Volume 23, Issue 3, June 2024, Page 351-359.

This book constitutes the refereed proceedings of the 13th International Scandinavian Symposium and Workshops on Algorithm Theory, SWAT 2012, held in Helsinki, Finland, in July 2012, co-located with the 23rd Annual Symposium on Combinatorial Pattern Matching, CPM 2012. The 34 papers were carefully reviewed and selected from a total of 127 submissions. The papers present original research and cover a wide range of topics in the field of design and analysis of algorithms and data structures.

This article analyses a New Year’s revue from 1929 by Helsinki-born Jac Weinstein and the image of the Jewish merchant. Many stereotypes concerning ethnicity and gender are at play in the revue and the line between humour, Jewish self-deprecation and antisemitic depiction of the Jew becomes blurred. The questionable business ethics of Jewish merchants is one of the core themes of the revue.The article asks what role ethnic stereotypes played in Jewish humour before the height of National Socialist racial (...) antisemitism, and what purpose such performances served. It examines the various stereotypes found in the couplets, sketches and one-act plays in Weinstein’s kleynkunst performance against the background of transnational Jewish performing arts and current research on Jewish entrepreneurship and antisemitism in Finland. (shrink)

Even though depression has become one of the most common diseases in the world and significantly worsens the quality of life, many people who encounter its symptoms do not seek professional help and remain without treatment. One reason for avoiding medical care for depression could be the fear of stigmatization. Considering the varying levels of stereotypes and prejudices about mental illness and how it is treated in different cultures, it is interesting to compare the experience of dealing with stigma in (...) several countries. This study examines the influence of the cultural context on the experience of stigmatization of students from St. Petersburg and Helsinki. Data collection was carried out in 2019-2020 using in-depth interviews and autobiographies. The diversification of collection methods has increased the response of informants in Finland. The analysis of the obtained data was carried out using the Uwe Flick thematic coding technique which was developed to compare two or more groups of informants. The results of the study showed that the Finnish socio-cultural context was more friendly towards students with depression: participants from Helsinki noted a decrease in stigma around this condition in recent years. Seeking professional help was a way to reduce stigma by showing others that they are fighting the disease. In St. Petersburg, students feared the stigma associated with seeking medical help and put off going to a therapist. It was more difficult for them than for Finnish students to tell their relatives about their condition. In revealing the fact of depression to others, participants from St. Petersburg used various strategies to combat stigma. (shrink)

Finland is internationally known as one of the leading centers of twentieth century analytic philosophy. This volume offers for the first time an overall survey of the Finnish analytic school. The rise of this trend is illustrated by original articles of Edward Westermarck, Eino Kaila, Georg Henrik von Wright, and Jaakko Hintikka. Contributions of Finnish philosophers are then systematically discussed in the fields of logic, philosophy of language, philosophy of science, history of philosophy, ethics and social philosophy. Metaphilosophical reflections (...) on the nature of philosophy are highlighted by the Finnish dialogue between analytic philosophy, phenomenology, pragmatism, and critical theory. (shrink)

Even though depression has become one of the most common diseases in the world and significantly worsens the quality of life, many people who encounter its symptoms do not seek professional help and remain without treatment. One reason for avoiding medical care for depression could be the fear of stigmatization. Considering the varying levels of stereotypes and prejudices about mental illness and how it is treated in different cultures, it is interesting to compare the experience of dealing with stigma in (...) several countries. This study examines the influence of the cultural context on the experience of stigmatization of students from St. Petersburg and Helsinki. Data collection was carried out in 2019-2020 using in-depth interviews and autobiographies. The diversification of collection methods has increased the response of informants in Finland. The analysis of the obtained data was carried out using the Uwe Flick thematic coding technique which was developed to compare two or more groups of informants. The results of the study showed that the Finnish socio-cultural context was more friendly towards students with depression: participants from Helsinki noted a decrease in stigma around this condition in recent years. Seeking professional help was a way to reduce stigma by showing others that they are fighting the disease. In St. Petersburg, students feared the stigma associated with seeking medical help and put off going to a therapist. It was more difficult for them than for Finnish students to tell their relatives about their condition. In revealing the fact of depression to others, participants from St. Petersburg used various strategies to combat stigma. (shrink)

This article provides the first historiographical analysis of the origins of Jewish Orthodoxy in Helsinki and describes the development of the rabbinate from the establishment of the congregation in the late 1850s up to the early 1980s. The origins of the Finnish Jewish community lies in the nineteenth-century Russian army. The majority of Jewish soldiers in Helsinki originated from the realm of Lithuanian Jewish culture, that is, mainly non-Hasidic Jewish Orthodoxy that emerged in the late eighteenth century. Initially, (...) the Finnish Jewish religious establishment continued this Orthodox-Litvak tradition. After the independence of Finland, the Helsinki congregation hired academic, Modern Orthodox rabbis educated in Western Europe. Following the devastation of the Shoah and the Second World War, the recruitment of rabbis faced new challenges. Overall, the rabbi recruitments were in congruence with the social and cultural development of the Helsinki community, yet respected its Orthodox roots. (shrink)

Fascism and Nazi ideology cast a threatening shadow over Finland during its troubled 1930s. This manifested as antisemitism towards the few Jewish students pursuing higher degrees at Finnish universities. One glaring instance of discrimination involved our father, Leo Skurnik, whose advancement in his academic career was blocked at the Helsinki University Department of Medical Chemistry in the late 1930s. In this treatise, we aim to delve deeper into the challenges he faced and how they were intertwined with the (...) antisemitic sentiments prevailing at that time. (shrink)

