English summary: Ernst Cassirer's philosophy of culture provides surprising insights into the relationship between culture and religion. The authors of the articles in this volume discuss the controversial question of whether and how religion can be an integral part of human culture. German description: Der Philosoph Ernst Cassirer ist zu einer Schlusselgestalt kulturwissenschaftlicher Diskurse der Gegenwart geworden. Im Mittelpunkt des Interesses steht sein Begriff der symbolischen Form, der unterschiedliche Felder der Kultur miteinander zu verknupfen erlaubt. Dieser Gedanke der symbolischen Form, (...) der die klassische deutsche Philosophie beerbt, gewinnt besondere Aktualitat, sobald kein zusammenfassender Allgemeinbegriff von Kultur mehr gegeben werden kann, sie aber dennoch als ein grosser Zusammenhang gedacht werden soll. Das Ganze der Kultur baut sich erst im Vollzug des Begreifens auf - damit wird Kultur auf neue Weise zum Thema der Theologie, so wird Religion als Element der Kultur neu gedacht. In den Beitragen dieses Bandes diskutieren Theologen und Philosophen Perspektiven der Kulturtheorie Cassirers und ihrer Beziehung zur Religion. Damit wird zugleich ein Grundproblem der Kulturphilosophie Cassirers erortert. (shrink)

ltending an evaluation of principles guiding psychotherapeutic consulting within the framework of the church, the article reviews Schleiermacher's conception of hermeneutics exposing three theses. (1) The background ofany kind ofunderstanding between psychological individuals is ofreligious determination. (2) Schleiermacher's practical scheme of hermeneutics shows a way how to overcome the always threaening danger of misunderstanding. (3) Psychotherapeutically engaged consulting offered by the church relates the difficulties of (self-)understanding to basically religious insights. By this way it serves human health of the dient (...) in general. (shrink)

Arevision of the 19th century debate and of the actual discussion about a protestant principle shows that the most precise description of that principle might be given by connecting mankind's immediate encounter with God and human self-differentiation. It is argued that this principle is above all of outstanding hermeneutical value, because it opens a series of approaches to self-understanding, bothin the field of christian faith and of christian ethics. Moreover, it relates protestantism with the innumerable multitude of other self-interpretations, in (...) worldwide christianity as weil as in modern multicultural society, and provokes efforts of mutual understanding. (shrink)

The term religion is indispensable to the subject matter of both religious studies and theology. Many approaches attempt a reductive, essentialist, functionalist, or other type of unifying definition, but these approaches tend to rest on various, often controversial sets of presuppositions. Indeed, it seems impossible to overcome the vast plurality of understandings of religion as the academic fields that deal with religion splinter and proliferate, thereby inhibiting the rational treatment of a very important dimension of modern society. The present volume (...) undertakes an intense interdisciplinary examination of a seminal modern text that religious scholars agree helped spawn religious studies and modern theology as we know it, namely Schleiermacher's Reden über die Religion, which lays out the most important and controversial themes under discussion by theologians and religious studies scholars: first, the significance of emotion for the understanding of religion; second, the role of imagination and religious utterances in religious belief; third, the importance of religion for the social world; and fourth, the political implications of religion. (shrink)

ltending an evaluation of principles guiding psychotherapeutic consulting within the framework of the church, the article reviews Schleiermacher's conception of hermeneutics exposing three theses. The background ofany kind ofunderstanding between psychological individuals is ofreligious determination. Schleiermacher's practical scheme of hermeneutics shows a way how to overcome the always threaening danger of misunderstanding. Psychotherapeutically engaged consulting offered by the church relates the difficulties of understanding to basically religious insights. By this way it serves human health of the dient in general.

