In this article, Emil Sætra examines how teachers and students construct and experience aims and goods in classroom discussions of controversial issues. This study is situated within the emerging tradition of empirical ethics, and the research strategy comprised two main steps. First, Sætra used interview data to analyze, via the experiences of teachers and students, the following two empirical questions: (1) What goods normatively constitute educative discussions of controversial issues? (2) How are these goods constructed in time and space? (...) Second, in the concluding discussion, Sætra makes explicit some normative implications of the empirical findings and discusses theses in relation to previous research. In brief, what emerges from the conjoined experiences of teachers and students is the notion that practice comprises multiple aims and drives. Moreover, because aims and drives are multiple, decisions regarding priorities will sometimes have to be made, and teachers may be subject to conflicting expectations. This means that practitioners must be able to make reflective judgments about what comprises acceptable ends, what projects should be undertaken to achieve those ends, and what actions ought to be performed as part of those projects. (shrink)

The redundant-signals paradigm (RSP) is designed to investigate response behavior in perceptual tasks in which response-relevant targets are defined by either one or two features, or modalities. The common finding is that responses are speeded for redundantly compared to singly defined targets. This redundant-signals effect (RSE) can be accounted for by race models if the response times do not violate the race model inequality (RMI). When there are violations of the RMI, race models are effectively excluded as a viable account (...) of the RSE. The common alternative is provided by co-activation accounts, which assume that redundant target signals are integrated at some processing stage. However, ‘co-activation’ has mostly been only indirectly inferred and the accounts have only rarely been explicitly modeled; if they were modeled, the RSE has typically been assumed to have a decisional locus. Yet, there are also indications in the literature that the RSE might originate, at least in part, at a non-decisional or motor stage. In the present study, using a distribution analysis of sequential-sampling models (ex-Wald and Ratcliff Diffusion model), the locus of the RSE was investigated for two bimodal (audio-visual) detection tasks that strongly violated the RMI, indicative of substantial co-activation. Three model variants assuming different loci of the RSE were fitted to the quantile reaction time proportions: a decision, a non-decision, and a combined variant both to vincentized group as well as individual data. The results suggest that for the two bimodal detection tasks, co-activation has a shared decisional and non-decisional locus. These findings point to the possibility that the mechanisms underlying the RSE depend on the specifics (task, stimulus, conditions, etc.) of the experimental paradigm. (shrink)

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections (...) in the preservation process, and hope you enjoy this valuable book. (shrink)

The paper provides a philosophical insight into the contemporary critical trends in the university life, and an outline of possible solutions based on the historical overview of an idea of university. The particular section is devoted to the depiction of situation in Slovakia. The author suggests that the creative reconstruction of academic practices is the key to the future of university.

Excerpt from Grundlegung der Allgemeinen Kunstwissenschaft Tiefsinn ist ein Anzeichen des Chaos, das echte Wissenschaft in einen Kosmos verwandeln will, in eine einfache, vollig klare, aufgeloste Ordnung. Echte Wissenschaft kennt, soweit ihre wirkliche Lehre reicht, keinen Tiefsinn. Jedes Stuck fertiger Wissenschaft ist ein Ganzes von den Denkschritten, deren jeder unmittelbar einsichtig, also gar nicht tiefsinnig ist. Tiefsinn ist Sache der Weisheit, begriffliche Deutlichkeit und Klarheit Sache der strengen Theorie. Die Ahnungen des Tiefsinns in eindeutige rationale Gestaltungen umzupragen, das ist der (...) wesentliche Prozel 3 der Neukonstitution strenger Wissenschaften Diese Worte Edmund Husserls stelle ich an den Anfang meines Buches; nicht als Versuch einer Rechtfertigung oder gar Entschuldigung, sondern als Programm. Sie sollen zugleich die Schar derer vor Enttauschungen Warnen, die geistschillernde Betrachtungen uber Kunst und Kunstler erwarten; gluhende Hymnen uber das Mysterium der Kunst, uber das unbegreifliche Wunder schopferi scher Kraft. Nicht um Mysterien und Wunder handelt es sich mir, sondern um ernste und exakte wissenschaftliche Erkenntnis, um die Gewinnung von Grundlagen auf einem Gebiet, das - zwischen der Asthetik und den historischen Kunstdisziplinen gelegen bisher fast ganzlich die angemessene Forschungseinstellung entbehrt hat. So wendet sich dieses Werk einerseits an Philosophen und anderseits an die Vertreter der Kunstgeschichte, Literaturgeschichte usw. Beide Parteien mussen verzeihen, wenn manche Ausfuhrungen fur ihre Bedurfnisse zu breit angelegt sind. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.". (shrink)