The National Library of Finland and the Von Wright and Wittgenstein Archives at the University of Helsinki keep the collected correspondence of Georg Henrik von Wright, Wittgenstein’s friend and successor at Cambridge and one of the three literary executors of Wittgenstein’s Nachlass. Among von Wright’s correspondence partners, Elizabeth Anscombe and Rush Rhees are of special interest to Wittgenstein scholars as the two other trustees of the Wittgenstein papers. Thus, von Wright’s collections held in Finland promise to shed (...) light on the context of decades of editorial work that made Wittgenstein’s later philosophy available to all interested readers. In this text, we present the letters which von Wright received from Anscombe and Rhees during the first nine months after Wittgenstein’s death. This correspondence provides a vivid picture of the literary executors as persons and of their developing relationships. The presented letters are beautiful examples of what the correspondence as a whole has to offer; it depicts – besides facts of editing – the story of three philosophers, whose conversing voices unfold the human aspects of inheriting Wittgenstein’s Nachlass. Their story does not only deal with editing the papers of an eminent philosopher, but with the attempt to do justice to the man they knew, to his philosophy and to his wishes for publication. (shrink)

Background and purpose Educators’ ethical competence is of crucial importance for developing students’ ethical thinking. Previous studies describe educators’ ethical codes and principles. This article aims to widen the understanding of health- and social care educators’ ethical competence in relation to core values and ethos. Theoretical background and key concepts The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods Data material was collected from nine educational units for healthcare and social (...) service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion Educators’ personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators’ training regarding ethical competence. (shrink)

Background: Dignity has been highlighted in previous research as one of the most important ethical concerns in nursing care. According to Eriksson, dignified caring is related to treating the patient as a unique human being and respecting human value. Intensive care unit patients are vulnerable to threatened dignity, and maintaining dignity may be challenging as a consequence of critical illness. Objectives: The aim is to highlight how nurses in an intensive care setting understand patient dignity, what threatens patient dignity and (...) how nurses can safeguard patient dignity. Research design and participants: Data materials were collected through a survey questionnaire which contained open questions about patient dignity, and the text was analysed using hermeneutic reading and text interpretation. Totally, 25 nurses employed in an intensive care unit in Finland participated in the study. Ethical considerations: The study follows the guidelines for good scientific practice by the Finnish Advisory Board on Research Integrity and the ethical principles according to the Declaration of Helsinki. Findings: Findings revealed that nurses recognize the patients’ absolute dignity by regarding them as unique human beings. The nurses also recognize the importance of shared humanity in preserving patient dignity. Intensive care patients’ dignity is threatened by negative attitudes and when their integrity is not being protected. Dignity is also threatened when patients and nurses are not part of the patients’ care and patient care decisions, when patients receive care against their will and because of the acute nature of intensive care. (shrink)

Ground, essence, and modality seem to have something to do with each other. Can we provide unified foundations for ground and essence, or should we treat each as primitives? Can modality be grounded in essence, or should essence be expressed in terms of modality? Does grounding entail necessitation? Are the notions of ground and essence univocal? This volume focuses on the links—or lack thereof—between these three notions, as well as the foundations of ground, essence, and modality more generally, bringing together (...) work on the metaphysics, epistemology, and logic of these three notions by some of the leading figures in the field as well as emerging young scholars. The invited contributors to this volume presented their work at a conference on Ground, Essence, and Modality at the University of Helsinki in June 2016, funded by the Academy of Finland Project The Epistemology of Metaphysics: From Rationalism to Nominalism. This conference is just one of many recent high-profile events and publications on these themes (e.g., the edited volumes Correia and Schnieder 2012a; Sirkel and Tahko 2014; Jago 2016). After providing a brief historical summary of the (re)emergence of modality, essence and ground as central notions in metaphysics (Sect. 1), we shall outline some of the main themes in recent work on these notions and on the links between them (Sect. 2). In Sect. 3 we briefly introduce the papers in this volume. (shrink)

In this article, I examine what selected Muslim women in Finland and Egypt do with the Qur’an in their daily lives. I shed light on their modes of engagement with the Qur’an (spiritual, emotional, intellectual, communal). I analyse how their relationship with the Qur’an is shaped and changes over the course of their life. I pay attention to the interplay between the women’s daily lives and the ways in which they experience, learn from, grapple with, and interpret the text. (...) My overall aim is twofold: to contribute to research-based understanding of the Qur’an as daily religious practice that in many ways involves learning both about God and about the complex circumstances of personal life, and to unpack the layered and shifting meanings of this practice in the context of the women’s lives. My analysis is informed by life-story interviews with six women in Helsinki and Cairo (three in each country). (shrink)

