Chapter. 1. Philosophical. Perspectives. on. Democracy. in. the. Twenty-First. Century: Introduction. Ann E. Cudd and Sally J. Scholz Abstract Recent global movements, including the Arab Spring, the Occupy Movement, as well as polarizing ...

Moral judgment depends critically on theory of mind, reasoning about mental states such as beliefs and intentions. People assign blame for failed attempts to harm and offer forgiveness in the case of accidents. Here we use fMRI to investigate the role of ToM in moral judgment of harmful vs. helpful actions. Is ToM deployed differently for judgments of blame vs. praise? Participants evaluated agents who produced a harmful, helpful, or neutral outcome, based on a harmful, helpful, or neutral intention; participants (...) made blame and praise judgments. In the right temporo-parietal junction, and, to a lesser extent, the left TPJ and medial prefrontal cortex, the neural response reflected an interaction between belief and outcome factors, for both blame and praise judgments: The response in these regions was highest when participants delivered a negative moral judgment, i.e., assigned blame or withheld praise, based solely on the agent's intent. These results show enhanced attention to mental states for negative moral verdicts based exclusively on mental state information. (shrink)

Evans & Levinson's (E&L's) major point is that human languages are intriguingly diverse rather than (like animal communication systems) uniform within the species. This does not establish a about language universals, or advance the ill-framed pseudo-debate over universal grammar. The target article does, however, repeat a troublesome myth about Fitch and Hauser's (2004) work on pattern learning in cotton-top tamarins.

Das Gymnasion zählte zu den öffentlichen Einrichtungen, über die eine Stadt im griechisch-hellenistischen Kulturraum verfügen mußte, um den Rang einer Polis beanspruchen zu können. Obwohl einzelne Gymnasien bereits seit archaischer Zeit in griechischen Städten belegt sind, bildete sich das Gymnasion erst in hellenistischer Zeit als öffentlich verwaltete und architektonisch gestaltete Anlage aus. Die Beiträge des vorliegenden Bandes thematisieren die ideellen und institutionellen Grundlagen und die Funktionen der Gymnasien sowie ihren Beitrag zur Hellenisierung. Dabei wird insbesondere die Übernahme neuer Funktionen hervorgehoben (...) und nachgewiesen, wie sich diese städtische Institution, die ursprünglich einen Ort adliger Muße und sportlichen Wettbewerbs bildete, auch zum Ort militärischer Ausbildung entwickelte und sich schließlich in ein exklusives Bildungsinstitut verwandelte. (shrink)

In this article I define civil disobedience and classify it into four forms based on motive and extent of dissent. I then present Thomas Aquinas's account for justified civil disobedience. After first determining how a law or system of laws is unjust, the duty (virtue) of obedience to just and unjust laws is discussed. Finally, I argue that of the four possible forms of civil disobedience, Aquinas's natural Law Theory only clearly allows the fourth, i.e., altruistic disobedience of an unjust (...) system of rule, while at times also apparently allowing the third, i.e., altruistic disobedience of an unjust law. (shrink)

Der vorliegende Aufsatz berührt zwei bis heute nur im geringen Maße erforschte und thematisierte Probleme der Übersetzungstheorie. Es geht hier vor allem um eine möglichst kompakte Darstellung einer Diskussion über solche Begriffe wie Kultur, Fremderfahrung, Fremdverstehen, oder Alienation und Alterität. Der wissenschaft1iche Diskurs, in welchem beide der erwähnten Themen immer wieder zur Sprache kommen, gewinnt heutzutage für eine einheitliche Beschreibung der literarischen Übersetzung einen interessanten, obwohl methodologisch noch nicht ganz sicheren Boden. In erster Linie liegt das Problem des Kulturphänomens auf (...) dem Gebiet der Übersetzung in der Art und Weise seiner Analyse. Wie funktioniert der fremde und fremdsprachige Kontext in der kommunikativen Situation der Übersetzung, was doch eine Begegnung der Kulturen bedeutet? Wie ist es mit den Artefakten der fremden Kultur, Kunst und Literatur umzugehen? Welche Sprache soll die Aufgabe der Beschreibung leisten? Es werden hier nur die wichtigsten Fragen einer kulturspezifisch orientierten Übersetzungswissenchaft aufgezahlt. Ein Versuch, nur auf diese Fragen eine allgemeine Antwort zu erteilen, würde den Rahmen jenes kurzen Aufsatzes mit großter Sicherheit sprengen. Nichtsdestotrotz lohnt es sich über die immer aktuellen Quästionen der literarischen Übersetzung ein paar Worte zu sagen. Ich heiter, meine kurze und notwendigerweise oberflächliche Arbeit möge doch als ein guter Ansatz zum Thema: Kultur in der literarischen Übersetzung dienen. (shrink)

