"Critique is a form of thinking and acting. It is determined by its objects, yet never accesses them immediately but is always mediated through its own forms of (re)presentation. Since the end of the 18th century, there has been a dynamization and fluidization of the understanding of form, as topoi such as the break, the marginalization, the tearing and opening indicate. However, these multifarious attempts to "build on the structure through demolition" (Benjamin) testify to the dependence of all articulation on (...) the forms of (re)presentation ["Darstellung"]. As a philosophical problem, the question of form arises in critical theory from Marx to Adorno. Since the 1960s, literary practices have proliferated which generate their critical statements less argumentatively than through the programmatic use of formal means. At the same time, the writing self, along with its attitudes, reflections, affects and instruments, visibly enters the critical scene - whereas the theatrical scene as a stage of critique has been contested intensively during the 20th century. This volume examines how the interdependence of critique, object, and form translates into critical stances, understood as learnable, reproducible gestures, which bear witness to changing conditions and media of critical practice. With contributions by Maria Fusco, Eva Geulen, Thomas Glaser, Birgit M. Kaiser, Sami Khatib, Sebastian Kirsch, Chris Kraus, Holger Kuhn, Oona Lochner, Isabel Mehl, Bettine Menke, Beate Söntgen, Heiko Stubenrauch, Kathrin Thiele, Lynne Tillman, Masha Tupitsyn, Mimmi Woisnitza."-Publisher's website. (shrink)

Hannah Arendt and the Meaning of Politics. Edited by Craig Calhoun and John McGowan, viii + 362 pp. $54.95 cloth $21.95 paper. Hannah Arendt and Leo Strauss: German Emigrés and American Political Thought after World War II. Edited by Peter Graf Kielmansegg, Horst Mewes, and Elisabeth Glaser‐Schmidt, x + 208 pp. $49.95/£35.00 cloth, $16.95 paper. Hannah Arendt: Twenty Years Later. Edited by Larry May and Jerome Kohn, viii + 384 pp. $40.00 cloth, $17.50 paper.

1. In the opening chapter of his arresting book on Immanuel Kant’s philosophy of international and cosmopolitan right, Kant and the Law of War,1 Arthur Ripstein presents Kant’s position as a respon...

One can make the case that we have lost the capacity for abstract thought. When we read or listen to the radio, the mind forms images in response to the suggestion. The same thing can be said to occur when an illustration provokes the viewer by its symbolic relationship to reality. Abstraction encourages the mind to bridge the distance from suggestion to reality. Art is the most benign and fundamental way of creating community that our species has discovered.

The past three decades have witnessed a sharp reduction in the rate of growth of public research funding, and sometimes an actual decline in its level. In many countries, this decline has been accompanied by substantial changes in the ways that such funding has been allocated and monitored. In addition, the institutions governing how research is directed and conducted underwent significant reforms. In this paper we examine how these changes have affected scientists’ research goals and practices by comparing the development (...) of three scientific innovations in four European countries, namely Germany, the Netherlands, Switzerland, and Sweden. We find that the increased number of actors exercising authority over research goals does not necessarily lead to a greater diversity of interests funding research. A narrowing of goals and frameworks is especially probable when the increasing importance of external project funding is combined with reductions in state financing of universities and public research institutes. Finally, the growing standardisation of project cycle times and resource packages across funding agencies and scientific communities make it more difficult for researchers to pursue projects that deviate from these norms, especially, if they challenge mainstream beliefs and assessment criteria. (shrink)

"Williams's masterful translation satisfies (at last!) a long-standing need. There are lots of good translations of Augustine's great work, but until now we have been forced to choose between those that strive to replicate in English something of the majesty and beauty of Augustine's Latin style and those that opt instead to convey the careful precision of his philosophical terminology and argumentation. Finally, Williams has succeeded in capturing both sides of Augustine's mind in a richly evocative, impeccably reliable, elegantly readable (...) presentation of one of the most impressive achievements in Western thought--Augustine's Confessions." --Scott MacDonald, Professor of Philosophy and Norma K. Regan Professor in Christian Studies, Cornell University. (shrink)

Following participation in Dr. Yair Caspi’s “Psychology in Judaism” workshop, the writers contemplate whether the teaching of Caspi’s model in academic settings could become simultaneously a fresh addition to interdisciplinary approaches to the teaching of Judaism in Israeli Academic life, and an academic addition to the contemporary trend to Jewish renewal in Israeli society. The model is based on weekly facilitated workshops in which participants both reflect on and discuss their lives and also explore unique interpretations of Jewish texts and (...) ideas, constantly seeking the borderline where their lives inform the text and vice versa. The process leads to the re-enchantment of ancient Jewish concepts, the reinvention of the Jewish religious experience in a contemporary paradigm and idiom, and the possibility of deep transformative insight. (shrink)

