This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...) this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems. In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’. (shrink)

Endothelial cells line the inside of all blood vessels, forming a structurally and functionally heterogenous population of cells. Their complexity and diversity has long been recognized, yet very little is known about the molecules and regulatory mechanisms that mediate the heterogeneity of different endothelial cell populations. The constitutive organ‐ and microenvironment‐specific phenotype of endothelial cells controls internal body compartmentation, regulating the trafficking of circulating cells to distinct vascular beds. In contrast, surface molecules associated with the activated cytokine‐inducible endothelial phenotype play (...) a critical role in pathological conditions including inflammation, tumor angiogenesis, and wound healing. Differentiation of the endothelial cell phenotypes appears to follow similar mechanisms to the differentiation of hematopoietic cells, with the exception that endothelial cells maintain transdifferentiating competence. The present review offers a scheme of endothelial cell differentially expressed endothelial cell molecules as targets for directed therapeutic intervention. (shrink)

There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions ; such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; the process and product of (...) learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. (shrink)

The West's foremost translator of the I Ching, Richard Wilhelm thought deeply about how contemporary readers could benefit from this ancient work and its perennially valid insights into change and chance.

Keine ausführliche Beschreibung für "Geisteswissenschaft als Aufgabe" verfügbar.

Ectopic pregnancy, when not resolved naturally, can be fatal to the mother if left untreated. A number of medical solutions exist, though none that save the life of the embryo. This article assesses the ethical value of one of these solutions, the salpingostomy, by examining the moral object of the salpingostomy and whether the procedure constitutes a direct abortion. The author responds with William E. May and Maria DeGoede to salpingostomy proponents Albert Moraczewski, Christopher Kaczor, John Tuohey, and others. Because (...) of the lack of moral certitude that the trophoblast is neither a vital organ of the fetus nor a member of the fetus’s body, the author concludes that the salpingostomy may not be considered a licit procedure in the treatment of ectopic pregnancy, and challenges readers to admit that medical science lacks a direct, active solution to ectopic pregnancy. (shrink)

In Alexandre Kojève’s lectures on Hegel, the unfolding of the (philosophical) concept, from the desire for recognition to the (politically) universal and (socially) homogenous state (UHS), is broug...