The ascendency of executive power in the presence of weak parliamentary and societal control has given rise to a need for deliberative forms of diplomacy in international relations. As Denmark, Finland, Iceland, Norway, and Sweden regularly include members of parliament, party representatives, and representatives of civil society in their delegations to the General Assembly of the United Nations, does this imply that a Nordic model exists? This book reviews the practice of these countries and finds that the role of (...) societal representatives has diminished from participating members of delegations to mere observers. The Nordic examples illuminate the difficulties of achieving international governance through the practice of deliberative democracy. Table of Contents List of figures, images, and tables List of abbreviations Preface 1. Introduction The problem Why do the General Assembly and Norden matter? Theory and methodology Prior research 2. Challenges and traditions Delegation and representation at the United Nations Democracy and dilemmas at the UN General Assembly Nordic diplomacy at the League of Nations Unisex state actors and the representation of women 3. Parliament and UN delegations The Scandinavian model: Denmark An anachronism and parliamentarian stronghold: Norway Routine, squeeze-out, routine: Sweden Between Lilliputian and full-scale representation: Iceland Metamorphosis or parliament lost: The Finnish Sonderweg 4. The participation of civil society Scandinavian model revisited: Denmark The return of the body-snatched: Norway Corporatism and double universalism: Sweden Short stories: Finland and Iceland 5. Conclusions: On the way to deliberative diplomacy Archives Bibliography Author Index About the Author(s)/Editor(s) Norbert Gotz, Dr. phil. (2001) in Political Science, Humboldt University Berlin, Docent (2007) in Political History, University of Helsinki, habil. (2009) in Modern History and International Relations, University of Greifswald, is Professor at the Institute of Contemporary History, Sodertorn University, Sweden. His publications include the edited volume Regional Cooperation and International Organizations: The Nordic Model in Transnational Alignment (Routledge 2009). (shrink)

The article examines the Finnish branch of Chabad Lubavitch as a fundamentalist and charismatic movement that differs from other branches of ultra-Orthodox Judaism in its approaches to outreach to non-observant Jews. Whilst introducing the history of Chabad Lubavitch in Finland and drawing on historical and archival sources, the authors locate the movement in a contemporary context and draw on 101 semi-structured qualitative interviews of members of the Finnish Jewish communities, who either directly or indirectly have been in contact with (...) representatives of Chabad Finland. The material is examined through the theoretical concept of ‘vicarious religion’. As the results of the article show, whilst Chabad very much adheres to certain fundamentalist approaches in Jewish religious practice, in Finland they follow a somewhat different approach. They strongly rely on people’s sense of Jewish identification and Jewish identity. Individuals in the community ‘consume’ Chabad’s activities vicariously, ‘belong without believing’ or ‘believe in belonging’ but do not feel the need to apply stricter religious observance. Whilst many of them are critical of Chabad and their activities, they do acknowledge that Chabad fills the ‘gaps’ in and outside the Jewish Community of Helsinki, predominantly by creating new activities for some of its members. (shrink)

This issue of Approaching Religion is dedicated to Terhi Utriainen, Professor of the Study of Religions at the University of Helsinki. It is published on the 7 November 2022, Terhi’s sixtieth birthday, and contains reflections and research articles written by Terhi’s colleagues in Finland, the UK and the Netherlands. All the research articles address the theme of rituals, which is one of Terhi’s special foci of interest as a scholar of religion. This editorial first outlines Terhi’s academic career (...) and then introduces the individual texts that make up the issue. (shrink)

Neuroethics studies the ethical, social, and legal issues raised by actual or expected advances in neuroscience. The relevant fields in neuroscience include, but are not limited to, neuroimaging, cognitive neuroscience, neuropsychopharmacology, neurogenetics, and neuropsychiatry. For many, neuroethics is best understood as a subcategory of bioethics, and although not all agree, for the purposes of the present collection of articles, this definition is assumed. Although bioethics as a field of study started in the early 1970s as a normative enterprise, mainly practiced (...) by philosophers and theologians, it has since become truly inter- and multidisciplinary, comprising also law, sociology, psychology, gender studies, disability studies, anthropology, history, and many other approaches. What we particularly wanted to do in this issue, however, was to find the most pertinent questions of neuroethics from the viewpoint of philosophy, and the call for papers was drafted accordingly.Tuija Takala, Ph.D., is Academy Research Fellow at the Academy of Finland and Adjunct Professor of Social and Moral Philosophy at the University of Helsinki, Finland. She is president-elect of the European Society for Philosophy of Medicine and Health Care and holds a number of international editorial positions. Her current research interests lie in the conceptual, methodological, and theoretical aspects of philosophical bioethics.FootnotesThe editorial work for this special issue was supported by my project Neuroscience and Norms: Ethical and Legal Aspects of Norms in Neuroimaging / Ethical Concepts and Norms funded by the Academy of Finland. (shrink)

