Im April 1719 reist Gotthilf August Francke, der Sohn des Halleschen Waisenvaters August Hermann Francke, nach Jena, um dort sein Theologiestudium aufzunehmen. Erstmals längere Zeit von der Familie getrennt, pflegt er einen intensiven Briefkontakt zu seiner Mutter. Ein vertrauensvolles Verhältnis innerhalb einer vom halleschen Pietismus geprägten Familie spiegeln diese Briefe wider, in denen der junge Francke alle zwei Tage von seinem Ergehen am Studienort, seinen Lebensumständen, seinen Begegnungen mit Kommilitonen und Freunden, seinen gesundheitlichen Schwierigkeiten (...) und seiner persönlichen Entwicklung erzählt. Durch die Dichte, den Detailreichtum und die farbige Schilderung erhalten wir einen guten Einblick in die Geschichte des privaten Lebens im 18. Jahrhundert. Die Briefsammlung, die im Archiv der Franckeschen Stiftungen zu Halle aufbewahrt wird, liegt hier erstmals in einer kommentierten, kritischen Edition vor. Es handelt sich um das früheste Zeugnis des jungen Francke, der als Nachfolger seines 1727 verstorbenen Vaters die damals sog. Glauchaschen Anstalten ausbaute und ihre weltweiten Verbindungen intensivierte. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Eclecticism and the Technologies of Discernment in Pietist PedagogyKelly J. WhitmerWhile the Franckesche Stiftungen (the Francke Foundations) of Halle/Saale are perhaps best known today as the institutional centre of German Pietism, throughout much of the eighteenth century they were widely regarded as a pedagogically innovative Schulstadt (or city of schools). The founder of this Schulstadt, August Hermann Francke (1663–1727), was many things to many people: Pietist, (...) radical Lutheran, theologian, pedagogue, professor of Greek and Oriental languages, preacher, member of the Berlin Academy of Sciences and proponent of a Protestant mission. Like most participants in what was initially a grassroots movement oriented around the personality of Philipp Jakob Spener (1635–1705), a minister active in Frankfurt am Main around 1670 who sought to breathe new life into the Lutheran church,2 Francke rarely referred to himself as a Pietist. From his post at the University of Halle (founded in 1694), this Spenerian prote´gé set out to create a new "universal seminar" that would make the assimilation of many diverse points of view, identities, and competing strands of knowledge its [End Page 545] defining mandate. "My purpose," Francke wrote in a letter to a Pastor Ring from Grünebartau (October 29, 1712), "is to develop a universal institution, useful for bringing into a good and holy order all that is important for the Christianity of all orders of society and relates, in some way, to the healing power of the soul."3 His Schulstadt would "bring into order" a myriad of relationships around a single point and relied, quite deliberately I propose, on an eclectic methodology to do this.In recent years, the relationship of Francke's Schulstadt to the implementation of Brandenburg-Prussia's first compulsory schooling system and teacher training institutes has been better documented than in the past.4 Scholars of education have paid closer attention to the methodological innovations of Pietist pedagogy, and its points of convergence with the ideas of John Locke (1632–1704), Jean-Jacques Rousseau (1712–1778) and Johann Heinrich Pestalozzi (1746–1827) have become subjects of mounting interest.5 Francke's significance for the history of education has been assessed mainly in terms of his ability to realize the pedagogically inclined reform projects of seventeenth-century figures, such as Johann Amos Comenius (1592–1670).6 We know that the thousands of children who participated in the life of the Schulstadt very often left Halle to become actively involved as teachers and ministers throughout the German states. Several played pivotal roles in the development of the late eighteenth-century educational reform movement known as Philanthropismus and its associated practices and institutions.7 [End Page 546]Perhaps the most striking feature of Francke's Schulstadt was its curriculum, which featured innovative training regimens in applied mathematics for children from diverse social backgrounds.8 The scale and rigor of these programs were to be found nowhere else at the time and can be linked to the overtly pedagogical mandate of the Berlin Academy of Sciences (f. 1701). These regimens deliberately juxtaposed artisanal and learned knowledge and stressed the importance of the eye as a conciliatory medium.9 Despite having acquired largely anti-empiricist reputations over the years due to their lingering interest in alchemy and their roles in securing the banishment of the "rationalist" mathematician and philosopher, Christian Wolff (1679–1754), from their community in 1723, careful consideration of what Halle Pietists were teaching in their schools suggests a different view. These historical actors reconciled categories of knowledge production and transmission often framed as oppositional—despite what several scholars have recently shown to be their clear interconnectedness.10I argue here for the predominance of eclecticism in the Schulstadt, including a pronounced emphasis on the "middling" mathematical and mechanical sciences as tools of conciliation and self-improvement. I seek to illustrate how eclecticism was much more than a Philosophiebegriff that was well received by some Pietists, as Walter Sparn has argued, but that it is better understood as a set of conciliatory practices, traces of which resonate in Pietist lesson plans.11 Teachers in Francke's schools integrated experimental philosophy into an educational program that was introducing children to the exercises of... (shrink)

