Results for 'Erik Wetter'

941 found
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  1.  93
    Assessing the Legitimacy of “Open” and “Closed” Data Partnerships for Sustainable Development.Erik Wetter, Mette Morsing & Andreas Rasche - 2021 - Business and Society 60 (3):547-581.
    This article examines the legitimacy attached to different types of multi-stakeholder data partnerships occurring in the context of sustainable development. We develop a framework to assess the democratic legitimacy of two types of data partnerships: open data partnerships and closed data partnerships. Our framework specifies criteria for assessing the legitimacy of relevant partnerships with regard to their input legitimacy as well as their output legitimacy. We demonstrate which particular characteristics of open and closed partnerships can be expected to influence an (...)
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  2.  63
    Predicting attitudinal and behavioral responses to COVID-19 pandemic using machine learning.Tomislav Pavlović, Flavio Azevedo, Koustav De, Julián C. Riaño-Moreno, Marina Maglić, Theofilos Gkinopoulos, Patricio Andreas Donnelly-Kehoe, César Payán-Gómez, Guanxiong Huang, Jaroslaw Kantorowicz, Michèle D. Birtel, Philipp Schönegger, Valerio Capraro, Hernando Santamaría-García, Meltem Yucel, Agustin Ibanez, Steve Rathje, Erik Wetter, Dragan Stanojević, Jan-Willem van Prooijen, Eugenia Hesse, Christian T. Elbaek, Renata Franc, Zoran Pavlović, Panagiotis Mitkidis, Aleksandra Cichocka, Michele Gelfand, Mark Alfano, Robert M. Ross, Hallgeir Sjåstad, John B. Nezlek, Aleksandra Cislak, Patricia Lockwood, Koen Abts, Elena Agadullina, David M. Amodio, Matthew A. J. Apps, John Jamir Benzon Aruta, Sahba Besharati, Alexander Bor, Becky Choma, William Cunningham, Waqas Ejaz, Harry Farmer, Andrej Findor, Biljana Gjoneska, Estrella Gualda, Toan L. D. Huynh, Mostak Ahamed Imran, Jacob Israelashvili & Elena Kantorowicz-Reznichenko - forthcoming - Proceedings of the National Academy of Sciences: Nexus.
    At the beginning of 2020, COVID-19 became a global problem. Despite all the efforts to emphasize the relevance of preventive measures, not everyone adhered to them. Thus, learning more about the characteristics determining attitudinal and behavioral responses to the pandemic is crucial to improving future interventions. In this study, we applied machine learning on the multi-national data collected by the International Collaboration on the Social and Moral Psychology of COVID-19 (N = 51,404) to test the predictive efficacy of constructs from (...)
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  3.  93
    In Defense of Pure Reason: A Rationalist Account of a priori Justification.Erik J. Olsson - 1998 - Erkenntnis 49 (2):243-249.
  4. Robust Ethics: The Metaphysics and Epistemology of Godless Normative Realism.Erik Joseph Wielenberg - 2014 - Oxford, GB: Oxford University Press.
    Erik J. Wielenberg draws on recent work in analytic philosophy and empirical moral psychology to defend non-theistic robust normative realism, according to which there are objective ethical features of the universe that do not depend on God for their existence. He goes on to develop an empirically-grounded account of human moral knowledge.
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  5.  91
    A Primer on Energy Conditions.Erik Curiel - 2016 - In Dennis Lehmkuhl, Gregor Schiemann & Erhard Scholz (eds.), Towards a Theory of Spacetime Theories. New York, NY: Birkhauser. pp. 43-104.
    An energy condition, in the context of a wide class of spacetime theories, is, crudely speaking, a relation one demands the stress-energy tensor of matter satisfy in order to try to capture the idea that "energy should be positive". The remarkable fact I will discuss in this paper is that such simple, general, almost trivial seeming propositions have profound and far-reaching import for our understanding of the structure of relativistic spacetimes. It is therefore especially surprising when one also learns that (...)
