Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary (...) socio-relational case content, on case-based knowledge acquisition and transfer on future ethical decision-making tasks. Study findings suggest that emotional case content stimulates retention of cases and facilitates transfer of ethical decision-making principles demonstrated in cases. (shrink)

Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...) a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sensemaking processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed. (shrink)

Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes (...) within context was more effective when combined with long-term forecasts, leading to greater knowledge acquisition and sensemaking strategy use. (shrink)

Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a (...) conceptual model of leader EDM. Moreover, the underlying factors in the model are highlighted—constraints and strategies. Four trainable, compensatory strategies (emotion regulation, self-reflection, forecasting, and information integration) are proposed and described that aid leaders in navigating ethical dilemmas in organizations. Empirical examinations demonstrate that tactical application of the strategies may aid leaders in making sense of complex and ambiguous ethical dilemmas and promote ethical behavior. Compensatory tactics such as these should be central to organizational ethics initiatives at the leader level. (shrink)

Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts (...) from the effectiveness of the learning approach. Implications regarding the use of instructional techniques in training programs are discussed. (shrink)

Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...) a structured outcome evaluation had no impact on these outcomes. Results indicate that those who use case-based instruction should take care to use clear, less complex cases with only a singular outcome if they are seeking these types of outcomes. (shrink)

This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be (...) too much of a good thing when structuring case-based ethics education. Implications for designing ethics training programs are discussed. (shrink)

Die »Enzyklopädie Philosophie- und Wissenschaftstheorie«, das größte allgemeine Nachschlagewerk zur Philosophie im deutschsprachigen Raum, wurde 1980 begonnen und 1996 mit dem vierten Band abgeschlossen. Sie erschien 2005 bis 2018 in einer komplett aktualisierten und erweiterten 8-bändigen Neuauflage, die hiermit nun in einer kartonierten Sonderausgabe vorliegt. Die »Enzyklopädie« umfasst in Sach- und Personenartikeln nicht nur den klassischen Bestand des philosophischen Wissens, sondern auch die neuere Entwicklung der Philosophie, insbesondere in den Bereichen Logik, Erkenntnis- und Wissenschaftstheorie sowie Sprachphilosophie. Zugleich finden Grundlagenreflexionen in (...) den Wissenschaften und deren Geschichte ausführliche Berücksichtigung. Die umfassenden Bibliographien und Werkverzeichnisse wurden für die 2. Auflage in allen Artikeln auf den neuesten Stand gebracht. Der Herausgeber Jürgen Mittelstraß, Professor em. für Philosophie und Wissenschaftstheorie an der Universität Konstanz, ist einer der international renommiertesten deutschen Philosophen. 1989 erhielt er den Leibniz-Preis der Deutschen Forschungsgemeinschaft (DFG) und seitdem zahlreiche weitere Wissenschaftspreise sowie Ehrendoktorwürden. Er ist Direktor des Konstanzer Wissenschaftsforums, war Präsident der Academia Europaea (2002-2008) und Vorsitzender des Österreichischen Wissenschaftsrates (2005-2015). Band 1: A-B | Band 2: C-F | Band 3: G-Inn | Band 4: Ins-Loc | Band 5: Log-N | Band 6: O-Ra | Band 7: Re-Te | Band 8: Th-Z. (shrink)

Es wurde in der Vergangenheit viel darüber debattiert, ob das Zentrum der Kritik der reinen Vernunft in der Erkenntnistheorie der „Transzendentalen Analytik“ oder in der Metaphysikkritik der „Transzendentalen Dialektik“ liegt. Stellt man den Begriff der Einheit des Bewusstseins in den Mittelpunkt der Auseinandersetzung, dann verliert diese Debatte an Bedeutung. Die „Einheit des Bewusstseins“ ist einerseits von zentraler Wichtigkeit für Kants Theorie der Objektivität, wie er sie in der „Deduktion der Kategorien“ entwickelt. Sie gehört andererseits in die Seelenlehre und wird daher (...) von Kant in den der Rationalen Psychologie gewidmeten Teilen der „Transzendentalen Dialektik“ thematisiert. Die vorliegenden Analysen von Henny Blomme, Bernd Dörflinger, Corey W. Dyck, Dietmar H. Heidemann, Thomas Höwing, Toni Kannisto, Heiner F. Klemme, Rudolf Mösenbacher, Giuseppe Motta, Dennis Schulting, Camilla Serck-Hanssen, Thomas Sturm, Udo Thiel, Violetta Waibel und Falk Wunderlich vertiefen das Verständnis dieses zentralen Begriffes der Kantischen Philosophie. (shrink)

