Das Nachdenken über Beziehungen zwischen Bildern ist ein kunsthistorisches Kerngeschäft. Zugleich ist es jedoch auch eine Herausforderung für die Theorien und Methoden des Faches. Was bedeutet es daher, im Rückgriff auf die Literaturtheorie von der Intertextualität der Bilder zu sprechen? Worin besteht der Unterschied zur Rede von Bildzitaten, vom Bezug auf Quellen oder die ikonografische Tradition? Seit den 1960er Jahren wird dies lebhaft diskutiert. Elisabeth-Christine Gamer zeichnet in ihrem Buch die Geschichte des Diskurses über fünf Dekaden nach und (...) berücksichtigt dabei unterschiedliche Fächer und Sprachen. Zugleich arbeitet sie seine Merkmale heraus und liefert damit eine Basis für die weitere kunsthistorische Beschäftigung mit dem Modell Intertextualität"--Back cover. (shrink)

:In this article, we present an educational intervention that embeds ethics education within research laboratories. This structure is designed to assist students in addressing ethical challenges in a more informed way, and to improve the overall ethical culture of research environments. The project seeks to identify factors that students and researchers consider relevant to ethical conduct in science, technology, engineering, and math and to promote the cultivation of an ethical culture in experimental laboratories by integrating research stakeholders in a bottom-up (...) approach to developing context-specific, ethics-based guidelines. An important assumption behind this approach is that direct involvement in the process of developing laboratory specific ethical guidelines will positively influence researchers’ understanding of ethical research and practice issues, their handling of these issues, and the promotion of an ethical culture in the respective laboratory. The active involvement may increase the sense of ownership and integration of further discussion on these important topics. Based on the project experiences, the project team seeks to develop a module involving the bottom-up building of codes-of-ethics-based guidelines that can be used by a broad range of institutions and that will be distributed widely. (shrink)

Science, technology, engineering, and mathematics (STEM) fields are central to any educational system. The term started with the National Science Foundation as “SMET” and was changed to STEM at a later date due to phonetic reasons. The term was not widely used until Virginia Tech University began offering a “STEM education” degree in 2005 (Friedman 2005). The term STEM covers a broad spectrum of different disciplines. While, in general, STEM is used as an umbrella term for the natural sciences, engineering, (...) mathematics, and technology-related fields, there are some variations in its usage. For example, the US National Science Foundation (NSF) characterizes STEM as including chemistry, computers and information technology, engineering, geoscience, life sciences, mathematical sciences, physics and astronomy, psychology, social sciences, educational research, and STEM education (Gonzalez and Kuezi 2012). Whereas this approach considers the social sciences to be of central importance to STEM and the STEM workforce (Spalter-Roth 2004), in the United Kingdom, STEM is seen to include fields such as medicine, dentistry, and architecture but exclude the social sciences and education (United Kingdom, House of Lords, Science, and Technology, Committee 2012). (shrink)

Sensitivity to others’ emotional signals is an important factor for social interaction. While many studies of emotional reactivity focus on facial emotional expressions, signals such as pupil dilation which can indicate arousal, may also affect observers. For example, observers’ pupils dilate when viewing someone with dilated pupils, so-called pupillary contagion. Yet it is unclear how pupil size and emotional expression interact as signals. Further, examining individual differences in emotional reactivity to others can shed light on its mechanisms and potential outcomes. (...) In the current study, adults’ (N = 453) pupil size was assessed while they viewed images of the eye region of individuals varying in emotional expression (neutral, happy, sad, fearful, angry) and pupil size (large, medium, small). Participants showed pupillary contagion regardless of the emotional expression. Individual differences in demographics (gender, age, socioeconomic status) and psychosocial factors (anxiety, depression, sleep problems) were also examined, yet the only factor related to pupillary contagion was socioeconomic status, with higher socioeconomic status predicting less pupillary contagion for emotionally-neutral stimuli. The results suggest that while pupillary contagion is a robust phenomenon, it can vary meaningfully across individuals. (shrink)

