In lieu of an abstract, here is a brief excerpt of the content:A Response to Cathy Benedict, “Naming Our Reality: Negotiating and Creating Meaning in the Margin.”Frederik PioIn this paper we are offered a reflection on the historical and present marginalization of music education. As Cathy Benedict says, "What of this marginalization and what of its possibilities? I would like to suggest in this paper that this marginalized status partly reflects our own complicity as we have historically allowed others (...) to speak for us." The field of music education in other words is suffering from a lack of independence. She goes on to say, "music educators have copied the perceived successes of the basic disciplines instead of striving for transformation." However, the radical transformation which is called for seems to lie neither in the integration of music education as part of general education nor in the isolation of music education for she adds, "if we continue to 'concern ourselves with possible future scenarios for music education as part of general education' and in a music education vacuum, then we will probably continue to construct what 'could be' in the guise of what has 'always been.'"The assumption seems to be that music education belongs in the margin, for Benedict also adds, "it is misguided to think of our goal as simply to place music education as part of general education." Instead it is the margin that is claimed to be ripe with possibillities of transformation: "It is true that we need to envision 'what could be' scenarios for music education as part of general education.... It seems more important, though, even imperative, to grapple with the systemic issues that continually haunt us." From the margin music education "must begin narratives with the other disciplines." In other words, the margin seems to be the place from which one can "go about facilitating the creation of liminal space [End Page 69] and facilitate the habits of mind that will relativize taken-for-granted beliefs." It is from the margin that the transformations asked for can be carried out.The margin however has been infected with a dominance which stems from outsiders: "This margin... is our standpoint and a perspective from which we have allowed a worldview to be constructed for us." So the tension regarding the status of music education, between autonomy and integration, is not resolved.At the same time music education must become free. That means tearing loose from the "hidden hegemonic structures that inevitably serve to obscure the purpose of education" while an integrative effort on behalf of music education is called for in relation to general education: "In many cases, we have allowed other disciplines to name what we are and can be. We have crafted and named our importance in a version of their eyes." Consequently what is demanded here is that we craft a version of our field according to our own eyes. So far the field of music education has been marginalized (isolated), but it has never-the-less created itself according to the eyes of outsiders.On behalf of the field of music education, Benedict however seems to ask for a new productive or transformative kind of autonomy (exercised from the margin). The challenge then must now be to create the field of music education in our own eyes. Then perhaps the margin becomes the borderline between autonomy and integration.It would be helpful if Benedict could shed some light on the concept of 'the margin' positioned within a field of tension between autonomy (isolation) and integration. In other words, is the margin a place which has until now remained undiscovered? Does it mark out the limit between isolation and integration (on behalf of the field of music education)?Given the state of things described above the agenda created in the margin is seen as liberatory and transformative: "the space we need to facilitate is liberatory with change as a given not a goal oriented end-point" (emphasis added). In other words a liberation is called for which amounts to an attempt to oppose an oppression: "the field of music education has in fact manifested several characteristics of an oppressed society" (emphasis added). But what is meant by this reference to a liberation/oppression... (shrink)