John Lockes Essay uber den menschlichen Verstand (zuerst 1690 erschienen) ist eines der einflussreichsten Bucher der Philosophiegeschichte. Es behandelt vorwiegend erkenntnis- und wissenschaftstheoretische Themen, nimmt aber auch Stellung zu Fragen aus der Philosophie des Geistes, der Religionsphilosophie und der Ethik. Locke war einer der Initiatoren und fuhrenden Kopfe der europaischen Aufklarung. Die Auseinandersetzung mit dem Essay wird auch in der Philosophie der Gegenwart vehement fortgesetzt. Die elf Beitrage dieses Bandes, die Bibliographie und ein ausfuhrliches Glossar machen das Buch zu einem (...) wichtigen Begleittext zu Lockes Werk. Mit Beitragen von: Michael Ayers, Reinhard Brandt, John Colman, Bertram Kienzle, Heiner F. Klemme, Lorenz Kruger, Michel Malherbe, Rolf W. Puster, G.A.J. Rogers, Rainer Specht, Jurgen Sprute und Udo Thiel". (shrink)

As to the wearing of a leather phallus by fifth-century comic actors, Pickard- Cambridge wrote: ‘Aristophanes’ resolution to avoid such indecencies does not seem to have lasted long.’ One year would not have beenlong; and Beare, who resumed Thiele's position, and Webster, who supported that of Körte, carried on a controversy on the matter without reference to what I believe is a relevant, if misunderstood, text.

A. Kenny, Frege, an introduction to the founder of modern analytic philosophy. London:Penguin, 1995. viii-h223pp. £7.99 T. Willamson, Vagueness. London:Routledge, 1994. xiii-f-325 pp. £35.00 TOM BU...

In lieu of an abstract, here is a brief excerpt of the content:The humble origins of Russell's paradox by J. Alberto Coffa ON SEVERAL OCCASIONS Russell pointed out that the discovery of his celebrated paradox concerning the class of all classes not belonging to themselves was intimately related to Cantor's proof that there is no greatest cardinal. lOne of the earliest remarks to that effect occurs in The Principles ofMathematics where, referring to the universal class, the class of all classes (...) and the class of all propositions, he notes that when we apply the reasoning of his [Cantor's] proofto the cases in question we find ourselves met by definite contradictions, of which the one discussed in Chapter x is an example. (P. 362) And in a footnote he adds: "It was in this way that I discovered this contradiction". Throughout his writings Russell left a number ofhints concerning the sort of connection he had drawn between Cantor's proof and his own discovery. In fact, his suggestions are so specific that there would seem to be little room left for speculation concerning how the discovery took place.2 The picture that emerges almost immediately from Russell's observations is the following. For reasons which are 1 See, e.g., Bertrand Russell, The Principles of Mathematics, 2nd ed. (London: Allen & Unwin, 1937), §§100, 344-9; G. Frege, Wissenschaftlicher Briefwechsel (Hamburg: Felix Meiner Verlag, 1976), pp. 215-16; B. Russell, Essays in Analysis, ed. D. Lackey (New York: George Braziller, 1973), p. 139; B. Russell, Introducrion to Mathemarical Philosophy (New York: Simon and Schuster, 1971), p. 136; B. Russell, My Philosophical Development (New York: Simon and Schuster, 1959), pp. 75-6; The Autobiography of Bertrand Russell, I (New York: Bantam Books, 1968), 195. 2 See, e.g., Ch. Thiel's "Einleitung des Herausgebers" in Frege, Wissenschaftlicher Briefwechsel, pp. 203 and 216 (footnote), and 1. Grattan-Guinness, "How Bertrand Russell Discovered his Paradox", Historia Marhematica, 5 (1978),127-37. 31 32 Russell, nos. 33-4 (Spring-Summer 1979) never made clear, Russell decided to analyze Cantor's argument applying it to "large" classes such as the universal class V, and the class of all classes. When, for example, we consider V, its power set and the correlationf(x) = {x} if x is not a class, f(x) =. x otherwise, then Cantor's diagonal class D turns out to be the class of all classes not belonging to themselves. Moreover, since the element ofV which is taken toD byfisD itself(i.e., sincef(D) = D), Cantor's reasoning invites us to raise the question whether D belongs tof(D) (i.e., toD) or not; and it establishes that it does precisely if it doesn't.3 The purpose of this note is to present recently uncovered information that complements and corrects our present understanding of Russell's discovery of his paradox. As it turns out, far from originating from his desire to apply the ideas in Cantor's theorem, a version of Russell's paradox first occurred in an argument that Russell had devised, late in 1900, in order to establish the invalidity of that theorem. An appeal to "large" classes such as V or Class was, as we shall see, essential to Russell's attempted refutation. As he displayed the details of his counterexample Russell's paradox emerged, at first unrecognized, as the by-product of a project that the paradox itself would eventually undermine. In a paper written in 1901 and largely devoted to a popular exposition and defence of Cantor's theory of the infinite, Russell expressed what appeared to be a rpinor reservation to Cantor's treatment : There is a greatest of all infinite numbers, which is the number of things altogether, of every sort and kind. It is obvious that there cannot be a greater number than this, because, if everything has been taken, there is nothing left to add. Cantor has a proof that there is no greatest number, and if this proof were valid, the contradictions of infinity would reappear in a sublimated form. But in this one point, the master has been guilty of a very subtle fallacy, which I hope to explain in some future work.4 3 See Principles, §349. Perhaps I should remind... (shrink)

