Der Artikel geht der Frage nach, wie „Wir und die Anderen" in Rosenzweigs „neuem Denken" vorkommen, - und das über das Vorkommen als Thema bzw. Gegenstand hinaus im methodischen Sinne der Frage nach dem „Subjekt" dieses „neuen Denkens" selbst. Die These bezüglich dieser Frage lautet, dass Rosenzweig das Thema „Wir und die Anderen" in einer spezifischen „Dia-logik" von Verwurzelung im Eigenen und Verhältnis zum Anderen austrägt. Spezifisch ist insbesondere sein Rekurs auf die „Tatsachen" des „Welttags des Herrn", Schöpfung, Offenbarung und (...) Erlösung, als philosophische Kategorien. Durch sie wäre durchzudeklinieren, wer jeweils „Wir und die Anderen" sind. Denn im Vorgang des Stern gewinnt mit dem „Wir" ein „Subjekt" Gestalt, das den Horizont der Menschheit, des „Wir alle", gerade deshalb nicht unterbieten kann, weil es im „Gottesgeschehen" konstituiert und darin der „Weltgeschichte" ausgesetzt wird. Dass dem so ist, erfährt der Jude Rosenzweig Christen gegenüber und reflektiert er im „Stern der Erlösung" als Sprachgeschehen insbesondere in seinem Konzept „chorischen Sprechens". In diesem Artikel wird die These vermittelt durch den Umweg darüber einer Relecture unterzogen, wie Levinas Rosenzweig im „Wir" des modernen Judentums verortet.This essay is concerned with the question how Rosenzweig's „new thinking" deals with „We and the Others", - and this beyond tackling it as a topic or object but in a methodical sense as the question about the „subject" of the „new thinking" itself. Concerning this question, it is the thesis to explore that Rosenzweig ponders „We and the Others" in a specific „dia-logical" way of becoming deeply rooted in one's own while being related to the other. He specifically refers to the „facts" of the „World-Day of the Lord" as philosophical categories. They could give the cases of who it is particularly, „We and the Others": In the process of the Star a „We" becomes the „subject" which cannot deny the universal horizon of „We all" because it is constituted as such in „God's history", i.e. the temporal sequence of His World-Day, and therefore exposed to „universal world-history". That is Rosenzweig's experience as a Jew face to face with Christians which he reflects upon in the Star as a speech-process, especially in his concept of „choral speech". In this essay, the thesis is submitted to a relecture by means of a detour, which is made by following Levinas' way of locating Rosenzweig in the „We" of the modern Jewish community. (shrink)

We propose a new way of looking at the quantum Maxwell’s demon problem in terms of conditional action. A “conditional action” on a system is a unitary time evolution, selected according to the result of a previous measurement, which can reduce the entropy of the system. However, any conditional action can be realized by an unitary time evolution of a larger system and a subsequent Lüders measurement, whereby the entropy of the entire system is either increased or remains constant. We (...) give some examples that illustrate and confirm our proposal, including the erasure of N qubits and the Szilard engine, thus relating the present approach to the Szilard principle and the Landauer principle that have been discussed as possible solutions of the Maxwell’s demon problem. (shrink)

We investigate the theory of finite observables, i.e., resolutions of the finite-dimensional identity by means of positive operators, that have a physical interpretation in terms of measurement schemes. We focus on extremal and rank-one observables and consider various constructions that reduce observables to simpler ones. However, these constructions do not suffice to generate all finite extremal observables, as we show by means of counter-examples.

An exact formulation of the frequency interpretation of probability is proposed on the basis of G. Ludwig's concept of physical theories. Starting from a short outline of this concept, a formal definition of weak approximate reduction is developed, which covers the reduction of probability to frequency as a special case.

Public school as a constitutional condition of modern democracy can not deal with absolutistic and fundamentalistic claims of public morality in a neutral way. The problems resulting from this for a laicistic school are discussed in the context of liberal tradition in France and the “école laïque” as it originated in the 19th century.

Public school as a constitutional condition of modern democracy can not deal with absolutistic and fundamentalistic claims of public morality in a neutral way. The problems resulting from this for a laicistic school are discussed in the context of liberal tradition in France and the “école laïque” as it originated in the 19th century.