Im Jahre 1800 veröffentlicht der noch junge Schelling (1175-1854) das System des transzendentalen Idealismus und mit ihm die Grundzüge seiner Ästhetik. Ob diese noch anschlussfähig an unser heutiges Kunstverständnis ist, wird in dem vorliegenden Buch diskutiert. Den Ansatzpunkt hierfür bildet die Malerei Piet Mondrians. 100 Jahre später steht Mondrian vor seiner Leinwand nämlich vor demselben Problem wie Schelling: Wie erfasse ich eine indifferente Einheit ohne sie zugleich wieder zu zerstören? Oder, wie kann ich einen Strich ziehen, ohne dadurch eine Unterscheidung (...) zu treffen? Um Mondrian mit Schelling lesen zu können, ist es jedoch ein weiter Weg. Ein Weg der unter anderem über die graphische Logik von Charles S. Peirce und die disegno-Theorie des florentiner Manierismus führt. Bleibt nur noch eine Frage: Was macht der nackte Dürer auf dem Cover? (shrink)

Over the past decades, science funding shows a shift from recurrent block funding towards project funding mechanisms. However, our knowledge of how project funding arrangements influence the organizational and epistemic properties of research is limited. To study this relation, a bridge between science policy studies and science studies is necessary. Recent studies have analyzed the relation between the affordances and constraints of project grants and the epistemic properties of research. However, the potentially very different affordances and constraints of funding arrangements (...) such as awards, prizes and fellowships, have not yet been taken into account. Drawing on eight case studies of funding arrangements in high performing Dutch research groups, this study compares the institutional affordances and constraints of prizes with those of project grants and their effects on organizational and epistemic properties of research. We argue that the prize case studies diverge from project-funded research in three ways: 1) a more flexible use, and adaptation of use, of funds during the research process compared to project grants; 2) investments in the larger organization which have effects beyond the research project itself; and 3), closely related, greater deviation from epistemic and organizational standards. The increasing dominance of project funding arrangements in Western science systems is therefore argued to be problematic in light of epistemic and organizational innovation. Funding arrangements that offer funding without scholars having to submit a project-proposal remain crucial to support researchers and research groups to deviate from epistemic and organizational standards. (shrink)

The aim of this study was to determine men’s perceptions about family planning and how they participate or wish to participate in family planning activities in Mpigi District, central Uganda. Four focus group discussions were conducted with married men and with family planning providers from both the government and private sector. In addition, seven key informants were interviewed using a semi-structured interview guide. The results indicate that men have limited knowledge about family planning, that family planning services do not adequately (...) meet the needs of men, and that spousal communication about family planning issues is generally poor. However, almost all men approved of modern family planning and expressed great interest in participating. The positive change of the beliefs and attitudes of men towards family planning in the past years has not been recognized by family planning programme managers, since available services are not in line with current public attitudes. A more couple-oriented approach to family planning is needed. Measures could include, for example, recruiting males as family planning providers, offering more family planning counselling for couples, and promoting female-oriented methods with men and vice versa. (shrink)

The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.

This open access book provides a broad context for the understanding of current problems of science and of the different movements aiming to improve the societal impact of science and research. The author offers insights with regard to ideas, old and new, about science, and their historical origins in philosophy and sociology of science, which is of interest to a broad readership. The book shows that scientifically grounded knowledge is required and helpful in understanding intellectual and political positions in various (...) discussions on the grand challenges of our time and how science makes impact on society. The book reveals why interventions that look good or even obvious, are often met with resistance and are hard to realize in practice. Based on a thorough analysis, as well as personal experiences in aids research, university administration and as a science observer, the author provides - while being totally open regarding science's limitations- a realistic narrative about how research is conducted, and how reliable ‘objective’ knowledge is produced. His idea of science, which draws heavily on American pragmatism, fits in with the global Open Science movement. It is argued that Open Science is a truly and historically unique movement in that it translates the analysis of the problems of science into major institutional actions of system change in order to improve academic culture and the impact of science, engaging all actors in the field of science and academia. (shrink)

