Johann August Schlettwein established a reputation during the later eighteenth century as Germany's foremost Physiocrat. Schlettwein's primarily literary reputation was lent authority by his direct participation in two practical Physiocratic experiments: the Markgraf of Baden's trial introduction of a single tax during the the early 1770s, and the creation of an Economic Faculty at the University of Giessen as part of a general financial reform in the state of Hessen-Darmstadt. It is this latter case which will be examined here, where (...) university reform was assigned an important role in the general reconstruction of state finances. But why should the reformers in Darmstadt have lighted upon a maverick figure such as Schlettwein to lead a Faculty which was in turn assigned a leading role in the reform of their state university? And given the apparent failure of Schlettwein to fulfil the hopes placed in him, to what can we attribute his generally lacklustre performance in Giessen? While the first of these questions can be fairly readily answered by considering the choices facing the state government, the second problem is more open: a number of possibilities suggest themselves. The fact that Physiocratic principles conflicted sharply with those governing cameralistic teaching in the German university could have been a significant obstacle; or it could have been that the role assigned to Schlettwein proved impossible, caught between the agenda of Physiocratic reform and that of the state government; or it might of course be that Schlettwein bore personally the major share of the blame. The Physiocratic programme was sweeping in its ambitions; but where it was put into practice (in Baden), or was lent an academic platform (in Giessen), it failed. By examining the reasons behind the failure in Gie?en we can perhaps learn something more of the scope of Physiocracy as a programme of reform in the eighteenth century and thence, indirectly, about the contemporary reception of Physiocratic ideas. (shrink)

Johann Wolfgang Goethe-Universität / Archivzentrum UBA Ffm Bestand Na 60 Beschreibung Identifikation (kurz) Laufzeit: 1950-1994 -/- Bestandsgeschichte: Jürgen Habermas (geb. 1929), Professor für Philosophie und Sozio-logie an der Goethe-Universität (1964-1971, 1975-1982 und 1983-1994) und Direktor des Max-Planck-Instituts zur Erforschung der Lebensbedingungen der wissenschaftlich-technischen Welt, ab 1980 Max-Planck-Institut für Sozialwissenschaften, (1971-1981), gilt als einer der bedeutendsten lebenden deutschen Philosophen der Gegenwart. Ha-bermas rezipierte die Kritische Theorie und entwickelte darüber hinausgehende Theo-rien in der Sozialphilosophie. Die Unterlagen wurden von Jürgen Habermas im Frühjahr (...) 2010 an das Archivzentrum abgegeben. Findmittel: verzeichnet Weitere Angaben (Bestand) Zusatzinformationen: Der Vorlass von Jürgen Habermas ist komplett verzeichnet, je-doch nur für die Korrespondenzen 1954 - 1994 online freigeschaltet. Alle anderen Ver-zeichnungseinheiten sind hier nicht einsehbar. Gliederung: 1. Korrespondenzen 2. Lehre und wissenschaftliche Arbeit 3. Monographien und Aufsatzbände 4. Sammlungen -/- https://arcinsys.hessen.de/arcinsys/llist?nodeid=g156869&page=1&reload=true&sorting=41 . (shrink)

Due to lacking reliable sources almost no details were available on the educational journey of the joung Descartes. Moreover, contradictions in several publications resulted in the doubt, whether these events, which are so important for the history of science, ever hapened at all. Folowing careful and comprehensive research at the City Archives Ulm, the Hessian City Archives Darmstadt and the Bavarian State Library in Munich the author found evidence that René Descartes met the mathematician and master fortress builder Johann Faulhaber (...) in Ulm.1 Now, the first summary of Descartes' travel report can be given based on further findings (in reliable sources) and corroborated by numerous facts. (shrink)