Gottlob Frege ist der Begründer der modernen Logik und einer der Väter der analytischen Philosophie. Bertrand Russell, Rudolf Carnap und Ludwig Wittgenstein haben seine Ideen aufgegriffen und weiterentwickelt. Dieses Buch liefert eine Bestandsaufnahme zu Werk und Wirkung Freges. Gewürdigt werden seine Leistungen als Logiker, Mathematiker, Sprachphilosoph und Methodologe. Im Ausgang von historischen Untersuchungen zum ursprünglichen 'kontinentalen' Ort des Frege schen Denkens wird die internationale Rezeption und das systematische Gewicht der Philosophie Frege s entfaltet. Mit Beiträgen von: Michael Astroh, Detlef Gronau, (...) Wolfgang Kienzler, Lothar Kreiser, Volker Peckhaus, Eva Picardi, Erich H. Reck, Marco Ruffino, Christiane Schildknecht, Joachim Schulte, Rainer Stuhlmann-Laeisz, Christian Thiel, Kai F. Wehmeier. (shrink)

This paper responds to the issues raised by D. Chalmers by offering a research direction which is quite radical because of the way in which methodological principles are linked to scientific studies of consciousness. Neuro-phenomenology is the name I use here to designate a quest to marry modern cognitive science and a disciplined approach to human experience, thereby placing myself in the lineage of the continental tradition of Phenomenology. My claim is that the so-called hard problem that animates these Special (...) Issues can only be addressed productively by gathering a research community armed with new pragmatic tools for the development of a science of consciousness. I will claim that no piecemeal empirical correlates, nor purely theoretical principles, will really help us at this stage. We need to turn to a systematic exploration of the only link between mind and consciousness that seems both obvious and natural: the structure of human experience itself. In what follows I motivate my choice by briefly examining the current debate about consciousness at the light of Chalmer’s hard problem. Next, I outline the phenomenological strategy. Finally I conclude by discussing some of the main difficulties and consequences of this strategy. (shrink)

Lists of species underpin many fields of human endeavour, but there are currently no universally accepted principles for deciding which biological species should be accepted when there are alternative taxonomic treatments (and, by extension, which scientific names should be applied to those species). As improvements in information technology make it easier to communicate, access, and aggregate biodiversity information, there is a need for a framework that helps taxonomists and the users of taxonomy decide which taxa and names should be used (...) by society whilst continuing to encourage taxonomic research that leads to new species discoveries, new knowledge of species relationships, and the refinement of existing species concepts. Here, we present 10 principles that can underpin such a governance framework, namely (i) the species list must be based on science and free from nontaxonomic considerations and interference, (ii) governance of the species list must aim for community support and use, (iii) all decisions about list composition must be transparent, (iv) the governance of validated lists of species is separate from the governance of the names of taxa, (v) governance of lists of accepted species must not constrain academic freedom, (vi) the set of criteria considered sufficient to recognise species boundaries may appropriately vary between different taxonomic groups but should be consistent when possible, (vii) a global list must balance conflicting needs for currency and stability by having archived versions, (viii) contributors need appropriate recognition, (ix) list content should be traceable, and (x) a global listing process needs both to encompass global diversity and to accommodate local knowledge of that diversity. We conclude by outlining issues that must be resolved if such a system of taxonomic list governance and a unified list of accepted scientific names generated are to be universally adopted. (shrink)