In the current world of education, politics and public opinion, musical experience is increasingly threatened. It is designated ever more as an expendable luxury. This kind of general trend has hardly left the thinking in the field of music and music education untouched. Inspiration comes from the technical rationality of our time. This rationality affects an oblivion of ontology. In this article we discuss this trend related to Martin Heidegger’s thinking concerning the human existence in the world, artworks and notions (...) like “being” (Sein) and “oblivion-of-being” (Seinsvergessenheit). We think that it is possible to see this “oblivion-of-being” in relation to the trend in cultural and educational politics as well as in music educational thinking to focus on the instrumental usefulness of learning music. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:In MemoriamFrede V. NielsenFrederik PioOne of the major figures in Scandinavian music education research is no longer among us. We lost Professor Frede V. Nielsen earlier this year. On March 21, he passed at the age of 70 after a long period of time with weakened health.Nielsen presented his retirement lecture on June 8, 2012. It was attended by a huge crowd of former and current students, colleagues, friends, (...) and collaborators. In spite of his declining health, Frede had many plans for the future as professor emeritus, a status that unfortunately turned out to be much too short.For more than forty years Nielsen was a leading thinker in music education research in Denmark. During this period he developed several master programs in music teacher education as well as research programs for music education. But his efforts extend beyond Scandinavia since he is well known in ISPME (International Symposium for Philosophy of Music Education) as well as in RAIME (Research Alliance for Institutes of Music Education) to which he contributed over many years.Nielsen was employed at Danmarks Lærerhøjskole in 1971, where he completed his doctoral degree in 1983. His dissertation was an empirical study entitled “Experience of musical tension.” This work was later elaborated in a US context by Clifford K. Madsen among others. For two decades Nielsen’s book, General Music Didactics, originally published in 1994, has been considered a [End Page 213] standard reference work. Today it is being widely used in multiple printings in teacher education institutions all over Scandinavia.Nielsen’s intellectual heritage was especially strong in relation to the German tradition of Musik Didaktik. He had strong connections to the German research tradition, and in this area of expertise he was always among the most well informed. When most people in Scandinavia were looking primarily towards the Anglo-Saxon research tradition, Nielsen looked to Germany. Thus his ability to explore off the beaten track (at a time when he felt that it was needed in Scandinavia) was a part of his originality.For Nielsen the educational concept of Didaktik never became a technical category but was firmly anchored to a philosophical foundation by means of phenomenology. His didactical theory of “music as a multispectral universe of meaning” was shaped in close alliance with existential phenomenological insights. He insisted on the necessity for all educational thinking to be grounded in ongoing philosophical reflection. Very predictably this focus would eventually lead him into a role as co-chair together with Estelle Jorgenson when ISPME was founded at Lake Forest, Illinois, in June, 2003.Nielsen was cofounder of the Nordic Network of Research in Music Education in 1992, which has since gone on to become a significant resource and an important platform both for established researchers in music education as well as upcoming talent from all over Scandinavia. In 1995, Nielsen was also co-founder of the yearbook Nordic Research in Music Education that is still among the best publications of its type. He served as chief editor for this important series for many years. Right up to the very end he was doing research, supervising doctoral projects, editing forthcoming issues of the “MPS series” which he also founded.Frede V. Nielsen was an outstanding scholar in his field. His career and life were dedicated to serve and study music in teaching and education. He leaves behind a great spiritual vacuum in Copenhagen where he taught and researched for more than forty years. [End Page 214]Frederik [email protected] © 2013 Philosophy of Music Education Review... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Øivind Varkøy, “The Concept of ‘Bildung’”Frederik PioThe process of Bildung has to do with something that “becomes.” The dimension of moving and developing makes the Bildung-metaphor of ‘the journey’ come into focus in Øivind Varkøy’s paper. As Varkøy states in his article, in relation to the Bildung concept one can see that “[the] relation between what is known in everyday life and what is new, unknown, (...) and strange, can in a sense be regarded as the meaning and intention of the concept.”This tension between that which is known and that which is unknown is handled by means of the metaphor of the journey. The journey is about leaving one’s homeground behind. The homeground is all that which is known. Then there is a venture into something not yet known. And then finally the individual returns home, enriched with a new experience, as a deeper and more encompassing human being. This is the blueprint of ‘the journey.’Thus the metaphor of the journey tells us that the crucial Bildung-factor is connected with a transgression of all that is familiar and well-known. So an experience is conducive to a process of Bildung to the extent that a transgression [End Page 97] occurs. That is as a movement that takes place beyond that in our ordinary lives which is all too well-known. Varkøy puts it this way:To have an experience is to be stricken, shaken, and affected. In this way, an experience is something which exceeds all boundaries, it notifies the arrival of something new and unknown. The subject is jerked out of its usual pattern and meets something that makes it look at itself with new eyes, experience its own subjectivity from unfamiliar quarters. Such experiences, such journeys, mean that we come into contact with important sides and dimensions of our way of being human.This translates into an educational context where a focus is on subject content “which enable[s] the students ‘to make journeys’... so that students can thereby not only emerge as educated music educationalists, but also as cultured (bilded) people.”All this belongs to the dimension of freedom. But as mentioned by Varkøy, Bildung is also about that which is authoritative and un-free. Thus Varkøy mentions Jon Fosse who found that “Norwegian schools certainly need a dose of Harold Bloom” and his book The Western Canon.So we have a tension between freedom (the journey into the unknown) and that which is un-free: the score we all have to settle with a great tradition that was there long before we arrived here and broke the surface of existence. In continuation of this I sense that Varkøy is touching upon a theme that tells us this: Today a process of Bildung should neither reject the tradition (to become anti-traditional). Nor should a process of Bildung become something that is just blindly reproducing the tradition and its values. So, it is not about being either anti-traditional or completely traditional, but about a quality which could be termed un-traditional. Varkøy says it like this:It is true to say... that the concept of Bildung’s cultural heritage perspective does not nescessarily mean a one-sided backwards glance focusing upon old masterworks... but also that it can to a considerable extent open up for focusing on the new and unknown.”So the Bildung concept contains simultaneously a directedness towards the past and a tradition which is authoritative, coupled with a directedness towards the future: and all that which is new and unknown, the open horizon of existence. It is in the light of this double directedness that Varkøy questions whether “the concept ‘cultural heritage’ should be considered, as something static or as something which is continually moving and developing.”So the past and our cultural heritage and the masterworks our cultural heritage is based upon, do not belong to bygone days. They do not belong to a finished [End Page 98] past. On the contrary, it is all still with us. That is how I read Varkøy. And this reading has a tremenduous resemblence to... (shrink)

