In this piece, we articulate the "collaborative autoethnographic practice" we utilized to illustrate the complexities of mothering that involved: (a) individually writing autoethnographic narratives on mothering, (b) sharing these autoethnographic narratives in a public forum, (c) publicly discussing the heuristic commonalities across these autoethnographic narratives, (d) tying those commonalities back to the literature, and (e) revisiting the autoethnographic narratives for aspects of social critique where our autoethnographic narratives (intentionally or unintentionally) hegemonicaly reproduced cultural scripts. We argue that presenting knowledge of (...) mothering in this way, through collaborative autoethnographic practice, creates a myriad of opportunities for growth and self-reflexivity, and our stories illuminate a part of our existence that often remains unexamined in other methodologies. (shrink)

Business ethics educators strive to produce graduates who not only grasp the principles of ethical decision-making, but who can apply that business ethics education when faced with real-world challenges. However, this has proven especially difficult, as good intentions do not always translate into ethical awareness and action. Complementing a behavioral ethics approach with insights from social psychology, we developed an interventional class module with both online and in-class elements aimed at increasing students’ awareness of their own susceptibility to unconscious biases (...) and, consequently, unethical behaviors. We deployed this intervention within a problem-based learning course, in which students completed real-world projects for actual business clients. Our results suggest that although students appeared universally aware of the importance of ethical issues in business and generally espoused intentions to act ethically, those who received the intervention were significantly more likely to recognize their own susceptibility to perpetuating unethical business behavior and to identify ethical issues specific to their real-world projects. These results have important implications for behavioral ethics pedagogy and provide a de-biasing interventional approach for bridging classroom knowledge with real-world skills. (shrink)

“Research assistant” is a term used to describe student researchers across a variety of contexts and encompasses a wide array of duties, rewards, and costs. As critical/qualitative scholars situated in a discipline that rarely offers funded research assistantships to graduate students, we explore how we have engaged in faculty-student research in one particularly understudied context: the independent study. Using narrative writing and reflection within a framework of collaborative autoethnography, the first three authors reflect as three “generations” of protégés who were (...) each mentored through independent studies during their MA programs by the fourth author. We explore the environmental context, mentor facets, and protégé facets that highlight the light and shadow, or successes and struggles, of our mentoring relationships. Reflecting on our own experiences of collaborative research through independent studies, we suggest a model of feminist research mentorship that may be enacted across disciplines. (shrink)

Diese Arbeit ist eine Studie zu einer der ältesten Fragen der Philosophie: der Frage nach der Beziehung, in der unsere Gedanken, unsere Sprache und unsere sinnliche Erfahrung zur Wirklichkeit stehen. In ihrer sowohl historisch als auch systematisch orientierten Studie argumentiert die Autorin für eine realistische Auffassung dieses Verhältnisses. In der Auseinandersetzung mit Positionen von Quine, Strawson oder McDowell wird ein Begriff von Objektivität entwickelt und im Rahmen einer Konzeption sinnlicher Erfahrung ausgewiesen, der auch der skeptischen Herausforderung standhält: In einer detaillierten (...) Analyse der begrifflichen Struktur unseres kognitiven wie perzeptiven Bezugs auf die Außenwelt wird aufgewiesen, dass aus den internen Verknüpfungen erkenntnistheoretischer und ontologischer Aspekte unserer Erfahrung die Notwendigkeit der Existenz- wie auch der Unabhängigkeitsdimension der realistischen These folgt. (shrink)

‘Having a mind’ is construed as having a variety of mental capacities such as perceiving, memorizing, learning, or reasoning. In cognitive science, these capacities are studied from an integrative trans-disciplinary perspective that combines anthropology, artificial intelligence, computational linguistics, neuroscience, philosophy and psychology. To approach mental phenomena by combining philosophical insights with those from the natural sciences is part of the Aristotelian tradition. Accordingly, the paper also portrays the most salient models of mental processing – the computer model, connectionism and situated (...) cognition. Eventually, an example of an artificial agent – Affective AutoTutor – is introduced that exhibits striking cognitive capacities, but still seems to lack what is expected from someone who ‘has a mind’. (shrink)

