Outlines of Metaphysic - dictated portions of the lectures of Hermann Lotze is an unchanged, high-quality reprint of the original edition of 1884. Hansebooks is editor of the literature on different topic areas such as research and science, travel and expeditions, cooking and nutrition, medicine, and other genres. As a publisher we focus on the preservation of historical literature. Many works of historical writers and scientists are available today as antiques only. Hansebooks newly publishes these books and contributes to (...) the preservation of literature which has become rare and historical knowledge for the future. (shrink)

The non-clerical („unpfäffisch“) Schleiermacher. Karl Glutzkow and the Schleiermacher image of Young Germany. Towards a construction of a countermyth. After Friedrich Schleiermacher’s death on February 12, 1834, his disciples and his family endeavoured to idealize him as an exemplary figure of the church by publishing a complete edition of his published and unpublished works as well as a selection from his letters. (1) Schleiermacher’s Christian death („christliche Euthanasie“). This endeveaour began with the sermons delivered at the funeral and the notes (...) of his wife, Henriette Schleiermacher, about his pious death. (2) Gutzkow’s obituary in the „Allgemeine Zeitung“. The journalist Gutzkow in particular protested against this portrayal in an obituary in which the old Schleiermacher was declared to have been senile and without substantial importance for the present time. On the other hand, an image of the young Schleiermacher, the friend of the Romantics, was to be preserved for the younger generation. (3) The replies of Schleiermacher’s disciples. A forthright reply to Gutzkow’s obituary appeared in the same journal. His view was contradicted by means of an extensive biographical sketch by Friedrich Lücke, one of Schleiermacher’s disciples. (4) Gutzkow’s publication of „Schleiermacher’s Vertraute Briefe über Friedrich Schlegels Lucinde“. Gutzkow supported his view with a new edition of Schleiermacher’s early work, to which he added a provocative preface. As a result, the edition was banned. (5) Abuse of Schleiermacher or a gallant service to him? The reception of the „Vertraute Briefe“. The reactions were divided between considering the work as an early youthful indiscretion of Schleiermacher, and the idea of an intellectual identity running through Schleiermacher’s whole life. The other authors of Young German aligned themselves with Gutzkow. (6) The end of the myth of Schleiermacher: Gutzkow’s „Wally. Die Zweiflerin“. This novel, which derives the protagonist’s suicide from his religious doubts, caused the literary movement Young Germany to be banned in all of Germany, and also led to the imprisonment of the author. In the novel itself, Schleiermacher’s role is rather minor. Later on, Gutzkow did not renew the image of an non-clerical Schleiermacher. – I shall also re-edit a conventional obituary, Gutzkow’s obituary as well as an anonymous reply in the Allgemeine Zeitung (Augsburg). (shrink)

Background: Informed consent is fundamental to the autonomous decision-making of patients, yet much is still unknown about the process in the clinical setting. In an evolving healthcare landscape, nurses must be prepared to address patient understanding and participate in the informed consent process to better fulfill their well-established role as patient advocates. Research objective: This study examines hospital-based nurses’ experiences and understandings of the informed consent process. Research design: This qualitative descriptive study utilized a semi-structured interview approach identifying thematic concerns, (...) experiences, and knowledge of informed consent across a selected population of clinically practicing nurses. Participants and research context: In all, 20 baccalaureate prepared registered nurses practicing in various clinical settings (i.e. critical care, oncology, medical/surgical) at a large northeastern academic medical center in the United States completed semi-structured interviews and a demographic survey. The mean age of participants was 36.6 years old, with a mean of 12.2 years of clinical experience. Ethical considerations: Participation in this study involved minimal risk and no invasive measures. This study received Institutional Review Board approval from the University of Pennsylvania. All participants voluntarily consented. Findings: The majority of participants (N = 19) believe patient safety is directly linked to patient comprehension of the informed consent process. However, when asked if nurses have a defined role in the informed consent process, nearly half did not agree (N = 9). Through this qualitative approach, three major nursing roles emerged: the nurse as a communicator, the nurse as an advocate, and the clerical role of the nurse. Discussion and conclusion: This investigation contributes to the foundation of ethical research that will better prepare nurses for patient engagement, advance current understanding of informed consent, and allow for future development of solutions. Nurses are at the forefront of patient–provider interactions and they are often presented opportunities to learn about and engage in the informed consent process. (shrink)

This is a book that no one but Weyl could have written--and, indeed, no one has written anything quite like it since.

