Giorgio Agambens Frage nach dem ethischen und epistemologischen Status des Zeugnisses im Kontext der Shoah, wie er sie in seiner Arbeit Was von Auschwitz bleibt. Das Archiv und der Zeuge aufwirft, konzentriert sich auf die Analyse einer Figur der nationalsozialistischen Vernichtungslager, die Primo Levi ins Spiel gebracht hat, um die Authentizität seines eigenen Zeugnisses als Überlebender in Frage zu stellen: den Muselmann, stummes Opfer auf der untersten Stufe der Lagerhierarchie. Der Artikel unternimmt eine kritische Analyse des Agambenschen Arguments, das Paradox (...) des sprachlosen Zeugnisses, das der Muselmann repräsentiert, sei der unschätzbare Rest, die Lücke, die weder ganz dem Menschlichen noch ganz dem Nicht-Menschlichen zugeschlagen werden kann. Er versucht zu zeigen, dass dieses mit erheblichem rhetorischen Aufwand entwickelte Argument keinen Erkenntnisgewinn im Zusammenhang der Frage nach Authentizität von Zeugnissen erbringt. Ihm gegenüber wäre eine Sichtweise zu favorisieren, die den Plural aller erreichbarer Zeugnisse betont, die die Perspektivität jedes Einzelnen hervorheben kann, ohne seine Einzigartigkeit zu unterschlagen. (shrink)

The study at hand critically approaches tendencies of routine and sluggishness in the recent reception of Walter Benjamin’s writings, highlighting and explaining apologetic interpretations in studies which limit themselves to explain the internal logic of Benjamin’s concepts. To that end, it first casts a glance at the debate on how to faithfully translate these concepts. In a second step, it scrutinizes contributors to subaltern studies who use elements of Benjamin’s “pre-history of modernity” in their attempt to uncover historical differences in (...) the process of globalization. To examine their strategies, the present article draws on Latin American perspectives on Benjamin and their attempts to globalize and de-colonize his work. (shrink)

The only observational quantity which quantum mechanics needs to address islocation. The typical primitive observation on a microsystem (e.g., photon) isdetection at alocation (e.g., by a photomultiplier “looking at” a grating). To analyze an experiment, (a) form a conceptual ensemble of replicas of it, (b) assign a wave function (in “position representation”) to its initial condition, (c) evolve the wave function by the Schrödinger equation (known, once and for all, as a function of the system's composition), (d) compute the probability (...) for particle detection at various times and places. The initial wave function is chosen on the basis of experience with such treatments. Key experiments are thus treated: (i) time-of-flight, (ii) Stern-Gerlach, (iii) Franck-Hertz, (iv) photon recoil, (v) photoionization. Quantum states, dynamical variables, and measurements, and the usual postulates about them, are superfluous. The explicit treatments are nonrelativistic; the existence of relativistic generalizations is left open. (shrink)

The theories of complexity comprise a system of great breadth. But what is included under this umbrella? Here we attempt a portrait of complexity theory, seen through the lens of complexity theory itself. That is, we portray the subject as an evolving complex dynamical system, or social network, with bifurcations, emergent properties, and so on. This is a capsule history covering the twentieth century. Extensive background data may be seen at www.visual-chaos.org/complexity.

Background -- Continental drift : a threat to the establishment -- Evolution and creationism : science vs religion -- Dietary fat : nutritional politics -- Climate change : environmental politics -- Vaccination : exploitation of fear -- Gmo foods : fear of a frankenstein -- Science under attack.

What reasons for action do we have? What explains why we have these reasons? In this paper, I shall articulate some of the basic structural features of a theory that would provide answers to these questions. So my primary focus here is on the nature of reasons for action themselves, not on the meaning of the terms that can be used to talk about such reasons. However, it seems plausible that the term "reason for action" is in fact used in (...) many different ways, and can express many different concepts in different contexts. Hence, some prefatory remarks about the term "reason for action" are in order, to make it clear which of the many senses of the term I have in mind. (shrink)

Reading Certainty offers incisive historical analysis of the foundational questions of the Christian tradition: how are we to read scripture, and how can we know we are saved? This collection of essays honors the work and thought Susan E. Schreiner by exploring the import of these questions across a wide range of time periods. With contributions from renowned scholars and from Schreiner's students from her more than three decades of teaching, each of the contributions highlights the nexus of certainty, perception, (...) authority, and exegesis that has defined her scholarly work. Intellectual historians, early modernists, and scholars of Christianity will all appreciate this testament to Schreiner's influence. Contributors include: Vincent Evener, Bruce Gordon, Ralph Keen, Mark Lambert, Kevin J. Madigan, Richard A. Muller, Willemien Otten, Daniel Owings, Elizabeth Palmer, Karen Park, Barbara Pitkin, Ronald K. Rittgers, William Schweiker, Jonathan Strom, and Matthew Vanderpoel. (shrink)

In The Demoralization of Western Culture Ralph Fevre undertakes an explanation of these difficulties.

A patient and faithful working of primary Thomistic texts, this volume.

The Search for the Legacy of the USPHS Syphilis Study at Tuskegee is a collection of essays from experts in a variety of fields seeking to redefine the legacy of the infamous Tuskegee Syphilis Study. The essayists place the legacy of the study within the evolution of racial and ethnic relations in the United States. Contributors include two leading historians on the study, two former United States Surgeons General, and other prominent scholars from a wide range of fields.

The fundamental principle of practical reasoning (if there is such a thing) must be a rule which we ought to follow in all our practical reasoning, and which cannot lead to irrational decisions. It must be a rule that it is possible for us to follow directly - that is, without having to follow any other rule of practical reasoning in order to do so. And it must be a basic principle, in the sense that the explanation of why we (...) rationally ought to follow this rule lies purely in the structure of our rational capacities themselves (and not, for example, in empirical evidence that we merely happen to have). This fundamental principle, it is argued, requires that you decide to do something only if the basis of your decision is such that (i) it is rational for you to believe that you have given the matter enough thought, and (ii) your actual deliberation does not warrant the conclusion that the chosen option is definitely worse than some other option that you have considered. A decision formed through reasoning is rational if and only if the agent followed this rule in making the decision. The claim that this is the fundamental principle of practical reasoning conflicts with Hobbesian approaches because it implies that practical reasoning aims not only at satisfying desires, but at forming beliefs about which options are better than others. It conflicts with Kantian approaches because it implies that to think of something as a good thing to do is not just to think of it as a rational thing to choose. This account also shows how to solve some famous controversies surrounding practical reason: the key is to understand how the rationality of concluding that one option is better than another is affected by our desires, our estimates of probabilities, and our moral judgments. (shrink)

This article examines science books for children, a genre that has been neglected both in studies of science discourse and in studies of literature for children. It compares this genre to two other science genres, textbooks and popular science articles, and finds great similarities between science textbooks and science books for children, both in terms of register and cultural values. As a result of these similarities, it suggests that science books for children are valuable in providing access to textbook literacy, (...) which is highly prized in the later school years. (shrink)

Researchers are often faced with attempting to estimate a correlation based on the aggregation of sample rs either from several samples or from repeated measures within a single sample. The usual approach is either to average the observed correlations or to average the Fisher’s z- transformed rs and to back-transform the average z value. This note describes a minimum-variance unbiased estimator for the situation that is superior to either approach and is also simple to compute.