A little bit more than twenty years ago, the attention of bioethics community was attracted by the discovery of the work of Fritz Jahr (1895-1953), a theologian and teacher from Halle (Germany), who had conceived both the term and the discipline of bioethics (Bio-Ethik, 1926) by broadening Kant’s categorical imperative onto animals and plants. Today, dozens of papers deal with Jahr’s bioethics ideas, but his work related to other topics remains almost unknown. In the present paper, we address Jahr’s article (...) from 1930, devoted to education ("Gesinnungsdiktatur oder Gedenkfreiheit? Gedanken über eine liberale Gestaltung des Gesinnungsunterrichts" [Dictatorship of worldview or freedom of thought? Considerations on the liberal structuring of teaching of attitudes]). In the article, published in Die neue Erziehung, Jahr advocates a set of ten quite progressive and free-minded principles, including objectivity, pluriperspectivism (verschiedene Gesinnungseinstellungen), tollerant dialogue, autonomy, rationalism, liberalism, and democratization of education system and of the development of worldview at school. We devote particular attention to the comparison of Jahr’s ideas to the doctrine of Pietism and August Hermann Francke, who established the Foundation in which Jahr spent a significant part of his life, first as a student, and later as a teacher. (shrink)

As COVID-19 spread, clinicians warned of mental illness epidemics within the coronavirus pandemic. Funding for digital mental health is surging and researchers are calling for widespread adoption to address the mental health sequalae of COVID-19. -/- We consider whether these technologies improve mental health outcomes and whether they exacerbate existing health inequalities laid bare by the pandemic. We argue the evidence for efficacy is weak and the likelihood of increasing inequalities is high. -/- First, we review recent trends in digital (...) mental health. Next, we turn to the clinical literature to show that many technologies proposed as a response to COVID-19 are unlikely to improve outcomes. Then, we argue that even evidence-based technologies run the risk of increasing health disparities. We conclude by suggesting that policymakers should not allocate limited resources to the development of many digital mental health tools and should focus instead on evidence-based solutions to address mental health inequalities. (shrink)

DigiCat Verlag stellt Ihnen diese Sonderausgabe des Buches "Das Problem des platonischen Symposion" von August Ritter von Kleemann vor. Jedes geschriebene Wort wird von DigiCat als etwas ganz Besonderes angesehen, denn ein Buch ist ein wichtiges Medium, das Weisheit und Wissen an die Menschheit weitergibt. Alle Bücher von DigiCat kommen in der Neuauflage in neuen und modernen Formaten. Außerdem sind Bücher von DigiCat als Printversion und E-Book erhältlich. Der Verlag DigiCat hofft, dass Sie dieses Werk mit der Anerkennung und (...) Leidenschaft behandeln werden, die es als Klassiker der Weltliteratur auch verdient hat. (shrink)

