Results for 'Karin Vetter'

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  1. Gender Diversity in the Boardroom and Firm Performance: What Exactly Constitutes a “Critical Mass?”.Jasmin Joecks, Kerstin Pull & Karin Vetter - 2013 - Journal of Business Ethics 118 (1):61-72.
    The under-representation of women on boards is a heavily discussed topic—not only in Germany. Based on critical mass theory and with the help of a hand-collected panel dataset of 151 listed German firms for the years 2000–2005, we explore whether the link between gender diversity and firm performance follows a U-shape. Controlling for reversed causality, we find evidence for gender diversity to at first negatively affect firm performance and—only after a “critical mass” of about 30 % women has been reached—to (...)
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    Patrick Vetter: Das Wesen der Schönheit. Zur Transzendentalität von Bildung und Freiheit in Friedrich Schillers ästhetischer Erziehung.Patrick Vetter - 2019 - Philosophischer Literaturanzeiger 72 (2):111-116.
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    Kennt die Globalisierung auch Gewinner? Persönliche Beobachtungen aus Indien: Karin Steinberger.Karin Steinberger - 2006 - Jahrbuch Menschenrechte 2007 (jg):189-196.
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  4. Potentiality: From Dispositions to Modality.Barbara Vetter - 2015 - Oxford, England and New York, NY, USA: Oxford University Press.
    Individual objects have potentials: paper has the potential to burn, an acorn has the potential to turn into a tree, some people have the potential to run a mile in less than four minutes. Barbara Vetter provides a systematic investigation into the metaphysics of such potentials, and an account of metaphysical modality based on them. -/- In contemporary philosophy, potentials have been recognized mostly in the form of so-called dispositions: solubility, fragility, and so on. Vetter takes dispositions as (...)
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  5.  6
    Epistemic Cultures: How the Sciences Make Knowledge.Karin Knorr Cetina - 1999 - Harvard University Press.
    How does science create knowledge? Epistemic cultures, shaped by affinity, necessity, and historical coincidence, determine how we know what we know. In this book, Karin Knorr Cetina compares two of the most important and intriguing epistemic cultures of our day, those in high energy physics and molecular biology. The first ethnographic study to systematically compare two different scientific laboratory cultures, this book sharpens our focus on epistemic cultures as the basis of the knowledge society.
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  6.  2
    Round Table: Is the Common Ground Between Pragmatism and Critical Realism More Important Than the Differences?Karin Zotzmann, Emily Barman, Douglas V. Porpora, Mark Carrigan & Dave Elder-Vass - 2022 - Journal of Critical Realism 21 (3):352-364.
    One theme of this special issue is an incitement to reconsider the relationship between pragmatism and critical realism. While their advocates sometimes come into conflict, there are also clearly b...
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  7. Epistemic Cultures: How the Sciences Make Knowledge.Karin Knorr-Cetina - 1999 - Harvard University Press.
    In this book, Karin Knorr Cetina compares two of the most important and intriguing epistemic cultures of our day, those in high energy physics and molecular ...
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  8.  8
    The Manufacture of Knowledge: An Essay on the Constructivist and Contextual Nature of Science.Karin Knorr-Cetina - 1981 - Pergamon Press.
    The anthropological approach is the central focus of this study. Laboratories are looked upon with the innocent eye of the traveller in exotic lands, and the societies found in these places are observed with the objective yet compassionate eye of the visitor from a quite other cultural milieu. There are many surprises that await us if we enter a laboratory in this frame of mind... This study is a realistic enterprise, an attempt to truly represent the social order of life (...)
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  9. Dispositions Without Conditionals.Barbara Vetter - 2014 - Mind 123 (489):129-156.
    Dispositions are modal properties. The standard conception of dispositions holds that each disposition is individuated by its stimulus condition(s) and its manifestation(s), and that their modality is best captured by some conditional construction that relates stimulus to manifestation as antecedent to consequent. I propose an alternative conception of dispositions: each disposition is individuated by its manifestation alone, and its modality is closest to that of possibility — a fragile vase, for instance, is one that can break easily. The view is (...)
