Diese Arbeit zeigt, dass die Dualität des mathematischen und dynamischen Erhabenen bei Kant auch dem Zweck der dritten Kritik dient, die Kluft zwischen den Gebieten der Natur und der Freiheit zu schließen. In der Sekundärliteratur zu Kant wird das Erhabene oft als Anhang des Schönen oder aufgrund seiner mehrfachen Dualitäten als Bruch in Kants Ansatz angesehen. Dies geschieht, weil solche Interpretationen die Elemente der Theorie des Erhabenen atomisch und nicht systematisch rekonstruieren. Im Gegensatz dazu wird in dieser Arbeit mittels der (...) Resonanz der teleologischen Behandlung der Vernunft nicht nur die innere Systematik der dritten Kritik gezeigt, sondern auch die von der gesamten kritischen Philosophie. Die Vernunft als Vermögen der Zwecksetzung zu verstehen in ihrem praktischen und theoretischen Gebrauch, ist keine neue Idee oder neuer systematischer Rekonstruktionsversuch der kritischen Philosophie in der Kantforschung. Das eigentlich Neue in dieser Monografie ist, einen Beweis von ihrer teleologischen Einheit aus der ästhetischen Perspektive des paradoxen Gefühls des Erhabenen geleistet zu haben. (shrink)

This article discusses two arguments against the integrated information theory (IIT) of consciousness. The first argument says that IIT is wrong in saying that conscious experiences are identical to conceptual structures; they are very different in many ways. The second argument says that the seeming presence of non-conscious integrated information either makes IIT falsified or unfalsifiable. The first argument seeks to show that integrated information is not identical to consciousness; the second argument seeks to show that integrated information is not (...) even always correlated with consciousness. (shrink)

Introduction: What is criticism? (a preliminary dialogue) -- The critic as artist and vice versa -- The eye of the beholder -- Self-criticism (a further dialogue) -- Lost in the museum -- The trouble with critics -- Practical criticism (another dialogue) -- How to be wrong -- The critical condition -- The end of criticism (a final dialogue) -- Afterword.

In this study, we propose and test a model of the effects of organizational ethical culture and organizational architecture on the perceived unethical behavior of employees towards customers. This study also examines the relationship between organizational ethical culture and moral acceptability judgment, hypothesizing that moral acceptability judgment is an important stage in the ethical decision-making process. Based on a field study in one of the largest financial institutions in Europe, we found that organizational ethical culture was significantly related to the (...) perceived frequency of unethical behavior towards customers and to the moral acceptability judgment of this type of unethical behavior. No support was found for the claim that features of organizational architecture are associated with the perceived frequency of unethical behavior towards customers. This is the first study to document the differential effects of organizational architecture and organizational ethical culture on perceived unethical behavior of employees towards customers, in wholesale banking. Implications for managers and future research are discussed. (shrink)

The use of with the future indicative is admittedly rare in post-Homeric Greek. In the passages concerned many deny the usage completely and either omit the particle or resort to emendation, or dismiss the construction as a mere ana-colouthon. In an instructive article in the Classical Quarterly, xl , Moorhouse argues in favour of retaining many of the readings, and it is only his interpretation that is in question here. His main thesis is that in Homeric Greek, where the usage (...) is common enough, κ or with the future means either ‘in that case’ or ‘probably’ . The latter usage, however, he regards as sometimes assuming a tone of dogmatic certainty , and this ‘emphatic future’ came to be the regular and literal meaning of the later idiom, without any irony being involved. (shrink)

This book is the thirty-third volume in the "Philosophy of Russia of the first half of the 20th century" series. It traces the life and intellectual trajectories of three European thinkers with Russian roots: A. Koyré, A. Kojève, and I. Berlin. It explores their methodological strategies, explains the cultural and existential premises of their thinking styles that enabled them to succeed and gain recognition as European philosophers, traces their intellectual links with Russia, and reflects on the importance of Russian intellectual (...) culture for these thinkers and for twentieth-century European philosophy as a whole. The book is addressed to a wide range of readers interested in philosophy, social and political thought, and the intellectual history of the Russian exiles of the first half of the 20th century. (shrink)

The problem of creativity institutionalization at the university entails an identification and building a model of interrelated socio-epistemic structures, functionally ensuring creative activities of a heterogeneous subject of cognition in line with the university’s academic missions. The paper gives a socio-philosophical analysis of transformation of the creative-type cognitive relationship in the process of University 3.0 historical development. The author classifies the approaches to the definition of creative spaces and outlines the main provisions of the author’s concept of creativity institutionalization in (...) a modern university. It is shown that the creative function of a modern university develops under the influence of public expectations, economic conditions and new technologies that call for effective educational environments, innovative learning methods, new forms of literacy. The author distinguishes four historical stages in the University 2.0, which differ in types of creative activity of a subject of cognition with respect to learning and research: education as the comprehension of truth, conjunction of research and teaching, conjunction of research and learning, learning through scientific researches. It is shown that University 3.0 takes its origin at the end of the 20th century as a result of commercialization of scientific researches, where scientific- and socialentrepreneurial creativities are added to various types of educational and scientific-research creativity. The paper presents the approaches to conceptualization of creative spaces at the University: environment model, model of cognitive processes, complex “environment as a mode of cognition” model. The concept of generativity is a core element of the author’s model of creative space, which is applied as a social-epistemological characteristic to the processes of learning and the environment of cognition. The creative space is deemed as a cognitive-generative system that interconnects creative-type cognitive processes with the cognitively active environment. (shrink)

v. 1 Na antiguidade e na Idade Média.--v. 2. A civilização do homem-exterior.