Artiklen perspektiverer på den almene pædagogiks aktuelle, pressede tilstand, i lyset af de centrale, transnationale udviklingstendenser inden for uddannelsesstyring der har gjort sig gældende de sidste ca. 25-30 år. Dette gøres, ved at tage afsæt i de såkaldte antinomier, som en række pædagogiske forskere har forholdt sig til som definerende for moderne pædagogik. Denne tematik blevet sat på dagsordenen af aktuelle uddannelsesforskere som bl.a. Alexander von Oettingen; Michael Uljens; Lars Løvlie; Gert Biesta, Birgit Schaffar og Dietrich Benner. Oettingen ser nærmere (...) bestemt spørgsmålet om pædagogisk professionalitet som spaltet i fire antinomiske paradokser, der angår Rationalisering ; Pluralisering ; Individualisering og Civilisering. Disse pædagogiske paradoksaliteter har en rod bl.a. hos Kant, Rousseau og Herbart. Artiklen søger gennem fokusering af sådanne pædagogiske antinomier eller paradokser at vise, hvorledes den transnationale uddannelsesrevolution de sidste 25-30 år har udtyndet den almenpædagogiske undermuring af begreberne: I. professionalitet, II. læring, III. autenticitet og IV. dannelse. Dermed fokuseres de almenpædagogiske problemstillinger der kendetegner disse fire begreber. Dette gøres for at vise, hvorledes den transnationale uddannelsesstyring i dette lys udgør en bekymrende afvikling eller sammenklapning af pædagogikkens almene grundtræk. (shrink)

The article contains a discussion of the contemporary crisis of general education with special attention to: how the cultural erosion and societal differentiation the last 40 years has downgraded the concepts of upbringing and education in favour of an increased attention towards concepts of socialization and learning. Secondly, the question of the relation between general education and the empirical-methodologically specified sub-disciplines is also raised, as these sub-disciplines are currently in the process of detaching themselves towards enhanced autonomy. Finally, the article (...) looks into the difference between the research-programs respectively of general education and the social-psychological paradigm of educational research. The total argument of the article claims, that the research program as well as educational program of general education is justified today by maintaining an approximate unity of a field of knowlegde currently under pressure towards a diffuse or even non-pedagogical nature. Therein lies the current inevitability of general education in our current po-mo societal formation. (shrink)

Indledning -- Nihilisme. Kunst ; Uddannelse ; Ontologi -- Ontologi. Musik ; Musikdidaktik ; Pædagogik -- Konklusion.