This paper starts with one of Chalmers’ basic points: first-hand experience is an irreducible field of phenomena. I claim there is no ‘theoretical fix’ or ‘extra ingredient’ in nature that can possibly bridge this gap. Instead, the field of conscious phenomena requires a rigorous method and an explicit pragmatics for its exploration and analysis. My proposed approach, inspired by the style of inquiry of phenomenology, I have called neurophenomenology. It seeks articulations by mutual constraints between phenomena present in experience and (...) the correlative field of phenomena established by the cognitive sciences. It needs to expand into a widening research community in which the method is cultivated further. (shrink)

We will show that there is a strong form of emergence in cell biology. Beginning with C.D. Broad's classic discussion of emergence, we distinguish two conditions sufficient for emergence. Emergence in biology must be compatible with the thought that all explanations of systemic properties are mechanistic explanations and with their sufficiency. Explanations of systemic properties are always in terms of the properties of the parts within the system. Nonetheless, systemic properties can still be emergent. If the properties of the components (...) within the system cannot be predicted, even in principle, from the behavior of the system's parts within simpler wholes then there also will be systemic properties which cannot be predicted, even in principle, on basis of the behavior of these parts. We show in an explicit case study drawn from molecular cell physiology that biochemical networks display this kind of emergence, even though they deploy only mechanistic explanations. This illustrates emergence and its place in nature. (shrink)

Die unendlichen Vermogen des menschlichen Geistes dokumentierten sich fuer den Wiederbegruender der Platonischen Akademie in Florenz, Marsilio Ficino (1433-1499) vor allem in weltgestaltenden Handlungen und fuehrten ihn so zur These von der Gottlichkeit des Menschen. Anlaalich des 500. Todestages des Renaissancephilosophen werden die Grundlagen und praktischen Konsequenzen dieses bis heute nachwirkenden Menschenbildes aus den unterschiedlichsten Blickwinkeln diskutiert. Mit Beitragen von: Jorg Hardy, Udo Reinhold Jeck, Hubert Benz, Achim Wurm, Detlef Thiel, Orrin F. Summerell, Matthias Bloch, Alexander F. Lohner, Burkhard Mojsisch.

Listening to someone from some distance in a crowded room you may experience the following phenomenon: when looking at them speak, you may both hear and see where the source of the sounds is; but when your eyes are turned elsewhere, you may no longer be able to detect exactly where the voice must be coming from. With your eyes again fixed on the speaker, and the movement of her lips a clear sense of the source of the sound will (...) return. This ‘ventriloquist’ effect reflects the ways in which visual cognition can dominate auditory perception. And this phenomenological observation is one what you can verify or disconfirm in your own case just by the slightest reflection on what it is like for you to listen to someone with or without visual contact with them. (shrink)

This article is a translation into english of a lecture given by paneth in 1931. The content of the work is described by the section titles: (1) the need for epistemological clarification of the fundamental concepts of chemistry, (2) the concept of substance in chemistry, (3) the epistemological standpoint of the ancient atomists, (4) the epistemological position of the concept of element introduced by lavoisier, (5) the double meaning of the chemical concept of element: 'basic substance' and 'simple substance', And (...) (6) the double meaning of other chemical concepts. Sections (4)-(6) are published in the following number of this journal. (staff). (shrink)

This work gathers selected essays by the author in two areas of philosophy. The first 12 pieces concern the philosophy of language, and the volume is completed by four studies in Kantian metaphysics.

This article is a translation into english of a lecture given by paneth in 1931. The content of the work is described by the section titles: (1) the need for epistemological clarification of the fundamental concepts of chemistry, (2) the concept of substance in chemistry, (3) the epistemological standpoint of the ancient atomists, (4) the epistemological position of the concept of element introduced by lavoisier, (5) the double meaning of the chemical concept of element: 'basic substance' and 'simple substance', And (...) (6) the double meaning of other chemical concepts. Sections (4)-(6) are published in the following number of this journal. (staff). (shrink)