The claim of this article is that no event can determine a later event and that in this sense there cannot be sufficient causes. Therefore the causal structure of the world does not exclude free will, even if there are no chance processes.

How does the brain generate our experience of being in control over our actions and their effects? Here, we argue that the perception of events as self-caused emerges from a comparison between anticipated and actual action-effects: if the representation of an event that follows an action is activated before the action, the event is experienced as caused by one’s own action, whereas in the case of a mismatch it will be attributed to an external cause rather than to the self. (...) In a subliminal priming paradigm we show that participants overestimated how much control they had over objectively uncontrollable stimuli, which appeared after free- or forced-choice actions, when a masked prime activated a representation of the stimuli immediately before each action. This prime-induced control-illusion was independent from whether primes were consciously perceived. Results indicate that the conscious experience of control is modulated by unconscious anticipations of action-effects. (shrink)

The main Sartrean concepts and theses of freedom of will and unlimited responsibility, which seemed for many already outdated, are gaining actually interest in respect to the recent results in brain research. The main objective of the paper is to reevaluate Sartre's free will conception trying to answer the question: How would Sartre who, in the time of his existentialist phase during which his radical theory of freedom received its most pointed articulation, was familiar with psychological theories of determinism, have (...) responded to statements of actually leading brain researchers such as "we are determined," "brain research liberates from illusions" or "I am my brain"? (shrink)

Un problema puede ser viejo por persistente, porque todavía no se ha encontrado la respuesta adecuada. Pero también puede ser viejo por recurrente, por reaparecer cuando se eliminan las condiciones que hicieron posible su solución en el pasado. Y un problema es nuevo cuando es el resultado de desafíos inéditos o hasta ahora desconocidos. El Estado de Derecho y Terrorismo es un viejo problema recurrente. El impacto de las investigaciones neurológicas en el concepto de responsabilidad es un viejo problema persistente. (...) La erosión de las estructuras institucionales a nivel internacional es un viejo problema persistente. Un nuevo problema es la relación entre ética, política y derecho desde el punto de vista de una fi losofía analítica. Enfrentarse a estos viejos y nuevos problemas de la fi losofía del derecho desde una perspectiva analítica en el contexto de América Latina es una tarea doblemente difi cultosa. (shrink)

This paper argues for the importance of a passive form of embodiment for educational purposes to capture tacit environmental influences. G. Buck’s account of learning as experience is put in discussion with psychological approaches to reveal the limitation of what psychology can achieve, especially when it comes to situated experiences within educational environments. As a solution to overcome this problem a concept of passive embodiment is developed that allows for a body that is receptive to multisensory environmental influences. Böhme’s concept (...) of atmospheres in relation to Schmitz’ New Phenomenology provide a theoretical framework to understand how these situated experiences are evoked by certain situations. This allows for a new understanding of passive, embodied experiences within educational environments by incorporating the tacit influences of the setting. (shrink)

A direct path that has been missed for 100 years leads from the oldest paradoxes straight to mysticism, via (the concept of) logical and mathematical truth, since the purely formal truth is an absolutely univocal, absolutely timeless and absolutely unbounded reference. I present three theses in passing: (1) logicians fail to fully appreciate the basic mathematical idea of truth and consequently push the semantic paradoxes aside. Otherwise they would have come to adopt the reflexive logic LR* right after Cantor (more (...) on this briefly in Sect. 4. For a more precise elaboration see my Logik der Unbestimmtheiten und Paradoxien (Blau 2008)). (2) Mathematicians fail to fully appreciate the basic mathematical concept of number and push Zeno’s paradoxes aside. Otherwise they would have come to adopt linear arithmetic ${\mathbb{L}^{*}}$ right after Cantor (more on this briefly in Sects. 1 and 5, for further elaboration see my planned Grundparadoxien und grenzenlose Arithmetik. The technical parts are complete, yet philosophically it is as incomplete as Sect. 6). (3) Philosophers fail to fully appreciate the paradox of subject and object and push the Darwinian argument for Cartesian (mind–body)-interaction aside, otherwise they would have been en route towards mysticism since Darwin’s times (more on this in Sect. 6, for a little more precise elaboration see Blau in Die Logik der Unbestimmtheiten und Paradoxien. Synchron Publishers, Heidelberg, 2008, Ch. 1.5). (shrink)

Climate policy decisions are decisions under uncertainty and are, therefore, based on a range of future climate scenarios, describing possible consequences of alternative policies. Accordingly, the methodology for setting up such a scenario range becomes pivotal in climate policy advice. The preferred methodology of the Intergovernmental Panel on Climate Change will be characterised as ,,modal verificationism"; it suffers from severe shortcomings which disqualify it for scientific policy advice. Modal falsificationism, as a more sound alternative, would radically alter the way the (...) climate scenario range is set up. Climate science's inability to find robust upper bounds for future temperature rise in line with modal falsificationism does not disprove that methodology, rather, this very fact prescribes even more drastic efforts to curb CO2 emissions than currently proposed. (shrink)

The idea to utilise cognitive neuroscientific research for educational purposes is known as Mind-Brain Education or Educational Neuroscience. Despite some calls for an uncritical endorsement of such an agenda, a growing number of educational scholars argue that it must remain impossible to translate neurological descriptions into mental or educationally relevant descriptions. This paper takes these well-established arguments further by not only focusing upon these different levels of description but going beyond this issue to assess the theoretical foundations of cognitive science (...) as a functional theory of the mind. With relevance to education it is argued that because of its functional character a cognitive-psychological approach to education suffers from an inherent blind spot regarding the actor’s feelings and motivations. The paper concludes with the claim that, because of this experiential poverty, any cognitive neuroscientific approach must face severe limitations when utilised for educational purposes. (shrink)