Grue-Sørensen’s concept of ’educational teaching’ is traced back to an original infl uence from Herbart and Kant. On this background the article attempts to interpret, how one can understand a concept of educationalteaching today. With that, the concept is shown to have its root in a tradition of general education and Grue-Sørensen is shown to be a Danish representative of this. However, in research programs as well as educational programs this tradition has generally been under increasing pressure the last approximately (...) 30 years. Grue-Sørensen and his possible relevance today is discussed in connection with a potential revitalization of a general educational thinking in our current postmodern epoche of higher education. (shrink)

This article is divided into three parts: the problem (globalized learning); the consequences (for general music education); and the vision (the music teacher as a cultural figure). In the first part, I claim that the current learning agenda is being increasingly instrumentalized as a carrier of a global education policy driven by technical rationality. In the second part, a range of possible implications of this paradigm for music education are outlined. What is being sacrificed on the altar of learning measurement (...) is the crucial ability of schooling to be ingrained in the historical, cultural, musical background-understanding of the world. Thus, the world of schooling slowly becomes reduced to a neutral, geometrical space of measured performance governed by input-output/producerconsumer calculations. Finally, in the third part, I pick up some ideas from the German phenomenologist Martin Heidegger to suggest an open possibility for today's music teachers to act as cultural figures for their subject. Such action is about disclosing a shared, common world in which music since prehistoric times has belonged by way of all kinds of communal acts. This crucial point invites music teachers to create and nurture marginal spaces together, where the output-oriented school paradigm temporarily becomes suspended. (shrink)

In the current world of education, politics and public opinion, musical experience is increasingly threatened. It is designated ever more as an expendable luxury. This kind of general trend has hardly left the thinking in the field of music and music education untouched. Inspiration comes from the technical rationality of our time. This rationality affects an oblivion of ontology. In this article we discuss this trend related to Martin Heidegger’s thinking concerning the human existence in the world, artworks and notions (...) like “being” (Sein) and “oblivion-of-being” (Seinsvergessenheit). We think that it is possible to see this “oblivion-of-being” in relation to the trend in cultural and educational politics as well as in music educational thinking to focus on the instrumental usefulness of learning music. (shrink)

We propose simple nonlinear mathematical models for the legal concept of balancing of interests. Our aim is to bridge the gap between an abstract formalisation of a balancing decision while assuring consistency and ultimately legal certainty across cases. We focus on the conflict between the rights to privacy and to the protection of personal data in Art. 7 and Art. 8 of the EU Charter of Fundamental Rights (EUCh) against the right of access to information derived from Art. 11 EUCh. (...) These competing rights are denoted by ( \(i_1\) ) _right to privacy _ and ( \(i_2\) ) _access to information_; mathematically, their indices are respectively assigned by \(u_1\in [0,1]\) and \(u_2\in [0,1]\) subject to the constraint \(u_1+u_2=1\). This constraint allows us to use one single index _u_ to resolve the conflict through balancing. The outcome will be concluded by comparing the index _u_ with a prior given threshold \(u_0\). For simplicity, we assume that the balancing depends on only selected legal criteria such as the social status of affected person, and the sphere from which the information originated, which are represented as inputs of the models, called legal parameters. Additionally, we take “time” into consideration as a legal criterion, building on the European Court of Justice’s ruling on the right to be forgotten: by considering time as a legal parameter, we model how the outcome of the balancing changes over the passage of time. To catch the dependence of the outcome _u_ by these criteria as legal parameters, data were created by a fully-qualified lawyer. By comparison to other approaches based on machine learning, especially neural networks, this approach requires significantly less data. This might come at the price of higher abstraction and simplification, but also provides for higher transparency and explainability. Two mathematical models for _u_, a time-independent model and a time-dependent model, are proposed, that are fitted by using the data. (shrink)

On the basis of the Suppes–Sneed structuralview of scientific theories, we take a freshlook at the concept of refutability,which was famously proposed by K.R. Popper in 1934 as a criterion for the demarcation of scientific theories from non-scientific ones, e.g., pseudo-scientificand metaphysical theories. By way of an introduction we argue that a clash between Popper and his critics on whether scientific theories are, in fact, refutablecan be partly explained by the fact Popper and his criticsascribed different meanings to the term (...) theoryThen we narrow our attention to one particular theory,namely quantum mechanics, in order to elucidate general matters discussed. We prove that quantum mechanics is irrefutable in a rather straightforward sense, but argue that it is refutable in a more sophisticated sense, which incorporates someobservations obtained by looking closely at the practiceof physics. We shall locate exactly where non-rigourous elements enter the evaluation of a scientific theory – thismakes us see clearly how fruitful mathematics isfor the philosophy of science. (shrink)

This paper discusses the uniqueness thesis, a core thesis in the epistemology of disagreement. After presenting uniqueness and clarifying relevant terms, a novel counterexample to the thesis will be introduced. This counterexample involves logical disagreement. Several objections to the counterexample are then considered, and it is argued that the best responses to the counterexample all undermine the initial motivation for uniqueness.