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  10. The Epistemic Challenge of Hearing Child’s Voice.Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):245-259.
    Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults (...)
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  11. Dispositionen in der Metaphysik der Wissenschaften.Barbara Vetter & Romy Jaster - 2012 - Zeitschrift für Philosophische Forschung 66 (3):429-447.
    Eine systematische Diskussion der Rolle von Dispositionen in den Wissenschaften, mit besonderer Berücksichtigung der folgenden Positionen: (GCP) Mumford, S./Anjum, R., 2011, Getting Causes from Powers, Oxford: Ox- ford University Press. (MP) Marmodoro, A. (Hrsg.), 2010, The Metaphysics of Powers, NY: Routledge. (DC) Handfield, T. (Hrsg.), 2009, Dispositions and Causes. Oxford: Oxford University Press. (DD) Damschen, G./Schnepf, R./Stüber, K.R. (Hrsg.), 2009, Debating Dispo- sitions – Issues in Metaphysics, Epistemology and Philosophy of Mind, Berlin/ NY: DeGruyter. (LDC) Manley, D./Wasserman, R., 2008, ,On (...)
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  12. Varieties of Cognitive Penetration in Visual Perception.Petra Vetter & Albert Newen - 2014 - Consciousness and Cognition 27:62-75.
  13.  3
    Probability Designs: Literature and Predictive Processing.Karin Kukkonen - 2020 - Oup Usa.
    In Probability Designs, Karin Kukkonen presents the predictive processing model of cognition as a means of exploring narrative structure and reader experience. Utilizing the literary canon of various cultures, Kukkonen combines theory and cognitive science to analyze how reader expectation and prediction shape literature, and how literature accomplishes cognitive feats that determine the human capacity for free, exploratory thought.
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  14.  61
    Barbara Vetter: Potentiality: From Dispositions to Modality: Oxford University Press, 2015, 352 Pp, £52.00 , ISBN: 9780198714316.Jennifer McKitrick - 2019 - Erkenntnis 84 (5):1179-1182.
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  15.  33
    Helmuth Vetter. 'Krise der Wissenschaften – Wissenschaft der Krisis? Wiener Tagungen Zur Phänomenologie'. [REVIEW]Christian Rhabanus - 2002 - Husserl Studies 18 (1):65-75.
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    What Is Meditation? Proposing an Empirically Derived Classification System.Karin Matko & Peter Sedlmeier - 2019 - Frontiers in Psychology 10.
  17. Reply to Vetter.Timothy Williamson - 2016 - Canadian Journal of Philosophy 46 (4-5):796-802.
  18.  30
    Developmental Dyscalculia and Basic Numerical Capacities: A Study of 8–9-Year-Old Students.Karin Landerl, Anna Bevan & Brian Butterworth - 2004 - Cognition 93 (2):99-125.
  19. Multi‐Track Dispositions.Barbara Vetter - 2013 - Philosophical Quarterly 63 (251):330-352.
    It is a familiar point that many ordinary dispositions are multi-track, that is, not fully and adequately characterisable by a single conditional. In this paper, I argue that both the extent and the implications of this point have been severely underestimated. First, I provide new arguments to show that every disposition whose stimulus condition is a determinable quantity must be infinitely multi-track. Secondly, I argue that this result should incline us to move away from the standard assumption that dispositions are (...)
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  20.  20
    Orienting of Attention to Threatening Facial Expressions Presented Under Conditions of Restricted Awareness.Karin Mogg & Brendan P. Bradley - 1999 - Cognition and Emotion 13 (6):713-740.
