Kohlenbach, U., Effective moduli from ineffective uniqueness proofs. An unwinding of de La Vallée Poussin's proof for Chebycheff approximation, Annals of Pure and Applied Logic 64 27–94.We consider uniqueness theorems in classical analysis having the form u ε U, v1, v2 ε Vu = 0 = G→v 1 = v2), where U, V are complete separable metric spaces, Vu is compact in V and G:U x V → is a constructive function.If is proved by arithmetical means from analytical assumptions x (...) εXy ε Yx z ε Z = 0) only , then we can extract from the proof of → an effective modulus of uniqueness, which depends on u, k but not on v1,v2, i.e., u ε U, v1, v2 ε Vu, k εG, G 2-φuk→dv2-itk). Such a modulus φ can e.g. be used to give a finite algorithm which computes the zero of G on Vu with prescribed precision if it exists classically.The extraction of φ uses a proof-theoretic combination of functional interpretation and pointwise majorization. If the proof of → uses only simple instances of induction, then φ is a simple mathematical operation. (shrink)

We prove that many seemingly simple theories have Borel complete reducts. Specifically, if a countable theory has uncountably many complete one-types, then it has a Borel complete reduct. Similarly, if $Th(M)$ is not small, then $M^{eq}$ has a Borel complete reduct, and if a theory T is not $\omega $ -stable, then the elementary diagram of some countable model of T has a Borel complete reduct.

Istarted my nursing career as a pediatric nurse working with children and their families at the Children's Hospital National Medical Center in Washington, DC. My first position was a staff nurse on a busy surgical floor called 4 Blue. To some degree, and as I reflect on that time, one is never truly prepared as a newly minted nurse or physician for the realities of becoming a clinician. So it was for me. I initially worked a rotational schedule of two (...) weeks of days and two weeks of nights where textbook pediatric cases became everyday experiences. Caring for the most complex of childhood illnesses included patients with osteosarcoma, Wilms tumor, neuroblastoma, short gut syndrome, biliary... (shrink)

1. T. Darstellung -- 2. T. Anmerkungen und Register.

Few bioethicists are educated with a view into nursing. Thus, much of the conceptual and empirical research on ethical issues in nursing practice has been conducted by nurse ethicists themselves and, to a lesser degree, by individuals with a strong interest in nursing ethics. Although this work has internally shaped nursing practice, education, and policy, the broader field of bioethics has seldom examined and acknowledged the everyday ethical concerns of practicing nurses and their important contributions to bioethics discourse. In this (...) special report of the Hastings Center Report —the first to focus on nursing—Christine Grady, Ann Hamric, and I, along with consulting editor Nancy Berlinger, strive to give voice to the contributions of nurses in addressing some of our obstinate everyday ethics and health policy challenges. (shrink)

Keine ausführliche Beschreibung für "Modale Syllogismen, mögliche Welten, Essentialismus" verfügbar.

It is well known by now that large parts of mathematical reasoning can be carried out in systems which are conservative over primitive recursive arithmetic PRA . On the other hand there are principles S of elementary analysis which are known to be equivalent to arithmetical comprehension and therefore go far beyond the strength of PRA . In this paper we determine precisely the arithmetical and computational strength of weaker function parameter-free schematic versions S− of S, thereby exhibiting different levels (...) of strength between these principles as well as a sharp borderline between fragments of analysis which are still conservative over PRA and extensions which just go beyond the strength of PRA. (shrink)

Using Sneed's metatheory an attempt is made to reconstruct Hodgkin and Huxley's theory of excitation of cell membranes. The structure of this theory is uncovered by defining set-theoretical predicates for the partial potential models, potential models, and models of the theory. The function of permeability is said to be the only theoretical function with respect to this theory. The main underlying assumptions of the theory are briefly outlined.