Inspired by Charles Taylor’s recent quest for the meaning of religion today, this article concentrates on the question of the meaning of religious education today. The focus is not so much on the ‘what’ but instead more on the ‘where’ and the ‘how’ of RE. The view on what is held to be a pedagogically tenable position regarding RE is build up by methodologically using a differentiated practical–theological three-course model that distinguishes between the public, the social and the private domain. (...) Developments and tendencies within the three domains are shown in respect with religion as such and RE in particular. It is made clear what this may mean for religious educators and philosophers of religious education today, who conceptualize religious education as an impossible possibility. (shrink)

This article addresses somemethodological questions that are at stake inassessing the influence of the ideas of John Dewey onthe renewal of European education in the twentiethcentury, using examples from the history of Dutcheducation. It is argued that in this kind of researchthe focus should not be on the process of influence assuch, but rather on the activity of reception. This,in turn, requires a contextual reconstruction of theinteraction between Deweyan ideas and practices andexisting ones. The case studies presented in thisarticle exemplify (...) the more general methodologicalobservations. They not only provide an insight in therole of Deweyan ideas and practices in the developmentof Dutch education but also make clear for whatreasons, mostly unrelated to the significance ofDewey's work, these ideas and practices did not haveany lasting influence on the development of Dutcheducation, both on the level of early childhoodeducation and primary and secondary schools. (shrink)

This article addresses some methodological questions that are at stake in assessing the influence of the ideas of John Dewey on the renewal of European education in the twentieth century, using examples from the history of Dutch education. It is argued that in this kind of research the focus should not be on the process of influence as such, but rather on the activity of reception. This, in turn, requires a contextual reconstruction of the interaction between Deweyan ideas and practices (...) and existing ones. The case studies presented in this article exemplify the more general methodological observations. They not only provide an insight in the role of Deweyan ideas and practices in the development of Dutch education but also make clear for what reasons, mostly unrelated to the significance of Dewey’s work, these ideas and practices did not have any lasting influence on the development of Dutch education, both on the level of early childhood education and primary and secondary schools. (shrink)

This paper aims to explore disciplinary variation in valuation practices by comparing the way research groups accumulate credibility across four epistemic cultures. Our analysis is based on case studies of four high-performing research groups representing very different epistemic cultures in humanities, social sciences, geosciences and mathematics. In each case we interviewed about ten researchers, analyzed relevant documents and observed a couple of meetings. In all four cases we found a cyclical process of accumulating credibility. At the same time, we found (...) significant differences in the manifestation of the six main resources that are part of the cycle, the mechanisms of conversion between these resources, the overall structure and the average speed of the credibility cycle. The different ways in which the groups use data and produce arguments affect the whole cycle of accumulating credibility. In some cultures, journal publications are the main source of recognition, but in others one can earn significant amounts of recognition for conference contributions or service to the academic community. Moreover, the collaboration practices in the respective fields strongly influence the connection between arguments and publications. In cultures where teams of researchers collaboratively produce arguments, it is more strongly embedded in the process of writing publications. We conclude that the credibility cycle can only be used as an analytical tool to explain the behavior of researchers or research groups when taking differences across epistemic cultures into account. (shrink)