  21. Are Abilities Dispositions?Barbara Vetter - forthcoming - Synthese 196 (1).
    Abilities are in many ways central to what being an agent means, and they are appealed to in philosophical accounts of a great many different phenomena. It is often assumed that abilities are some kind of dispositional property, but it is rarely made explicit exactly which dispositional properties are our abilities. Two recent debates provide two different answers to that question: the new dispositionalism in the debate about free will, and virtue reliabilism in epistemology. This paper argues that both answers (...)
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  22. Essence, Potentiality, and Modality.Barbara Vetter - 2021 - Mind 130 (519):833-861.
    According to essentialism, metaphysical modality is founded in the essences of things, where the essence of a thing is roughly akin to its real definition. According to potentialism, metaphysical modality is founded in the potentialities of things, where a potentiality is roughly the generalized notion of a disposition. Essentialism and potentialism have much in common, but little has been written about their relation to each other. The aim of this paper is to understand better the relations between essence and potentiality, (...)
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  23. The Cognitive and Neural Bases of Language Acquisition.Karin Stromswold - 1995 - In Michael S. Gazzaniga (ed.), The Cognitive Neurosciences. MIT Press. pp. 855--870.
  24.  70
    Philosophy with Children, the Stingray and the Educative Value of Disequilibrium.Karin Saskia Murris - 2008 - Journal of Philosophy of Education 42 (3-4):667-685.
    Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation (...)
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  25.  35
    Listening-as-Usual: A Response to Michael Hand.Karin Murris - 2015 - Studies in Philosophy and Education 34 (3):331-335.
    In her book Epistemic Injustice: Power and the Ethics of Knowing , Miranda Fricker introduces the helpful notion of “identity prejudice” as “a label for prejudices against people qua social type” . She focuses on race, class and gender, and Michael Hand in his article What Do Kids Know? A response to Karin Murris is indeed correct when he states that I have applied her arguments to age as a category of epistemic exclusion.I argue that among the usual contenders (...)
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  26. Hermann Vetter.Logical Probability - 1970 - In Paul Weingartner & Gerhard Zecha (eds.), Induction, Physics, and Ethics. Dordrecht: Reidel. pp. 75.
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  27. Williamsonian Modal Epistemology, Possibility-Based.Barbara Vetter - 2016 - Canadian Journal of Philosophy 46 (4-5):766-795.
    Williamsonian modal epistemology is characterized by two commitments: realism about modality, and anti-exceptionalism about our modal knowledge. Williamson’s own counterfactual-based modal epistemology is the best known implementation of WME, but not the only option that is available. I sketch and defend an alternative implementation which takes our knowledge of metaphysical modality to arise, not from knowledge of counterfactuals, but from our knowledge of ordinary possibility statements of the form ‘x can F’. I defend this view against a criticism indicated in (...)
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  28.  37
    Why Cognitive Penetration of Our Perceptual Experience is Still the Most Plausible Account.Albert Newen & Petra Vetter - 2017 - Consciousness and Cognition 47:26-37.
  29. Counterpossibles (Not Only) for Dispositionalists.Barbara Vetter - 2016 - Philosophical Studies 173 (10):2681-2700.
    Dispositionalists try to provide an account of modality—possibility, necessity, and the counterfactual conditional—in terms of dispositions. But there may be a tension between dispositionalist accounts of possibility on the one hand, and of counterfactuals on the other. Dispositionalists about possibility must hold that there are no impossible dispositions, i.e., dispositions with metaphysically impossible stimulus and/or manifestation conditions; dispositionalist accounts of counterfactuals, if they allow for non-vacuous counterpossibles, require that there are such impossible dispositions. I argue, first, that there are in (...)
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  30.  6
    Swedish Feminist Foreign Policy in the Making: Ethics, Politics, and Gender.Karin Aggestam & Annika Bergman-Rosamond - 2016 - Ethics and International Affairs 30 (3):323-334.