Episodic memory has been analyzed in a number of different ways in both philosophy and psychology, and most controversy has centered on its self-referential,autonoeticcharacter. Here, we offer a comprehensive characterization of episodic memory in representational terms and propose a novel functional account on this basis. We argue that episodic memory should be understood as a distinctive epistemic attitude taken toward an event simulation. In this view, episodic memory has a metarepresentational format and should not be equated with beliefs about the (...) past. Instead, empirical findings suggest that the contents of human episodic memory are often constructed in the service of the explicit justification of such beliefs. Existing accounts of episodic memory function that have focused on explaining its constructive character through its role in future-oriented mental time travel do justice neither to its capacity to ground veridical beliefs about the past nor to its representational format. We provide an account of the metarepresentational structure of episodic memory in terms of its role in communicative interaction. The generative nature of recollection allows us to represent and communicate the reasons why we hold certain beliefs about the past. In this process, autonoesis corresponds to the capacity to determine when and how to assert epistemic authority in making claims about the past. A domain where such claims are indispensable are human social engagements. Such engagements commonly require the justification of entitlements and obligations, which is often possible only by explicit reference to specific past events. (shrink)

Episodic representations can be entertained either as “remembered” or “imagined”—as outcomes of experience or as simulations of such experience. Here, we argue that this feature is the product of a dedicated cognitive function: the metacognitive capacity to determine the mnemicity of mental event simulations. We argue that mnemicity attribution should be distinguished from other metacognitive operations (such as reality monitoring) and propose that this attribution is a “cognitive gadget”—a distinctively human ability made possible by cultural learning. Cultural learning is a (...) type of social learning in which traits are inherited through social interaction. In the case of mnemicity, one culturally learns to discriminate metacognitive “feelings of remembering” from other perceptual, emotional, action-related, and metacognitive feelings; to interpret feelings of remembering as indicators of memory rather than imagination; and to broadcast the interpreted feelings in culture- and context-specific ways, such as “I was there” or “I witnessed it myself.” We review evidence from the literature on memory development and scaffolding, metacognitive learning and teaching, as well as cross-cultural psychology in support of this view before pointing out various open questions about the nature and development of mnemicity highlighted by our account. (shrink)

Glückwunsch, von W. Jaeger.--Grenzsituationen der Gegenwart, von A. Wenzl.--Theologische Ontologie, von G. Jacoby.--Wissenschaft, Philosophie, Weltanschauung. von J. Barion.--Theorie und Ideologie in der Politik, von Cabralde Moncada.--Nikolai Berdjajew im bolschewistischen Russland, von F. Stepun.--Spinoza-Sokrates-Christus, der Menschensohn und die Philosophen, von H. Schuster.--Wertung und Wirksamkeit der Frau in der christlichen Kirche, von F. Heiler.--Ein neues Dogma? Von O. Schroeder.--Anbrosius von Mailand und sein Verhältnis zum Judentum, von W. Wilbrand.--Das Bild Luthers bei Johannes Hessen, von P. Althaus.--Zur Mystik Augustins, von W. falkenhahn.- (...) class='Hi'>Johannes Hessen und Rudolf Ottos "Religlöser Menschheitsbund," von C. Barth.--Eine Antithese zum Jahre 1933, Johannes Hessens prophetische Mahnworte, von T. Pöhler.--Der Lehrer, von H. Höttges. (shrink)

In this essay, Johannes Giesinger comments on the current philosophical debate on educational justice. He observes that while authors like Elizabeth Anderson and Debra Satz develop a so-called adequacy view of educational justice, Harry Brighouse and Adam Swift defend an egalitarian principle. Giesinger focuses his analysis on the main objection that is formulated, from an egalitarian perspective, against the adequacy view: that it neglects the problem of securing fair opportunities in the competition for social rewards. Giesinger meets this objection (...) by expressing two basic theses: First, he argues that Brighouse and Swift themselves fail to give an adequate account of fair competition; and, second, he shows that the adequacy view provides the theoretical resources to face this problem. (shrink)

In this paper, we explore the extent to which issues of simulation model validation take on novel characteristics when the models in question become particularly complex. Our central claim is that complex simulation models in general, and global models of climate in particular, face a form of confirmation holism. This holism, moreover, makes analytic understanding of complex models of climate either extremely difficult or even impossible. We argue that this supports a position we call convergence skepticism: the belief that the (...) existence of a plurality of different models making a plurality of different forecasts of future climate is likely to be a persistent feature of global climate science. (shrink)