We study a logic for deontic necessity and sufficiency, as originally proposed in van Benthem :36–41, 1979). Building on earlier work in modal logic, we provide a sound and complete axiomatization for it, consider some standard extensions, and study other important properties. After that, we compare this logic to the logic of “obligation as weakest permission” from Anglberger et al. :807–827, 2015).

We characterise the intermediate logics which admit a cut-free hypersequent calculus of the form \, where \ is the hypersequent counterpart of the sequent calculus \ for propositional intuitionistic logic, and \ is a set of so-called structural hypersequent rules, i.e., rules not involving any logical connectives. The characterisation of this class of intermediate logics is presented both in terms of the algebraic and the relational semantics for intermediate logics. We discuss various—positive as well as negative—consequences of this characterisation.

Artifacts are probably our most obvious everyday encounter with technology. Therefore, a good understanding of the nature of technical artifacts is a relevant part of technological literacy. In this article we draw from the philosophy of technology to develop a conceptualization of technical artifacts that can be used for educational purposes. Furthermore we report a small exploratory empirical study to see to what extent teachers’ intuitive ideas about artifacts match with the way philosophers write about the nature of artifacts. Finally, (...) we suggest a teaching and learning strategy for improving teachers’ concepts of technical artifacts through practical activities. (shrink)

This volume is the first collection of articles dedicated to Wittgenstein s thoughts on colour, focusing in particular on his so-called Remarks on Colour, a piece of writing that has received comparably little attention from Wittgenstein scholars. The articles discuss why Wittgenstein wrote so intensively about colour during the last years of his life andwhat significance these remarks have for understanding his philosophical work in general.".

Recent studies on mind‐wandering reveal its potential role in goal exploration and planning future actions. How to understand these explorative functions and their impact on planning remains unclear. Given certain conceptions of intentions and beliefs, the explorative functions of mind‐wandering could lead to regular reconsideration of one's intentions. However, this would be in tension with the stability of intentions central to rational planning agency. We analyze the potential issue of excessive reconsideration caused by mind‐wandering. Our response resolves this tension, presenting (...) a model that aligns the roles of mind‐wandering in planning with empirical evidence and the sustained stability of intentions. (shrink)

Scientific practices have been changed by the increasing use of computer simulations. A central question for philosophers is how to characterize computer simulations. In this paper, we address this question by analyzing simulations in biochemistry. We propose that simulations have been used in biochemistry long before computers arrived. Simulation can be described as a surrogate relationship between models. Moreover, a simulative aspect is implicit in the classical dichotomy between in vivo–in vitro conditions. Based on a discussion about how to characterize (...) a simulative aspect in this dichotomy, we will argue that an adequate understanding of computer simulations in biochemistry requires a previous understanding of simulations in experimental contexts. (shrink)

En los años veinte del siglo pasado se constituye lo que luego se llamó la escuela de Cambridge en bioquímica. Bajo el liderazgo de Frederick Gowland Hopkins este grupo tenía como objetivo primario la consolidación de la naciente bioquímica. Una característica particular de este grupo fue el intento explícito de vincular el trabajo científico con la discusión filosófica. Sin embargo, algunos historiadores como Nils Roll-Hansen han cuestionado en duros términos la manera en la cual estos científicos apelaban a la filosofía. (...) En particular Roll-Hansen ha sugerido que los aspectos filosóficos del trabajo de estos investigadores tendrían un mero carácter propagandístico vinculado con el proyecto de la constitución de la bioquímica como una disciplina. En este trabajo voy a defender que es posible considerar a los principios filosóficos presentados por la escuela de Cambridge como algo más que una mera propaganda para un proyecto institucional. Para esto voy a comparar la relación entre los principios filosóficos y trabajo metodológico propuesto por la escuela de Cambridge con una propuesta contemporánea: el Análisis de Control Metabólico, una perspectiva en el estudio de la bioquímica cuyo trabajo metodológico se suele defender apelando a “principios filosóficos”. A pesar de la distancia temporal entre ambas escuelas, tanto la actitud de apelar a principios filosóficos como el campo de estudio científico son semejantes.In the twenties of the last century, the Cambridge school in biochemistry was established. Under the leadership of Frederick Gowland Hopkins this group had as its primary objective the consolidation of a new science: biochemistry. A particular feature of this group was the explicit attempt to link scientific work with philosophical discussion. However, some historians like Nils Roll-Hansen have harshly questioned the way in which these scientists appealed to philosophy. In particular Roll-Hansen has suggested that the philosophical aspects of the work of these researchers would have to be considered as propaganda, motivated by attempt stablish the biochemistry as a discipline. In this paper I am going to defend that it is possible to consider the philosophical principles presented by the Cambridge school as something more than a propaganda for an institutional project. To this end I am going to compare the relationship between the philosophical principles and methodological work proposed by the Cambridge school with a contemporary proposal: the Metabolic Control Analysis, a perspective in the study of biochemistry whose methodological work is usually defended by appealing to “philosophical principles”. Despite the temporal distance between the two schools, both the attitude of appealing to philosophical principles and their field of scientific study are similar. Key Words: Philosophy of Biochemistry; Metabolic Control Analysis; Cambridge School ARK: ark:/s18537960/2ak06yaaq. (shrink)