Institutionen des Wissens dienen der Pflege, Verstetigung oder dauerhaften Bewahrung von tradiertem und der Hervorbringung von neuem Wissen. Die verschiedenen Formen institutionalisierter Wissenspraxis spiegeln in besonderer Weise die Eigenart einer Wissenskultur wider. Zugleich sind sie für die Ausformung der Identität einer Gesellschaft bedeutsam: Wissensinstitutionen stoßen gesellschaftlichen Wandel an, sind aber selbst in diesen eingebunden. In Krisenzeiten, verstanden als eine Art verdichteter gesellschaftlicher Wandel, werden traditionelle Wissensbestände und Weltdeutungen nachdrücklich in Frage gestellt. Zugleich geraten die Institutionen, die dieses Wissen bereitstellen, unter (...) starken Legitimationszwang. Sie sind gezwungen, auf den Relevanzverlust zu reagieren, ihre Aufgaben neu zu bestimmen und sich neu zu strukturieren. Der interdisziplinär angelegte Sammelband, der Fallstudien aus verschiedenen historischen Epochen und Kulturen, untersucht den theoretischen wie praktischen Umgang verschiedener Wissensinstitutionen mit zeitgenössischen gesellschaftlichen und politischen Umbruchssituationen. Dabei wird insbesondere der Frage nachgegangen, in welchem Maße die Bewältigung fundamentaler Krisen durch die Wissensinstitutionen gesellschaftliche und institutionelle Wandlungsprozesse in Gang setzt. (shrink)

Reydon and Scholz raise doubts about the Darwinian status of organizational ecology by arguing that Darwinian principles are not applicable to organizational populations. Although their critique of organizational ecology’s typological essentialism is correct, they go on to reject the Darwinian status of organizational populations. This paper claims that the replicator-interactor distinction raised in modern philosophy of biology but overlooked for discussion by Reydon and Scholz provides a way forward. It is possible to conceptualize evolving Darwinian populations providing that (...) the inheritance mechanism is appropriately specified. By this approach, adaptation and selection are no longer dichotomized, and the evolutionary significance of knowledge transmission is highlighted. (shrink)

In an earlier article published in this journal I challenge Reydon and Scholz’s (2009) claim that Organizational Ecology is a non-Darwinian program. In this reply to Reydon and Scholz’s subsequent response, I clarify the difference between our two approaches denoted by an emphasis here on the careful application of core Darwinian principles and an insistence by Reydon and Scholz on direct biological analogies. On a substantive issue, they identify as being the principal problem for Organizational Ecology, namely, (...) the inability to identify replicators and interactors “ of the right sort” in the business domain; this is also shown to be easily addressed with reference to empirical studies of business populations. (shrink)

In an earlier article published in this journal I challenge Reydon and Scholz’s (2009) claim that Organizational Ecology is a non-Darwinian program. In this reply to Reydon and Scholz’s subsequent response, I clarify the difference between our two approaches denoted by an emphasis here on the careful application of core Darwinian principles and an insistence by Reydon and Scholz on direct biological analogies. On a substantive issue, they identify as being the principal problem for Organizational Ecology, namely, (...) the inability to identify replicators and interactors “ of the right sort” in the business domain; this is also shown to be easily addressed with reference to empirical studies of business populations. (shrink)