The one hundredth recurrence of Paul Ricoeur's birthday was an occasion for many to remember the work of the French philosopher, whose groundbreaking combination of phenomenology with hermeneutics, transcending even his own discipline, is of great significance to this day. This volume looks into the relationship between persons and subjects of Protestant theology and Ricoeur's philosophy. It does so from two different perspectives - the history of theology and the perspective of dogmatics - and links both of these approaches methodologically. (...) The volume documents the intense discussion between Paul Ricoeur and primarily the younger generation of theologians. (shrink)

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship (...) between critique and negativity. Such a distinction is relevant for the practical, theoretical and research-oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical. (shrink)

Behaviourism is the view that preferences, beliefs, and other mental states in social-scientific theories are nothing but constructs re-describing people's behaviour. Mentalism is the view that they capture real phenomena, on a par with the unobservables in science, such as electrons and electromagnetic fields. While behaviourism has gone out of fashion in psychology, it remains influential in economics, especially in ‘revealed preference’ theory. We defend mentalism in economics, construed as a positive science, and show that it fits best scientific practice. (...) We distinguish mentalism from, and reject, the radical neuroeconomic view that behaviour should be explained in terms of brain processes, as distinct from mental states. (shrink)

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship (...) between critique and negativity. Such a distinction is relevant for the practical, theoretical and research-oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical. (shrink)

Recently, a number of philosophers of biology have endorsed views about random drift that, we will argue, rest on an implicit assumption that the meaning of concepts such as drift can be understood through an examination of the mathematical models in which drift appears. They also seem to implicitly assume that ontological questions about the causality of terms appearing in the models can be gleaned from the models alone. We will question these general assumptions by showing how the same equation (...) — the simple 2 = p2 + 2pq + q2 — can be given radically different interpretations, one of which is a physical, causal process and one of which is not. This shows that mathematical models on their own yield neither interpretations nor ontological conclusions. Instead, we argue that these issues can only be resolved by considering the phenomena that the models were originally designed to represent and the phenomena to which the models are currently applied. When one does take those factors into account, starting with the motivation for Sewall Wright’s and R.A. Fisher’s early drift models and ending with contemporary applications, a very different picture of the concept of drift emerges. On this view, drift is a term for a set of physical processes, namely, indiscriminate sampling processes. (shrink)

We introduce a “reason-based” framework for explaining and predicting individual choices. It captures the idea that a decision-maker focuses on some but not all properties of the options and chooses an option whose motivationally salient properties he/she most prefers. Reason-based explanations allow us to distinguish between two kinds of context-dependent choice: the motivationally salient properties may (i) vary across choice contexts, and (ii) include not only “intrinsic” properties of the options, but also “context-related” properties. Our framework can accommodate boundedly rational (...) and sophisticatedly rational choice. Since properties can be recombined in new ways, it also offers resources for predicting choices in unobserved contexts. (shrink)

The Christian does not live in a vacuum, says the author, but in a world of government, politics, labor, and marriage. Hence, Christian ethics cannot exist in a vacuum what the Christian needs, claims Dietrich Bonhoeffer, is concrete instruction in a concrete situation. Although the author died before completing his work, this book is recognized as a major contribution to Christian ethics. The root and ground of Christian ethics, the author says, is the reality of God as revealed in (...) Jesus Christ. This reality is not manifest in the Church as distinct from the secular world such a juxtaposition of two separate spheres, Bonhoeffer insists, is a denial of God's having reconciled the whole world to himself in Christ. On the contrary, God's commandment is to be found and known in the Church, the family, labor, and government. His commandment permits man to live as man before God, in a world God made, with responsibility for the institutions of that world. (shrink)

Which rules for aggregating judgments on logically connected propositions are manipulable and which not? In this paper, we introduce a preference-free concept of non-manipulability and contrast it with a preference-theoretic concept of strategy-proofness. We characterize all non-manipulable and all strategy-proof judgment aggregation rules and prove an impossibility theorem similar to the Gibbard--Satterthwaite theorem. We also discuss weaker forms of non-manipulability and strategy-proofness. Comparing two frequently discussed aggregation rules, we show that “conclusion-based voting” is less vulnerable to manipulation than “premise-based voting”, (...) which is strategy-proof only for “reason-oriented” individuals. Surprisingly, for “outcome-oriented” individuals, the two rules are strategically equivalent, generating identical judgments in equilibrium. Our results introduce game-theoretic considerations into judgment aggregation and have implications for debates on deliberative democracy. (shrink)

Computer-simulated scenarios have been part of psychological research on problem solving for more than 40 years. The shift in emphasis from simple toy problems to complex, more real-life oriented problems has been accompanied by discussions about the best ways to assess the process of solving complex problems. Psychometric issues such as reliable assessments and addressing correlations with other instruments have been in the foreground of these discussions and have left the content validity of complex problem solving in the background. In (...) this paper, we return the focus to content issues and address the important features that define complex problems. (shrink)

Called by Karl Barth the brilliant Ethics of Dietrich Bonhoeffer, this book is finally being recognized as Bonhoeffers magnum opus and one of the most important works of Christian ethics of the last century.