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  6.  49
    The Many Definitions of a Black Hole.Erik Curiel - 2019 - Nature Astronomy 3:27-34.
    Although black holes are objects of central importance across many fields of physics, there is no agreed upon definition for them, a fact that does not seem to be widely recognized. Physicists in different fields conceive of and reason about them in radi- cally different, and often conflicting, ways. All those ways, however, seem sound in the relevant contexts. After examining and comparing many of the definitions used in practice, I consider the problems that the lack of a universally accepted (...)
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  7.  24
    The feeling of effort during mental activity.Erik Bijleveld - 2018 - Consciousness and Cognition 63:218-227.
  8. Symposium on explanations and social ontology 3: Can we dispense with structural explanations of social facts?Erik Weber & Jeroen Van Bouwel - 2002 - Economics and Philosophy 18 (2):259-275.
    Some social scientists and philosophers (e.g., James Coleman and Jon Elster) claim that all social facts are best explained by means of a micro-explanation. They defend a micro-reductionism in the social sciences: to explain is to provide a mechanism on the individual level. The first aim of this paper is to challenge this view and defend the view that it has to be substituted for an explanatory pluralism with two components: (1) structural explanations of P-, O- and T-contrasts between social (...)
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  9.  84
    Is Mathematics a Domain for Philosophers of Explanation?Erik Weber & Joachim Frans - 2017 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 48 (1):125-142.
    In this paper we discuss three interrelated questions. First: is explanation in mathematics a topic that philosophers of mathematics can legitimately investigate? Second: are the specific aims that philosophers of mathematical explanation set themselves legitimate? Finally: are the models of explanation developed by philosophers of science useful tools for philosophers of mathematical explanation? We argue that the answer to all these questions is positive. Our views are completely opposite to the views that Mark Zelcer has put forward recently. Throughout this (...)
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  10.  69
    Explaining, understanding and scientific theories.Erik Weber - 1996 - Erkenntnis 44 (1):1 - 23.
    One of the functions of scientific knowledge is to provide the theories and laws we need in order to understand the world. My article deals with the epistemic aspect of understanding, i.e., with understanding as unification. The aim is to explicate what we have to do in order to make our scientific knowledge contribute to an increase of the degree to which the particular events we have observed, fit into our world-picture. The analysis contains two parts. First I define the (...)
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  11.  29
    Initiating Life: Agamben and the Political Use of Intimacy.Erik Bordeleau - 2017 - Journal of Speculative Philosophy 31 (3):481-492.
    The form of life is a secret so secret.What does it mean to initiate life? For the Italian philosopher Giorgio Agamben, the question of initiating life concerns how we conceive of and experiment with the how of a form of life. In short, it involves ways of envisaging an absolutely immanent life on the threshold of its political and ethical intensification. Agamben's whole philosophical project can be described as radical mannerism that foregrounds the question of the way of living. To (...)
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  12. Against the Excesses of Quantum Gravity: A Plea for Modesty.Erik Curiel - 2001 - Philosophy of Science 68 (S3):S424-S441.
    I argue that all current research programs in quantum gravity conform to the 17th century hypothetico-deductive model of scientific inquiry, perhaps of necessity given the current state of technology. In so far as they do not recognize and advertise the shortcomings of the research method they use, they do a disservice to the integrity of science, for the method admits of far less certainty accruing to its products than one would be led to believe by the pronouncements of researchers in (...)
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  13.  3
    De oerhörda orden.Erik Götlind - 1961 - Stockholm,: Svenska bokförlaget.
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  14.  6
    Fornuft eller følelse.Knut Erik Tranøy - 1961 - [Bergen]: Universitetsforlaget, i kommisjon.
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  15. (1 other version)Unification and explanation.Erik Weber & Maarten Van Dyck - 2002 - Synthese 131 (1):145 - 154.
