The field of labor market policy (LMP) is a highly contested issue because it directly addresses the power relations between labor and capital. Therefore, it is often in the center of political and...

This is, to the best of my knowledge, the first published attempt at a rigorous logical formalization of a passage in Leibniz's Monadology. The method we followed was suggested by Johannes Czermak.

Concept of ethics in Ādi-Granth, Sikh canon.

In this paper we examine the functional anatomy of volition, as revealed by modern brain imaging techniques, in conjunction with neuropsychological data derived from human and non-human primates using other methodologies. A number of brain regions contribute to the performance of consciously chosen, or ‘willed', actions. Of particular importance is dorsolateral prefrontal cortex , together with those brain regions with which it is connected, via cortico-subcortical and cortico-cortical circuits. That aspect of free will which is concerned with the voluntary selection (...) of one action rather than another critically depends upon the normal functioning of DLPFC and associated brain regions. Disease, or dysfunction, of these circuits may be associated with a variety of disorders of volition: Parkinson's disease, ‘utilization’ behaviour, ‘alien’ and ‘phantom’ limbs, and delusions of ‘alien control’ . Brain imaging has allowed us to gain some access to the pathophysiology of these conditions in living patients. At a philosophical level, the distinction between ‘intentions to act', and ‘intentions in action’ may prove particularly helpful when addressing these complex disturbances of human cognition and conscious experience. The exercise and experience of free will depends upon neural mechanisms located in prefrontal cortex and associated brain systems. (shrink)

Description from a book review by J. G. Beebe-Center: "Mr. Allen's book develops in detail the view that pleasure and unpleasure are essentially manifestations of the progression and thwarting of impulses. Part one is a brief summary of the principal theories of feeling. Part two is devoted to "sensory" or "bodily" pleasure and unpleasure. These forms of feeling, it is argued, 'depend on an analogue of conation existing in the organism, a nisus to maintain, or to carry out to the (...) full extent, the functioning proper to the bodily system.' Part three -- the piece de resistance (about half the book) -- deals with the relation of pleasure and unpleasure to the main instincts. Parts four, five and six take up a number of classical problems: the relation of pleasure and unpleasure to sensation, their relation to desire, the relativity of feelings, the qualitative variety of feelings, and the psychology of values. The author shows throughout a rare combination of historicophilosophical sophistication and of first-hand familiarity with the modern experimental literature.". (shrink)

What significance does the body have in the process of teaching and learning? In what way can the thoughts of a contemporary junior-level teacher in this regard be connected to the theory of the lived body formulated by the French phenomenologist philosopher Maurice Merleau-Ponty (1908-1961), and vice versa? The aim of this paper is to illuminate, enable understanding and discuss the meaning of the body in the learning process, with specific focus on the learning of writing as embodied experience. In (...) the process, the boundaries of learning are also explored. While understanding the significance both of learning as embodied experience and of the boundaries of learning is essential within the educational field, in this paper the discussion is limited to exploring how learning as embodied experience and the boundaries of learning can be viewed by taking Merleau-Ponty's notions as theoretical starting points. In an attempt to answer the aim and connect the paper's theoretical point of departure with a voice from a teacher, an interview with a junior-level teacher was conducted. The paper thus offers a theoretical contribution to the field of educational research, but one in which the theory is exemplified by, and connected to, a teacher's voice. Accordingly, the paper concludes by summarising the common understandings of learning held theoretically by Merleau-Ponty and made real in the activities of the contemporary junior-level teacher. (shrink)

Heleno Saña aborda los interrogantes y arcanos de la condición humana en sus más diversas manifestaciones. Ofrece una vasta síntesis de lo que ha sido el Hombre desde sus orígenes hasta nuestros días. Esta perspectiva integral le permite a la vez explicar el desarrollo de la Humanidad y de la historia universal en su conjunto. La nueva obra de este reputado filósofo constituye una excelente guía no sólo para descifrar las profundidades y misterios del alma humana, sus conflictos y sus (...) dramas internos, sino también para superarlos. Quien se asome a las páginas de este libro estará en condiciones de conocerse a sí mismo y de dar a su vida el mayor sentido posible, a partir del sólido apoyo de la reflexión filosófica y antropológica. (shrink)