In reply to H. Bußhoff's paper I give another outline of Lakatos' approach to normative theories in order to reduce the misunderstandings Bußhoff seems to have fallen victim to. . In particular, I try to show that he is wrong in claiming there is a vicious circle in this approach or my interpretation of it . Finally, I expose for criticism his alternative methodology of political science which propagates a theory of a "third type", suggesting that he takes too little (...) seriously problems he calls academical although their importance has been shown not only by Lakatos but by political philosophers as Rawls and Nozick. (shrink)

I understand the claim that there is a right to work as the claim that involuntary unemployment is an injustice that requires of justice enforcement institutions to stop it. I argue that in present conditions of high productivity it is more consistent with the liberal tradition to proclaim a right to develop one’s capabilities than a right to work. The steps of my argument are: (1) An important though not the only reason for considering unemployment unjust has been what I (...) call the Promethean idea of society. (2) The Promethean idea is implied by the liberal idea of rights. (3) There are two conceptions of the Promethean idea, the centralist and the autonomous one. (4) Only the latter is acceptable. (5) Involuntary unemployment is unjust even if the dole is decently high. (6) The injustice of unemployment can be stopped only by institutions that enable everyone to use their capabilities in realizing the Promethean idea. (7) One such institution is basic income. (8) As employment is not necessary for survival, we should replace the right to work with a right to develop one’s capabilities. (shrink)

Kann ein Mensch wirklich verstehen, wie es ist, eine Fledermaus zu sein? Natürlich nicht. Er kann sich nur vorstellen, wie es sich anfühlen könnte. Nagel zeigt damit dem Menschen die Grenzen seiner Erkenntnis- und Empathiefähigkeit auf. Radikal, provokativ und erhellend zugleich, ist der Essay von 1974 einer der am häufigsten zitierten philosophischen Aufsätze des 20. Jahrhunderts. Ulrich Diehl erklärt in einem Nachwort die besondere Bedeutung und spannende Wirkungsgeschichte dieses Klassikers der Philosophie des Geistes.

Biographical note: Thomas Alkemeyer (Dr. phil.) ist Professor für Soziologie und Sportsoziologie an der Carl von Ossietzky Universität Oldenburg. Ulrich Bröckling (Dr. phil.) ist Professor für Kultursoziologie an der Albert-Ludwigs-Universität Freiburg. Tobias Peter (Dr. rer. pol.) ist wissenschaftlicher Mitarbeiter am Institut für Soziologie der Albert-Ludwigs-Universität Freiburg.

Das Phänomen des Ethischen ist dem Konflikt der Interpretationen ausgesetzt. Er äußert sich nicht nur in ethischen Kontroversen, sondern auch als Konflikt ethischer Grundkonzeptionen und Menschenbilder. Verstärkt wird in jüngster Zeit über das spezifische Profil evangelischer Ethik und Urteilsbildung nachgedacht. Die Beiträge dieses Buches konfrontieren entsprechende Bemühungen mit der provokanten These R. Bultmanns, es gebe gar keine christliche Ethik, sofern darunter einer Theorie über das verstanden werde, was Christen zu tun und zu lassen haben.

Includes articles by: Ulrich Arnswald, Jens Kertscher, Matthias Kross, Thomas Macho, Walter Mesch, Dieter Mersch, Regine Munz, Hans Julius Schneider, Hans-Peter Schutt, Ilse Somavilla, Samuel C. Wheeler III, Anja Weiberg, Rüdiger Zill.