    In this article we criticize two recent articles that examinethe relation between explanation and unification. Halonen and Hintikka (1999), on the one hand,claim that no unification is explanation. Schurz (1999), on the other hand, claims that all explanationis unification. We give counterexamples to both claims. We propose a pluralistic approach to the problem:explanation sometimes consists in unification, but in other cases different kinds of explanation(e.g., causal explanation) are required; and none of these kinds is more fundamental.
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  16.  80
    How to Study Scientific Explanation?Erik Weber, Leen De Vreese & Jeroen Van Bouwel - unknown
    This paper investigates the working-method of three important philosophers of explanation: Carl Hempel, Philip Kitcher and Wesley Salmon. We argue that they do three things: construct an explication in the sense of Carnap, which then is used as a tool to make descriptive and normative claims about the explanatory practice of scientists. We also show that they did well with respect to, but that they failed to give arguments for their descriptive and normative claims. We think it is the responsibility (...)
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  17.  73
    Assessing the explanatory power of causal explanations.Erik Weber & Jeroen Van Bouwel - 2007 - In Johannes Persson & Petri Ylikoski (eds.), Rethinking Explanation. Springer.
  18. (1 other version)Forms of causal explanation.Erik Weber, Jeroen Van Bouwel & Robrecht Vanderbeeken - 2005 - Foundations of Science 10 (4):437-454.
    In the literature on scientific explanation two types of pluralism are very common. The first concerns the distinction between explanations of singular facts and explanations of laws: there is a consensus that they have a different structure. The second concerns the distinction between causal explanations and uni.cation explanations: most people agree that both are useful and that their structure is different. In this article we argue for pluralism within the area of causal explanations: we claim that the structure of a (...)
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  19.  59
    Can teachers motivate students to learn?Erik E. J. Thoonen, Peter J. C. Sleegers, Thea T. D. Peetsma & Frans J. Oort - 2011 - Educational Studies 37 (3):345-360.
    Research on motivation has mainly concentrated on the role of goal orientation and self?evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers? teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well?being, academic self?efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers? sense of self?efficacy (n = 194) in primary schools. Results of the (...)
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  20.  26
    Pluralism, relativism and the neutral teacher.Sven Erik Nordenbo - 1978 - Journal of Philosophy of Education 12 (1):129–139.
    Sven Erik Nordenbo; Pluralism, Relativism and the Neutral Teacher, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 129–139, https://d.
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  21.  12
    World without End.Erik Meganck - 2021 - Journal for Continental Philosophy of Religion 3 (1):65-89.
    In this article, I want to make the following points, none of which are totally new, but their constellation here is meant to be challenging. First, world is not a (Cartesian) thing but an event, the event of sense. This event is opening and meaning – verbal tense. God may be a philosophical name of this event. This is recognized by late-modern religious atheist thought. This thought differs from modern scientific rationalism in that the latter’s so-called areligious atheism is actually (...)
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  22.  16
    En betrakter til det hele.Erik Bjerck Hagen - 2023 - Agora Journal for metafysisk spekulasjon 41 (1):124-157.
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  23. Introduction.Erik Weber, Jan Willem Wieland & Tim Mey - 2010 - Logique Et Analyse 53.
     
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  24.  33
    Wittgenstein and the genesis of neo-pragmatism in American thought.John Erik Hmiel - 2016 - History of European Ideas 42 (1):131-149.
    SUMMARYWhile commentators have noted that the revival of pragmatism in recent decades can be understood in the context of a larger turn towards anti-foundational thought, they have largely ignored the important and complicated role that Ludwig Wittgenstein's ideas about foundationalism played in that revival. By tracing Wittgenstein's influence on the philosophers Stanley Cavell and Thomas Kuhn, the author first suggests that the revival of neo-pragmatism is better understood in the context of mid-century analytic philosophy they inherited, as well as Wittgenstein's (...)
