In this paper we present the results of a simulation study of credence developments in groups of communicating Bayesian agents, as they update their beliefs about a given proposition p. Based on the empirical literature, one would assume that these groups of rational agents would converge on a view over time, or at least that they would not polarize. This paper presents and discusses surprising evidence that this is not true. Our simulation study shows that these groups of Bayesian agents (...) show group polarization behavior under a broad range of circumstances. This is, we think, an unexpected result, that raises deeper questions about whether the kind of polarization in question is irrational. If one accepts Bayesian agency as the hallmark of epistemic rationality, then one should infer that the polarization we find is also rational. On the other hand, if we are inclined to think that there is something epistemically irrational about group polarization, then something must be off in the model employed in our simulation study. We discuss several possible interfering factors, including how epistemic trust is defined in the model. Ultimately, we propose that the notion of Bayesian agency is missing something in general, namely the ability to respond to higher-order evidence. (shrink)

According to Vera Moser, the first professorship of healing pedagogy, Heilpädagogik at the University of Zürich in 1931, established pedagogy of the disabled as an academic discipline. Through the definition of the smallest common denominator for all disabilities, which Heinrich Hanselmann called “weakness of the soul,” a connecting element of “imbecility, deaf-mutism, blindness, neglect and idiocy” was established. Under Nazi rule, school pedagogy advanced to völkisch, nationalist special pedagogy, shifting from the category of “innate imbecility” to a broader concept of (...) disability. As an outcome of these programs and policies, 300,000 people with disabilities were killed as a part of the “T4 Aktion.” Within just a few decades after World War II, special pedagogy expanded its sphere of influence through professionalization and institutionalization in West and East Germany and across Europe. This paper explores how special pedagogy aligned itself with the Nazi regime’s discourse and policy on eugenics and race hygiene, leading to the murder and mass sterilization of “disabled” children and adults. It probes questions regarding the extent to which the professionalization of special pedagogy has drawn from the Nazi-era terminology of the deficient and foreign to legitimate the contemporary migrant bias in German and Austrian special pedagogical care. (shrink)

What is the relationship between the philosophical concept of the “autonomy of art” and the cultural policy-notion of “artistic freedom”? This article seeks to answer this question by taking the Swedish governmental report This Is How Free Art Is (Så fri är konsten 2021) and its reception in the Swedish main stream media as an emblematic example and by reading it symptomatically. Firstly, it traces the critical history of “artistic freedom” and the interrelated term “arm’s length distance”, primarily in the (...) context of Great Britain. Secondly, it critically reconstructs the concept of the “autonomy of art” in the history of Western philosophy by making a critique of a fetishized notion of art’s autonomy in the name of l’art pour l’art. The main argument is that the idea about art’s autonomy, on which the Swedish report leans, resembles such philosophical and art historical idea of art’s autonomy. The claim is also that such an understanding of art does not tie up, either philosophically or historically, with the arm’s length principle, since they ultimately rely on different conceptions of art’s freedom. (shrink)

Topics in Cognitive Science, Volume 14, Issue 2, Page 344-362, April 2022.

Achievements have recently begun to attract increased attention from value theorists. One recurring idea in this budding literature is that one important factor determining the magnitude or value of an achievement is the amount of effort the achiever invested. The aim of this paper is to present the most plausible version of this idea. This advances the current state of debate where authors are invoking substantially different notions of effort and are thus talking past each other. While the concept of (...) effort has been invoked in the philosophical analysis of a number of important concepts such as desert, attention, competence, and distributive justice, it has hardly ever been analyzed itself. This paper makes headway in this regard by discussing three ambiguities in the everyday notion of effort. It continues to develop two accounts of effort and shows how both of them are achievement-enhancing. (shrink)

Keine ausführliche Beschreibung für "Die Überwindung des mathematischen Erkenntnisideals" verfügbar.

