Introduces the phenomenology of the Other, taking into account the work of Husserl, Merleau-Ponty, Levinas, Schutz, and Derrida, but mostly going back to things themselves.

Part I. Social theory -- Part II. Philosophy -- Part III. History of science -- Notes on contributors -- Index.

We characterize the tree of functions with finite support in terms of definability. This turns out to have various applications: a new kind of tree dichotomy for ω1 on the one hand. On the other hand, we prove a reflection principle for trees on ω2 under SPFA. This reflection of trees implies stationary reflection.

We show when and how the principles of efficiency and equality might come together and develop a fairness compensation test. A simple graphical analysis is applied. If the faimess compensation test fails, efficiency and justice cannot be fully connected and a wedge between econornic and faimess principles remains. We discuss how important this wedge might be and argue that there does not exist a principle of systematic antinomy between efficiency and faimess.

Search engines have become an integral part of our Internet use. They shape the way we look at the world, they provide orientation where there is none; but the maps they draw are too often hijacked by commercial interest. Search engines are less black box than black foam; functional decoupling, parasite technologies, and the embedding in the greater context of culture and society render the search act subject to overdetermination. Control is thus diluted into a dense network of human and (...) non-human “actants” and the power of the search engine is located in a control zone rather than a control center. In order to shift power back to the public, this paper proposes the concept of “symmetry of confidence”, a new relationship between search engine companies and their users. (shrink)

We live in a technologically mediated lifeworld and culture. Technologies either magnify or amplify human experiences. They can change the ways we live. Technology has been woven into the social and cultural fabric of different cultures. German phenomenologist philosopher Bernhard Irrgang for than 2 decades engaging with the questions, what role does technology play in everyday human experience? How do technological artefacts affect people's existence and their relations with the world? And how do instruments, devices and apparatuses produce and (...) transform human knowledge? Along with Albert Borgmann, Larry Hickman, Don Ihde, Carl Mitcham, Hans Poser, Peter-Paul Verbeek, Walther Zimmerli, contemporary German philosopher of technology Bernhard Irrgang provides a useful vocabulary for understanding the ways we relate to technology and to the world through technologies in different cultures. (shrink)

This article explores the implications of Bernhard Waldenfels’s responsive phenomenology for the discipline of cultural anthropology or ethnology, insofar as it understands itself as the “science of the culturally Other”. It discusses Waldenfels’s own engagement with ethnology and shows the compatibility of his approach with discussions within the discipline. The intertwining of ownness and alienness that is central to Waldenfels’s account of experience is applied to the problem of culture in ethnology. This leads to an acknowledgement of a domain (...) between cultures, a genuine interculturality, as the fundamental field of ethnological research, which, however, can only be addressed through indirect forms of representation. Such forms are identified in the practice of ethnographic citation, and through a reinterpretation of Horace Miner’s classical satire “Body Ritual among the Nacirema”, thus demonstrating the possibility of a prospective “responsive ethnology”. (shrink)

Bernhard Nickel presents a theory of generic sentences and the kind-directed modes of thought they express. The theory closely integrates compositional semantics with metaphysics to solve the problem that generics pose: what do generics mean? Generic sentences are extremely simple, yet if there are patterns to be discerned in terms of which are true and which are false, these patterns are subtle and complex. Ravens are black, and lions have manes: statistical measures cannot do justice to the facts, but (...) what else is there that has a hope of giving us insight into what we are capturing across so many domains? Nickel argues that generics are the top of a fundamentally explanatory iceberg, and that this explanatory framework is deeply intertwined with the semantics of the language we use to express them. In providing an integrated semantic and metaphysical theory of generics, he aims to solve old puzzles and draw attention to new phenomena. (shrink)