Dieser Band enthält die vier Arbeiten Freges: Begriffsschrift, eine der arithmetischen nachgebildeten Formelsprache, 1879; Anwendungen der Begriffsschrift, 1879; Über den Briefwechsel Leibnizens und Huggens mit Papin, 1881; Über den Zweck der Begriffsschrift, 1883; Über die wissenschaftliche Berechtigung einer Begriffsschrift, 1882. Frege's research work in the field of mathematical logic is of great importance for the present-day analytic philosophy. We actually owe to Frege a great amount of basical insight and exemplary research, which set up a new standard also in other (...) fields of knowledge. As the founder of mathematical logic he severely examindes the syllogisms on which arithmetic is built up. In doing so, Frege recognized that our colloquial language is inadequate to define logic structures. His notional language corresponded to the artaivicial logical language demandes by Leibniz. Frege's achievement in the field of logic were so important, that they radiated into the domain of philosophy and influenced the development of mathematical logic decisively. (shrink)

Le XXe siecle a ete caracterise par l'essor de l'hermeneutique philosophique. Il est temps de proposer un bilan de ces elaborations et de projeter les possibles evolutions de l'hermeneutique au XXIe siecle. Le present volume s'attelle a cette tache: il retrace les chemins de l'hermeneutique, de Wilhelm Dilthey a Michel Foucault. Il met en evidence un phenomene de diversification de l'hermeneutique en l'espece de trois courants prioritaires, dont les divergences de vue ont donne lieu a des debats. D'ailleurs, pour etre (...) feconde, l'hermeneutique a venir aura grand interet a conserver la forme du debat. Le present volume reunit les contributions de chercheurs qui representent des domaines varies de la recherche en sciences humaines: la philosophie, l'histoire de la philosophie, la philologie, l'histoire de l'art, l'anthropologie culturelle et la jurisprudence. La premiere partie est consacree au debat autour de l'hermeneutique philosophique; elle reunit les contributions de J. Grondin, R. Celis et J. Greisch d'une part, de H. Ineichen, H. Kramer et O. Scholz d'autre part. Les theses de l'hermeneutique philosophique sont presentees et soumises a un examen critique. Dans la deuxieme partie, on suit les voies sur lesquelles cheminent aujourd'hui les hermeneutiques des sciences humaines interessees a des objets particuliers: les textes abordes par la philologie ou par l'histoire de la philosophie, les images etudiees par l'histoire de l'art, les structures sociales qui sont les objets de l'anthropologie culturelle, ou encore les normes de la societe qui interessent les juristes. En guise d'orientation prealable, une introduction historique et un tableau chronologique ouvrent le volume. (shrink)

