This paper investigates the dynamic and performative construction of publics in public engagement exercises. In this investigation, we, on the one hand, analyse how public engagement settings as political machineries frame particular kinds of roles and identities for the participating publics in relation to ‘the public at large’. On the other hand, we study how the participating citizens appropriate, resist and transform these roles and identities, and how they construct themselves and the participating group in relation to wider publics. The (...) empirical basis of our argument is a discussion of four different kinds of participation events in Austria. Building on these observations we develop conclusions about the public up-take of public participation in technoscience and the role of public engagement in current techno-political cultures. (shrink)

English summary: Contrary to the prevailing view that the 'Encheiridion' is a second rate summary of the 'Diatribai', this commentary makes clear the unique significance of this so-called handbook on stoic morality, which must rank as one of the first philosophical handbooks ever to be published. The commentary places the most popular work of this Stoic of the Roman Empire in the overall context of Epictetus's thought and discusses its significance in Stoic schools as well as with regard to both (...) precursory and contemporary followers from competing schools of philosophy. Taking into account the most important debates on terminology and the history of philosophy, the author describes the unique synthesis of rhetoric and debate, which reveal the 'Encheiridion' as being a workbook for character based self-education. German description: Entgegen der vorherrschenden Einschatzung, das 'Encheiridion' sei eine zweitrangige Zusammenfassung der 'Diatribai', begrundet der vorliegende Kommentar die eigenstandige Bedeutung des 'Handbuchleins zur stoischen Moral', das als eines der ersten philosophischen Handbucher uberhaupt gelten darf. In 53 Abschnitten bietet das 'Encheiridion' zahlreiche charakterliche und seelische Ubungen, um die stoische 'ars vitae' zu vervollkommnen. Mit ausdrucklichem Verweis auf die sokratische Tradition der epimeleia heautou stellt Epiktet den richtigen Gebrauch der Vorstellungen und fortwahrende Selbstuberprufung in den Mittelpunkt seines psychagogischen Programms. Der Kommentar ordnet das popularste Werk des kaiserzeitlichen Stoikers in den Gesamtzusammenhang des Denkens Epiktets ein und diskutiert dessen Positionen innerhalb des stoischen Schulsystems sowie in Hinsicht auf Vorlaufer und zeitgenossische Anhanger konkurrierender Philosophenschulen. Unter Berucksichtigung der wichtigsten terminologischen und philosophiegeschichtlichen Debatten wird die eigentumliche Synthese von rhetorischer und argumentativer Darstellung erlautert, anhand deren das 'Encheiridion' seine Wirkung als Ubungsbuch zur charakterlichen Selbstbildung entfaltet. (shrink)

In the final stanza of Odes 3.1, Horace reverts to themes broached in the programmatic opening lines, qualifying them in light of the intervening lyric argument. By means of associations with literary aesthetics in the question cur valle permutem Sabina divitias operosiores (47-48), and by allusions to the proem of Vergil Georgics 3 and to Pindar Olympian 6.1-4 in invidendis postibus et novo sublime ritu moli aratrium (45-46), Horace develops a literary metaphor in order to express his discomfort in treating (...) national and political themes in the lyric genre. (shrink)

Journal Name: Philologus Issue: Ahead of print.

It is an assumption common to many theories of rationality that all practical reasons are based on a person's given desires. I shall call any approach to practical reasons which accepts this assumption a "Humean approach". In spite of many criticisms, the Humean approach has numerous followers who take it to be the natural and inevitable view of practical reason. I will develop an argument against the Humean view aiming to explain its appeal, as well as to expose its mistake. (...) I focus on just one argument in favour of the Humean approach, which I believe can be constructed as the background idea of many Humean accounts: the argument from motivation. (shrink)