Traditional approaches to human information processing tend to deal with perception and action planning in isolation, so that an adequate account of the perception-action interface is still missing. On the perceptual side, the dominant cognitive view largely underestimates, and thus fails to account for, the impact of action-related processes on both the processing of perceptual information and on perceptual learning. On the action side, most approaches conceive of action planning as a mere continuation of stimulus processing, thus failing to account (...) for the goal-directedness of even the simplest reaction in an experimental task. We propose a new framework for a more adequate theoretical treatment of perception and action planning, in which perceptual contents and action plans are coded in a common representational medium by feature codes with distal reference. Perceived events (perceptions) and to-be-produced events (actions) are equally represented by integrated, task-tuned networks of feature codes – cognitive structures we call event codes. We give an overview of evidence from a wide variety of empirical domains, such as spatial stimulus-response compatibility, sensorimotor synchronization, and ideomotor action, showing that our main assumptions are well supported by the data. Key Words: action planning; binding; common coding; event coding; feature integration; perception; perception-action interface. (shrink)

We discuss conceptual change and progress within mathematics, in particular how tools, structural concepts and representations are transferred between fields that appear to be unconnected or remote from each other. The theoretical background is provided by the frame concept, which is used in linguistics, cognitive science and artificial intelligence to model how explicitly given information is combined with expectations deriving from background knowledge. In mathematical proofs, we distinguish two kinds of frames, namely structural frames and ontological frames. The interaction between (...) both kinds of frames can drive mathematical interpretation. We first discuss two examples where structural frames (formulaic notation) drive ontological development (the discovery or exploration of mathematical objects). The development of Boole’s Boolean algebra may at first appear as a metaphorical treatment of the (then) new area of logic. In the analysis, we discuss how different (aspects of) certain algebraic frames change in the transfer, how arising difficulties are solved and overall argue that Boole uses the numerical algebra frame as a research template for the discovery of a system for calculations in logic. Following Ifrah, we analyse the discovery of zero as an extension to the number ontology as driven by the development of notation. Both structural and ontological frames are extended and simplified as notation progresses. Finally, we discuss two examples from infinite combinatorics, viz. topological graph theory, and one foundational issue. In both examples, the two simultaneous frames about one object are maintained independently. They motivate different research questions, but may also fruitfully interact: shifting between multiple synchronously maintained perspectives acts as a motor of innovation. The analysis shows how a frame-based approach allows to model how different perspectives drive mathematical innovation because they highlight different aspects, questions and heuristics. (shrink)

I contrast two approaches to the interpretation of generics such as ‘ravens are black:’ majority-based views, on which they are about what is the case most of the time, and inquiry-based views, on which they are about a feature we focus on in inquiry. I argue that majority-based views face far more systematic counterexamples than has previously been supposed. They cannot account for generics about kinds with multiple characteristic properties, such as ‘elephants live in Africa and Asia.’ I then go (...) on to sketch an inquiry-based view. (shrink)

The present paper reports the results of a vignette- and questionnaire-based research project investigating the influence of Moral Intensity (MI) on decision making in a New Zealand business context. The use of a relatively sensitive research design yielded results showing that – in contrast to previous research – objective manipulations, as well as subjective perceptions, of three of the six MI components were of particular importance in accounting for a comparatively large proportion of the variation in four outcome variables. There (...) were no interactions of appreciable magnitude between MI components, or variations across scenarios. Also, no support was found for a reliable multi-dimensional structure of perceptions of Moral Intensity. Implications of the findings are discussed. (shrink)

We generalize Moss and Parikh's logic of knowledge, effort, and topological reasoning, in two ways. We develop both a multi-agent and a multi-method setting for it. In each of these cases, we prove a corresponding soundness and completeness theorem, and we show that the new logics are decidable. Our methods of proof rely on those for the original system. This might have been expected, since that system is conservatively extended for the given situation. Several technical details are different nevertheless here.