In 1952, Heinrich Scholz published a question in The Journal of Symbolic Logic asking for a characterization of spectra, i.e., sets of natural numbers that are the cardinalities of finite models of first order sentences. Günter Asser in turn asked whether the complement of a spectrum is always a spectrum. These innocent questions turned out to be seminal for the development of finite model theory and descriptive complexity. In this paper we survey developments over the last 50-odd years pertaining (...) to the spectrum problem. Our presentation follows conceptual developments rather than the chronological order. Originally a number theoretic problem, it has been approached by means of recursion theory, resource bounded complexity theory, classification by complexity of the defining sentences, and finally by means of structural graph theory. Although Scholz' question was answered in various ways, Asser's question remains open. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:New Light from Arabic Sources on Galen and the Fourth Figure of the Syllogism NICHOLAS RESCHER The Problem of the Origin of the Fourth Figure FLYING IN THE FACE of the long-standing tradition--going back in Europe to Renaissance times--which credits Galen of Pergamon with the origination of the fourth syllogistic figure, recent authorities have almost to a man evinced doubt about Galen's claim to this innovation. Heinrieh Scholz (...) speaks of "the Galenian syllogistic figure which has been attributed to him, probably wrongly." i j. W. Stakelum concludes his careful discussion of the matter with the categorical assertion that "Galen did not teach the fourth figure." ~ I. M. Bochenski--following Lukasiewicz (see below)--says that the fourth figure "was only ascribed to Galen by a misunderstanding." : William Kneale (also following Lukasiewicz) writes that "it is easy to see how misunderstanding.., by some Arabian philosopher... could have given rise to the tradition that Galen added a fourth figure to Aristotle's syllogistic theory." 4 The currently received account of the matter is that of Jan Lukasiewicz who, in his book on Aristotle's Syllogistic (1951; 2d ed., 1957), presents the known reports about Galen and the fourth figure as follows (I list them in the order in which they came to light) : 1) Several passages in Averroes' (d. 1198) Middle Commentary on Prior Analytics credit Galen with introducing a fourth figure (ad Anal. Pr. I, 5; I, 8; I, 23). These passages, known in Europe through a Renaissance Latin translation of a Hebrew version, provided the basis upon which Zabarella in his work, De Quarta Syllogismorum Figura (in his Opera [Leiden: 1587], pp. 41-53), popularized the "Galenian figure" in European logic. 2) In 1844 Minoides Mynas published in the Preface to his edition of Galen's EisagSg~ dialektik~ an anonymous Greek fragment (late, perhaps 6th century) which states that certain "later scholars" transformed the indirect moods of the first figure added by Theophrastus and Eudeffms into a new fourth figure, citing Galen as the originator of this doctrine.~ 1Abriss der Geschichte der Logik (Miinster: 1931), trans, into English by K. F. Leidecker, ConciseHistory of Logic (NewYork: 1961);p. 38ofthe Englishversion. "Why 'Galenian' Figure?" The New Scholasticism, XVI (1942),289-296. s Formale Logik (Miinchen-Freiburg:1956; 2nd. ed., 1962), trans, into English by Ivo Thomas, A History of Formal Logic (Notre Dame: 1961);p. 142of the Englishversion. Williamand Martha Kneale, The Developmentof Logic (Oxford: 1962),p. 184. Alsoprinted in Karl Kalbfieisch, ~ber Galen s Einleitung in die Logik, 2~. Supplementband der Jahrbi~cherfi~r klassische Philologie (Leipzig:1897), p. 707. This datum casts some 28 HISTORY OF PHILOSOPHY 3) A Greek fragment was found around 1858 by Karl Prantl in a logical work of the Byzantine scholar Ioannes Italus (llth century) which says that Galen taught the existence of a fourth figure, adding sarcastically that he (Galen) thought thus to appear cleverer than the older logical commentators (presumably Theophrastus and Eudemus are intended), but fell far short.6 4) In 1899 Maximilian Wallies published7 an anonymous Greek scholium (of perhaps the 6th or the 7th century) on Ammonins' commentary on Prior Analytics which states that Galen "says in his Apodictic that there are four figures, because he looks at the compound syllogisms consisting of four terms (i.e., with three premisses )" rather than the simple (three-term, two-premiss) syllogisms of Aristotle. (The scholiast goes on to explain at some length how such compound syllogisms can be sorted into four groups.) It is readily seen that, given these data, two possibilities stand before us: a) Galen did actually invent the traditional fourth figure. Reports (1)-(3) are correct, and the anonymous scholiast of (4) was put on the wrong track by the fact that Galen also said that compound syllogisms of four terms can be classed into four groups. b) Galen did not invent the traditional fourth figure. Only after his time when once the indirect moods of the first figure had--somehow--become systematized into a separate "figure," was this credited to Galen by a mistake along the lines described by the anonymous scholiast. Thus (4) alone is right, and (1)-(3) are mistaken. Which of... (shrink)

Der Forschung gelaufig ist die Rede von einer ersten (5./4. Jh. v. Chr.) und der sog. Zweiten Sophistik (2. Jh. n. Chr). Aber auch die Literatur des Hellenismus und der fruhen Kaiserzeit kennt zahlreiche Sophisten. Der Sophist, verstanden als (schlechter) Lehrer und Redner, Gegenspieler des Philosophen oder Vertreter der griechischen Bildung, bildet deshalb den Dreh-und Angelpunkt der Beitrage, die Schlaglichter auf Orte, Methoden und Personen der Bildungsvermittlung werfen. Die Beitrage zeigen, wie pagane und judische Denker, Platoniker und Stoiker Bildung als (...) Weg zum richtigen Welt- und Gottesverstandnis verstehen. Mit Beitragen von: Christian Fron, Marco Galli, Johann Goeken, Stefanie Holder, Alexandra Michalewski, Peter Scholz, Paul Schubert, Gregory E. Sterling, Werner Urbanz, Beatrice Wys. (shrink)