This paper brings together two erstwhile distinct strands of philosophical inquiry: the extended mind hypothesis and the situationist challenge to virtue theory. According to proponents of the extended mind hypothesis, the vehicles of at least some mental states (beliefs, desires, emotions) are not located solely within the confines of the nervous system (central or peripheral) or even the skin of the agent whose states they are. When external props, tools, and other systems are suitably integrated into the functional apparatus of (...) the agent, they are partial bearers of her cognitions, motivations, memories, and so on. According to proponents of the situationist challenge to virtue theory, dispositions located solely within the confines of the nervous system (central or peripheral) or even the skin of the agent to whom they are attributed typically do not meet the normative standards associated with either virtue or vice (moral, epistemic, or otherwise) because they are too susceptible to moderating external variables, such as mood modulators, ambient sensibilia, and social expectation signaling. We here draw on both of these literatures to formulate two novel views – the embedded and extended character hypotheses – according to which the vehicles of not just mental states but longer-lasting, wider-ranging, and normatively-evaluable agentic dispositions are sometimes located partially beyond the confines of the agent’s skin. (shrink)

This paper argues that the question, ‘where are virtues?’ demands a response from virtue theorists. Despite the polarizing nature of debates about the relevance of empirical work in psychology for virtue theory, I first show that there is widespread agreement about the underlying structure of virtue. Namely, that virtues are comprised of cognitive and affective processes. Next, I show that there are well-developed arguments that cognitive processes can extend beyond the agent. Then, I show that there are similarly well-developed arguments (...) that affective processes can extend beyond the agent. I then introduce three cases to establish that these cognitive and affective processes are relevantly similar to the cognitive and affective processes countenanced by plausible theories of virtue. Finally, I conclude that virtue theorists must abandon default internalism, the view that the cognitive and affective processes comprising virtues are internal to the agent. (shrink)

Over the years, companies have adopted hiring algorithms because they promise wider job candidate pools, lower recruitment costs and less human bias. Despite these promises, they also bring perils. Using them can inflict unintentional harms on individual human rights. These include the five human rights to work, equality and nondiscrimination, privacy, free expression and free association. Despite the human rights harms of hiring algorithms, the AI ethics literature has predominantly focused on abstract ethical principles. This is problematic for two reasons. (...) First, AI principles have been criticized for being vague and not actionable. Second, the use of vague ethical principles to discuss algorithmic risks does not provide any accountability. This lack of accountability creates an algorithmic accountability gap. Closing this gap is crucial because, without accountability, the use of hiring algorithms can lead to discrimination and unequal access to employment opportunities. This paper makes two contributions to the AI ethics literature. First, it frames the ethical risks of hiring algorithms using international human rights law as a universal standard for determining algorithmic accountability. Second, it evaluates four types of algorithmic impact assessments in terms of how effectively they address the five human rights of job applicants implicated in hiring algorithms. It determines which of the assessments can help companies audit their hiring algorithms and close the algorithmic accountability gap. (shrink)

In den »Prolegomena«, von Moses Heß 1841 als der zukunftsträchtige Durchbruch zu einer neuen Epoche des Denkens erkannt und aufgenommen, unternahm der polnische Kosmopolit und Michelet-Schüler Cieszkowski bereits vor Marx den Versuch einer kritischen Aufhebung der Hegelschen Geschichtsphilosophie in die »Philosophische Tat«. Cieszkowskis Forderung, den Standpunkt der bloßen, von Hegel auf ihren Höhepunkt getriebenen begreifenden Reflexion auf die bisherige Geschichte zu verlassen und an die »wirkliche Realisierung der erkannten Wahrheit«, d.h. an die tätige und vernunftgeleitete Gestaltung der »Zukunft« zu gehen, (...) unterscheidet sich allerdings von der Marx' schen Forderung nach der revolutionären Veränderung der Welt. Rüdiger Bubner arbeitet diesen Unterschied in seiner Einleitung systematisch heraus. Jan Garewicz erläutert in seinem Nachwort im Rekurs auf das Gesamtwerk, weshalb Cieszkowski den vom ihm geforderten Umschlag der Theorie in die Praxis nicht als einen Schritt der Abkehr von der Philosophie, sondern als deren Vollendung begriff. (shrink)