Several promising approaches have been developed to represent conscious experience in terms of mathematical spaces and structures. What is missing, however, is an explicit definition of what a ‘mathematical structure of conscious experience’ is. Here, we propose such a definition. This definition provides a link between the abstract formal entities of mathematics and the concreta of conscious experience; it complements recent approaches that study quality spaces, qualia spaces, or phenomenal spaces; and it provides a general method to identify and investigate (...) structures of conscious experience. We hope that ultimately this work provides a basis for developing a common formal language to study consciousness. (shrink)

The goal of the present article is to contribute to the epistemology and methodology of computer simulations. The central thesis is that the process of simulation modeling takes the form of an explorative cooperation between experimenting and modeling. This characteristic mode of modeling turns simulations into autonomous mediators in a specific way; namely, it makes it possible for the phenomena and the data to exert a direct influence on the model. The argumentation will be illustrated by a case study of (...) the general circulation models of meteorology, the major simulation models in climate research. (shrink)

In recent years, the construct of mindfulness has gained growing attention in psychological research. However, little is known about the effects of mindfulness on interpersonal interactions and social relationships at work. Addressing this gap, the purpose of this study was to investigate the role of mindfulness in leader-follower-relationships. Building on prior research, we hypothesize that leaders’ mindfulness is reflected in a specific communication style (“mindfulness in communication”), which is positively related to followers’ satisfaction with their leaders. We used nested survey (...) data from 34 leaders and 98 followers from various organizations and tested mediation hypotheses using hierarchical linear modeling. Our hypotheses were confirmed by our data. Leaders’ self-reported mindfulness showed a positive relationship with several aspects of followers’ satisfaction. This relationship was fully mediated by leaders’ mindfulness in communication as perceived by their followers. Our findings emphasize the potential value of mindfulness in workplace settings. They provide empirical evidence for a positive link between leaders’ dispositional mindfulness and the wellbeing of their followers, indicating that mindfulness is not solely an individual resource but also fosters interpersonal skills. By examining leaders’ mindfulness in communication as an explanatory process, we created additional clarification about how leaders’ mindfulness relates to followers’ perceptions. Moreover, by suggesting mindfulness in communication as a behavioral correlate of mindfulness, we offered a promising starting point for indirect measures of mindfulness. (shrink)

Despite growing evidence to the contrary, researchers continue to posit causal links between cannabis, crime, psychosis, and violence. These spurious connections are rooted in history and fueled decades of structural limitations that shaped how researchers studied cannabis. Until recently, research in this area was explicitly funded to link cannabis use and harm and ignore any potential benefits. Post-prohibition cannabis research has failed to replicate the dire findings of the past. This article outlines how the history of controlling cannabis research has (...) led to various harms, injustices, and ethical complications. We compare commonly cited research from both the prohibition and post-prohibition eras and argue that many popular claims about the dangers of cannabis are the result of ethical lapses by researchers, journals, and funders. We propose researchers in this area adopt a duty of care in cannabis research going forward. This would oblige individual researchers to establish robust research designs, employ careful analytic strategies, and acknowledge limitations in more detail. This duty involves the institutional recognition by funders, journals, and others that cannabis research has been deliberately misconstrued to criminalize, stigmatize, and pathologize. (shrink)

Aim of the lectures -- Early Brahmanical literature -- Panini's grammar -- A passage from the Chandogya Upanisad -- The structures of languages -- The Buddhist contribution -- Vaisesika and language -- Verbal knowledge -- The contradictions of Nagarjuna -- The reactions of other thinkers -- Sarvastivada Samkhya -- The Agamasastra of Gaudapada -- Sankara -- Kashmiri Saivism -- Jainism -- Early Vaisesika -- Critiques of the existence of a thing before its arising -- Nyaya -- Mimamsa -- The Abhidharmakosa (...) bhasya of Vasubandhu -- The Abhidharmasamuccaya of Asanga and its bhasya -- Bhartrhari -- The problem of negation -- Dignaga and verbal knowledge -- The Bodhisattvabhumi -- Prajnakaragupta -- Indian thinkers and the correspondence principle -- Appendix. The Mahaprajnaparamitasastra and the Samkhya tanmatras. (shrink)