Seit geraumer Zeit ist wieder einmal die Rede vom Ende der Philosophie als einer eigenständigen Disziplin zu vernehmen. Neurophilosophen streben eine Erklärung grundlegender philosophischer Fragen mit Hilfe neurowissenschaftlicher Forschungsergebnisse an, da nach dem Erreichen des Jahrzehnts des Gehirns einer empirisch fundierten Erklärung des Bewusstseins in allen seinen Gestalten nichts mehr im Wege stünde. In Bezug auf Descartes sieht man sich als Postcartesianer jetzt in der Rolle, das sog. Leib-Seele-Problem durch eine naturalistische Reduktion auf neurobiologische Gegebenheiten zu lösen. Ich habe mir (...) die Aufgabe gestellt, diesen Erklärungsanspruch aus einer transzendentalphilosophischen Perspektive zu prüfen. Allerdings nicht, wie es beispielsweise Gerhard Roth erwartet, durch eine dreijährige Einarbeitung in die Neurobiologie, sondern auf wissenschaftstheoretischer bzw. konzeptueller Ebene. Dabei geht es um eine Überprüfung der methodischen Brauchbarkeit des postcartesianischen Referenzrahmens für eine philosophische Theorie des Bewusstseins. Die methodenkritische Untersuchung disqualifiziert materialistisch-reduktionistischer bzw. neuro-philosophischer Ansätze führen wird, insofern diese einen philosophischen Erklärungsanspruch des Bewusstseins erheben. Es wird deutlich, dass ein problematisiertes Leib-Seele-Verhältnis nicht zur Erklärung des Bewusstseins geeignet ist. (shrink)

It is generally assumed that applied ethics originated in the United States in the 1960s as a reaction to new social challenges (particularly in the field of medicine), to some extent superseding the metaethical analyses of moral language dominant at that time. This widespread portrayal of applied ethics as an unforeseen reaction of philosophy to new social challenges is inaccurate. In this article, I seek to show that applied ethics should be regarded as a philosophical innovation whose origins can be (...) traced back to the ethics of Kant and the Neokantianism of Hermann Cohen. It is my central thesis that the key step in its development occurred with American Pragmatism, or, to be precise, in the intellectual environment around American Pragmatism. (shrink)

Die transzendentalphilosophische Theorie Johann Gottlieb Fichtes bietet eine Konzeption, mittels derer sich strukturelle bzw. methodologische Schwierigkeiten einer philosophischen Theoriebildung über das empirische Bewusstsein nicht nur vermeiden, sondern produktiv instrumentalisieren lassen. Um der gegenwärtig naturalistisch geprägten Bewusstseinsphilosophie einen logisch-begrifflich bzw. apriorisch fundierten Ansatz gegenüberzustellen, stehen im folgenden einzelne Theoriestücke des Fichteschen Systems zentral, die der besonderen Struktur des empirischen Bewusstseins gerecht werden können.

The topic of this conference, directed toward exploring the relationships between Hegel’s Naturphilosophie and his conception of spirit, drew a total of about 300 registrants, with about 140 papers being presented. Although sixteen countries were represented, well over half of the participants came from German universities. Next in the number of participants were those from Yugoslavia and Poland. There were five North Americans listed on the printed program, but only three attended: H.S. Harris, Leo Rauch, and this writer. Among the (...) welcome and familar faces in the audience were those of Howard P. Kainz, James Wilkinson, and Shlomo Avineri. Those of us who recalled the fine paper which Professor Avineri had presented at the 1986 Zürich conference were unhappy to learn that he had chosen not to present one at this time. (shrink)

Name der Zeitschrift: Internationales Jahrbuch für philosophische Anthropologie Jahrgang: 7 Heft: 1 Seiten: 139-154.

Les sciences cognitives ont redonné de l’actualité au vieux problème des localisations cérébrales, qui a souvent été un motif à plaisanteries. Quant à la question plus philosophique de la localisation de l’esprit, des auteurs comme Peirce, James, Wittgenstein et actuellement Vincent Descombes, ont imaginé délocaliser l’esprit, pour mieux réputer dénuée de sens l’idée même d’un lieu du mental et critiquer le localisationnisme qu’on retrouve chez les cogniticiens aujourd’hui.

The fact that Descartes describes mind and body as two fundamentally different entities has mostly led to the view that he has to be seen not only as the father of modern Philosophy, but also as the father of substance dualism. Against this commonsense view, I will argue that Descartes’ dualism does not primarily aim to prove an ontological, but a transcendental distinction between mind and body as a constitutional fact of human existence. As a consequence, Descartes’ dualism has to (...) be seen as a kind of perspectivism: Depending on one’s point of view, the human mind can, according to Descartes, be seen as part of a union with the body, as self-consciousness (“ego cogito”) or, from a naturalistic point of view, as a natural function that has its correlate in the human brain. (shrink)

The following article is a contribution to the history of Fichte’s Publicum „Moral für Gelehrte“ (Jena – 1794–1795). Its purpose is to elucidate some misunderstandings about the chronology, the thematic articulation, and even the letter and spirit of these wellknown lectures.