Nativists inspired by Chomsky are apt to provide arguments with the following general form: languages exhibit interesting generalizations that are not suggested by casual (or even intensive) examination of what people actually say; correspondingly, adults (i.e., just about anyone above the age of four) know much more about language than they could plausibly have learned on the basis of their experience; so absent an alternative account of the relevant generalizations and speakers' (tacit) knowledge of them, one should conclude that there (...) are substantive "universal" principles of human grammar and, as a result of human biology, children can only acquire languages that conform to these principles. According to Pullum and Scholz, linguists need not suppose that children are innately endowed with "specific contingent facts about natural languages." But Pullum and Scholz don't consider the kinds of facts that really impress nativists. Nor do they offer any plausible acquisition scenarios that would culminate in the acquisition of languages that exhibit the kinds of rich and interrelated generalizations that are exhibited by natural languages. As we stress, good poverty-of-stimulus arguments are based on specific principles - - confirmed by drawing on (negative and crosslinguistic) data unavailable to children -- that help explain a range of independently established linguistic phenomena. If subsequent psycholinguistic experiments show that very young children already know such principles, that strengthens the case for nativism; and if further investigation shows that children sometimes "try out" constructions that are unattested in the local language, but only if such constructions are attested in other human languages, then the case for nativism is made stronger still. We illustrate these points by considering an apparently disparate -- but upon closer inspection, interestingly related -- cluster of phenomena involving: negative polarity items, the interpretation of 'or', binding theory, and displays of Romance and Germanic constructions in child- English.. (shrink)

Nativists inspired by Chomsky are apt to provide arguments with the following general form: languages exhibit interesting generalizations that are not suggested by casual (or even intensive) examination of what people actually say; correspondingly, adults (i.e., just about anyone above the age of four) know much more about language than they could plausibly have learned on the basis of their experience; so absent an alternative account of the relevant generalizations and speakers' (tacit) knowledge of them, one should conclude that there (...) are substantive "universal" principles of human grammar and, as a result of human biology, children can only acquire languages that conform to these principles. According to Pullum and Scholz, linguists need not suppose that children are innately endowed with "specific contingent facts about natural languages." But Pullum and Scholz don't consider the kinds of facts that really impress nativists. Nor do they offer any plausible acquisition scenarios that would culminate in the acquisition of languages that exhibit the kinds of rich and interrelated generalizations that are exhibited by natural languages. As we stress, good poverty-of-stimulus arguments are based on specific principles - - confirmed by drawing on (negative and crosslinguistic) data unavailable to children -- that help explain a range of independently established linguistic phenomena. If subsequent psycholinguistic experiments show that very young children already know such principles, that strengthens the case for nativism; and if further investigation shows that children sometimes "try out" constructions that are unattested in the local language, but only if such constructions are attested in other human languages, then the case for nativism is made stronger still. We illustrate these points by considering an apparently disparate -- but upon closer inspection, interestingly related -- cluster of phenomena involving: negative polarity items, the interpretation of 'or', binding theory, and displays of Romance and Germanic constructions in child- English.. (shrink)

Pirckmayer, G. Verfrühte Demokratie.--Klein, R. Lebenswege.--Pirckmayer, G. Utopie und die Pragmatik des Bestehenden.--Ficker, L. von, Heer, F. Kommentare.--Pirckmayer, G. Das Recht der gleichen Chance.--Glaner, M. Zur ideologischen Einordnung.--Winter, E. F. Einladung zur Diskussion.--Pirckmayer, G. Das Recht der gleichen Chance, heute.--Pirckmayer, G. Entwurf eines Modellschulwerkes im Sinne des Rechtes der gleichen Chance.--Pirckmayer, G. Das Prinzip.--Pirckmayer, G. Das Exercise.--Zusanek, H. Anmerkungen zum Prinzip.--Pirckmayer, G. Das Prinzip, heute.--Pirckmayer, G. Entwurf eines Modellschulwerkes im Sinne des Prinzips.--Orel, A. Über den Komponisten Georg Pirckmayer.--Scholz, G. (...) Werkstattgespräche mit dem Komponisten. (shrink)