Die Frage, mit der sich Johannes Haag in Erfahrung und Gegenstand auseinandersetzt, lautet: „Auf welchem Grunde beruht die Beziehung desjenigen, was man in uns empirische Vorstellung, d. i. Erfahrung nennt, auf den Gegenstand überhaupt?“ ...

The Newman problem is a fundamental problem that threatens to undermine structural assumptions and structural theories throughout philosophy and science. Here, we consider the problem in the context of consciousness science. We introduce and discuss the problem, and explain why it is detrimental not only to structuralist assumptions, but also to theories of consciousness, if left unconsidered. However, we show that if phenomenal spaces, and mathematical structures of conscious experience more generally, are understood in the right way, the Newman problem (...) does not arise. The upshot of our paper is that consciousness science needs to be careful in which definition of structure to consider, but if it is, the Newman problem disappears. (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)

Si l’on connaît aujourd’hui le dialogue fructueux que Paul Ricœur a noué avec les penseurs structuralistes, on ignore largement son positionnement face à la mouvance poststructuraliste. Faut-il opposer la philosophie de Ricœur au poststructuralisme à la française ou au contraire doit-on montrer qu’elle en est une variante singulière? C’est la seconde option qui est ici défendue. Certes, le poststructuralisme ne doit pas être considéré comme une école de pensée mais comme une reconstruction qui relève de l’histoire de la philosophie. Dans (...) la mesure où les horizons de dépassement du structuralisme ont été posés de manière chaque fois particulière, il est préférable de parler de poststructuralismes au pluriel. C’est la raison pour laquelle J. Michel propose des confrontations dyadiques entre Ricœur et certains de ses contemporains que l’on regroupe habituellement dans cette mouvance. (shrink)

Motivation is a concept more frequently found in venues concerned with educational psychology than in ones concerned with educational philosophy. Under the influence of psychology, and its typically dualistic way of making sense of the world, motivation in education has tended to be viewed in dichotomous terms, for example, as intrinsic or extrinsic in character. Such psychology-derived theories of educational motivation operate within a dichotomous ontology, traceable to structuralist notions of agency versus (rather than within) structure, while exemplifying the tendency (...) in psychology that philosopher R. S. Peters identified over half a century ago, of seeking to provide totalizing, comprehensive theories of human behaviour in emulation of the achievements of the natural sciences. This article offers an alternative reading of motivation in terms of Foucauldian ethical self-formation that attempts to recognize motivation as arising from the individuals? socially situated and constrained agency, and that focuses on how individuals pursue learning as a way of creating a particular desired version of the self. We illustrate this approach through a vignette of Wolfgang, a Hong Kong learner of German as a third language. Although we are certainly not seeking to supplant other approaches to theorizing motivation, we believe that the approach we elaborate here contributes significantly to the repertoire of motivational research in education. (shrink)

Band 10 der Gesammelten Schriften Sulzers enthalt den gesamten Briefwechsel zwischen J. G. Sulzer (1720-1779) und J. J. Bodmer (1698-1783), der hier zum ersten Mal vollstandig nach den Handschriften transkribiert und kommentiert wird. Fur die Edition von Sulzers Schriften ist dieser Briefwechsel geradezu fundamental: Mit seinen 453 Briefen, die in 35 Jahren (1744-1779) entstanden sind, zahlt er zu den umfangreichsten Korrespondenzen Sulzers und liefert zahlreiche neue Informationen zu zentralen Themenfeldern der europaischen Aufklarung, zur Genese von Sulzers und Bodmers Schriften, zu (...) ihrem Netzwerk, insbesondere in Preuaen und in der Schweiz, sowie zu Aspekten ihres Privatlebens. Damit erweist sich dieser Briefwechsel als eine unumgangliche Quelle, will man die Formierung des literarischen und akademischen Feldes in der Aufklarungsepoche untersuchen. (shrink)

This paper argues that epistemic smothering is not a form of epistemic paternalism. In this sense, it refutes the claim recently made by Valerie Chock and Jonathan Matheson, who defend epistemic smothering as epistemically permissible form of epistemic paternalism. After an outline of what is meant by epistemic paternalism and epistemic smothering, based on the work by Kristoffer Ahlstrom-Vij and Kristie Dotson on these topics, the paper argues against the identification of epistemic smothering as a form of epistemic paternalism. In (...) the conclusion, it also calls for a reconsideration of how exactly to conceive of epistemic paternalism. (shrink)