This volume contains eleven essays dealing with the question of how to face the current challenges of globalization. The essays included in this volume were originally presented at the Renvall Institute for Area and Cultural Studies, University of Helsinki, Finland, on the occasion of the Sixth World Congress of the International Society for Universal Dialogue (ISUD) Presents Keynote addresses or prize-winning papers from the Congress Central theme explores the need to rethink our concepts of nature, culture, and freedom (...) in an age of increased globalization Topics examined range from global justice, international law, and human rights to ecoterrorism, cultural relativism, and the challenges of autonomy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 185-193 [Access article in PDF] Response to Marja Heimonen, "Music Education and Law:Regulation as an Instrument" Raimo Siltala University Of Helsinki, Finland From a legal point of view, Marja Heimonen's dissertation and the extract published in this issue of PMER, "Music Education and Law: Regulation as an Instrument," presents a most important question: Should music education be regulated by law, (...) and if so, by what kind of legal instruments—by strict legal rules, by softer legal standards, by self-regulation, or by leaving the matter to the laissez-faire and "invisible hand" of the market, where economic efficiency takes over from legal regulation? Heimonen's dissertation is to my knowledge the very first of its own kind, combining elements from music education and the law and, indeed, legal philosophy in an imaginative and highly original manner. Her scholarly position between music education and law is a courageous one because she might invite critical comments equally from the two branches of science involved: the music educational and the legal philosophical one. Yet, she has a gained a profound understanding of the specific needs of music education and of the restrictions of law and legal regulation, and the two-sided approach is really one of the true strengths, and not weaknesses, of the scholarly work. Her approach strives mainly at a broad hermeneutical comprehension of the issue in the humanistic [End Page 185] tradition, but there are other elements involved, as well, related to the analytical or instrumental tradition.There is a large legal comparative part in the treatise, covering approximately one third of the whole thesis, with material drawn from Sweden, England, Germany, and Finland and the system of music education in each. The three legal systems have been chosen with good discretion: one with a common law background (England), one belonging to the Roman-Germanic tradition (Germany), and one from the Scandinavian legal tradition (Sweden), and the Finnish system of music education is then compared to all of them. The Swedish model is based on equal opportunity given to all the applicants with no entrance examinations held and as many willing children accepted to the music schools as is possible. The British system, or rather a "non-system," of music education is privately owned and market-based, with only a few regulations issued by the government and with an emphasis on the visiting peripatetic teachers, voluntary Saturday music schools, and the special schools founded for the musically talented. The German system, like the one in Finland, is based on formal entrance examinations and degrees passed, where both a professional career in music performance and artistic self-expression may be pursued as the primary goal of music education."The Swedes have Abba and Roxette, we the Finns have Kaija Saariaho and Ralf Gothoni"—along with Esa-Pekka Salonen and other world-class conductors, one might add—as Heimonen notes in the text, but why is that so? Does the difference in the outcome, in the sense of a breakthrough either in popular music groups or individual performers in classical music, lie in the system of music education and the legislative ideology at the back of it? Heimonen refuses to give a simple and straightforward answer to that question, declining to place the various systems of music legislation in an order of preference. Instead, she adopts a broadly humanistic and hermeneutical perspective to the issue, where the merits and the disadvantages of each legal system are taken on an individual basis. The Shakespearean question that is so boldly put forth by her, "viz. to regulate or not to regulate," is answered only with reference to a widely humanistic understanding of the complex issue of music education where the intrinsic values of artistic self-expression and the instrumental values of training future professionals in music performance, composing, and conducting, are contrasted with other, but where no winners or losers are identified by her.There would seem to be a connection between a certain legal system and its model of... (shrink)

The aim of the article is to present selected relationships between social trust and the development of a territorial unit. Social trust affects the level of cooperation in society and decides about the competitiveness of a territorial unit [12, p. 7]. The main thesis of the article is the author’s conviction that there is a significant correlation between social trust and the activity of citizens, the consequence of which is the development of territorial units. This relationship applies to different categories (...) of units, the article mainly focuses on municipal units. The conclusions presented are a consequence of the analysis of information sources and surveys carried out in three cities: Cracow, Helsinki and Valletta. The socio-economic situation of Poland, Finland and Malta is varied, also due to historical and political conditions. Social trust in these cities depends on different factors. Everywhere, however, significantly affects the direction of urban development, accelerating and stabilising it. Trust is a component of social capital, which translates into the ability to build an innovative and modern economy. In countries where citizens trust each other, a sense of security increases which significantly affects well-being. (shrink)

This article focuses on religiousness and spirituality in the art works of psychiatric patients of Nikkilä Hospital, Finland. The pictures analysed here belong to a collection held at the Helsinki City Museum and they were made during the twentieth century. The theoretical frame of the study is a cultural study of mental health. The collection is approached as presenting a specific kind of imagery which has connections not only to the personal history and diagnoses of the patients; their (...) cultural context and hospital environment is also taken into account. The religiousness and spirituality of the Nikkilä collection are also compared with outsider art and examples of art history internationally. (shrink)

This special section originates from a workshop `New Horizons in Action and Agency’ that we organized in August 2019 at the University of Helsinki, Finland. The aim of the workshop was to provide a...

The current issue of Approaching Religion includes articles based on conference papers presented at the Fifth Finnish Colloquium on the Middle East and North Africa Studies, which was organised by the Finnish Institute in the Middle East, the University of Eastern Finland, Faculty of Theology, and the University of Helsinki, including the Academy of Finland Centre of Excellence Changes in Sacred Texts and Trad-itions, in Joensuu, 29–31 May 2017. The theme of the conference was ‘Transformations of Identity (...) and Space in the Middle East and North Africa’, and it explored the construction and transformation of identity in space, whether geographical, mental or virtual. (shrink)

Ilkka Niiniluoto, a distinguished philosopher of science, has been a tirelesspokesman for scientific realism and reason more generally. Trained in the tradition of the Finnish school of inductive logic he has refined the notion of truthlikeness (verisimilitude) to make the realist idea scientific progress mathematically exact. Niiniluotos main technical works are included in his books Is Science Progressive? (1984) and Truthlikeness (1987), but his most recent general defense of scientific realism culminated in his Critical Scientific Realism (1999). Niiniluoto is, since (...) 1981, Professor of Theoretical Philosophy at the University of Helsinki, and since 2003 the Rector of the University. He has for a long time been one of the most prominent public intellectuals in Finland. This Festschrift brings about a selection of philosophical essays on Niiniluotos philosophy by prominent member of the international community. The contributions are grouped around three themes. The first ones deal with philosophy of logic, the philosophy of language, and the philosophy of mathematics, and the second group consists of papers on induction, truthlikeness, and scientific progress. The third part collects essays on the history of logical empiricism, the ontology of social groups, and the dispute between theism and atheism. This book is a tribute to Ilkka Niiniluoto on his 60th birthday, and it also contains Niiniluoto's replies to comments, queries and criticisms. (shrink)