Is the wrongness of an action a reason not to perform it? Of course it is, you may answer. That an action is wrong both explains and justifies not doing it. Yet, there are doubts. Thinking that wrongness is a reason is confused, so an argument by Jonathan Dancy. There can’t be such a reason if ‘ϕ-ing is wrong’ is verdictive, and an all things considered judgment about what (not) to do in a certain situation. Such judgments are based on (...) all the relevant reasons for and against ϕ-ing. If that ϕ-ing is wrong, while being an all things considered verdict, would itself be a reason, it would upset the balance of reasons: it would be a further reason which has not yet been considered in reaching the verdict. Hence, the judgment wasn’t ‘all things considered' after all. I show that the argument against wrongness being a reason is unsuccessful, because its main assumption is false. Is main assumption is that a consideration which necessarily does not affect the balance of reasons is not a reason. I also argue that there can be no deontic buck-passing account. (shrink)

In this paper, I argue that a person can have a reason to do what she cannot do. In a nutshell, the argument is that a person can have derivate reasons relating to an action that she has a non-derivative reason to perform. There are clear examples of derivative reasons that a person has in cases where she cannot do what she (non-derivatively) has reason to do. She couldn’t have those derivative reasons, unless she also had the non-derivative reason to (...) do what she cannot do. I discuss a number of objections to this view, in particular two: (1) The objection that if there were reasons to do what one cannot do, many of those would be ‘crazy reasons’, and (2) the worry that if there were such reasons, then agents would have reasons to engage in futile deliberations and tryings. I develop an explanation of ‘crazy reasons’ that shows that not all reasons to do the impossible are crazy and only those that are need to be filtered out, and, regarding the second objecting, I show that the reasons for trying as well as for taking the means to doing something—instrumental reasons in a broad sense—are different from the reasons for performing the action in the first place. They are affected by impossibility, and we can explain why that is so. The view I argue for is that a person may have a reason to do what she cannot do, but she does not have a reason to try to do so or to take means to realizing the impossible. (shrink)

Our beliefs and opinions are shaped by others, making our social networks crucial in determining what we believe to be true. Sometimes this is for the good because our peers help us form a more accurate opinion. Sometimes it is for the worse because we are led astray. In this context, we address via agent-based computer simulations the extent to which patterns of connectivity within our social networks affect the likelihood that initially undecided agents in a network converge on a (...) true opinion following group deliberation. The model incorporates a fine-grained and realistic representation of belief and trust, and it allows agents to consult outside information sources. We study a wide range of network structures and provide a detailed statistical analysis concerning the exact contribution of various network metrics to collective competence. Our results highlight and explain the collective risks involved in an overly networked or partitioned society. Specifically, we find that 96% of the variation in collective competence across networks can be attributed to differences in amount of connectivity and clustering, which are negatively correlated with collective competence. A study of bandwagon or “group think” effects indicates that both connectivity and clustering increase the probability that the network, wholly or partly, locks into a false opinion. Our work is interestingly related to Gerhard Schurz’s work on meta-induction and can be seen as broadly addressing a practical limitation of his approach. (shrink)

The Schyns et al. target article demonstrates that different classifications entail different representations, implying “flexible space learning.” We argue that flexibility is required even at the within-category level.

The term “moral heuristic” as used by Sunstein seeks to bring together various traditions. However, there are significant differences between uses of the term “heuristic” in the cognitive and the social psychological research, and these differences are accompanied by very distinct evidential criteria. We suggest the term “moral heuristic” should refer to processes, which means that further evidence is required.

A. EInleitung: Politische Hermeneutik als Ausweg aus der "entzauberten Welt" B. "Die dialogische Stadt" Das "theologisch-politische Problem" - Das Politische - Politische Philosophie - Politische Rhetorik - Schriftlichkeit und Philosophie - Politische Philosophie und die "Kunst des Lesens" C. "Von der Geschichte zur Natur" Historisches Verstehen - Gadamers unvollkommener "Vorgriff auf Vollkommenheit" - Hermeneutische Politik - Theologische Politische Hermeneutik Literaturverzeichnis Namensregister.