This chapter describes the development of a workshop series focused on helping students develop research lab ethics guidelines. The workshop was developed through a National Science Foundation-funded project that situates ethics education within the research environment. Students in four departments at a private research university were recruited to join a Student Ethics Committee that collaboratively developed context-specific codes-of-ethics-based guidelines for their departments. These bottom-up developed guidelines were revised in an iterative process, including feedback from faculty, other graduate students, and the (...) original Student Ethics Committee. The goal of the workshops was to promote the cultivation of an ethical culture in experimental laboratories by integrating research stakeholders in a bottom-up approach to developing context-specific guidelines and to identify factors that students consider relevant to the ethical conduct of research. After describing the workshop series, this chapter presents a qualitative content analysis of the guidelines. The guidelines developed by the Student Ethics Committees reflect the current culture of experimental labs in these departments and the ethical issues that students think are important. The content of these guidelines and the ethical issues the students focused on contrast in some key ways with what ethical issues faculty who head research groups saw as paramount. The chapter describes the first two iterations of the ethics education workshop module, a qualitative analysis of the first draft of these guidelines, and finally reflects on future work in this area of in situ ethics education. (shrink)

Student researchers encounter ethical issues daily, but little is known about their unique perspectives. This article presents the results of 30 qualitative semi-structured interviews exploring students’ views and experiences around ethical issues in research groups. During the interviews, students were asked to describe challenges and successes they have encountered in their lab, their conception of what counts as an “ethical issue in research,” and how they handle these issues when they arise. Against this background, the article discusses students’ conceptions of (...) ethical issues in research environments, the types of issues students reported facing, how these issues were ultimately resolved, and finally, the factors, internal qualities, and lessons learned that help students thrive in research environments, as well as some of the challenges students face – especially international students. Many of the ethical challenges interviewees discussed focused on interpersonal issues, highlighting the intense collaboration most graduate students have with their colleagues and supervisors. Findings from this study point to the need for targeted training programs for students and faculty supervisors focusing on building mentoring relationships and finding space in the lab where open communication can occur around ethical research practices. (shrink)

Based on instructions people can form task representations that shield relevant from seemingly irrelevant information. It has been documented that instructions can tie people to a particular way of performing a task despite that in principle a more efficient way could be learned and used. Since task shielding can lead to persistence of inefficient variants of task performance, it is relevant to test whether individuals with attention deficit/hyperactivity disorder – characterized by less task shielding – are more likely and quicker (...) to escape a suboptimal instructed variant of performing a task. The paradigm used in this online study builds on the observation that in many environments different covarying features could be used to determine the appropriate response. For instance, as they approach a traffic light, drivers and pedestrians monitor the color and/or the position of the signal. Similarly, we instructed participants to respond to the color of a stimulus without mentioning that color covaried with the position of the stimulus. In order to assess whether with practice participants would use the non-instructed feature position to an increasing extent, we compared reaction times and error rates for standard trials to trials in which color was either ambiguous or did not match the usual covariation. Results showed that the covariation learning task can be administered online to adult participants with and without ADHD. Performance differences suggested that with practice ADHD participants might increase attention to non-instructed stimulus features. Yet, they used the non-instructed covarying stimulus feature to a similar extent as other participants. Together the results suggest that participants with ADHD do not lag behind in abandoning instructed task processing in favor of a learned alternative strategy. (shrink)

Name der Zeitschrift: Klio Jahrgang: 99 Heft: 2 Seiten: 679-685.

The Hearts and Minds of Ghana project travels from Boston Children’s Hospital for two weeks each year to provide cardiac surgery to children in Ghana. Of the hundreds of children in need, how to choose who will receive lifesaving surgery?

Il s'agit des actes d'un colloque international qui s'est tenu en octobre 1995 à l'Institut international d'histoire sociale d'Amsterdam. L'ambition des auteurs (qui animent également un séminaire pluridisciplinaire et un site internet consacrés au rapport entre démographie et politique) est « d'utiliser la démographie en tant que lieu d'observation des conflits pouvant opposer des idéologues et des détenteurs du pouvoir politique à l'exercice des libertés individuelles fondamentales t...

Il s'agit des actes d'un colloque international qui s'est tenu en octobre 1995 à l'Institut international d'histoire sociale d'Amsterdam. L'ambition des auteurs (qui animent également un séminaire pluridisciplinaire et un site internet consacrés au rapport entre démographie et politique) est « d'utiliser la démographie en tant que lieu d'observation des conflits pouvant opposer des idéologues et des détenteurs du pouvoir politique à l'exercice des libertés individuelles fondamentales t..