Eino Kaila brought new ideas to Finnish philosophy and psychology. He studied at the University of Helsinki in 1908–10 and made study visits, first to Paris in 1911, where he listened to Henri Bergson's lectures, and also to Berlin in 1914. Kaila's dissertation, Über die Motivation und Entscheidung, appeared in 1916. He worked as a critic of theatre and literature and as a dramatist in the Finnish National Theatre, before being nominated professor of philosophy in 1921 to the newly (...) founded University of Turku. There he initiated the founding of the first Finnish institute of experimental psychology. In addition to philosophical works, he published works in psychology. Kaila stayed in Turku until 1930, when he became professor of theoretical philosophy and psychology at the University of Helsinki. In 1948 he was invited to become a member of the recently established Academy of Finland. One may speak of Kaila's Turku period and his Helsinki period . Kaila considered himself a philosopher of nature, whose task is to articulate, using all available means of science, a coherent conception of the world and of mind's place within it. As fellow of the Finnish Academy, he devoted himself to a great project in natural philosophy. The project had two components: first, a rigorous systematic study aiming at a unitary conception of nature, and second, the explication of this conception in a style accessible to a broader audience. The systematic study was to be realized in three volumes; only the first of these ) appeared before his death. As to the more popular work, it was meant to be divided into four parts, of which only the first is complete. The entire planned work was entitled as Hahmottuva maailma . Its first part is devoted to the problem of reality; it concerns the perceptual and conceptual components of everyday experience, and it has been translated from Finnish into German ). (shrink)

Reality’s next top model? Content Type Journal Article DOI 10.1007/s11016-010-9475-3 Authors Jaakko Kuorikoski, Philosophy of Science Group/Social and Moral Philosophy, University of Helsinki, P.O. Box 24, 00014 Helsinki, Finland Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

The articles in this issue are a selection of the papers presented at the conference Knowledge as Assimilation, held at the University of Helsinki on 9-11 June 2017. The conference was the result of a collaboration between two research groups that have been established in Finland and Sweden from 2013 onwards: the research project Rationality in Perception: Transformations of Mind and Cognition 1250-1550, funded by the European Research Council and hosted by the University of Helsinki, and the (...) research programme Representation and Reality: Historical and Contemporary Perspectives on the Aristotelian Tradition, funded by the Riksbankens jubileumsfond and located at the University of Gothenburg. (shrink)

From dynamic disbeliefs to causality and chance Content Type Journal Article DOI 10.1007/s11016-010-9478-0 Authors Ilkka Niiniluoto, Department of Philosophy, History, Culture and Art Studies, University of Helsinki, Helsinki, 00014 Finland Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Alongside his work as a practising architect, Sigurd Frosterus (1876–1956) was one of Finland’s leading architectural critics during the first decades of the 20th century. In his early life, Frosterus was a strict rationalist who wanted to develop architecture towards scientific ideals instead of historical, archaeological, or mythological approaches. According to him, an architect had to analyse his tasks of construction in order to be able to logically justify his solutions, and he must take advantage of the possibilities of (...) the latest technology. The particular challenge of his time was reinforced concrete. Frosterus considered that the buildings of a modern metropolis should be constructivist in expressing their purpose and technology honestly. The impulses of two famous European architects – Otto Wagner and Henry van de Velde – had a life-long influence on his work. Urban architecture with long street perspectives and houses with austere façades and unified eaves lines was the stylistic ideal that he shared with the Austrian architect Wagner. An open and enlightened urban experience was Frosterus’s future vision, not National Romantic capriciousness or intimacy drawing from the Middle Ages. According to Frosterus, the Belgian van de Velde was the master interior architect of the epoch, the interior of the Nietzsche Archives in Weimar being an excellent example of his work. However, already in the 1910s Frosterus’s rationalism developed towards a broader understanding of the functions of the façades of business edifices. In his brilliant analyses of the business palaces by the Finnish architects Armas Lindgren and Lars Sonck, he considered the symbolic and artistic values of the façades to be even more important than technological honesty. Moreover, references to the history of architecture had a crucial role in the 1920s and 1930s when he wrote about his main work– the Stockmann department store in the centre of Helsinki.  . (shrink)

Reviewed by Heli Tissari Reviewed by Heli Tissari Research Unit for Variation, Contacts and Change in English Department of Modern Languages University of Helsinki, Finland heli.tissari@helsinki.fi...