Over the last century, there have been considerable variations in the frequency of use and types of diagrams used in mathematical publications. In order to track these changes, we developed a method enabling large-scale quantitative analysis of mathematical publications to investigate the number and types of diagrams published in three leading mathematical journals in the period from 1885 to 2015. The results show that diagrams were relatively common at the beginning of the period under investigation. However, beginning in 1910, they (...) were almost completely unused for about four decades before reappearing in the 1950s. The diagrams from the 1950s, however, were of a different type than those used earlier in the century. We see this change in publication practice as a clear indication that the formalist ideology has influenced mathematicians’ choice of representations. Although this could be seen as a minor stylistic aspect of mathematics, we argue that mathematicians’ representational practice is deeply connected to their cognitive practice and to the contentual development of the discipline. These changes in publication style therefore indicate more fundamental changes in the period under consideration. (shrink)

Collective emotions are at the heart of any society and become evident in gatherings, crowds, or responses to widely salient events. However, they remain poorly understood and conceptualized in scientific terms. Here, we provide first steps towards a theory of collective emotions. We first review accounts of the social and cultural embeddedness of emotion that contribute to understanding collective emotions from three broad perspectives: face-to-face encounters, culture and shared knowledge, and identification with a social collective. In discussing their strengths and (...) shortcomings and highlighting areas of conceptual overlap, we translate these views into a number of bottom–up mechanisms that explain collective emotion elicitation on the levels of social cognition, expressive behavior, and social practices. (shrink)

Against common misconceptions of Kant as a philosopher who neglects the emotional aspects of moral life, I show that he actually considers our emotional dispositions to be valuable tools for perfecting ourselves morally. ;I show not only that it is incumbent on us to cultivate morally beneficial emotions, but also how we can do it. Building on Kant's vague hints about what the process involves, I argue that cultivating a given feeling requires, above all, sharpening one's judgment about it, one's (...) sensitivity to its nature and to the shape it takes in one's own character in order to make responsible decisions about whether to act on the feeling and when one does choose to act on it, to express it in a way which harmonizes with one's sense of moral integrity. ;I begin with an argument showing that on Kant's mature moral theory, it is our duty to cultivate feelings which help us form a virtuous disposition. I then discuss particular feelings which are especially important in this regard. I begin with the feeling of respect for the moral law and show that it constitutes the motive of duty. Kant's "pure" moral motive--the motive of duty--is thus actually a feeling which is grounded in a rational grasp of the moral law. I then consider feelings associated with our duties toward ourselves and with our duties toward others and raise the question of how cultivated feelings figure in the virtuous character and also in relation to good willing and to morally worthy action. I show that certain "moral" feelings can become part of the motive of duty itself and so can serve as motives to morally worthy action. (shrink)

Nietzsche wrote The Gay Science, which he later described as 'perhaps my most personal book', when he was at the height of his intellectual powers, and the reader will find in it an extensive and sophisticated treatment of the philosophical themes and views which were most central to Nietzsche's own thought and which have been most influential on later thinkers. These include the death of God, the problem of nihilism, the role of truth, falsity and the will-to-truth in human life, (...) the doctrine of the eternal recurrence, and the question of the proper attitude to adopt toward human suffering and toward human achievement. This volume presents the work in a new translation by Josefine Nauckhoff, with an introduction by Bernard Williams that elucidates the work's main themes and discusses their continuing philosophical importance. (shrink)

This paper critically assesses existing accounts of the nature of difficulty, finds them wanting, and proposes a new account. The concept of difficulty is routinely invoked in debates regarding degrees of moral responsibility, and the value of achievement. Until recently, however, there has not been any sustained attempt to provide an account of the nature of difficulty itself. This has changed with Gwen Bradford’s Achievement, which argues that difficulty is a matter of how much intense effort is expended. But while (...) this account captures something important about the relationship between difficulty and achievement, it fails to account for the fact that part of what makes achievements great is that they are difficult in a moderately agent-neutral kind of way. Nor is this thought captured by any other extant account. I argue that to fill this gap we should think of difficulty in terms of low probability of success. (shrink)

Responsible Research and Innovation (RRI) reflects an innovation paradigm that acknowledges that market innovations do not automatically deliver on socially desirable objectives, and requires a broad governance of knowledge coalitions of governmental bodies as well as industrial and societal actors to address market deficits. Responsible Innovation should be understood as a new paradigm for innovation which requires institutional changes in the research and innovation system and the public governance of the economy. It also requires the institutionalisation of an ethics of (...) co-responsibility as well as the introduction of new standards and certification processes for products. Dr. Dr. phil. von Schomberg will introduce Responsible Innovation against the background of 6 deficits of the (global) research and innovation system. (shrink)