I attempted to explore a number of things. Some of them might be relevant to philosophy. Everything could be treated as if they are relevant to philosophy, in an essential or primary manner, secondary, tertiary, etc or merely accidentally. A few of the philosophical dimensions or aspects that might be touched on by my explorations are - methods, techniques, tools, etc in philosophy or the doing of philosophizing. dimensions and aspects dealt with by these tools include, reasoning, argumentation, assumptions, pre-suppositions, (...) biases, fallacies, objectives, aims, purposes, rationale, functions of philosophy and philosophizing the different pre-suppositions of philosophizing, the nature of the processes of doing philosophy, the different stages in the processes of doing philosophy, different levels of these processes, different dimensions of these processes and in these levels, different contexts, assumptions, pre-suppositions, biases, attitudes, beliefs, opinions, implications, institutionalized and internalized ideas concerning these things I summarize the above as philosophizing resembles or is a certain kind of theorizing this idea identifies, points to, conceptualizes and explores a number of aspects of philosophy and philosophizing. The above, including the tradition of philosophy, the discipline of philosophy, the intersubjectivity of philosophy, the intersubjectivities of different domains of philosophy, of different subject-matter, different schools, and movements, the institutionalization of philosophy, its institutions, norms, values, objectives, the professionalization of philosophy, different aspects of it Individuals involved in philosophy, from academics, teachers, students, researchers, publishers, readers, media, critics, original and creative thinkers involved in philosophy, their styles, motives, concerns, aims, reasons, etc. The context, the points of view or perspective, -/- the emphasis, the ‘reality’ or assumed reality and life world of the above is - the multiverse or universe, the notion of (a biological, biologically based or nature of) consciousness (whatever this might mean in different contexts, theories, etc) that is universal, universe or multiverse. In other words, not subject centered, not human, anthropo-centered, not earth restricted. -/- . (shrink)

Coming from anarchist circles and revolutionary-syndicalist trade unions, Simone Weil initially saw herself as a Marxist and an anarchist, before increasingly becoming their early and extremely pointed critic. From 1933 on, she distanced herself more and more from the syndicalist movement in terms of content, and at the same time she was increasingly skeptical of its politics. She saw in the syndicalists, socialists, and communists no more accurate knowledge of society than in the conservatives or fascists. Moreover, she came to (...) realize that they did not have the necessary means of action to carry out a revolution. In the assertion of the "historical mission of the working class," she saw a phrase that served the functionaries but only further humiliated and betrayed the working class. In this respect, even Marxism was for Weil still the intellectual expression of the bourgeoisie, because even a change in property relations would not have eliminated the oppression of the working class. Until the end of her life, she held that instead a radical change in labor relations was necessary to end the oppression of the working class and its social misery. The article attempts to situate Simone Weil's early disillusionment with syndicalism, socialism, Marxism and Stalinism, as well as her recognition of what was widely labelled totalitarianism in Western societies at the latest after the Second World War, in her writings. (shrink)

Context: This paper outlines how radical constructivist theory has led to a particular methodological technique, developing second-order models of student thinking, that has helped mathematics educators to be more effective teachers of their students. Problem: The paper addresses the problem of how radical constructivist theory has been used to explain and engender more viable adaptations to the complexities of teaching and learning. Method: The paper presents empirical data from teaching experiments that illustrate the process of second-order model building. Results: The (...) result of the paper is an illustration of how second-order models are developed and how this process, as it progresses, supports teachers to be more effective. Implications: This paper has the implication that radical constructivism has the potential to impact practice. Key Words: Second-order model, radical constructivism, teaching, mathematics education. (shrink)

The aim of this paper is to explain the Kantian concept of philosophy according to which philosophy can be understood as the narrow door to the teaching of wisdom. This discussion is guided by the question about the relation between logos and mythos. The thesis is that the awareness of the limits of logos, the scientific approach to the world, can be regarded as a presupposition for a proper understanding of mythos, the articulation of wisdom, which expresses the unity of (...) contradictory elements of life. Philosophy has the function of mediating between reason and wisdom by making explicit the limits of scientific explanation. This opens a field of unrestricted and therefore not scientifically explicable thoughts: the sphere of ideas that are accessible in Ethics and Aesthetics. (shrink)

Exploration of the process/es and features of theorizing. Investigation of the so-called methods, techniques and tools of doing philosophy or philosophizing and illustrating that they resemble the methods of the process/es of theorizing. Showing that the some or most of the same process are implicit and underlying social theory and the development of such theory with Habermas as example.

Praxeology as theoretical concept has obtained growing attention in recent years, at the same time there is a lack of empirical findings upon its scope in applied research. The contributions of this volume prove the operational feasibility and heuristic capacity of the praxeological approach in an interdisciplinary perspective and based on specific research questions.".