This highly acclaimed, prize-winning biography of one of the foremost political philosophers of the twentieth century is here reissued in a trade paperback edition for a new generation of readers. In a new preface the author offers an account of writings by and about Arendt that have appeared since the book's 1982 publication, providing a reassessment of her subject's life and achievement. Praise for the earlier edition: “Both a personal and an intellectual biography... It represents biography at its best.”—Peter Berger, (...) front page, The New York Times Book Review “A story of surprising drama.... At last, we can see Arendt whole.”—Jim Miller, Newsweek “Indispensable to anyone interested in the life, the thought, or... the example of Hannah Arendt.”—Mark Feeney, Boston Globe “An adventure story that moves from pre-Nazi Germany to fame in the United States, and... a study of the influences that shaped a sharp political awareness.”—Richmond (Va.) Times-Dispatch Cover drawing by David Schorr. (shrink)

This study explores how Machiavelli's unique understanding of founders and the nature of their enterprise reflects his judgments about what constitutes the highest human excellence. Both virtue and founding are examined before Machiavelli's treatments of the "most excellent" founders of Prince 6 are considered in detail. Ultimately, comprehending the excellence peculiar to these founders facilitates an understanding of the standard by which Machiavelli evaluates humans; this standard is a key element in unlocking Machiavelli's thoughts.

In this paper, I reframe the long-standing controversy between ‘psychological egoism’, which argues that human beings never perform altruistic actions, and the opposing thesis of ‘psychological altruism’, which claims that human beings are, at least sometimes, capable of acting in an altruistic fashion. After a brief sketch of the controversy, I begin by presenting some representative arguments in favour of psychological altruism before showing that they can all be called into question by appealing to the idea of an unconscious self-directed (...) motive. I will then point out that this argumentative strategy not only debunks the reasons for favouring psychological altruism, but also those for favouring psychological egoism; hence it is no use in settling the dispute between the two views. In the second part of the paper, I will try to break this deadlock by reframing the whole controversy, shifting it away from the concept of motive, towards the broader notion of motivation. As it turns out, this shift enables the debate to centre on altruistic emotions and their motivational power, thereby allowing evolutionary arguments to enter the debate and tilt the balance in favour of psychological altruism. (shrink)

Anne Cova s'est emparée d'un sujet central pour l'histoire des femmes : la maternité. En 1977, Catherine Fouquet et Yvonne Knibiehler avaient publié la première synthèse, Histoire des mères du Moyen Age à nos jours. Élisabeth Badinter, en 1980, attirait elle aussi, avec L'Amour en plus, l'attention du public sur l'historicité du sentiment maternel, soulignant la mutation survenue au XVIIIe siècle : début de la limitation des naissances, rapprochement de la mère et de l'enfant, valorisa...

The Textual Criticism of Sumerian Literature. By Paul Delnero. The Journal of Cuneiform Studies Supplemental Series, vol. 3. Boston: American Schools of Oriental Research, 2012. Pp. viii + 230. $89.95. [Distributed by ISD, Bristol, Conn.].

Anne Cova s'est emparée d'un sujet central pour l'histoire des femmes : la maternité. En 1977, Catherine Fouquet et Yvonne Knibiehler avaient publié la première synthèse, Histoire des mères du Moyen Age à nos jours. Élisabeth Badinter, en 1980, attirait elle aussi, avec L'Amour en plus, l'attention du public sur l'historicité du sentiment maternel, soulignant la mutation survenue au XVIIIe siècle : début de la limitation des naissances, rapprochement de la mère et de l'enfant, valorisa..

Integral Ecology: Uniting Multiple Perspectives on the Natural World Sean Esbjörn-Hargens & Michael Zimmerman Boston, Integral Books, 2009, xxxvi + 796 pp., cloth, $45.00 The science of ecology, wi...