Resumo: Palavras-chave Keywords : Children’s literature. Storytelling. Reading. : Literatura infantil. Contação de histórias. Leitura..: Storytelling is considered nowadays a proper strategy to encourage children to develop literary taste and reading and it is therefore being broadly practiced within educational spaces. Within this framework the present article deals with 140 reports on storytelling observation in schools for children’s education and first classes. These reports were carried out in different places in Porto Alegre and its surroundings. It was possible to observe (...) that despite the joyful characteristic of the storytelling moment – that involves costumes, scenarios, puppets – the way this activity has been conducted turned out to be very pedagogical in three dimensions. In the first place, the choice of many narratives and books reveals an explicit tendency to "civilize" the child or to form a certain kind of subject. In the second place, this pedagogical tendency becomes evident in the conversations carried out between storytellers and children after the storytelling. In this context certain "messages" of the narrative are frequently stressed. At last, in the interviews many storytellers explained their criteria to choose books and stories according to "the project that is being presently developed in the school" or according to "problems that are taking place in the classroom" and so on. In spite of this tendency, however, some reports allow to infer that many teachers are escaping the deliberate pedagogization the stories and are therefore siding with a (new) discourse wherein pedagogical aspects are minimized. A contação de histórias é considerada, atualmente, uma estratégia adequada para iniciar as crianças no gosto pela leitura, sendo uma atividade generalizada nos espaços educativos. Dentro desse quadro, o artigo discute 140 relatos de observação de contação de histórias na Educação Infantil e anos iniciais, realizadas em espaços da região metropolitana de Porto Alegre (RS). Assim, observou-se que, malgrado o caráter lúdico das horas do conto – com fantasias, cenários, fantoches –, há nelas uma evidente pedagogização, através de três dimensões: a primeira é a escolha de algumas histórias e/ ou livros que pretendem abertamente civilizar ou formar um determinado tipo de sujeito. Em segundo lugar, a pedagogização fica evidente nas conversas que a contadora de histórias realiza com crianças após a contação, uma vez que, frequentemente, se enfatizam as mensagens da história. Por fim, nas entrevistas realizadas com as contadoras, ao falarem dos critérios de escolha dos livros e das histórias, várias sinalizaram uma escolha de acordo com o "projeto que está sendo desenvolvido", com "problemas que estão ocorrendo na sala de aula", etc. Mesmo assim, algumas práticas observadas fugiram à pedagogização deliberada, mostrando que muitas professoras estão inseridas em outro (e novo) discurso, em que a pedagogização é minimizada. (shrink)

ZusammenfassungDie Arzneimittelzulassung und der Aufnahmeprozess zur Kostenerstattung sollen die Entwicklung und Vermarktung von pharmazeutischen Innovationen mit Patientennutzen nicht behindern, zugleich aber die Wirtschaftlichkeit der Arzneimittelversorgung für die Kostenträger nicht gefährden. Eine Anpassung der Verfahren an die Merkmale personalisierter Arzneimittel erscheint notwendig. Dabei ist allerdings zu fragen, ob eine ungerechtfertigte Privilegierung erfolgt. In den USA und in der EU werden die jeweiligen Zulassungsverfahren für Arzneimittel und Tests schrittweise angepasst und integriert. Zulassung und Erstattungsentscheidungen sollen koordiniert werden. Eine Privilegierung, wie bei Arzneimitteln (...) für seltene Indikationen (Orphan Drugs), findet jedoch für personalisierte Medizin nicht statt. Es bestehen keine unzumutbaren Hürden für die Hersteller. Zurückhaltung bei der Entwicklung innovativer Produkte wäre deshalb nicht gerechtfertigt. (shrink)

ZusammenfassungDie Arzneimittelzulassung und der Aufnahmeprozess zur Kostenerstattung sollen die Entwicklung und Vermarktung von pharmazeutischen Innovationen mit Patientennutzen nicht behindern, zugleich aber die Wirtschaftlichkeit der Arzneimittelversorgung für die Kostenträger nicht gefährden. Eine Anpassung der Verfahren an die Merkmale personalisierter Arzneimittel erscheint notwendig. Dabei ist allerdings zu fragen, ob eine ungerechtfertigte Privilegierung erfolgt. In den USA und in der EU werden die jeweiligen Zulassungsverfahren für Arzneimittel und Tests schrittweise angepasst und integriert. Zulassung und Erstattungsentscheidungen sollen koordiniert werden. Eine Privilegierung, wie bei Arzneimitteln (...) für seltene Indikationen, findet jedoch für personalisierte Medizin nicht statt. Es bestehen keine unzumutbaren Hürden für die Hersteller. Zurückhaltung bei der Entwicklung innovativer Produkte wäre deshalb nicht gerechtfertigt. (shrink)

“Resolute” readings of Wittgenstein's Tractatus Logico-Philosophicus maintain that the book is divided into two parts: an intelligible “frame” and an unintelligible “body.” This article questions the validity of the “frame/body distinction” and, by extension, the resolute reading itself. It first establishes the tenability of the resolute programme as entirely dependent upon such a frame/body distinction. It then explores three possible ways the claim that the Tractatus contains such a distinction might be grounded, arguing in each case why it cannot do (...) so. It therefore concludes that the frame/body distinction is unjustified, and the resolute reading untenable. (shrink)