Den finske filosof Jaakko Hintikka er en af det 20. århundredes mest indflydelsesrige tænkere. Han blev født i 1929 i Vantaa i Finland og studerede filosofi og matematik ved universitetet i Helsinki under Eino Kaila og G.H. von Wright. Kaila er ikke kendt af mange - om end han af sin samtid blev anset som en sand naturfilosof, kyndig i såvel humaniora som naturvidenskab - men von Wright, den finske filosof med det tyskklingende efternavn, ringer måske en klokke. (...) For nu lige at få kongerækken på plads overtog von Wright i en periode Ludwig Wittgensteins professorat i Cambridge og Wittgensteins lærermester (for en tid) var ingen ringere end Lord Bertrand Russell. I begyndelsen af 1950'erne fik Hintikka en stilling på Harvard University og har sidenhen beklædt fornemme professorater blandt andet på Stanford University, Florida State University (samtidig med hans altid faste professorat på universitetet i Helsinki) og Boston University, hvor han stadig virker på fuld tid, selv om han snart passerer de 80. (shrink)

Brain research in neuroscience and related fields is changing our understanding of the brain and its relation to the mind and to human behavior, giving a new impetus to the problem of free will and moral responsibility. The reactions have covered the entire range, from claims to the effect that neuroscientific research is showing that our folkrnason, Ph.D., is Postdoctoral Research Fellow at the Department of Social and Moral Philosophy, University of Helsinki, Finland. His research interests include bioethics, (...) neuroethics, and the philosophy of science. He coedited The Ethics and Governance of Human Genetic Databases and Blood and Data: Ethical, Legal and Social Aspects of Human Genetic Databases.FootnotesThe research for this paper was conducted as a part of Neuroscience and Norms: Ethical and Legal Aspects of Norms in Neuroimaging / Ethical Concepts and Norms, a project funded by the Academy of Finland. (shrink)

This book was born out of two interdisciplinary seminars held in 2014. The first one was the Climate Ethics and Climate Economics workshop in April adjoined as part of the European Consortium for Political Research Joint Sessions 2014 in Salamanca. Spurred on by the invigorating discussions, the participants decided to put together more workshops, with Ethical Underpinnings of Climate Economics following in Helsinki in November that same year. Without the organisers of these workshops the collaborators of this book would (...) not have come together: Matthew Rendall, Dominic Roser, Sade Hormio, Simo Kyllonen, Aaron Maltais and Joanna Burch-Brown. We would also like to thank all the participants at the workshops for making them so enjoyable and worthwhile. The Helsinki workshop that this book was named after was organized as part of the Climate Ethics and Economics project, led by Aki Lehtinen and funded by the University of Helsinki. The three-year project is based at the Social and Moral Philosophy discipline in the Department of Political and Economic Studies. The workshop itself was made possible by funding from the Academy of Finland Centre of Excellence in the Philosophy of the Social Sciences, which also helped to host the event. (shrink)

The 14th Conference of the International Network for Economic Method was held in Finland at the University of Helsinki, from 18th to 21st of August 2019. It was the second time the biannual...

Jaakko Hintikka was born on January 12th, 1929. He received his doctorate from the University of Helsinki under the supervision of Professor G. H. von Wright at the age of 24 in 1953. Hintikka was appointed Professor of philosophy at the University of Helsinki in 1959. Since the late 50s, he has shared his time between Finland and the U.S.A. He was appointed Professor of philosophy at Stanford University in 1964. As from 1970 Hintikka has been permanent (...) research professor of the Academy of Finland. He has published 13 books and about 200 articles, not to mention the various editorial and organizational activities he has played an active role in. The present collection of essays has been edited to honour Jaakko Hintikka on the occasion of his fiftieth birthday. By dedicating a Festschrift to Jaakko Hintikka, the contributors wish to pay homage to this remarkable man whom they see not only as a scholar of prodigious energy and insight, but as a friend, colleague and former teacher. The contributors hope the essays collected here will bring pleasure to the man they are intended to honour. All of the essays touch upon topics Hintikka has taken an direct or indirect interest in, ranging from technical problems of mathematical logic and applications of formal methods through philosophical logic, philosophy of language, epistemology and history of philosophy to philosophical aesthetics. (shrink)

The present volume collects presented at a symposium on The History of Logic held in Helsinki in June 11–13, 2000 hosted by the University of Helsinki, Finland. They bear on issues in the history of logic and foundations of mathematics and are contributions by some of the most renown scholars in the field.

Ars cogitandi is not the monopoly of a school, a people or an age, but it has crossed over the centuries and cardinal points, from the Platonic Academy of Athens to the Finnish University set up at Turku in 1640 and set down for good and for all at Helsingfors (the ancient name for Helsinki) in the year 1828. Ars cogitandi asphilosophy got here as a distinct brilliance following the classical Anglo-Saxon tradition of empiricism, represented at that time by (...) Edward Westermarck (1862–1939), who was professor of practical philosophy in Helsinki and professor of sociology at London School of Economics from 1907 until 19301. The Finnish School of Philosophy acquired its decisive acknowledgement by Eino Kaila, great scholar and chief of the school, who brought over to Finland the modern logic and the philosophy of the Vienna Circle. (shrink)

