This research replicates Bhattacharjee et al. :1167–1184, 2013) moral decoupling model and extends the original along the dimensions of theory, method, and context. Adopting a branding perspective and focusing on the corporate domain rather than the public figures investigated by Bhattacharjee and colleagues, this research examines the proposition that consumers dissociate judgments of morality from judgments of performance to justify purchasing from companies deemed to act immorally. The original study is further extended by applying the model in a different cultural (...) context and employing a more realistic stimulus to establish external and ecological validity. The results of the replication generally support the original findings, in particular, under conditions of higher product involvement, a theoretical extension. (shrink)

In mainstream or strong university education, the teacher selects and transmits knowledge and skills that students are to acquire and reproduce. Many researchers of radical embodied cognitive science still adhere to this way of teaching, even though this prescriptive pedagogy deeply contrasts with the theoretical underpinnings of their science. In this paper, we search for alternative ways of teaching that are more aligned with the central non-prescriptive and non-representational tenets of radical embodied cognitive science. To this end, we discuss recent (...) views on education by Tim Ingold and Gert Biesta, which are based upon Dewey’s philosophy of pragmatism and Gibsons’ ecological approach. The paper starts by introducing radical embodied cognitive science, particularly as it relates to motor skill learning, one of our prime interests in research and teaching. Next, we provide a synopsis and critique of the still dominant prescriptive and explicating pedagogy of strong education. Following Ingold and Biesta, we search for a weak alternative through a careful consideration of the education of attention and the participating teacher. To illustrate our arguments, we use examples of the first author’s teaching about/of motor skill learning. The paper is concluded by briefly considering the implications of weak education for a radical embodied science of motor skill learning. (shrink)

Media reports that a company behaves in a socially nonresponsible manner frequently result in consumer participation in a boycott. As time goes by, however, the number of consumers participating in the boycott starts dwindling. Yet, little is known on why individual participation in a boycott declines and what type of consumer is more likely to stop boycotting earlier rather than later. Integrating research on drivers of individual boycott participation with multi-stage models and the hot/cool cognition system, suggests a “heat-up” phase (...) in which boycott participation is fueled by expressive drivers, and a “cool-down” phase in which instrumental drivers become more influential. Using a diverse set of real contexts, four empirical studies provide evidence supporting a set of hypotheses on promotors and inhibitors of boycott participation over time. Study 1 provides initial evidence for the influence of expressive and instrumental drivers in a food services context. Extending the context to video streaming services, e-tailing, and peer-to-peer ridesharing, Study 2, Study 3, and Study 4 show that the reasons consumers stop/continue boycotting vary systematically across four distinct groups. Taken together, the findings help activists sustain boycott momentum and assist firms in dealing more effectively with boycotts. (shrink)

Die Formel „Ubiquität der Philosophie“ stammt nicht von mir. Sie ist ein Zitat. Ubiquität, ‚Allgegenwart‘, ‚Überalligkeit der Philosophie‘ – von lateinisch ubique: ‚überall‘, ‚wo immer‘ – ist eine bewußte Prägung von Richard Hönigswald. Wir finden sie bei ihm spätestens in seinem Buch Die Grundlagen der Denkpsychologie. Aber auch in seinem Spätwerk ist sie lebendig. Die beiden letzten Bände des 10-bändigen Nachlasses, die als Band IX und X 1976/77 erschienen sind und Texte aus den vierziger Jahren enthalten, operieren nachdrücklich mit dem (...) Ubiquitätstheorem. Sie tragen den von Hönigswald selbst formulierten Titel „Die Systematik der Philosophie. Aus individueller Problemgestaltung entwickelt“. Von „Allgegenwart oder Ubiquität des Geistes im menschlichen Dasein“ oder schlicht von der „Ubiquität des Menschen“ spricht übrigens auch 1938 der Wirtschafts- und Sozialwissenschaftler Werner Sombart in seinem Buch Vom Menschen. Versuch einer geisteswissenschaft-lichen Anthropologie. Der Topos ist ihm wichtig genug, um ihn im Sachindex zu notieren. (shrink)