Après avoir lu les Méditations métaphysiques, la jeune Elisabeth de Bohême demande à s’entretenir avec Descartes pour obtenir des réponses. Ainsi naît, entre un philosophe déjà vieux et une princesse mélancolique, une conversation épistolaire qui durera sept ans, jusqu’à la mort de Descartes en 1650. Ils discuteront aussi bien de mathématiques et de géométrie que de l’union de l’âme et du corps, des passions, du bonheur et de Dieu. Sans jamais renier sa pensée – bien plutôt en la fortifiant (...) –, Descartes diagnostiquera à la jeune femme un excès de cartésianisme : pour la soigner, il valorisera les plaisirs de la vie courante, le repos de l’esprit et le manque de sérieux. Ce volume rassemble la correspondance intégrale entre Descartes et Elisabeth, ainsi que des lettres du philosophe à divers correspondants, dont le médecin Regius, Christine, reine de Suède, et Chanut, ambassadeur de France en Suède. (shrink)

A full account of purposive action must appeal not only to propositional attitude states like beliefs, desires, and intentions, but also to motor representations, i.e., non-propositional states that are thought to represent, among other things, action outcomes as well as detailed kinematic features of bodily movements. This raises the puzzle of how it is that these two distinct types of state successfully coordinate. We examine this so-called “Interface Problem”. First, we clarify and expand on the nature and role of motor (...) representations in explaining intentional action. Next, we characterize the respective functions of intentions and motor representations, the differences in representational format and content that these imply, and the interface challenge these differences in turn raise. We then evaluate Butterfill and Sinigaglia’s recent answer to this interface challenge, according to which intentions refer to action outcomes by way of demonstrative deference to motor representations. We present some worries for this proposal, arguing that, among other things, it implicitly presupposes a solution to the problem, and so cannot help to resolve it. Finally, we suggest that we may make some progress on this puzzle by positing a “content-preserving causal process” taking place between intentions and motor representations, and we offer a proposal for how this might work. (shrink)

Emotions often misfire. We sometimes fear innocuous things, such as spiders or mice, and we do so even if we firmly believe that they are innocuous. This is true of all of us, and not only of phobics, who can be considered to suffer from extreme manifestations of a common tendency. We also feel too little or even sometimes no fear at all with respect to very fearsome things, and we do so even if we believe that they are fearsome. (...) Indeed, instead of shunning fearsome things, we might be attracted to them. Emotions that seem more thought-involving, such as shame, guilt or jealousy, can also misfire. You can be ashamed of your big ears even though we can agree that there is nothing shameful in having big ears, and even though you judge that having big ears does not warrant shame. And of course, it is also possible to experience too little or even no shame at all with respect to something that is really shameful. Many of these cases involve a conflict between one’s emotion and one’s evaluative judgement. Emotions that are thus conflicting with judgement can be called ‘recalcitrant emotions’. The question I am interested in is whether or not recalcitrant emotions amount to emotional illusions, that is, whether or not these cases are sufficiently similar to perceptual illusions to justify the claim that they fall under the same general heading. The answer to this depends on what emotions are. For instance, the view that emotions are evaluative judgments makes it difficult to make room for the claim that emotional errors are perceptual illusions. Fearing an innocuous spider would simply amount to making the error of judging that the spider is fearsome while it is in fact innocuous. This might involve an illusion of some sort, but it certainly does not amount to anything like a perceptual illusion. In this chapter, I argue that recalcitrant emotions are a kind of perceptual illusion.. (shrink)

Consider a typical fear episode. You are strolling down a lonely mountain lane when suddenly a huge wolf leaps towards you. A number of different interconnected elements are involved in the fear you experience. First, there is the visual and auditory perception of the wild animal and its movements. In addition, it is likely that given what you see, you may implicitly and inarticulately appraise the situation as acutely threatening. Then, there are a number of physiological changes, involving a variety (...) of systems controlled by the autonomic nervous system. Your heart races, your breathing becomes strained and your start trembling. These changes are accompanied by an expression of fear on your face: your mouth opens and your eyes widen while you stare at the wolf. There is also a kind of experience that you undergo. You are likely to feel a sort of pang, something that might consist in the perception of the physiological changes you are going through. Moreover, a number of thoughts are likely to cross your mind. You might think that the wild beast is about to tear you into pieces and that you’ll never escape from this. In addition to this, your attention focuses on the wolf and its movement, as well as, possibly, ways of escaping or defending yourself. Last, but not least, your fear is likely to come with a motivation, such as an urge to run away or to strike back. Whatever the details of the story, it is clear that a typical emotion episode involves a number of different components. Roughly, these components are a) a sensory perception or more generally an informational component, b) a kind of appraisal, d) physiological changes, c) conscious feelings, d) cognitive and attentional processes, and e) an actiontendency or more generally a motivational component. One central question in the theory of emotion is which, if any, of these components, constitute the emotion.. (shrink)