The Aleksanteri Institute of the University of Helsinki organized in 25–26 of September 2009 a special symposium Northern Lights — Facets of Enlightenment Culture with the aim to discuss form of Enlightenment thought in Sweden/Finland and Russia. The symposium, which was opened by Prof. Emeritus Matti Klinge, a renowned historian of 18th- and 19th-century Finland, had four participants from Russia, five from Finland and one from Germany; thus, it was yet a quite small event, but we (...) hope that with it the foundations of a fruitful co-operation, with annual symposia on questions of Enlightenment culture, will be laid. Of the speakers, Prof. Tatiana Artemyeva, Dr. Oili Pulkkinen and Prof. Vesa Oittinen focused on more general problems of study of Enlightenment ideas, while the other contributions dealt with different ―case studies‖ either in Sweden/Finland (Dr. Kimmo Sarje, Dr. Johan Sten), Russia (Prof. Mikhail Mikeshin, Dr. Johannes Remy, Dr. Larisa Agamalian), in France (Dr. Alla Zlatopolskaya) or Germany (Dr. Carola Häntsch). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Frede V. Nielsen, “Didactology as A Field of Theory and Research in Music Education”Marja HeimonenFrede Nielsen describes the two main aspects of music pedagogy as the normative (and prescriptive) and the descriptive (and analytical) aspects. As a precondition for his discussion, he explores some important concepts and terms such as Didaktik. He argues that it is impossible to translate and transfer certain concepts into English. The German (...) tradition, however, has influenced Scandinavian pedagogical discussion and the content of pedagogical terms and concepts in Denmark and Finland is usually congruent with German terminology. Therefore, Nielsen analyzes the German concepts carefully.An example from my own experience as a teacher of both pedagogy and didactics at the Helsinki Conservatory/Polytechnic may throw some light on this [End Page 98] matter from the Finnish perspective. The traditional title of the subject "piano pedagogy" (offered to students who aim to become instrumental teachers) was changed to "piano didactics" some years ago. The content of this course also changed in that alongside practical work (teaching) theoretical courses were also included. The reason for this change was expressed in the same terms that Nielsen presents in his paper: Didaktik (in Finnish didaktiikka) signifies both a theoretical and a practice-oriented approach to teaching.According to Nielsen, the principal question concerning Didaktik is What is the essential content in music education? This is a philosophical (as well as a legal) issue concerning the aims of education and the matter of who has the right to decide the content. These kinds of matters can also be drawn on a larger canvas: the education of human beings generally. Music education (especially in the context of general education) is not only concerned with the skills that will enable pupils to become competent musicians. On the contrary and more profoundly, it aims to broaden the mind and expand the possibilities of thought and feeling. According to several researchers (such as Estelle Jorgensen, Anthony E. Kemp, David Best, Matti Huttunen, and Heidi Westerlund) music teachers should cultivate a wide understanding of the meaning of education so that music education can relate to human experience and social practices.Nielsen has created four paradigms that might be used when the content of music teaching is formulated. The point of departure may be (a)the subject itself, music, (b)the pupil's culture (or the local culture); in other words, the micro-cultural level, (c)the social problems or conditions of democracy (the macro-cultural level), and/or (d)the fundamental existential condition of human beings. These paradigms do not exclude one another. I consider their function to resemble that of legal principles: they have to be weighed and balanced in a particular situation and context. One or several may, for some time, take priority and push the others into the background just as Nielsen argues. Legal principles are not used as legal rules, but they are "strong" as rules.Legal rules have been compared with rails: rules and regulations (just as rails) are either followed or not. This comparison to a train running on rails also clarifies the relationship between legal regulations and human behaviour: most of these rules are obeyed by habit without profound thinking about aims and principles (c.f. Nielsen's paradigms) behind the legal texts.The most important question Nielsen attempts to raise is the relationship between music and pedagogy (Didaktik). He points out that his aim is not to give normative regulations about what should or should not be taught. Raising questions is an important aim of philosophical research. However, this kind of research may also have normative implications. For instance, philosophical [End Page 99] questions regarding the aims and the content of a subject (such as music) are included in the planning of a National Curriculum (or the National Framework Curriculum formulated by the National Board of Education, as we used to have in Finland). This curriculum is normative: the regulations have to be obeyed when syllabi are formulated in schools at the local level. The Framework Curriculum includes several educational aims; for instance, "a good relationship to music" should be created between the pupil and music. The normative character of this kind of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 170-184 [Access article in PDF] Music Education and LawRegulation as an Instrument Marja Heimonen Sibelius Academy, Helsinki, Finland Introduction Of all the fine arts, music has the greatest influence on passions; it is that which the law-giver must encourage most: a piece of music written by a master inevitably touches the feelings and has more influence on morality than a (...) good book, which convinces reason without affecting our habits. (Napoleon 1797) 1This essay examines the relationship between music education and law and focuses on extra-curricular music education for children and adolescents. 2 The tension between the general (law) and the particular (individual needs of each pupil) is described. However, achieving harmony is important both in law and in music. A composer may create a composite piece of music (order) out of fragments (disorder) 3 just as a judge creates order when he or she decides a legal case, or a law-giver enacts a statute that takes account of different kinds of interests of people usually represented by political parties or associations.The concept of freedom is also important both in music and in law. It has been stated that there is no freedom without boundaries. Legal norms that usually restrict the freedom of human behavior have an important role in creating [End Page 170] freedom: they can guarantee opportunities and circumstances for musical activities.In this paper certain legal aspects related to music education are approached in the light of two principles: the right to education and freedom in education. One of the aims is to discover what kind of regulative model would be suitable and would actually promote music education. The right to education refers to the right to music education and to the duty of the state to secure the relevant conditions and circumstances, whereas freedom in education refers to individual needs and choice regarding the content. The intention is to describe the educational and legal issues as they presently are particularly in Sweden, England, Germany, and Finland, and in the process of doing this to raise additional questions. Law as an Instrument The subtitle of this essay, "Regulation as an Instrument," refers to Aristotle's ideas about the law as a means of moral education. 4 In his view, the state has to educate its individual citizens in the exercise of virtue, since living according to virtue means living in harmony with one's own nature, this being the proper end of the individual. 5 Aristotle referred to virtue as a disposition that demands long and careful exercise. Thus, for him and his followers, the law becomes an instrument in moral education. 6Aristotle argued that moral education is one of the functions of music 7 because music has the power of forming character. 8 He was of the opinion that virtues manifest themselves in forms of activity. For instance, in order to acquire correct musical taste and judgment, free men should learn to play musical instruments; music education should include participation in actual playing. In general, Aristotle stressed the importance of education: "It is clear then that there should be laws laid down about education, and that education itself must be made a public concern." 9Aristotle's ideas on the good life have become the basis for many thinkers, especially communitarians. Liberal concepts, such as those presented by Ronald Dworkin, can be compared with communitarian conceptions of "the good" and the role of the state in promoting it. Liberal and communitarian approaches may be integrated as they are in "moral individualism" where the aim is to find a way to promote the moral development of an individual in a pluralistic, multicultural society. 10 The integration of communitarian and liberal views should help in finding a way to justify a positive role for the state in producing conditions and circumstances for the good, flourishing life. The content of a good life should not be directed by the state, although in practice the state cannot be completely neutral. Music is a part of the good life... (shrink)