This paper aims to expand the range of empirical work relevant to the extended cognition debates. First, I trace the historical development of the person-situation debate in social and personality psychology and the extended cognition debate in the philosophy of mind. Next, I highlight some instructive similarities between the two and consider possible objections to my comparison. I then argue that the resolution of the person-situation debate in terms of interactionism lends support for an analogously interactionist conception of extended cognition. (...) I argue that this interactionism might necessitate a shift away from the dominant agent-artifact paradigm toward an agent–agent paradigm. If this is right, then social and personality psychology—the discipline(s) that developed from the person-situation debate—opens a whole new range of empirical considerations for extended cognition theorists which align with Clark & Chalmers original vision of agents themselves as spread into the world. (shrink)

Das bilaterale Kulturzentrum Villa Vigoni am Comer See widmet sich u.a. mit zahlreichen Fachtagungen der Vertiefung und Erforschung der deutsch-italienischen Beziehungen in Literatur, Wissenschaft, Kultur und Politik. In der Schriftenreihe der Villa Vigoni werden herausragende Ergebnisse dieser Tagungen der an den biliteralen Beziehungen zwischen Deutschland und Italien interessierten Öffentlichkeit zugänglich gemacht. Ziel ist es, durch die wissenschaftliche Dokumentation einen Beitrag zur Aufarbeitung der deutsch-italienischen Kulturtradition zu leisten und die weitere Entwicklung der bilateralen Verständigung zu fördern.

Keine ausführliche Beschreibung für "Die Revolution unseres Weltbildes" verfügbar.

Traditional medical Artificial Intelligence models, approved for clinical use, restrict themselves to single-modal data e.g. images only, limiting their applicability in the complex, multimodal environment of medical diagnosis and treatment. Multimodal Transformer Models in healthcare can effectively process and interpret diverse data forms such as text, images, and structured data. They have demonstrated impressive performance on standard benchmarks like USLME question banks and continue to improve with scale. However, the adoption of these advanced AI models is not without challenges. While (...) multimodal deep learning models like Transformers offer promising advancements in healthcare, their integration requires careful consideration of the accompanying ethical and environmental challenges. (shrink)

We argue that the interaction of biased media coverage and widespread employment of the recognition heuristic can produce epistemic injustices. First, we explain the recognition heuristic as studied by Gerd Gigerenzer and colleagues, highlighting how some of its components are largely external to, and outside the control of, the cognitive agent. We then connect the recognition heuristic with recent work on the hypotheses of embedded, extended, and scaffolded cognition, arguing that the recognition heuristic is best understood as an instance of (...) scaffolded cognition. In section three, we consider the double-edged sword of cognitive scaffolding. On the one hand, scaffolds can reduce the internal processing demands on cognitive agents while increasing their access to information. On the other hand, the use of scaffolding leaves cognitive agents increasingly vulnerable to forming false beliefs or failing to form beliefs at all about particular topics. With respect to the recognition heuristic, agents rely on third parties (such as the media) to report not just what’s true but also what’s important or valuable. This makes cognitive agents relying on these third parties vulnerable to two erroneous influences: 1) because they don’t recognize something, it isn’t important or valuable, and 2) because they do recognize something, it is important or valuable. Call the latter the Kardashian Inference and the former the Darfur Inference. In section four, we use Fricker’s (2007) concept of epistemic injustice to characterize the nature and harm of these false inferences, with special emphasis on the Darfur Inference. In section five, we use data-mining and an empirical study to show how Gigerenzer’s population estimation task is liable to produce Darfur Inferences. We conclude with some speculative remarks on more important Darfur Inferences, and how to avoid them by scaffolding better. One primary way to accomplish this it to shift the burden of embodying the virtue of epistemic justice from the hearer or consumer of media to the media themselves. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Das Buch untersucht die subjektstrategischen Theorien der Soziologie und setzt sie mit der Psychoanalyse in Verbindung. Ziel ist es die Psychoanalyse und deren Erkenntnisse für die Entwicklung eines soziologischen Subjektbegriffes fruchtbar zu machen und Perspektiven für einen verbesserten soziologischen Zugang mit dem Thema Psychodynamik zu eröffnen.