Background: Only data of published study results are available to the scientific community for further use such as informing future research and synthesis of available evidence. If study results are reported selectively, reporting bias and distortion of summarised estimates of effect or harm of treatments can occur. The publication and citation of results of clinical research conducted in Germany was studied.Methods: The protocols of clinical research projects submitted to the research ethics committee of the University of Freiburg in 2000 were (...) analysed. Published full articles in several databases were searched and investigators contacted. Data on study and publication characteristics were extracted from protocols and corresponding publications.Results: 299 study protocols were included. The most frequent study design was randomised controlled trial , followed by uncontrolled studies , laboratory studies and non-randomised studies . 182 were multicentre studies including 97 international collaborations. 152 of 299 had commercial funding and 46 non-commercial funding. 109 of the 225 completed protocols corresponded to at least one full publication ; the publication rate was 48%. 168 of 210 identified publications were cited in articles indexed in the ISI Web of Science. The median was 11 citations per publication .Conclusions: Results of German clinical research projects conducted are largely underreported. Barriers to successful publication need to be identified and appropriate measures taken. Close monitoring of projects until publication and adequate support provided to investigators may help remedy the prevailing underreporting of research. (shrink)

Context: Non-dualism suggests a new way of utilizing language without the assumption of categorically extralinguistic objects denoted by language. Problem: What is the innovative potential, what is the special value of non-dualism for science? Is non-dualism a fruitful conceptual revision or just a philosophical thought experiment with no or little significance for science? Method: We provide a concise introduction to non-dualism’s central new proposals and an overview of the papers. Results: Fourteen contributors show how this way of thinking and speaking (...) can be operationalized creatively, but also address some of its boundaries. Implications: Since not all of the aspects and problems highlighted for discussion in the original Call for Papers were answered satisfactorily, further research is necessary. For example, research is needed on the relationship between dualism’s distinction between object language and metalanguage on the one hand and non-dualism’s distinction between descriptions so far and descriptions from now on on the other; or on the infinite regress allegations by non-dualism against dualism. Constructivist content: Some authors show that non-dualist thinking is anti-essentialist, in a similar way as constructivist thinking. Some also show that comparable questions arise; for example, the question of whether non-dualism denies the material world (containing extralinguistic objects). (shrink)

Context: On 12 November 2010, Ernst von Glasersfeld passed away. He was one of the most important, if not the most important, proponents of constructivist philosophy. Problem: In his life Ernst influenced many other scientists and philosophers. By whom was he himself influenced; who shaped his intellectual development? By collecting contributions from those who knew him closely or have an excellent understanding of radical constructvism we aim at presenting a cartography of the past and current state of affairs of radical (...) constructivism. These contributions should also shed light on the question of the legacy that Ernst leaves behind. Method: Some 25 authors accepted our invitation to contribute to this commemorative issue. Some texts are reminiscence essays expressing their friendship with Ernst, others are academic papers that investigate Ernst’s influence in various disciplines. Two contributions Ernst von Glasersfeld authored himself. Results: Ernst von Glasersfeld is described as an intellectual mentor for many of his students. His legacy is alive in many disciplines ranging from education science to linguistics. Implications: Ernst’s impact on mathematics education is described in some detail in these articles. However, his impact on science education has also been extensive. Constructivism is a foundation stone in the thinking behind the curriculum in many countries and this collection of papers should be useful to practitioners and researchers in education. We think that the work on conceptual analysis could be used more fully as a tool for modelling emerging concepts and hope that the articles here will facilitate interest in this aspect of Ernst’s work. (shrink)