The article investigates Cassirer's developing interest in the cultural sciences to display how his Philosophy of Symbolic Forms constitutes a philosophy of culture. The core concept in such a philosophy of culture is the symbolic formation that both possesses a structured-structuring dimension and appears as an historical process in which culture shows itself as a temporal creation. The philosophy of culture displays 'life in meaning', that is reality as it exhibits human reality manifested in and through the medium of linguistic, (...) artistic, religious, scientific "and so on" action and behaviour. This reality, therefore, is mediation between culture and nature through human spirit. Cassirer's philosophy of culture connects back to Kant's transcendental idealism by emphasizing that any concept of reality establishes itself through a modalization of reality, e.g. that reality constitutes itself in the mode of interpretation. This makes the basis for Cassirer's characteristic understanding of hermeneutics where cultural development is regarded as drama. (shrink)

Ernst Cassirer and Ernst Bloch are considered from the standpoint of the philosophy of culture as the object of comparative study. Instead of considering possible mutual correlative influences, their work is considered with regard to a possible systematic comparison. Bloch's Materialism, like Cassirer's Philosophy of symbolic Forms, can be read as a kind of philosophy of media, if we take »medium« to mean the dimension in which meaning is generated. Against this background Cassirer and Bloch make use of different means (...) to thematize the mediality of culture. (shrink)

Com este artigo, problematizou-se o potencial da formação continuada de professores por meio da educação a distância mediada pelo Moodle. Nessa perspectiva, pesquisou-se, principalmente, a integração hipermidiática das tecnologias nesse ambiente virtual de aprendizagem, no curso a distância de pós-graduação lato sensu em Mídias na Educação. Para isso, selecionou-se uma aula de uma disciplina desse curso oferecida no primeiro semestre de 2011 por uma universidade na qual um dos autores deste artigo trabalhou como professor-tutor. Assim, foi realizada uma investigação com (...) base na abordagem metodológica qualitativa através da observação participante, na qual se percebeu que a integração da hipermídia potencializa o diálogo-problematizador, a interatividade e o desenvolvimento da flexibilidade cognitiva nos professores-cursistas. Dessa forma, observou-se que a navegação em uma hipermídia educacional respeita o ritmo e as maneiras de aprendizagem de cada sujeito, uma vez que possibilita que os temas a serem estudados sejam acessados de forma não-linear, ou seja, de acordo com o interesse de cada aprendente e por meio de diferentes mídias. Isso viabilizou aos cursistas fazerem diversas associações entre diferentes conteúdos inter-relacionados, proporcionando assim uma ampliação da visão sobre os assuntos educacionais abordados na disciplina e, posteriormente, poderem aplicar esse conhecimento em novas situações de ensinoaprendizagem. (shrink)

The DFG, short for ‘Deutsche Forschungsgemeinschaft’ , was founded in 1920 and re-founded after the 2. World War in 1949. This article concentrates on the activities of the DFG in the period between 1949 and the end of the sixties and on the two major programmes because until now it has not been known, how many — and more importantly — which studies in which disciplines had been financed by the DFG.All together almost 54.000 studies were accomplished with the support (...) of the DFG, whereas — in the ‘Individual Grants Programme’ — less than 3.000 proposals were declined . Till the end of the seventies the whole amount of money allocated for the ‘Individual Grants Programme’ was not fixed for the different disciplines in advance. Consequently every proposal submitted in the ‘Individual Grants Programme’ had to compete against all others for the overall allocated funds. Who — in other words: which of the disciplines — won this competition? The analysis shows a clear result. With regard to both, the number of successful proposals and the money received, the winner was medical science . Chemistry finished second with 15 percent and then biology a distant third , followed by physics and agronomy .Coming to the ‘Priority Programmes’, which were instituted in the middle of the 1950s, it must first be stated that here the topic is fixed in advance. The broad issue of investigation is devised by the DFG itself or — to be more precise — by the Senate of the DFG. In contrast to the ‘Individual Grants Programme’ the ‘Priority Programme’ can therefore be seen as an important instrument of the politics of research support. This leads to the following question: Which programmes did the DFG establish between 1954 and 1969? In other words: Which research topics or fields were, in the view of the DFG, the most important ones? The database again shows a clear result. Almost 50 percent of the money distributed overall and more than 50 percent of all programmes were benefitted to natural science, another fifth part to engineering technology . Medical science which was the most successful discipline in the ‘Individual Grants Programme’ received 16 percent of the funds. With regard to — first — the number of successful proposals within a Programme, — second — to the money received and — third — to the duration there were three frontrunner programmes: nourishment research, research on water and hydraulic engineering, and aeronautical research. And the humanities? The DFG didn't grant much relief giving only 7 percent to these disciplines. (shrink)