, Roberta Pires de Oliveira, Renato Miguel Basso, and Ana M¨uller. We thank Noam Chomsky, Cleo Condoravdi, and (...) Irene Heim for very helpful conversations about this material. We thank Bridget Copley for sharing with us her recent manuscript “What Should Should.. (shrink)

This paper is mainly concerned with tense in embedded constructions. I believe that recent research – notably the work by Ogihara (1989) and Abusch (1993) – has contributed much to our better understanding of its semantics. The proposals made by the two authors are, however, still too simplistic in some regards. Among other things, they neglect the interplay of tense with temporal adverbs of quantification and with frame-setters. To get this composition right is a touchstone for every theory of tense (...) and tense semanticists have been concerned with this problem from the beginning on, as witnessed by the analyses in Kratzer (1978), Bäuerle (1979), Dowty (1979/1982), to mention a few. (shrink)

The interpretation of if -clauses in the scope of ordinary quantifiers has provoked semanticists into extraordinary measures, such as abandoning compositionality or claiming that if has no meaning. We argue that if -clauses have a normal conditional meaning, even in the scope of ordinary quantifiers, and that the trick is to have the right semantics for conditionals.

In recent work, Louis deRosset (Philosophical Studies 149:73–97, 2010) has argued that priority theorists, who hold that truths about macroscopic objects can be metaphysically explained without reference to such things, cannot meet an independently motivated constraint upon good explanation. By clarifying the nature of the priority theorist’s project, I argue that deRosset’s argument fails to establish its conclusion.

A normalization procedure is given for classical natural deduction with the standard rule of indirect proof applied to arbitrary formulas. For normal derivability and the subformula property, it is sufficient to permute down instances of indirect proof whenever they have been used for concluding a major premiss of an elimination rule. The result applies even to natural deduction for classical modal logic.

It is well known that indefinite phrases are more liberal in taking scope than other quantifying phrases. In general, the scope of indefinites is not limited by the finite clause in which they occur, although the scope of universal quantifiers is. Wh-phrases behave very much like indefinites: in languages with wh in situ, their scope need not be restricted by anything like clause boundedness.

Elementary geometry can be axiomatized constructively by taking as primitive the concepts of the apartness of a point from a line and the convergence of two lines, instead of incidence and parallelism as in the classical axiomatizations. I first give the axioms of a general plane geometry of apartness and convergence. Constructive projective geometry is obtained by adding the principle that any two distinct lines converge, and affine geometry by adding a parallel line construction, etc. Constructive axiomatization allows solutions to (...) geometric problems to be effected as computer programs. I present a formalization of the axiomatization in type theory. This formalization works directly as a computer implementation of geometry. (shrink)

Simone Weil's influence has been enormous and in this age of doubt and uncertainty there is something particularly appealing about this French Jewish writer, for Weil lived out her beliefs. From an early age she was attracted to Bolshevism, became an anarchist and helped Trotsky. She joined the International Red Brigade to fight Franco in the Spanish Civil War. An agnostic, she experienced a profound religious conversion, yet never converted to the Christian faith to which she was so deeply attracted. (...) This clear lucid exposition of her life and work shows how Weil is truly a prophet for our age and an indispensable source of encouragement to all those at the frontiers of religion, both within and without. (shrink)

In English, the present perfect, unlike future, past, and non-finite perfects, cannot be modified by so-called ‘positional’ adverbials (Comrie 1976, McCoard 1978, a.o.). This phenomenon is known as the present perfect puzzle (Klein 1992).

Commentators raised 10 major questions with regard to self-deception: Are dual representations necessary? Does self-deception serve intrapersonal goals? What forces shape self-deception? Are there cultural differences in self-deception? What is the self? Does self-deception have costs? How well do people detect deception? Are self-deceivers lying? Do cognitive processes account for seemingly motivational ones? And how is mental illness tied up with self-deception? We address these questions and conclude that none of them compel major modifications to our theory of self-deception, although (...) many commentators provided helpful suggestions and observations. (shrink)

Leibniz holds that creatures require divine concurrence for all their actions, and that this concurrence is 'special,' that is, directed at the particular qualities of each action. This gives rise to two potential problems. The first is the problem of explaining why special concurrence does not make God a co-author of creaturely actions. Second, divine concurrence may seem incompatible with the central Leibnizian doctrine that substances must act spontaneously, or independently of other substances. Concurrence, in other words, may appear to (...) jeopardize creaturely substancehood. I argue that Leibniz can solve both of these problems by invoking final and formal causation. The creature is the sole author of its actions because it alone contributes the formal and final cause to these actions. Similarly, because it contributes the formal and final cause, the creature possesses what I call explanatory spontaneity. Leibniz, I contend, considers this type of spontaneity sufficient for substancehood. (shrink)

Why is it so plausible that business organisations in contemporary society use values in their communication? In order to answer this question, a sociological, system theoretical approach is applied which approaches values not pre-empirically as invisible drivers for action but as observable semantics that form organisational behaviour. In terms of empirical material, it will be shown that business organisations resort to a communication of values whenever uncertainty or complexity is very high. Inevitably, value semantics are applied in organisations first when (...) the speakers are uncertain about which stakeholders to whom they have to address (uncertainty) or when different stakeholder groups have to be addressed simultaneously (complexity); second, when the identity of the organisation has to be described; and third, when future strategic options that cannot be expressed by quantitative terms have to be communicated. Values accordingly play a role in organisational practice when certain aspects are indeterminate. Therefore, they are a means for organisations to communicate under fuzzy circumstances. On the basis of these findings, new approaches to value management can now be formulated. (shrink)

Narrative imagination, as MarthaNussbaum (1996) discusses it, is ``the abilityto be an intelligent reader of another person'sstory'', an ability tied to being a democraticand cultivated world citizen, one whounderstands the lives of others. Narrativeimagination does not only need knowledge andlogical reasoning but also love and compassion.This article argues that in order to be agenuine tool for democracy, narrativeimagination and consciously taking theperspective of others has to be based on anunderstanding of humans as basicallypluralistic, as homines aperti. Criticalexamination and reflection should (...) be broughtcloser to the lives we live and confront ourhabits and implicit values in order tocultivate us as humans so that we are genuinelyaffected and touched. (shrink)

The contribution starts with the observation that Kant mentioned Human Dignity in his main works with great variety in emphasis. In the 'Grundlegung' from 1785 we find a significant treatment and again in the 'Tugendlehre' from 1798 but none in the 'Kritik der Praktischen Vernunft' from 1788 and in the 'Rechtslehre' from 1797. This needs an explanation. In the 'Grundlegung' human dignity is not attached to the second formula of the categorical imperative, the formula of self-purposefulness, as it is often (...) assumed, but to the third formula of a kingdom of ends. It is there explained as self-legislation. This placement needs also an explanation, which is attempted by the article. In the 'Tugendlehre' human dignity is then explained as self-purposefulness. So Kant changed his understanding of human dignity from the 'Grundlegung' to the 'Tugendlehre'. But the question is: why? (shrink)

Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...) excellent descriptions of the circumstances or the organizational settings in which people find themselves. I believe this is the best way to sensitize students without business experience when they are still open to such a formative learning process. At the same time, this pedagogical method linking ethics and literature may help to critically expose some of the weak or missing aspects of various management theories students encounter in their business curriculum and make them more observant and critical. (shrink)