This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features – dramatization, emotionalization, personalization, and fictionalization – are discussed with regard to their influence on single steps in knowledge acquisition to explain the superiority (...) of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed. (shrink)

The Moral Nexus develops and defends a new interpretation of morality—namely, as a set of requirements that connect agents normatively to other persons in a nexus of moral relations. According to this relational interpretation, moral demands are directed to other individuals, who have claims that the agent comply with these demands. Interpersonal morality, so conceived, is the domain of what we owe to each other, insofar as we are each persons with equal moral standing. The book offers an interpretative argument (...) for the relational approach. Specifically, it highlights neglected advantages of this way of understanding the moral domain; explores important theoretical and practical presuppositions of relational moral duties; and considers the normative implications of understanding morality in relational terms. The book features a novel defense of the relational approach to morality, which emphasizes the special significance that moral requirements have, both for agents who are deliberating about what to do and for those who stand to be affected by their actions. The book argues that relational moral requirements can be understood to link us to all individuals whose interests render them vulnerable to our agency, regardless of whether they stand in any prior relationship to us. It also offers fresh accounts of some of the moral phenomena that have seemed to resist treatment in relational terms, showing that the relational interpretation is a viable framework for understanding our specific moral obligations to other people. (shrink)

With this special issue, we would like to promote research on changes in the funding of the sciences, social sciences, and humanities. Since funding secures the livelihood of researchers and the means to do research, it is an indispensable condition for almost all research; as funding arrangements are undergoing dramatic changes, we think it timely to renew the science studies community’s efforts to understand the funding of research. Changes in the governance of science have garnered considerable attention from science studies (...) and higher education research; however, the impact of these changes on the conduct and content of research has not received sufficient attention, and theoretical insights into the connections between funding practices and research practices are few and far between. The aim of this special issue is to contribute to our theoretical understanding of the changing nature of research funding and its impact on the production of scientific knowledge. More specifically, we are interested in the interplay between funding and research practices: What is the impact of institutionalised funding arrangements on the production of scientific knowledge? (shrink)

The representation of physics problems in relation to the organization of physics knowledge is investigated in experts and novices. Four experiments examine the existence of problem categories as a basis for representation; differences in the categories used by experts and novices; differences in the knowledge associated with the categories; and features in the problems that contribute to problem categorization and representation. Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, (...) and completion of the representations depends on the knowledge associated with the categories. For, the experts initially abstract physics principles to approach and solve a problem representation, whereas novices base their representation and approaches on the problem's literal features. (shrink)

Involvement of industry in academic research is widespread and associated with favorable outcomes for industry. The objective of this study was to review empirical data on the attitudes of researchers toward industry involvement and financial ties in research. A review of the literature for quantitative data from surveys on the attitudes of researchers to financial ties in research, reported in English, resulted in the 17 studies included. Review of these studies revealed that investigators are concerned about the impact of financial (...) ties on choice of research topic, research conduct and publication, but this concern is less among investigators already involved with industry. Researchers approve of industry collaboration and financial ties when the ties are indirectly related to the research, disclosure is upfront, and results and ideas are freely publicized. However, their trust in disclosure as a way to manage conflicts may reveal a lack of awareness of the actual impact of financial incentives on themselves and other researchers. (shrink)

This book provides a collection of sources, many of them fragmentary and previously scattered and hard to access, for the development of Peripatetic philosophy in the later Hellenistic period and the early Roman Empire. It also supplies the background against which the first commentator on Aristotle from whom extensive material survives, Alexander of Aphrodisias (fl. c. AD 200), developed his interpretations which continue to be influential even today. Many of the passages are here translated into English for the first time, (...) including the whole of the summary of Peripatetic ethics attributed to 'Arius Didymus'. (shrink)

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

R.I.G. Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises (e.g. Newton's Principia and Opticks ) and journal articles (by Einstein, Bohm and Pines, Aharonov and Bohm). By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following 6 essays which deal with various concerns of philosophy of physics such as laws, (...) disunities, models and representation, computer simulation, explanation, and the discourse of physics. (shrink)