Organized immaturity refers to the capacity of widely institutionalized sociotechnical systems to challenge qualities of human enlightenment, autonomy, and self-determination. In the context of surveillance capitalism, where these qualities are continuously put at risk, data transparency is increasingly proposed as a means of restoring human maturity by allowing individuals insight and choice vis-à-vis corporate data processing. In this article, however, I draw on research on General Data Protection Regulation–mandated data transparency practices to argue that transparency—while potentially fostering maturity—itself risks producing (...) new forms of organized immaturity by facilitating user ignorance, manipulation, and loss of control of personal data. Considering data transparency’s relative “successes” and “failures” regarding the cultivation of maturity, I outline a set of possible remedies while arguing for a general need to develop more sophisticated ethical appreciations of transparency’s complex and potentially problematic implications for organized (im)maturity in the digital age. (shrink)

In this article we propose an analysis of the controversy between Geoffrey Jefferson and Alan Turing in terms of a Kuhnian account of thought experiments. In this account, the main task is not to evaluate intuitions or (only) to rearrange concepts. Instead, we propose that the main task is to construct scenarios by proposing relevant experiences in which shared assumptions and conflicting lines of inquiry can be made explicit. From this perspective, we can understand the arguments and assumptions in the (...) Jefferson-Turing thinking machine controversy. (shrink)

Frederik L. Schodt explores his lifelong fascination with the Heart Sutra: its mesmerizing mantra, its ancient history, the 'emptiness' theory, and the way it is used around the world as a metaphysical tool to overcome chaos and confusion and reach a new understanding of reality--a perfection of wisdom."--Back cover.

SUMMARYThe history of the law of nations is generally seen as a synonym for the history of the laws of war. Yet, a strictly bilateral perspective can distort our interpretation of early modern diplomacy. The Peace of Utrecht inaugurated an era of relative stability in the European state system, based on balance-of-power politics and anti-hegemonic legal argumentation. Incidental conflicts ought to be interpreted against this background. Declarations of war issued in 1718, 1719 and 1733 during the War of the Quadruple (...) Alliance and the Polish Succession should not be read as doctrinal surrogates for trials between two parties, but as manifestos in a European arena. (shrink)

We present a logic, $$\mathbf {ELI^r}$$ ELI r, for the discovery of deterministic causal regularities starting from empirical data. Our approach is inspired by Mackie’s theory of causes as INUS-conditions, and implements a more recent adjustment to Mackie’s theory according to which the left-hand side of causal regularities is required to be a minimal disjunction of minimal conjunctions. To derive such regularities from a given set of data, we make use of the adaptive logics framework. Our knowledge of deterministic causal (...) regularities is, as Mackie noted, most often gappy or elliptical. The adaptive logics framework is well-suited to explicate both the internal and the external dynamics of the discovery of such gappy regularities. After presenting $$\mathbf {ELI^r}$$ ELI r, we first discuss these forms of dynamics in more detail. Next, we consider some criticisms of the INUS-account and show how our approach avoids them, and we compare $$\mathbf {ELI^r}$$ ELI r with the CNA algorithm that was recently proposed by Michael Baumgartner. (shrink)

In a recent paper, Jeanne Peijnenburg and David Atkinson [ Studia Logica, 89:333-341 ] have challenged the foundationalist rejection of infinitism by giving an example of an infinite, yet explicitly solvable regress of probabilistic justification. So far, however, there has been no criterion for the consistency of infinite probabilistic regresses, and in particular, foundationalists might still question the consistency of the solvable regress proposed by Peijnenburg and Atkinson.