_Feminism and Ecological Communities_ presents a bold and passionate rethinking of the ecofeminist movement. It is one of the first books to acknowledge the importance of postmodern feminist arguments against ecofeminism whilst persuasively preseenting a strong new case for econolocal feminism. Chris J.Cuomo first traces the emergence of ecofeminism from the ecological and feminist movements before clearly discussing the weaknesses of some ecofeminist positions. Exploring the dualisms of nature/culture and masculing/feminine that are the bulwark of many contemporary ecofeminist positions and (...) questioning traditional traditional feminist analyses of gender and caring, _Feminism and Ecological Communities_ asks whether women are essentially closer to nature than men and how we ought to link the oppression of women, people of colour, and other subjugated groups to the degradation of nature. Chris J.Cuomo addresses these key issues by drawing on recent work in feminist ethics as well as teh work of diverse figures such as Aristotle, John Dewey, Donna Haraway adn Maria Lugones. A fascinating feature of the book is the use of the metaphor of the cyborg to highlight the fluidity of the nature/culture distinction and how this can enrich econfeminist ethics and politics. An outstanding new argument for an ecological feminism that links both theory and practice, _Feminism and Ecological Communities_ bravely redraws the ecofeminist map. It will be essential reading for all those interested in gender studies, environmental studies and philosophy. (shrink)

This book argues that the question posed by virtue theories, namely, “what kind of person should I be?” provides a more promising approach to moral questions than do either deontological or consequentialist moral theories where the concern is with what actions are morally required or permissible. It does so both by arguing that there are firmer theoretical foundations for virtue theories, and by persuasively suggesting the superiority of virtue theories over deontological and consquentialist theories on the question of explaining morally (...) bad behavior. Virtue theories can give a richer account by appealing to the kinds of dispositions that make certain bad choices appear attractive. This richer account also exposes a further advantage of virtue theories: they provide the best kinds of motivations for agents to become better persons. (shrink)

Elisabeth Pacherie is a research fellow in philosophy at Institut Jean Nicod, Paris. Her main research and publications are in the areas of philosophy of mind, psychopathology and action theory. Her publications include a book on intentionality (_Naturaliser_ _l'intentionnalité_, Paris, PUF, 1993) and she is currently preparing a book on action and agency.

: On the Aristotelian picture of virtue, moral virtue has at its core intellectual virtue. An interesting challenge for this orthodoxy is provided by the case of universal love and its associated virtues, such as the dispositions to exhibit grace, or to forgive, where appropriate. It is difficult to find a property in the object of such love, in virtue of which grace, for example, ought to be bestowed. Perhaps, then, love in general, including universal love, is not necessarily exhibited (...) for reasons. This is the view that, with the help of Heidegger's notion of a fundamental emotional attunement, I defend. The problem is to show how universal love, and its manifestation in the virtues of universal love, can then be seen as rational. Showing this is the task of the essay. (shrink)

To answer foundational questions in physics, physicists turn more and more to abstract advanced mathematics, even though its physical significance may not be immediately clear. What if we started to borrow ideas and approaches, with appropriate modifications, from the foundations of mathematics? In this paper we explore this route. In reverse mathematics one starts from theorems and finds the minimum set of axioms required for their derivation. In reverse physics we want to start from laws or more specific results, and (...) find the physical concepts and starting points that recover them. We want to understand what physical results are implied by which physical assumptions. As an example of the technique, we will see six different characterizations of classical mechanics, show that the uncertainty principle depends only on the entropy bound on pure states and recast the third law of thermodynamics in terms of the entropy of an empty system. We believe the approach can provide greater insights into both current and new physical theories, put the physical concepts at the forefront of the discussion and provide a more unified view of physics by highlighting common patterns and ideas across different physical theories. (shrink)