The disastrous consequences of the US-led invasion of Iraq in 2003 appear to discredit just war theories that justify military intervention in sovereign states in the name of human rights. It is possible, however, to identify factors that distinguish a defensible military intervention from the kind pursued in Iraq, and to incorporate these into a doctrine of humanitarian military intervention that would not have permitted the Iraq invasion. This improved doctrine stands in contrast to the militant interventionist doctrine that endorsed (...) the invasion – a variant referred to here as the doctrine of just anti-totalitarian war . In order to critique the JAW doctrine and distinguish it from the improved doctrine, I examine critically the JAW-supporters' attempt to make sense of what went wrong in Iraq, and propose an alternative diagnosis. It is this alternative diagnosis that grounds a defense of moderate versions of the doctrine of just military intervention, which I seek in turn to render ‘Iraq-proof’. My Iraq-proof refinement is expressed in a list of injunctions. These require, among other things, critical interrogation of the moral standing of intervening powers and greater attention to the legitimate grievances of adversaries in regions targeted for intervention. They would also permit military intervention only in moral emergencies, and usually only to establish safe havens and protect relief supplies. (shrink)

One of the few points of consensus in the Kantian literature is that Kant’s Moral Law is binding universally and unconditionally. Hence, the Moral Law is binding for all human agents (universally) irrespective of the agents’ particular interests (unconditionally). Whether or not we intend to act on the Moral Law, this is the law we ought to follow. Beyond this point of consensus, however, even the most important details are matters of controversy. What exactly does the Moral Law require of (...) us? What, if anything, grounds its bindingness? In particular, does Kant argue that the Moral Law is binding because it is ‘self-legislated’? What is the relation between the Moral Law (supreme principle of morality) and substantive moral laws such as the law that we ought to promote the happiness of others? What does Kant mean by his claim that the will has autonomy? In the four articles discussed in this special issue, Kleingeld proposes novel answers to these questions. This introduction presents the articles and brings to the fore the larger theme tying them all together. (shrink)

Robert Nozick’s Anarchy, State and Utopia contains one of the earliest and best-known criticisms of John Rawls’s theory of justice in general and the difference principle in particular. The discussion of Nozick’s critique of Rawls in the literature has focused on his argument against “patterned” conceptions of justice, of which the difference principle as Nozick understands it constitutes merely one version among others. In this article I consider the objection Nozick raises against the difference principle specifically, namely that it unfairly (...) favors the “worse endowed” over the “better endowed” members of society. I argue that Nozick’s charge of unfairness against the difference principle is ambiguous between two distinct interpretations of the difference principle and as such divides into two distinct objections, the pre-cooperative and the cooperative fairness objection. I then argue that neither of these two interpretations of the difference principle represents the actual, Rawlsian difference principle accurately and that, more fundamentally, Nozick lacks the concept of politics as the distinctive moral category implicitly at work in Rawls’s theory of justice. Not as much of Nozick’s charge of unfairness against the difference principle therefore remains on reflection as may have appeared at first sight. (shrink)

We should approach this topic with great fear and respect. It is not a merely “academic” issue. Human rights are trampled upon in the East as in the West, in the North as in the South of our planet. Granting the part of human greed and sheer evil in this universal transgression, could it not also be that Human Rights are not observed because in their present form they do not represent a universal symbol powerful enough to elicit understanding and (...) agreement? (shrink)

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

Chemical structures are among the trademarks of our profession, as surely chemical as flasks, beakers and distillation columns. When someone sees one of us busily scribbling formulas or structures, he or she has no trouble identifying a chemist. Yet these familiar objects, which accompany our work from start to end, from the initial doodlings (Fig. I) to the final polished artwork in a publication (Fig. II), are deceptively simple. They raise interesting and difficult questions about representation. It is the intent (...) of this article to reflect upon molecular graphics. (shrink)

Ethics and Decision Making in Counseling and Psychotherapy has a distinct and timely focus on counseling as a profession. Chapters address the mental health professions, values in counseling, decision making, ethical principles, ethical standards, technology, ethical climate, and office/administrative practices. The early chapters present a foundation for ethical practice of the profession and provides solid building blocks to the more advanced perspectives in later chapters. Chapters on specialty practice are lively and contemporary overviews of these practice areas in counseling that (...) reflect more recent trends to increased differentiation of these areas of practice. Each specialty has its own chapter to allow for an extended discussion of the unique aspects of the field that provide clarity to understanding the particular ethical issues and standards that apply in each specialty. The specialty areas recognized by CACREP are included: mental health counseling; school counseling; couple, marital, and family counseling; rehabilitation counseling; addictions counseling; career counseling; and group counseling. This book is broad in its coverage of the most practiced specialties in mental health practice, and provides an efficient and effective overview of the broad scope of particular areas addressed in counseling. (shrink)