This is a PhD dissertation. Ethical particularism claims that any non-moral feature that in one situation is a reason why something is, for example, morally wrong, may in another situation be morally irrelevant or have an opposite moral valence. Ethical particularism entails, in other words, the non-existence of true or sound moral principles. Actions, persons, and situations acquire their moral features contextually in a way that escapes codification in principled terms. Particularism comes in this way in conflict with a classical (...) approach to moral philosophy. (shrink)

Representing organizational reality in conceptual models is an important part of IS practice. In this paper we expose and challenge the taken-for-granted ontological and epistemological assumptions that underpin common accounts of conceptual modeling, using process modeling as an example. We argue that, due to an implicit commitment to a dualist ontology and representationalist epistemology, much literature regards the elicitation and representation of reality in the course of modeling as largely unproblematic. We draw on Martin Heidegger's holistic philosophy to give an (...) alternative analysis that brings to the fore challenges in 1) eliciting knowledge of routine activities, 2) capturing knowledge from domain experts and 3) representing organizational reality in authentic ways. As a result we come to see modeling as a practice that performs particular realities rather than simply representing a given reality. We hope to initiate a critical discussion on the implications of the current philosophical grounding of conceptual modeling. (shrink)

This paper examines the basic question of how we can come to form accurate beliefs about the world when we do not fully know how good or bad our evidence is. Here, we show, using simulations with otherwise optimal agents, the cost of misjudging the quality of our evidence. We compare different strategies for correctly estimating that quality, such as outcome‐ and expectation‐based updating. We also identify conditions under which misjudgment of evidence quality can nevertheless lead to accurate beliefs, as (...) well as those conditions where no strategy will help. These results indicate both where people will nevertheless succeed and where they will fail when information quality is degraded. (shrink)

Understanding how learners regulate their emotions and engage in metacognitive strategies is crucial for fostering self-regulated learning, particularly in technology-mediated learning. This study examines the temporal relationships between two emotion regulation (ER) strategies, reappraisal and suppression, frustration, and use of progress monitoring as metacognitive strategy, within the context of an educational game on financial literacy. The study involved 82 undergraduate students whose levels of frustration, progress monitoring behaviour, ER strategies were assessed at various points during the learning task. Findings revealed (...) that the use of both reappraisal and suppression decreased during the learning task. Additionally, both ER strategies were negatively associated with frustration, although the relationship between reappraisal and frustration diminished over time. Frustration was negatively related to progress monitoring, indicating that effective emotion regulation can help maintain engagement in metacognitive strategies by keeping cognitive resources available. Notably, suppression and progress monitoring showed a positive relation that increased over time, highlighting the potential usefulness of suppression in extended learning tasks, despite its generally lower effectiveness compared to reappraisal. The results highlight the importance of considering temporal dynamics in the application of ER strategies during extended learning. Practical implications for the design of technology-mediated learning environments and educational interventions are proposed. (shrink)

Information generally comes from less than fully reliable sources. Rationality, it seems, requires that one take source reliability into account when reasoning on the basis of such information. Recently, Bovens and Hartmann (2003) proposed an account of the conjunction fallacy based on this idea. They show that, when statements in conjunction fallacy scenarios are perceived as coming from such sources, probability theory prescribes that the “fallacy” be committed in certain situations. Here, the empirical validity of their model was assessed. The (...) model predicts that statements added to standard conjunction problems will change the incidence of the fallacy. It also predicts that statements from reliable sources should yield an increase in fallacy rates (relative to unreliable sources). Neither the former (Experiment 1) nor the latter prediction (Experiment 3) was confirmed, although Experiment 2 showed that people can derive source reliability estimates from the likelihood of statements in a manner consistent with the tested model. In line with the experimental results, model fits and sensitivity analyses also provided very little evidence in favor of the model. This suggests that Bovens and Hartmann’s present model fails to explain fully people’s judgements in standard conjunction fallacy tasks. (shrink)