The widely discussed "discursive dilemma" shows that majority voting in a group of individuals on logically connected propositions may produce irrational collective judgments. We generalize majority voting by considering quota rules, which accept each proposition if and only if the number of individuals accepting it exceeds a given threshold, where different thresholds may be used for different propositions. After characterizing quota rules, we prove necessary and sufficient conditions on the required thresholds for various collective rationality requirements. We also consider sequential (...) quota rules, which ensure collective rationality by adjudicating propositions sequentially and letting earlier judgments constrain later ones. Sequential rules may be path-dependent and strategically manipulable. We characterize path-independence and prove its essential equivalence to strategy-proofness. Our results shed light on the rationality of simple-, super-, and sub-majoritarian decision-making. (shrink)

This brief commentary has three goals. The first is to argue that ‘‘framework debate’’ in cognitive science is unresolvable. The idea that one theory or framework can singly account for the vast complexity and variety of cognitive processes seems unlikely if not impossible. The second goal is a consequence of this: We should consider how the various theories on offer work together in diverse contexts of investigation. A final goal is to supply a brief review for readers who are compelled (...) by these points to explore existing literature on the topic. Despite this literature, pluralism has garnered very little attention from broader cognitive science. We end by briefly considering what it might mean for theoretical cognitive science. (shrink)

Marxism and philosophy [1923].--The present state of the problem of 'Marxism and philosophy' [1930].--Introduction to the Critique of the Gotha Programme [1922].--The Marxism of the First International [1924].

Der Beitrag gliedert sich in drei Abschnitte. Der erste unterstreicht die Aktualität des Themas mit Verweis auf Forderungen der Kinderrechtsbewegung und Erkenntnisse der Hirnforschung und bringt einen Anfang des 19. Jahrhunderts geführten Diskurs über die Ableitbarkeit oder Nicht-Ableitbarkeit der Erziehung aus empirischer Anthropologie und Praktischer Philosophie in Erinnerung. Der zweite stellt philosophischen Erörterungen der Freiheitsthematik, die seit der Antike die Erziehungstatsache ausgeblendet haben, einen praxistheoretischen Begriff der Freiheit im pädagogischen Sinn gegenüber, der zwischen Willensfreiheit, Willensbildung und Freiheit vom Willen unterscheidet. (...) Der Beitrag schließt mit einem Ausblick auf Zusammenhänge von Bildsamkeit, Erziehung und Freiheit, die für pädagogische Anschlussreflexionen zur Kinderrechtsbewegung und praxistheoretische Interpretationen von Ergebnissen der Hirnforschung bedeutsam sind. (shrink)

In the theory of judgment aggregation, it is known for which agendas of propositions it is possible to aggregate individual judgments into collective ones in accordance with the Arrow-inspired requirements of universal domain, collective rationality, unanimity preservation, non-dictatorship and propositionwise independence. But it is only partially known (e.g., only in the monotonic case) for which agendas it is possible to respect additional requirements, notably non-oligarchy, anonymity, no individual veto power, or implication preservation. We fully characterize the agendas for which there (...) are such possibilities, thereby answering the most salient open questions about propositionwise judgment aggregation. Our results build on earlier results by Nehring and Puppe (2002), Nehring (2006), Dietrich and List (2007a) and Dokow and Holzman (2010a). (shrink)

A bracing, concise, and accessible overview of the entirety of Marx's thought, by a major figure of twentieth-century Western Marxism.

All existing impossibility theorems on judgment aggregation require individual and collective judgment sets to be consistent and complete, arguably a demanding rationality requirement. They do not carry over to aggregation functions mapping profiles of consistent individual judgment sets to consistent collective ones. We prove that, whenever the agenda of propositions under consideration exhibits mild interconnections, any such aggregation function that is "neutral" between the acceptance and rejection of each proposition is dictatorial. We relate this theorem to the literature.