To what extent does the common claim that childhood is ‘socially constructed’ affect the ethical debate on the ‘intrinsic’ and ‘special’ goods of childhood? Philosophers have referred to this kind of goods in their critique of overly adult-centred and future-oriented conceptions of childhood. The view that some goods are child-specific, in the sense that they are only good for children, not for adults, seems to presuppose an understanding of what children ‘are’, and how they differ from adults. However, if the (...) social-constructionist view is accepted, it cannot be assumed that childhood is a given. This essay claims that the social-constructionist understanding of childhood does not undermine the debate on the moral status and the goods of childhood, but that nevertheless important lessons can be drawn from the insight that childhood, as we know it, is not a natural and universal phenomenon. (shrink)

We claim that adjustable parameters play a crucial role in building and applying simulation models. We analyze that role and illustrate our findings using examples from equations of state in thermodynamics. In building simulation models, two types of experiments, namely, simulation and classical experiments, interact in a feedback loop, in which model parameters are adjusted. A critical discussion of how adjustable parameters function shows that they are boon and bane of simulation. They help to enlarge the scope of simulation far (...) beyond what can be determined by theoretical knowledge, but at the same time undercut the epistemic value of simulation models. (shrink)

This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing to make claims on others.

Integrated Information Theory is one of the leading models of consciousness. It aims to describe both the quality and quantity of the conscious experience of a physical system, such as the brain, in a particular state. In this contribution, we propound the mathematical structure of the theory, separating the essentials from auxiliary formal tools. We provide a definition of a generalized IIT which has IIT 3.0 of Tononi et al., as well as the Quantum IIT introduced by Zanardi et al. (...) as special cases. This provides an axiomatic definition of the theory which may serve as the starting point for future formal investigations and as an introduction suitable for researchers with a formal background. (shrink)

Do any nonhuman animals have hedonically valenced experiences not directly caused by stimuli in their current environment? Do they, like us humans, experience anticipated or previously experienced pains and pleasures as respectively painful and pleasurable? We review evidence from comparative neuroscience about hippocampus-dependent simulation in relation to this question. Hippocampal sharp-wave ripples and theta oscillations have been found to instantiate previous and anticipated experiences. These hippocampal activations coordinate with neural reward and fear centers as well as sensory and cortical areas (...) in ways that are associated with conscious episodic mental imagery in humans. Moreover, such hippocampal “re- and preplay” has been found to contribute to instrumental decision making, the learning of value representations, and the delay of rewards in rats. The functional and structural features of hippocampal simulation are highly conserved across mammals. This evidence makes it reasonable to assume that internally triggered experiences of hedonic valence (IHVs) are pervasive across (at least) all mammals. This conclusion has important welfare implications. Most prominently, IHVs act as a kind of “welfare multiplier” through which the welfare impacts of any given experience of pain or pleasure are increased through each future retrieval. However, IHVs also have practical implications for welfare assessment and cause prioritization. (shrink)

This essay starts from the observation that the issue of talent, in relation to the problem of distributive justice, can be approached from two different angles. First, it is common to discuss the justificatory function of talent, that is, its role in the justification of educational or social inequalities. In addition, however, this essay proposes to look at practices of talent ascription and their causal role in the distribution of educational prospects. These practices tend to exacerbate educational inequalities due to (...) social background, especially when they are tied to selective educational settings. There is reason to avoid talent-based selection in education, in order to contain the negative effects of practices of talent ascription. (shrink)

In response to the commentaries, we clarify and defend our characterization of both the nature and function of episodic memory. Regarding the nature of episodic memory, we extend the distinction between event and episodic memory and discuss the relational role of episodic memory. We also address arguments against our characterization of autonoesis and argue that, while self-referential, it needs to be distinguished from an agentive notion of self. Regarding the function of episodic memory, we review arguments about the relation between (...) future mental time travel and memory veridicality; clarify the relation between autonoesis, veridicality, and confidence; and finally discuss the role of episodic memory in diachronic commitments. (shrink)

While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper demonstrates that the core (...) ideas of Kant's moral philosophy are also present in his pedagogy. This means that the problem of moral education must be solved within the transcendentalist framework. It is finally claimed that Kant himself outlines a solution to this problem in his pedagogical lectures. (shrink)