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?“ ...

Starting from the idea that functions are formally similar to actions in that they are described and explained in a similar way, so that both admit of an accordion effect, I turn to Anscombe’s insight that the point of practical reasoning is to render explicit the relation between the different descriptions of an action generated by the accordion effect. The upshot is, roughly, that an item has a function if what it does can be accounted for by functional reasoning. Put (...) differently, a part of a system has a function if what it does is a functional part of what the system does. (shrink)

Virtue ethics is widely recognized as one of three major approaches in contemporary moral philosophy and arguably the most influential normative theory in business ethics. Despite its rich pedigree in Western and Eastern philosophy, most work in contemporary virtue ethics is part of the Western tradition. The purpose of this Thematic Symposium is to foster dialogue between Western and Eastern conceptions of virtue in business and engage them with questions about the nature, justification, and content of the virtues in each (...) tradition. This Editorial offers a brief introduction to the problem, a summary of Western and Eastern varieties of virtue ethics, an overview of the six articles included in this Thematic Symposium, and a section with five common themes for further exploration and future collaborative research. (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)

This chapter proceeds in five steps. First, we will describe and justify the structure of the traditional system of species classification. Second, we will discuss three formal principles governing the development of taxonomies in general. It will emerge that, in addition to these formal principles, a division of living beings must meet certain empirical constraints. In the third section, we will show that the traditional division of living beings into species best meets these constraints. Fourth, we will argue that a (...) taxonomic system based on this notion of species provides a more natural alternative to the many arbitrary classifications that are possible. Hence, the traditional classificatory system is also the most natural one. Finally, we will discuss and reject an alternative account that suggests defining species solely with a view to their evolutionary history. We will argue that taxonomic trees do not depict hereditary connections but, rather, something else. (shrink)