Precisamos repensar a nossa abordagem quanto à proteção da privacidade na internet. Atualmente, os formuladores de políticas vêm se aprofundando na ideia de consentimento informado como um meio para proteger a privacidade. Por exemplo, em diversos países, as empresas são obrigadas por lei a obter o consentimento de um indivíduo antes de fazer uso dos seus dados; com base nessas requisitos de consentimento informado, a lei tem por objetivo empoderar as pessoas a fazerem escolhas de privacidade tendo em vista os (...) seus melhores interesses. No entanto, estudos comportamentais colocam em cheque a eficácia desta abordagem de empoderamento como um meio para proteger a privacidade. Este artigo defende uma abordagem conjunta de proteção e empoderamento dos indivíduos para aprimorar a proteção da privacidade. Este artigo aborda problemas práticos do consentimento informado como um meio para proteger a privacidade, e ilustra problemas com os atuais regulamentos de proteção à privacidade dos dados, concernentes à segmentação comportamental. Primeiramente, discutem-se os problemas de privacidade relativos à segmentação comportamental, e o papel central do consentimento informado ao abrigo da lei de proteção à privacidade. Em seguida, enfatizam-se os problemas práticos referentes ao consentimento informado. Por fim, o artigo argumenta que os formuladores de políticas devem dar mais atenção aos regulamentos que protegem as pessoas, e menos aos que as empoderam. INFORMED CONSENT: WE CAN DO BETTER TO DEFEND PRIVACYAbstractWe need to rethink our approach to defend privacy on the internet. Currently, policymakers focus heavily on the idea of informed consent as a means to defend privacy. For instance, in many countries the law requires firms to obtain an individual’s consent before they use data about her. With such informed consent requirements, the law aims to empower people to make privacy choices in their best interests. But behavioural studies cast doubt on this approach’s effectiveness, as people tend to click OK to almost any request they see on their screens. To improve privacy protection, this article argues for a combined approach of protecting and empowering the individual. (shrink)

In this article we explore the state of current ESCM practices in U.K. companies. We develop a conceptual framework that draws upon the stakeholder,resource-based, and power-dependence perspectives and examine this framework in light of empirical evidence concerning ESCM in 166 UK companies. Using a combination of qualitative and quantitative methods, our evidence suggests that around 50% of sample companies engage in some form of ESCM activity and that experiencing significant external pressure from customers is an important driver of ESCM.

Anecdotal evidence seems to suggest that firms are responding differently to the mounting concerns over environmental degradation and climate change. While a few studies at individual firm level do exist, relatively little is known about the longitudinal development of corporate environmental strategy at the population level of firms. Employing KLD data we explore the evolution of environmental strategy among a sample of S&P500 corporations over the period 1997 to 2006. We theoretically ground our study in Burgelman’s (1991) autonomous and induced (...) perspectives of strategy-making. Our findings suggest widespread inertia among firms to adjust to the changing socio-institutional environment. (shrink)

Keine ausführliche Beschreibung für "Erkenntnis und Wertung" verfügbar.

Recent data have provided evidence for an unrecognised ancient lineage of green plants that persists in marine deep-water environments. The green plants are a major group of photosynthetic eukaryotes that have played a prominent role in the global ecosystem for millions of years. A schism early in their evolution gave rise to two major lineages, one of which diversified in the world's oceans and gave rise to a large diversity of marine and freshwater green algae (Chlorophyta) while the other gave (...) rise to a diverse array of freshwater green algae and the land plants (Streptophyta). It is generally believed that the earliest-diverging Chlorophyta were motile planktonic unicellular organisms, but the discovery of an ancient group of deep-water seaweeds has challenged our understanding of the basal branches of the green plant phylogeny. In this review, we discuss current insights into the origin and diversification of the green plant lineage. (shrink)