In lieu of an abstract, here is a brief excerpt of the content:The Paradox of Education:A ConversationHumberto R. Maturana and Bernhard PoerksenResponsibility of the TeacherPoerksen: Immanuel Kant writes in his essay Über Pädagogik that the wide field of education is governed by a fundamental paradox. On the one hand, we want free and self-determined individuals to leave our schools; on the other, we impose a syllabus on the future individuals, force them to attend schools, punish their failures, and persecute (...) their noncompliance. There is, if we follow Kant, an inescapable relationship of tension between the goals and the means of educational efforts: They contradict each other. Would you agree?Maturana: No. Education, the commentary of an observer, is the process of transformation resulting from the co-existence with adults. We become the adults we have been living with. This means: If freedom and self-determined thinking are the goals of educational activity, then we have to live together in a way that is supported by the mutual respect for the autonomy of the other. In my view, the paradox formulated by Kant does not exist at all. The way of life, the manner of living together, shapes and transforms people. If you want to teach autonomy and reflection, you cannot use force as a method but must create an open space for communal reflection and action. There must be no contradiction between goals and means.Poerksen: Surely, there must also be constraints? It must be laid down when everybody has to be present, what the task is, who the teacher is, who has authority.Maturana: Compulsion will emerge if the teachers do not succeed in presenting their material in a thrilling way and in making school an attractive place of being together. Their failure will lead to force.Poerksen: The teacher is totally responsible for everything that may happen in school. Is this not an exaggerated claim?Maturana: No. If a teacher behaves respectfully, if he does not intimidate his pupils, if he listens, encourages cooperation and reflection, then a special form of interaction will emerge. The way of living practiced by the teacher, including the goals of teaching, will be the source of profitable learning for the pupils. This also implies that three questions and tasks must be sorted out cooperatively in education. First it seems necessary to me to debate the educational ideal to be chosen—what should the future adults be like when leaving the school one day? Should they be democratically minded and responsibly acting citizens? Or are they to be authoritarian and commandeering hierarchs, lords who feel superior to everyone else? It is then necessary to anchor a way of life in the school that permits acting and thinking according to that ideal. Finally, there is the essential task of preparing the teachers for their job in such a [End Page 25] way as to do justice to the desired goals—to enable them to live what they have to achieve.Poerksen: This would mean that teaching has nothing to do with the stepwise elimination of ignorance, as is commonly thought. The transmission of knowledge is secondary. The primary requirement is a way of life that corresponds with one's ideals, a particular form of living together, out of which the material topics will arise in due course.Maturana: Exactly. The children do not learn mathematics in school; they learn how to live together with a mathematics teacher. Perhaps they will one day carry on this enjoyable and exciting kind of being together independently—and become mathematics teachers or mathematicians themselves. Teachers do not simply transmit some content; they acquaint their pupils with a way of living. In the process, the rules of arithmetic, the laws of physics, or the grammar of a language will be acquired. My claim is: Pupils learn teachers.Poerksen: What about children who systematically refuse to cooperate? What is to be done with them? The classical answer is, of course: bad marks, relegation, exclusion from the winning circles.Maturana: The so-called difficult children about whom teachers keep complaining often only struggle to be seen and accepted, while the whole world expects them to behave in a calculable manner and to adapt to strange demands. Asking... (shrink)

The American Academy of Pediatrics Task Force on Circumcision published its policy statement and technical report on newborn circumcision in September 2012.1 ,2 Since that time, some individuals and groups have voiced objections to the work of the Task Force, while others have conveyed their support. The AAP task force is pleased that the policy statement and technical reports on circumcision have stimulated debate on this topic and welcomes respectful discussion and dialogue about the scientific and ethical issues that surround (...) neonatal circumcision. We believe this is a complex issue that does not lend itself to simplistic solutions. The Task Force encourages those of all viewpoints to contribute to a vibrant, thoughtful and respectful evidence-based dialogue. We appreciate that the free exchange of competing ideas is a necessary component of scientific discovery. We also recognise that all clinical decisions carry ethical dimensions and that a respectful and thoughtful dialogue about these issues is important. However, the Task Force also feels strongly that this debate and the academic literature are demeaned when those with an ideological agenda disseminate inaccurate information, misapply scientific principles, make accusations that are unsupported, communicate in a vitriolic tone, and attempt to discredit and mischaracterise alternative views and those who hold them. Healthy debate and …. (shrink)