Kick off the year right... and you will find yourself capable of recognizing the depth and breadth of John's genius. This event, commented on by Bujar Hoxha (South-East European University) chaired by Elma Berisha (Lyceum Institute), is part of the activities of the 2022 International Open Seminar on Semiotics: a Tribute to John Deely on the Fifth Anniversary of His Passing, cooperatively organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, (...) the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies, the International Center for Semiotics and Intercultural Dialogue, Moscow State Academic University for the Humanities and the Mansarda Acesa with the support of the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project. *** Eero Tarasti, professor of musicology at the University of Helsinki (chair) in 1984-2016. He was President of the IASS/AIS - International Association for Semiotic Studies, 2004-2014 and is now its Honorary President. In 2016 he has founded the Academy of Cultural Heritages. He studied music in Sibelius Academy, Helsinki, and then in Vienna, Paris, Rio de Janeiro and Bloomington. He got his PhD from the University of Helsinki (1978) after studies in Paris with Claude Lévi-Strauss and A. J. Greimas. He is one of the founders and the director of the international research group Musical Signification since 1984.Tarasti has become Honorary Doctor at Estonian Estonian Academy of Music and Theatre, New Bulgarian University (Sofia), Indiana University (Bloomington), University of Aix-Marseille, and Gheorghe Dima National Music Academy in Cluj-Napoca, Rumania. He has published about 400 articles, edited 50 anthologies, and written 30 monographs; among them one finds: Myth and Music (1979), A Theory of Musical Semiotics (1994), Heitor Villa-Lobos (1996), Existential Semiotics (2000), Signs of Music (2003), Fondéments de la sémiotique existentielle (2009), Fondamenti di semiotica esistenziale (2010), Semiotics of Classical Music (2012, in French 2016), Sein und Schein, Explorations in Existential Semiotics (2015), and Transcending Signs: Essays in Existential Semiotics (2023); two novels: Le secret du professeur Amfortas (2002) and Retour à la Villa Nevski (2014, in Italian L’heredità di Villa Nevski 2014, in Finnish Eurooppa/Ehkä 2016). He has supervised 150 PhDs in Finland and abroad. *** Dr. Bujar Hoxha is a full professor of Communication Sciences at the South-East European University in Tetovo and Skopje, North Macedonia. His teaching courses include communication theory, introduction to communication sciences, and Semiotics of Mass Communication. His main scientific interests are structural semiotics, semiotics of passions, semiotics of disabilities, and existential semiotics. He gained his PhD from the University of Skopje in 2008 on the semiotics of Umberto Eco. Out of his creative and intellectual work, one can number two published novels, a book, as well as several scientific articles published in prestigious scientific journals, such as: “Semiotics of Precision and Imprecision” (2016) and “Multilingualism and Sameness vs Otherness in a Semiotic Context”, (2018) both in de Gruyter Mouton's Semiotica, Berlin and Boston, as well as “On the Applicability of the Semiotics of Passions” (2018) and “The Signs’ Behavior in Autistic Children: Semiosis of an Unspoken Language” (2021), both in the Humanities Bulletin, issued by London Academic Publishing, London, United Kingdom. Recently, Dr. Hoxha has published a monograph entitled: Umberto Eco’s Semiotics: Theory, Methodology and Poetics, issued by Cambridge Scholars Publishing in January 2022, New Castle upon Tyne, UK. *** Homepage: https://www.uc.pt/fluc/uidief/io2s Auditorium: https://www.uc.pt/fluc/uidief/io2s/auditorium *** Technical support assured by Robert Junqueira. The cover image for the video was designed by Zahra Soltani. (shrink)

Academician Georg Henrik von Wright (1916-2003) was an internationally leading analytic philosopher and philosophical logician but also an open-minded bridge-builder between philosophical schools and an inspiring intellectual and cultural personality. His centenary year 2016 was celebrated with several conferences, lecture series, books, and exhibitions in Helsinki, Cambridge, and Cairo. One of the main events was the conference The Human Condition, organized by the Philosophical Society of Finland and the University of Helsinki on 18–20 May 2016. This volume (...) contains five keynote papers and sixteen contributed papers from this conference. It also includes the Georg Henrik von Wright Lectures by Sir Antony Kenny and Cora Diamond. The topics range from the philosophy of mind, Wittgenstein, norms and ethics, human action and causality to philosophical issues on technology and environment. The volume is opened by a so far unpublished essay “On Consciousness” by G. H. von Wright. (shrink)