Dans cet article ici en traduction inédite, dont la première version allemande date de 2011, Hermann Schmitz s’interroge sur les éléments qui, se déployant dans l’interaction entre les édifices et la vie sensible et affective des habitants, constituent l’atmosphère d’une ville. Dans cette perspective, il met à contribution plusieurs grands concepts de sa philosophie (la « Nouvelle Phénoménologie » développée dès les années 1960), destinée à élucider l’expérience vécue involontaire : dynamique du corps de chair (Leib), suggestions de mouvements, (...) caractères synesthésiques. (shrink)

Band 13 der psycho-logik widmet sich aus fächerübergreifendem Blickwinkel dem Thema Identität, das in den Sozial- und Geisteswissenschaften zu einem Schlagwort des 20. und 21. Jahrhunderts geworden ist. Gerade die moderne und liberale Gesellschaftsordnung, die uns ungeahnt viel Freiheit ermöglicht hat, charakterisiert ein Patchwork aus Identifikationsangeboten, das zugleich die kollektive und personale Identitätsfindung problematisch macht. Aktuell hat die narrative Theorie die erinnerte und erzählte Lebensgeschichte zum Gründungsort des Selbst erhoben. Sie spielt auch in den Beiträgen dieses Bandes eine prominente Rolle. (...) Es zeigt sich, dass die Identitätskonstruktion ein Prozess ist, in dem sich Identität als etwas Fragiles und Plurales offenbart. Identität ist ein tragisches Spiel zwischen Einheit und Mannigfaltigkeit: Identität(en). Forscher*innen aus Deutschland, Irland und den USA mit ihren Beiträgen aus Literaturwissenschaft, Theologie, Philosophie und Psychologie diskutieren u. a. das Band zwischen Identität und Erinnerung bei Marcel Proust, transsexuelle Identitätskonstruktionen in US-amerikanischen Biopics, den Film als Identitätsbildungsmedium des Publikums, Identitätspolitik(en) am Beispiel des Zugangs zu US-amerikanischen Hochschulen, die Identitätsfindung in Lebensgeschichten und den psychotherapeutischen Umgang mit gebrochenen Identitäten. Fotoarbeiten des Künstlers Hermann Recknagel runden den Band ab. Mit Beiträgen von Michaela I. Abdelhamid, Carsten Albers, Paul Clogher, Katherine Duval, Winfried Eckel, Fiona Ennis, Annette Hilt, Christopher A. Nixon, Paul Nnodim, Hermann Recknagel, Patricia Rehm-Grätzel, Martin Reker, Annika Schlitte und Hartwig Wiedebach. (shrink)

Sehr verehrter Herr Professor! Ihrem Buch über die Prinzipien der Quantenmechanik verdanke ich das Verständnis für die Geschlossenheit und Schönheit dieser Theorie, einer Schönheit, die, wie mir scheint, in der abstrakt symbolischen Art Ihrer Darstellung überhaupt erst richtig zur Geltung kommt. Die starken Anregungen, die ich von Ihnen erhalten habe und für die ich Ihnen dankbar bin, haben zugleich in mir den Wunsch geweckt, Ihre Meinung über einige Gedankengänge kennen zu lernen, die sich mir beim Studium der Quantenmechanik mehr und (...) mehr aufgedrängt haben. (shrink)

In all the current alienating discourse on Islam as a source of extremism and fanatic violence this new publication takes a timely and refreshing look at the traditions of Islamic mysticism, philosophy and intellectual debate in a series of diverse and stimulating approaches. It tackles the major figures of Islamic thought as well as shedding light on hitherto unconsidered aspects of Islam utilizing new source material. The contributors are impressive list of scholars and experts.

Accompanied by facing-page Italian and explanatory notes, a stunning new translation, using modern American English, of the great poetic masterpiece maintains Dante's original triple rhyme scheme, brilliantly and beautifully recreating Inferno in all its glory.