The logic L (Qu) extends first-order logic by a generalized form of counting quantifiers ("the number of elements satisfying... belongs to the set C"). This logic is investigated for structures with an injectively ω-automatic presentation. If first-order logic is extended by an infinity-quantifier, the resulting theory of any such structure is known to be decidable [6]. It is shown that, as in the case of automatic structures [21], also modulo-counting quantifiers as well as infinite cardinality quantifiers ("there are χ many (...) elements satisfying...") lead to decidable theories. For a structure of bounded degree with injective ω-automatic presentation, the fragment of L(Qu) that contains only effective quantifiers is shown to be decidable and an elementary algorithm for this decision is presented. Both assumptions (ω-automaticity and bounded degree) are necessary for this result to hold. (shrink)

In his January 2003 State of the Union Address, President Bush called for the U.S to commit $15 billion over five years to address the international HIV/AIDS epidemic. For several reasons, the President’s Emergency Plan for AIDS Relief caught many people by surprise. The surprise quickly was followed by excitement, tempered by skepticism.

Transcendental Pragmatics and Discourse Ethics. Elements and Perspectives of Apel's Discourse-Philosophy. The author follows Apel's intellectual biography and shows the conception of a critique of meaning qua ‘reflection upon the discourse within the discourse’ to be the centre of Apel's language-pragmatic ‘Transformation of Philosophy’. Beginning with an explication of the situation of a speaker/thinker, especially of the situation of a philosophising speaker/thinker, Apel reconstructs a two fold apriori of communication: Every thought is situated within the context of a particular, historically (...) evolved, community of language and interaction. At the same time, however, the validity-claims of thoughts transcend the context of their origin towards an unlimited community of argumentation. On the basis of the first apriori Apel criticises the methodical solipsism as well as the objectivism of modern philosophy and theory of science. Drawing upon the second apriori he develops a universalist critique of meaning of relativism and contextualism. In the sixties and seventies Apel worked out a differentiated theory of the – more or less – communicatively cognizing humanities and set it apart from the theory of the causal-explanatory natural sciences, thus challenging the objectivism of a Theory of Unified Science. Building upon this work Transcendental Pragmatics, as developed by Apel and others, sets philosophy primarily two tasks: firstly, a internal reconstruction of argumentative discourse as the situation of speech and thought which seeks to elucidate the conditions of the meaningfulness, i. e. the presuppositions, of discourse. These presuppositions comprise, thus Apel with Habermas, the four validity-claims to intelligibility, sincerety/credibility, truth and normative rightness/legitimacy. Their moral content consists, thus Apel, not only in the recognition of the equality of all beings capable of discursive reasoning but also in their recognition of a co-responsibility for the realizability of discourses and of responsibility. The author argues that the existence of a co-responsibility of this kind is indisputable because the discursive claims to validity are intertwined with a set of ‘primordial promises of dialogue’. Only with the elucidation and explication of these promises can the reconstruction of the internal conditions of discourse be completed.The second task of a pragmatics of argumentation isthe strict resp. actual reflection of the thinker upon the presuppositions of the discourse in which he currently engages. This reflection has a Socratic character and can only be done in the form of discussion and debate with critics of the reconstruction. In this context, the author proposes a method of Socratic reflection upon the presuppositions of dialogue which suspends the usual, theoretically oriented, attitude of the scientist and the philosopher in favour of an actual reflective attitude. Within a dialogue with a sceptic who doubts one of the results of the internal reconstruction of dialogical presuppositions, say X, it is tested whether his doubt as to the unrestricted validity of X can be understood as a sincere contribution to the current dialogue or whether this particular sceptical thesis does not make sense, because it is incompatible with the role of a sincere participant of argumentation which, after all, the sceptic cannot refuse to claim for himself.Finally the author explains Apel's characterization of the tension between “Discourse and Responsibility”. In the course of discussions with Max Weber, Lawrence Kohlberg, Hans Jonas et al., Apel formulates and justifies an ethics of responsibility and gives an affirmative answer to the crucial question of whether the fulfilment of the moral obligations connected with the recognition of co-responsibility can be demanded within the non-dialogical circumstances of social reality. Apel's answer employs the idea of counter-strategies which are morally legitimate in virtue of their being worthy of argumentative consensus. (shrink)