    In 2015, the world's first self-defined feminist government was formed in Sweden with the explicit ambition of pursuing a feminist foreign policy. This essay seeks to unpack and highlight some of the substance and plausible future directions of a feminist foreign policy. The overarching ambition is three-fold: to probe the normative contents of feminist foreign policy in theory and in practice; to identify a number of potential challenges and ethical dilemmas that are detrimental to gender-sensitive global politics; and to advance (...)
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  31.  7
    When Knowing Can Replace Seeing in Audiovisual Integration of Actions.Karin Petrini, Melanie Russell & Frank Pollick - 2009 - Cognition 110 (3):432-439.
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  32. The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child.Karin Murris - 2016 - Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...)
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  33.  7
    Cooperative Division of Cognitive Labour: The Social Epistemology of Photosynthesis Research.Kärin Nickelsen - 2022 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 53 (1):23-40.
    How do scientists generate knowledge in groups, and how have they done so in the past? How do epistemically motivated social interactions influence or even drive this process? These questions speak to core interests of both history and philosophy of science. Idealised models and formal arguments have been suggested to illuminate the social epistemology of science, but their conclusions are not directly applicable to scientific practice. This paper uses one of these models as a lens and historiographical tool in the (...)
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  34.  35
    Sociality with Objects.Karin Knorr Cetina - 1997 - Theory, Culture and Society 14 (4):1-30.
  35.  26
    Brief Report Time Course of Attentional Bias for Threat Scenes: Testing the Vigilance‐Avoidance Hypothesis.Karin Mogg, Brendan Bradley, Felicity Miles & Rachel Dixon - 2004 - Cognition and Emotion 18 (5):689-700.
  36.  11
    "The Most Belligerent Non-Resistant": Lucretia Mott on Women's Rights.Lisa Pace Vetter - 2015 - Political Theory 43 (5):600-630.
    Lucretia Mott is widely recognized as a moral and spiritual leader in the abolitionist and early women’s rights movements. She has been characterized as a disciple of William Lloyd Garrison, a proliferator of Mary Wollstonecraft’s ideas, and a religious promoter of human rights whose efforts were surpassed by the theoretically sophisticated and politically astute Elizabeth Cady Stanton. These portrayals paradoxically elevate Mott’s status while understating the originality of her views. This analysis examines Mott’s speeches and writings in detail and finds (...)
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  37. Recent Work: Modality Without Possible Worlds.Barbara Vetter - 2011 - Analysis 71 (4):742-754.
    This paper surveys recent "new actualist" approaches to modality that do without possible worlds and locate modality squarely in the actual world. New actualist theories include essentialism and dispositionalism about modality, each of which can come in different varieties. The commonalities and differences between these views, as well as their shared motivations, are layed out.
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  38.  46
    Measures of Similarity.Karin Enflo - 2020 - Theoria 86 (1):73-99.
    This article analyses the relationship between the concept of single aspect similarity and proposed measures of similarity. More precisely, it compares eleven measures of similarity in terms of how well they satisfy a list of desiderata, chosen to capture common intuitions concerning the properties of similarity and the relations between similarity and dissimilarity. Three types of measures are discussed: similarity as commonality, similarity as a function of dissimilarity, and similarity as a joint function of commonality and difference. Relative to the (...)
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  39. Dispositional Accounts of Abilities.Barbara Vetter & Romy Jaster - 2017 - Philosophy Compass 12 (8):e12432.
    This paper explores the prospects for dispositional accounts of abilities. According to so-called new dispositionalists, an agent has the ability to Φ iff they have a disposition to Φ when trying to Φ. We show that the new dispositionalism is beset by some problems that also beset its predecessor, the conditional analysis of abilities, and bring up some further problems. We then turn to a different approach, which links abilities not to motivational states but to the notion of success, and (...)
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  40.  21
    Helmuth Vetter, Grundriss Heidegger. Ein Handbuch Zu Leben Und Werk.Cătălin Cioabă - 2014 - Studia Phaenomenologica 14:407-410.