Hermann Cohen's Religion of Reason, Out of the Sources of Judaism is widely taken to be the greatest work in Jewish philosophy and religious thought since Maimonides' Guide to the Perplexed. It is at once a Jewish book and a philosophical one: Jewish because it takes its material from the literary tradition that extends from the bible to the rabbis to the great medieval philosophers; philosophical because it studies that material in order to construct a worldview that is rational (...) in the broadest sense of the term. This edition reprints a 1972 introduction by Leo Strauss and includes an essay on the work by Steven Schwarzchild. A new introduction by Kenneth R. Seeskin situates Cohen's masterwork in the history of modern philosophical and religious thought. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Marja Heimonen, “Justifying the Right to Music Education”Hermann J. KaiserFirst of all I would like to thank Marja Heimonen for her paper on a central problem not only for music education as practice but also for the theory of music education. She gives a very clear and convincing answer to a permanently irritating question: How do we justify music education within an ensemble of competing (...) subjects struggling to get a place within the school curriculum. And she does it in a rather uncommon way, that is, by means of legal philosophy. I think her arguments provoke several questions worthy of serious discussion. Some of these questions I shall try to indicate.The first question relates to the right to (music) education. Referring to the Nordic countries she states, "Their legal systems are based on enacted acts and statutes not only protecting the citizens against criminal acts but also securing their rights to receive a certain amount and standard of services the state is obliged to provide" and she continues: "Education is one of the basic rights in Nordic societies." I am interested very much in the wording by which these constitutions declare the right to education respectively to music education. The German constitution, for example, says only, but very bluntly that the entire schooling system stands under control of the state. That means, in connection with compulsory schooling, education at school means no right but a compulsion. (I shall come back to this point later.)The second question relates to the issue of internal versus external goods or instrumental versus self-justifying aims. In her attempt to justify music education Heimonen makes a distinction between internal and external goods, instrumental and self-justifying aims. I wonder if this distinction—though it is very common in theories of action and of value—really refers to different facts; perhaps [End Page 213] it is only a difference in perspectives. I will transform this problem into a question thus: Are aims and values emphasizing a person's well-being really not instrumental with regard to this person? The well-being aims look to me to be necessarily connected to self-justifying aims. Aims, values, activities, facts, situations, and so on, generating well-being, are always instrumental with regard to a person's well-being. What else should they be?On the other hand, are so-called external goods and instrumental aims not self-justifying aims as well, again from the point of view of the person concerned? Are not aims which favor the training of a future professional (so called instrumental aims) self-justifying with regard to this person since they contribute very much to his or her well-being? Thus music educators should not hesitate to demonstrate the real individual, social, economical, and so on, benefit of music education to the society concerned very energetically.The third question arises around the implicit theories of the teacher, the school, and the function of music education as set forth by Heimonen in her paper. Heimonen compares the structure of the (music) teacher's situation with that of a judge. She says:The judge has to operate between the tensions of different interests in the framework of the law consisting of written regulations and the tradition of previous cases that have been solved.... The judge works within a "legal puzzle" just as the music teacher operates in a "musical puzzle": both of them have to think holistically as they try to achieve the best possible solutions in a particular situation, and both of them have to act innovatively and creatively in their practice.Here the question arises as to whether the "musical puzzle" is really the corresponding moment to the "legal puzzle" or whether it is the "music-pedagogical puzzle." I think it is the latter. But the teacher does not have—like the judge "his" legal system—a framework of written regulations and he never is in the situation just to apply rules on different cases. That is to say, one cannot reduce educational activities to making decisions on the basis of right or wrong, good or bad. But even if one would acknowledge an identical structure of the... (shrink)

In this commentary, the formation of “pre-iconic” visual-prime persistence is described in the context of prime-specific, independent-component activation at prefrontal and posterior EEG-recording sites. Although this activity subserves neural systems that are near identical to those described by Ruchkin and colleagues, we consider priming to be a dynamic process, identified with patterns of coherence and temporal structure of very high precision.

In this essay, our goal is to discover science in Martin Heidegger's Introduction to Metaphysics, lecture notes for his 1935 summer semester course, because, after all, his subject is metaphysica generalis, or ontology, and this could be construed as a theory of the human brain. Here, by means of verbatim quotes from his text, we attempt to show that indeed these lectures can be viewed as suggestion for an objective scientific theory of human perception, the human capacity for deciphering phenomena, (...) ie. hermeneutics in its broadest sense. His added notes from the 1953 edition, all of which are comments, not corrections, imply that he never abandoned these thoughts on metaphysics, despite all of his utterances about a need to overcome it, and their popular interpretations to that effect. In his presentation, he further develops the colorful and intuitive style, an hermeneutic language, that he had created in his earlier work Being and Time. Of human existence he speaks in such expressions as being-there -- ``Dasein" -- and being-in-the-world, the latter term no longer explicit in the 1935 lectures. The lectures can be read as a pre-scientific analysis of how man, being-there, perceives his environment, artfully managing to deal with the manifold challenges posed by the phenomenal structures of the universe. Man attentively recognizes and deciphers their pre-linguistic contents and, while trying to make sense of it all, puts into words his awareness. There are numerous passages in Heidegger's work where he in fairly concrete terms provides us with hints for a perceptive science that, as it turns out and is demonstrated below in this essay, can be explained in terms of recent advances in neuroscience. It would be implausible, even unthinkable, unimaginable, for there not to be found essential agreement between on one hand his philosophical insights gained by hermeneutics of Dasein, into how our brain functions to let us know what's happening & on the other hand, scientific discoveries obtained through anatomy, EEG, fMRI, TMS, electrode implants, etc, of brain structures & functions employed in perception of the momentary scene. A nexus between science and philosophy is provided in Heidegger's definitive treatment of the Logos, here interpreted as a structural version of Platonic forms (Burchard, 2014). This allows for neurolinguistic brain functions to serve as meta-context for Heidegger's being-in-the-world. The logical functions of Dasein's anatomical brain are performed by the logos machine, formerly the human soul, using top-down processing based on a global context, the noumenal cosmos which humans maintain internally. Heidegger's 1942/43 winter semester lectures Parmenides extend in unbroken fashion his 1935 work, proving that he never abandoned, as is widely claimed, his metaphysical avenue of thought. (shrink)