I argue here that, due to the influence of Greek philosophical ideas (such as the depreciation of time and change, and the glorification of independence and unqualified omnipotence), Christianity and Islam developed in directions foreign to the religious vision of their founders, leading ultimately to the present antagonisms between them. A 'philosophy of organism' - which sees time as cumulative, relations rather than substance as basic - can, however, help to reinterpret the insights of Jesus and Mohammed, and show that (...) humanity's primary responsibility is to care for the creatures which the Eternal One has called into being. (shrink)

I argue here that, due to the influence of Greek philosophical ideas (such as the depreciation of time and change, and the glorification of independence and unqualified omnipotence), Christianity and Islam developed in directions foreign to the religious vision of their founders, leading ultimately to the present antagonisms between them. A 'philosophy of organism' - which sees time as cumulative, relations rather than substance as basic - can, however, help to reinterpret the insights of Jesus and Mohammed, and show that (...) humanity's primary responsibility is to care for the creatures which the Eternal One has called into being. (shrink)

This paper aims to settle the question of what Ludwig Wittgenstein meant by "what solipsism means": This remark provides the key to the problem, how much truth there is in solipsism. For what solipsism means is quite correct; only it cannot be said, but makes itself manifest. The world is my world: this is manifest in the fact that the limits of language mean the limits of my world. 1 Throughout this paper, I will paraphrase "what solipsism means" simply as (...) 'solipsism.'2 The aim of the present paper can then be restated as an attempt to specify the conception of solipsism Wittgenstein was addressing in the Tractatus Logico-Philosophicus. A secondary aim is to... (shrink)

In many Western science systems, funding structures increasingly stimulate academic research to contribute to practical applications, but at the same time the rise of bibliometric performance assessments have strengthened the pressure on academics to conduct excellent basic research that can be published in scholarly literature. We analyze the interplay between these two developments in a set of three case studies of fields of chemistry in the Netherlands. First, we describe how the conditions under which academic chemists work have changed since (...) 1975. Second, we investigate whether practical applications have become a source of credibility for individual researchers. Indeed, this turns out to be the case in catalysis, where connecting with industrial applications helps in many steps of the credibility cycle. Practical applications yield much less credibility in environmental chemistry, where application-oriented research agendas help to acquire funding, but not to publish prestigious papers or to earn peer recognition. In biochemistry practical applications hardly help in gaining credibility, as this field is still strongly oriented at fundamental questions. The differences between the fields can be explained by the presence or absence of powerful upstream end-users, who can afford to invest in academic research with promising long term benefits. (shrink)

Extant sociological theories of gendered power within marriage focus on how social forces—such as gender inequality—shape women’s power within already established partnerships and subsequently affect their risk of intimate partner violence. Yet, inequitable social forces similarly shape women’s life conditions prior to and during the marital transition, with implications for women’s power in marriage. In Myanmar, gender relations between women and men historically have been touted as equitable and advantageous to women. Rare qualitative data find that structural gender inequalities permeate (...) Myanmar society, and intersect with other social forces, to constrain women’s marital power. In particular, we argue that women’s transition into marriage is a critical period to assess how gendered social inequalities determine the future distribution of power within marital relationships. These premarital social processes result in a “preconditioning” of relationship dynamics from the onset of marriage, with long-term effects on women’s power within the relationship, and subsequent exposure to intimate partner violence. We encourage sociological work on gendered power in the family to systematically consider women’s premarital social conditions as predictors of women’s relative power in marriage, with implications for their health and well-being. (shrink)

With technological possibilities in healthcare steadily increasing, more tools for digital cognitive rehabilitation become available. Acceptance of such technological advances is crucial for successful implementation. Therefore, we examined technology acceptance specifically for this form of rehabilitation in a sample of healthcare providers involved in cognitive rehabilitation. An adjusted version of the Technology Acceptance Model questionnaire was used, including the subscales for perceived usefulness, perceived ease of use, subjective norm, and intention to use, which all contribute to actual use of a (...) specific technology. Results indicate a generally favorable attitude toward the use of digital cognitive rehabilitation and positive responses toward the TAM constructs. Only for subjective norm, a neutral mean response was found, indicating that this could pose a potential obstacle toward implementation. Potential differences between subgroups of different age, gender, and professional background were assessed. Age and gender did not affect the attitude toward digital cognitive rehabilitation. Occupational therapists showed lower scores than healthcare psychologists and physiatrists with regard to perceived usefulness, possibly linked to a difference in operational and managerial tasks. The findings of his study stimulate further implementation of digital cognitive rehabilitation, where the role of subjective norms should be specifically considered. (shrink)