  41.  47
    Text, Commentary, Annotation: Some Reflections on the Philosophical Genre. [REVIEW]Karin Preisendanz - 2008 - Journal of Indian Philosophy 36 (5-6):599-618.
    This essay is an attempt to analyze, classify and illustrate different scholarly approaches to the Sanskrit philosophical commentaries as reflected in some influential and especially thoughtful studies of Indian philosophy; at the same time it highlights some specific features involving commentary and annotation in general, drawing from results of studies on commentaries conducted in other disciplines and fields, such as Classical and Medieval Studies, Theology, and Early English Literature. In the field of South Asian Studies, philosophical commentaries may be assessed (...)
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  42.  19
    Free Persons, Empty Selves.Karin Meyers - 2014 - In Matthew R. Dasti & Edwin F. Bryant (eds.), Free Will, Agency, and Selfhood in Indian Philosophy. Oxford University Press. pp. 41.
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  43. VETTER, Magic and Religion. [REVIEW]G. Stephens Spinks - 1959 - Hibbert Journal 58:188.
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  44. Perceiving Potentiality: A Metaphysics for Affordances.Barbara Vetter - 2020 - Topoi 39 (5):1177-1191.
    According to ecological psychology, animals perceive not just the qualities of things in their environment, but their affordances: in James Gibson’s words, ’what things furnish, for good or ill’. I propose a metaphysics for affordances that fits into a contemporary anti-Humean metaphysics of powers or potentialities. The goal is to connect two debates, one in the philosophy of perception and one in metaphysics, that stand to gain much from each other.
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  45. Can Children Do Philosophy?Karin Murris - 2000 - Journal of Philosophy of Education 34 (2):261–279.
    Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for (...)
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  46.  5
    Giving Birth Like A Girl.Karin A. Martin - 2003 - Gender and Society 17 (1):54-72.
    Relational, selfless, caring, polite, nice, and kind are not how we imagine a woman giving birth in U.S. culture. Rather, we picture her as screaming, yelling, self-centered, and demanding drugs or occasionally as numbed and passive from pain-killing medication. Using in-depth interviews with women about their labor and childbirth, the author presents data to suggest that white, middle-class, heterosexual women often worry about being nice, polite, kind, and selfless in their interactions during labor and childbirth. This finding is important not (...)
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  47. Potential Problems? Some Issues with Vetter's Potentiality Account of Modality.Nathan Wildman - 2020 - Philosophical Inquiry 8 (1):167-184.
    As Vetter says, we are at the “beginning of the debate, not the end” (2015: 300) when it comes to evaluating her potentiality-based account of metaphysical modality. This paper contributes to this developing debate by highlighting three problems for Vetter’s account. Specifically, I begin (§1) by articulating some relevant details of Vetter’s potentiality-based view. This leads to the first issue (§2), concerning unclarity in the idea of degrees of potentiality. Similarly, the second issue (§3) raises trouble for (...)
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  48.  20
    Anxiety and Threat-Related Attention: Cognitive-Motivational Framework and Treatment.Karin Mogg & Brendan P. Bradley - 2018 - Trends in Cognitive Sciences 22 (3):225-240.
  49.  15
    The Ideas and Meditative Practices of Early Buddhism.Steven Collins & Tilmann Vetter - 1991 - Journal of the American Oriental Society 111 (1):204.
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  50. How Many Meanings for ‘May’? The Case for Modal Polysemy.Barbara Vetter & Emanuel Viebahn - 2016 - Philosophers' Imprint 16.
    The standard Kratzerian analysis of modal auxiliaries, such as ‘may’ and ‘can’, takes them to be univocal and context-sensitive. Our first aim is to argue for an alternative view, on which such expressions are polysemous. Our second aim is to thereby shed light on the distinction between semantic context-sensitivity and polysemy. To achieve these aims, we examine the mechanisms of polysemy and context-sensitivity and provide criteria with which they can be held apart. We apply the criteria to modal auxiliaries and (...)
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