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  25. Antonio Negri, la Republica constituyente y la democracia por venir.Erik del Búfalo - 2010 - Apuntes Filosóficos 19 (37):91-108.
     
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  26.  46
    Shaping race policies: The united states in comparative perspective by Robert Lieberman.Erik Bleich - 2006 - Ethics and International Affairs 20 (1):133–135.
  27.  16
    On the evclides latinvs in ms verona, biblioteca capitolare xl , as a witness to the greek text of the elements.Erik Bohlin - 2016 - Classical Quarterly 66 (2):724-741.
    In his paper ‘The wrong text of Euclid: on Heiberg's text and its alternatives', published in 1996, W.R. Knorr resuscitated the debate which had taken place in the 1880s between the orientalist M. Klamroth and the editor of Euclid's Elements, J.L. Heiberg. In nuce the debate concerned the fundamental question of which manuscript tradition of the Elements should be assigned textual anteriority: the Greek tradition or the Arabic tradition. Whereas Klamroth argued for the latter position, Heiberg, whose view became the (...)
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  28.  42
    Astronomy Education: Becoming a Hybrid Researcher.Erik Brogt - 2007 - Journal of Research Practice 3 (1):Article M2.
    This article describes the experiences of a former astronomer who is making the transition to astronomy education research as an international graduate student in the United States. The article describes the author’s encounters with education research, its methodologies, and his changing research interests as he progresses through the graduate program. It also describes his experiences with the busy life of a graduate student in American academia and his experiences as an international student.
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  29.  20
    Explanation impacts hypothesis generation, but not evaluation, during learning.Erik Brockbank & Caren M. Walker - 2022 - Cognition 225 (C):105100.
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  30.  6
    Postintensjonal moralsk vilkårlighet.Erik Brown - 2020 - Norsk Filosofisk Tidsskrift 55 (1):80-92.
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  31.  29
    Sympathy and Moral Objectivity.Erik Brown - 1986 - American Philosophical Quarterly 23 (2):179 - 188.
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  32.  22
    A Formal Analysis of Diagnosis and Diagnostic Reasoning.Erik Weber & Dagmar Provijn - 1999 - Logique Et Analyse 165:61-180.
  33. Thoralf Albert Skolem 1887--1963 a biographical sketch.Jens Erik Fenstad - 1996 - Nordic Journal of Philosophical Logic 1 (2):99-106.
  34. Experiences gained from developing and integrating an expert system and a modern graphic display system for a swedish nuclear power plant control room.Torsten Foreman & Jan-Erik Stenmark - 1991 - Ai 1991 Frontiers in Innovative Computing for the Nuclear Industry Topical Meeting, Jackson Lake, Wy, Sept. 15-18, 1991 1.
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  35.  44
    The Good, The Bad, and The Useful. Machiavelli's Abolition of Virtues.Paul-Erik Korvela - 2007 - SATS 8 (2):104-132.
  36.  10
    On Being Morally Convinced.Knut Erik Tranöy - 1961 - Atti Del XII Congresso Internazionale di Filosofia 7:451-457.
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  37. which are prescribed by the law; eg, the law does not expressly permit suicide, and what it does not expressly permit it forbids."* I want to draw attention to the italicized part of this quotation in particular. Often when we reason about what is forbidden and what is.Knut Erik Traney - 1963 - In Gunnar Aspelin (ed.), Philosophical essays. Lund,: CWK Gleerup.
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  38. Defining personhood to death.John Erik Troyer - 2013 - In Simon Woods & Lynn Hagger (eds.), A Good Death?: Law and Ethics in Practice. Burlington, VT: Routledge.