Many science systems are witnessing the rise of intermediary organizations with a coordinating mission, but to date a systematic understanding of their function and effects is lacking. The aim of this paper is to contribute to the understanding of the coordinating efforts of intermediary organizations. Starting from the definition of coordination as the establishment or strengthening of a relationship among the activities in a system, with the aim to enhance their common effectiveness, I develop a heuristic framework that facilitates the (...) systematic analysis of coordination in science. I illustrate and substantiate my framework with the empirical case study of a Dutch coordination task force in the area of chemical technologies. Thanks to the framework I could disentangle a number of functions that this task force fulfils concerning research programming, funding allocation and supporting interactions and collaborations. This approach enabled me to systematically analyse a very heterogeneous set of processes that each deserve to be called coordination. The analysis yields a clear overview of eight coordination processes that are each described in terms of activities, intervention, relationships, mechanisms and performance. I conclude my paper with suggestions for further research on coordination in the science system. (shrink)

A contação de histórias é considerada, atualmente, uma estratégia adequada para iniciar as crianças no gosto pela leitura, sendo uma atividade generalizada nos espaços educativos. Dentro desse quadro, o artigo discute 140 relatos de observação de contação de histórias na Educação Infantil e anos iniciais, realizadas em espaços da região metropolitana de Porto Alegre (RS). Assim, observou-se que, malgrado o caráter lúdico das horas do conto � com fantasias, cenários, fantoches �, há nelas uma evidente pedagogização, através de três dimensões: (...) a primeira é a escolha de algumas histórias e/ ou livros que pretendem abertamente civilizar ou formar um determinado tipo de sujeito. Em segundo lugar, a pedagogização fica evidente nas conversas que a contadora de histórias realiza com crianças após a contação, uma vez que, frequentemente, se enfatizam as mensagens da história. Por fim, nas entrevistas realizadas com as contadoras, ao falarem dos critérios de escolha dos livros e das histórias, várias sinalizaram uma escolha de acordo com o �projeto que está sendo desenvolvido�, com �problemas que estão ocorrendo na sala de aula�, etc. Mesmo assim, algumas práticas observadas fugiram à pedagogização deliberada, mostrando que muitas professoras estão inseridas em outro (e novo) discurso, em que a pedagogização é minimizada. (shrink)

This article reports on a study of the relationship between narcissism, as an important personality trait in individualistic societies, and religious styles of coping. We distinguish between two dimensions of narcissism: overt and covert narcissism, and four different styles of religious coping: self-directing, collaborative, deferring and receptive. The study was carried out by inviting 116 students to complete questionnaires about narcissism and religious coping. It revealed a positive correlation between covert narcissism and the collaborative, deferring and receptive styles of religious (...) coping, and a negative correlation between covert narcissism and the self-directing style. Overt narcissism only had a positive correlation with the receptive style. The article discusses in detail the significance of the relationships between narcissism and styles of religious coping. (shrink)

A popular goal in psychological science is to understand human cognition and behavior in the ‘real world’. In contrast, researchers have typically conducted their research in experimental research settings, a.k.a. the ‘psychologist’s laboratory’. Critics have often questioned whether psychology’s laboratory experiments permit generalizable results. This is known as the ‘real-world or the lab’-dilemma. To bridge the gap between lab and life, the concept of ecological validity has been widely used to evaluate whether laboratory experiments resemble and generalize to the ‘real (...) world’. However, researchers seldom define what they mean with this concept, nor are there any guidelines or criteria available for evaluating a study’s ecological validity. In our view, the popular concept of ecological validity is ill-formed, lacks specificity, and falls short of adequately addressing the fundamental problem of generalizability. In order to move beyond this ‘real-world or the lab’-dilemma, we believe that researchers should be more specific about the contexts of behaviors they are interested in, instead of aiming to understand human cognition and behavior in the ‘real world’. We argue that this is a more constructive way of uncovering the context-specific and context-generic principles of human cognition and behavior. (shrink)