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  39.  43
    A Simple Proof of the Uniqueness of the Einstein Field Equation in All Dimensions.Erik Curiel - unknown
    The standard argument for the uniqueness of the Einstein field equation is based on Lovelock's Theorem, the relevant statement of which is restricted to four dimensions. I prove a theorem similar to Lovelock's, with a physically modified assumption: that the geometric object representing curvature in the Einstein field equation ought to have the physical dimension of stress-energy. The theorem is stronger than Lovelock's in two ways: it holds in all dimensions, and so supports a generalized argument for uniqueness; it does (...)
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  40.  19
    Perception and simulation during concept learning.Erik Weitnauer, Robert L. Goldstone & Helge Ritter - 2023 - Psychological Review 130 (5):1203-1238.
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  41. Schijntje of diepte-investering?Door Erik Dees - forthcoming - Idee.
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  42. Wie is de liberaalste.Door Erik Dees - forthcoming - Idee.
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  43. Proceedings of the workshop on information and communication technology for teaching and training.Erik D'Hollander, Etienne Kerre, Marc Vanwormhoudt, Dirk Vervenne & Fernand Vandamme - 1999 - Communication and Cognition: Monographies 32.
     
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  44.  5
    Dansk filosofi og psykologi 1926-1976.Sven Erik Nordenbo & Arne Friemuth Petersen (eds.) - 1976 - [København, K, Købmagergade 50]: Filosofisk Institut, Københavns Universitet : i samarbejde med Psykologisk Laboratorium, Københavns Universitet.
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  45. Coping with inconsistencies: Examples form the social sciences.Erik Weber & Jeroen Van Bouwel - 2005 - Logic and Logical Philosophy 14 (1):89-101.
    In this paper we present two case studies on inconsistencies in the social sciences. The first is devoted to sociologist George Caspar Homans and his exchange theory. We argue that his account of how he arrived at his theory is highly misleading, because it ignores the inconsistencies he had to cope with. In the second case study we analyse how John Maynard Keynes coped with the inconsistency between classical economic theory and real economic conditions in developing his path-breaking theory.
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  46.  62
    How do we Have to Investigate Scientific Explanation?Erik Weber, Leen De Vreese & Jeroen Van Bouwel - 2016 - Tijdschrift Voor Filosofie 78 (3):489-524.
    This paper investigates the working-method of three important philosophers of explanation: Carl Hempel, Philip Kitcher, and Wesley Salmon. We argue that they do three things: construct an explication in the sense of Carnap, which then is used as a tool to make descriptive and normative claims about the explanatory practice of scientists. We also show that they did well with respect to, but that they failed to give arguments for their descriptive and normative claims. We think it is the responsibility (...)
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  47. The role of unification in explanations of facts.Erik Weber, Jeroen Van Bouwel & Merel Lefevere - 2011 - In Henk W. De Regt, Stephan Hartmann & Samir Okasha (eds.), EPSA Philosophy of Science: Amsterdam 2009. Springer.
    In the literature on scientific explanation, there is a classical distinction between explanations of facts and explanations of laws. This paper is about explanations of facts. Our aim is to analyse the role of unification in explanations of this kind. We discuss five positions with respect to this role, argue for two of them and refute the three others.
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  48.  46
    Inquiry and deliberation in judicial systems : the problem of jury size.Staffan Angere, Erik J. Olsson & Emmanuel Genot - unknown
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  49.  18
    The glass ceiling hypothesis: A reply to critics.Janeen Baxter & Erik Olin Wright - 2000 - Gender and Society 14 (6):814-821.
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  50. Medical ethics in norway: Modern medicine — traditional morality.Knut Erik Tranøy - 1988 - Theoretical Medicine and Bioethics 9 (3).
    In Norway, by tradition a Lutheran country, the puritan ethics of a moral minority has a strong influence on the development and manifestations of medical ethics. Those who exert this influence are found primarily among politicians, the clergy, and, last but certainly not least, among nurses and doctors. The focus of interest is not so much on problems of bioethical moral theory or the teaching of bioethics to students, but very much on attitudes and policies with regard to substantive issues (...)
     
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